How to Calculate Beta free essay sample

How to Calculate Beta Beta refers to the volatility of a particular stock compared against the volatility of the entire stock market or, in practice, a representative index of that market, such as the Standard and Poors (Samp;P) 500. Beta is an indicator of how risky a particular stock is and is used to evaluate its expected rate of return. Beta is one of the fundamentals stock analysts consider when choosing stocks for their portfolios, along with price-to-earnings ratio, shareholders equity, debt-to-equity ratio and other factors. Heres how to calculate beta and use beta to figure an expected rate of return. This is the rate of return an investor could expect on an investment in which his or her money is not at risk, such as U. S. Treasury Bills for investments in U. S. dollars and German Government Bills for investments that trade in euros. We will write a custom essay sample on How to Calculate Beta or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This figure is normally expressed as a percentage.Determine the respective rates of return for the stock and for the market or representative index. These figures are also expressed as percentages. Usually, the rates of return are figured over several months. * Either or both of these values may be negative, meaning that investing in the stock or the market (index) as a whole would mean a loss against the investment during the period. Subtract the risk-free rate from the market (or index) rate of return. If the market or index rate of return is 8 percent and the risk-free rate is again 2 percent, the difference would be 6 percent. Divide the difference in the stocks return rate minus the risk-free rate by the market (or index) rate of return minus the risk-free rate. This is the beta, which is typically expressed as a decimal value. In the example above, the beta would be 5 divided by 6, or 0. 833. * The beta of the market itself, or its representative index, is by definition 1. 0, as the market is being compared against itself and any nonzero number divided by itself equals. A beta less than 1 means that the stock is less volatile than the market as a whole, while a beta greater than 1 means the stock is more volatile than the market as a whole. The beta value can be less than zero, meaning either that the stock is losing money while the market as a whole is gaining (more likely) or that the stock is gaining while the market as a whole is losing money (less likely). * When figuring beta, it is common, though not required, to use an index representative of the market in which the stock trades. For U. S. stocks, the Samp;P 500 is the index sually used, although an industrial stock may be better served by comparing it against the Dow Jones Industrial Average.

Casablana Conference during World War II

Casablana Conference during World War II The Casablanca Conference occurred on January 1943 and was the third time President Franklin Roosevelt and Prime Minister Winston Churchill met during World War II. In November 1942, Allied forces landed in Morocco and Algeria as part of Operation Torch. Overseeing operations against Casablanca, Rear Admiral Henry K. Hewitt and Major General George S. Patton captured the city after a brief campaign which included a naval battle with Vichy French vessels. While Patton remained in Morocco, Allied forces under the direction of Lieutenant General Dwight D. Eisenhower pressed east into Tunisia where a stalemate with Axis forces ensued. Casablanca Conference - Planning: Believing that the campaign in North Africa would be quickly concluded, American and British leaders began debating the future strategic course of the war. While the British favored pushing north through Sicily and Italy, their American counterparts desired a direct, cross-Channel attack directly into the heart of Germany. As this issue, as well as several others, including plans for the Pacific, required extensive discussion, it was decided to schedule a conference between Roosevelt, Churchill, and their respective senior leadership under the codename SYMBOL. The two leaders selected Casablanca as the site of the meeting and organization and security for the conference fell to Patton. Choosing the Anfa Hotel to host, Patton moved forward with meeting the logistical needs of the conference. Though Soviet leader Joseph Stalin was invited, he declined to attend due to the ongoing Battle of Stalingrad. Casablanca Conference - The Meetings Begin: The first time an American president had left the country during wartime, Roosevelts trip to Casablanca consisted of a train to Miami, FL then a series of chartered Pan Am flying boat flights that saw him make stops in Trinidad, Brazil, and Gambia before finally arriving at his destination. Departing from Oxford, Churchill, weakly disguised as a Royal Air Force officer, flew from Oxford aboard an unheated bomber. Arriving in Morocco, both leaders were quickly whisked to the Anfa Hotel. The center of a one-mile-square compound that had been built by Patton, the hotel had previously served as housing for the German Armistice Commission. Here, the first meetings of the conference commenced on January 14. The next day, the combined leaderships received a briefing on the campaign in Tunisia from Eisenhower. As talks pushed forward, an agreement was quickly reached on the need to bolster the Soviet Union, focus bombing efforts on Germany, and win the Battle of the Atlantic. The discussions then bogged down when the focus shifted to allocating resources between Europe and the Pacific. While the British favored a defensive stance in the Pacific and a total focus on defeating Germany in 1943, their American counterparts feared allowing Japan time to consolidate their gains. Further disagreement arose in regard to plans for Europe after victory in North Africa. While American leaders were willing to mount an invasion of Sicily, others, such as US Army Chief of Staff General George Marshall desired to know Britains ideas for striking a killer blow against Germany. Casablanca Conference - The Talks Continue: These largely consisted of a thrust through southern Europe into what Churchill termed Germanys soft underbelly. It was felt that an attack against Italy would take Benito Mussolinis government out of the war forcing Germany to shift forces south to meet the Allied threat. This would weaken the Nazi position in France allowing for a cross-Channel invasion at a later date. Though the Americans would have preferred a direct strike into France in 1943, they lacked a defined plan to counter the British proposals and experience in North Africa had shown that additional men and training would be required. As it would be impossible to obtain these quickly, it was determined to pursue the Mediterranean strategy. Before conceding this point, Marshall was able to secure a compromise calling for the Allies to maintain the initiative in the Pacific without undermining efforts to defeat Germany. While the agreement allowed the Americans to continue seeking retribution against Japan, it also showed that they had been badly outmaneuvered by the better-prepared British. Among the other topics of discussion was obtaining a degree of unity between French leaders General Charles de Gaulle and General Henri Giraud. While de Gaulle considered Giraud an Anglo-American puppet, the latter believed the former to be a self-seeking, weak commander. Though both met with Roosevelt, neither impressed the American leader. On January 24, twenty-seven reporters were called to the hotel for an announcement. Surprised to find a large number of senior Allied military leaders there, they were stunned when Roosevelt and Churchill appeared for a press conference. Accompanied by de Gaulle and Giraud, Roosevelt forced the two Frenchmen to shake hands in a show of unity. Casablanca Conference - The Casablanca Declaration: Addressing the reporters, Roosevelt offered vague details about the nature of the conference and stated that the meetings had allowed the British and American staffs to discuss a variety of key issues. Moving forward, he stated that peace can come to the world only by the total elimination of German and Japanese war power. Continuing, Roosevelt declared that this meant the unconditional surrender of Germany, Italy, and Japan. Though Roosevelt and Churchill had discussed and agreed on the concept of unconditional surrender in the preceding days, the British leader did not expect his counterpart to make such a blunt statement at that time. In concluding his remarks, Roosevelt stressed that unconditional surrender did not mean the destruction of the population of Germany, Italy, or Japan, but it [did] mean the destruction of the philosophies in those countries which [were] based on conquest and subjugation of other people. Though the consequences of Roosevelts statement have been greatl y debated, it was clear that he desired to avoid the vague type of armistice that had ended World War I. Casablanca Conference - Aftermath: Following an excursion to Marrakesh, the two leaders departed for Washington, DC, and London. The meetings at Casablanca saw the mounting of a cross-Channel invasion delayed by a year, and given the Allied troop strength in North Africa, the pursuance of a Mediterranean strategy had a degree of inevitability. While the two sides had formally agreed on the invasion of Sicily, the specifics of future campaigns remained ambiguous. Though many were concerned that the unconditional surrender demand would reduce the Allies latitude to end the war and would increase enemy resistance, it provided a clear statement of war aims which reflected public opinion. Despite the disagreements and debates at Casablanca, the conference did work to establish a degree of kinship between the senior leaders of the American and British militaries. These would prove key as the conflict pushed forward. The Allied leaders, including Stalin, would meet again that November at the Tehran Conference.

Final Project-The Story Essay Example | Topics and Well Written Essays - 2500 words

Final Project-The Story - Essay Example Such policies should also define stakeholders who will be held accountable on the progress, success or failure of the initiative. Inevitably, policy makers, physicians, nurses, nursing bodies, educators, patients, insurance firms and state authorities must collaborate to bring diabetes under control. The most effective control measure would be the prevention of the occurrence of new cases, while at the same time controlling and managing the condition among those already living with it (Davies, Dixon & Currie, 2001). The role of educators, therefore, becomes a key emphasis of the policy making procedure. This becomes a key issue because a 20 year old patient representing a diagnosis was interviewed for the project and confirmed not having been sufficiently informed on the necessity of a healthy lifestyle in the prevention and treatment of diabetes. This, in turn, means that the role of diabetes educators is not sufficiently felt in society, creating a knowledge gap. This issue is link ed to nursing because nurses have the abstract information on patient care and can contribute significantly towards formulating policies that will effectively curb the growing numbers of diabetic cases. Being the ones closest to patients in terms of provision of care, they are in a better position to know what advice needs to be given in the prevention and control the problem. Therefore, their role is significant in promoting the initiative through providing evidence-based and up-to-date facts about education and care in diabetes (Davies, Dixon & Currie, 2001). This essay will discuss the problem, the policy and political procedures and provide a concluding solution. Policy Analysis The subject of diabetes has faced numerous policy challenges. The American Association of Diabetes Educators (AADE) pointed out that at some time, when citizens were diagnosed with diabetes, access to life insurance available in their states became unaffordable and even sometimes unavailable (Oliver & Mo ssialos, 2012). The reason was that federal law permitted life insurance firms to operate on policies that rated or charged a premium basing on the health status of applicants. Essentially, such plans allowed the insurance companies to deny an applicant the sought cover depending on their health status. Even so, patients requiring access to diabetes educators require a physician’s referral in order to receive the services (Peeples & Austin, 2007). This poses another policy challenge in the management of diabetes. Some physicians may not be giving the referrals as a measure to safeguard their revenue sources, and even if they did, the number of available educators is not sufficient to handle them. On the other hand, without a physician’s referral, the services of an educator are not among the covered benefits of insurance. According to the American Diabetes Association (ADA), diabetes at any stage needs round-the-clock management to alleviate long term complications ass ociated with hyperglycemia and hypoglycemia. Within the learning environment, levels of blood sugar not within the target range will interfere with the learning ability of a student. Non-diabetic students must be taught healthy lifestyles to avoid it, while the diabetic ones should have the ability to check and respond to blood glucose levels accordingly. Although some may handle the routine independently, others, due to developmental level or

DESIGN A RETENTION PLAN FOR FUTURE RADIOLOGY EMPLOYEES Assignment

DESIGN A RETENTION PLAN FOR FUTURE RADIOLOGY EMPLOYEES - Assignment Example In addition, most programs fail to plan and time the hiring of physicians when multiple providers are needed. They have failed to develop short-and long-term strategic staffing plans. The other problem is absence of a clearly defined recruitment process, a host of hospitalist programs have failed to create a well-planned and choreographed recruitment process, leading to missed opportunities and/or a hiring mismatch (Simone, 2009). The other problem is hiring mismatch, many programs hire providers who do not fit in with the practice â€Å"culture.† There is a mismatch between vision, values, and objectives of the hospitalist program and the newly hired physician (Harris & Hartman, 2001). This can translate to disruptive behaviors within the hospitalist practice, low morale, and can result in poor provider and program performance. The last problem and which is the focus of this study is lack of a retention plan. Most programs have been successful in finding a good physician-prac tice fit but failed in support and integration of the new physician into the practice, hospital and community. A poorly developed retention plan or the absence of one can lead to physician turnover (Mathis & Jackson, 2010). Physician turnover can result in staff shortages, which may lead to program instability, such as being disruptive to the â€Å"chemistry† of a practice, provider job dissatisfaction, provider burnout, and subsequent poor clinical outcomes. Provider turnover can be quite costly to a hospital program, as numerous costs are associated with replacement of providers (Simone, 2009). These costs include those associated with recruitment, such as sign-on bonuses, medical school loan repayment, relocation expenses, lost productivity for hospitalist and hospital staff during the recruitment process, headhunter fees, and revenues lost during

Iranian nuclear developments Essay Example | Topics and Well Written Essays - 1250 words

Iranian nuclear developments - Essay Example Would Iran ever actually deploy nuclear weapons though? Much depends on one's read of just how long-lived and truculent the current regime is. These issues are taken up in the volume's next two chapters. In â€Å"Iran's Internal Struggles,† Genieve Abdo, an internationally recognized observer of Iranian politics, argues that the revolutionary government is unlikely to be overthrown anytime soon and that it will persist in its hostile foreign policies. Rob Sobhani, a leading American-Iranian commentator, however, argues that with sufficient U.S. support of the right sort, the current government in Iran could give way to a far more liberal and peaceable regime. But what is the â€Å"right† kind of support? Abbas William Samii, Radio Free Europe's Iranian broadcast analyst, explores this question in chapter 5, â€Å"Winning Iranian Hearts and Minds.† Although Mr. Samii does not rule out speedy regime change, he warns that it is not likely and that for that reason, t he United States needs to have a long-term outreach program that will encourage a more favorable opinion of the United States among the general Iranian population. This, then, raises the question of timing. If favorable regime change may not come before Iran acquires nuclear weapons or the ability to quickly acquire them, what other course of action might the United States and its allies take to influence Iranian decisionmakers? None of the most popular policy options, in short, are sure bets; all are fraught with dangers. This is why it is critical to make sure that Iran at least understands that it will not be rewarded or given a pass on its pursuit of worrisome nuclear activities. In the first instance this means that the United States and its allies must make full use of existing restraints against nuclear weapons proliferation-the IAEA and the NPT--to make sure Iran does not become a model of how to exploit the rules, but rather an example of what happens to states that bend or flaunt them. Beyond this, the United States and its allies must make clear what Iran can expect if it continues its nuclear power program--even if within the legal letter of the IAEA Statute--and how much better Iran's future would be if it terminated its program and cut its ties to terrorists, who might otherwise gain access to the nuclear know-how Iran has already mastered. The coming months will be some of the most critical in U.S.Iranian relations. The dramatic news that Iran's nuclear infrastructure was far more advanced than the public had been led to believe, puts the possibility of the Iranian bomb front and center and poses a most

The Purity Of Prepared Of Aspirin Biology Essay

The Purity Of Prepared Of Aspirin Biology Essay To synthesize the drug aspirin, the purity of prepared of aspirin is determined by a chemical test. In addition, the percentages of aspirin made are determined (CHM 1024 Organic Chemistry, practical manual). Introduction Aspirin also know as acetylsalicylic acid, in the history of medicine, aspirin is the first drugs that ever come into common usage which as medical treatments worldwide. It is known as a pain killer, fever reducer and anti-inflammatory agent. As a matter of fact, an anti-inflammatory agent has become a widely known and utilized treatment for arthritis.(1) Aspirin is also an anti-clotting agent. It is because it can inhibiting the production of thromboxane which will bind with platelet to create a patch of damaged walls of capillaries and platelet will become large enough to block the blood flow, locally and also downstream, aspirin also can use in long-term at low doses for helping prevent heart attacks, strokes and also blood clot formation.(2) The synthesis of aspirin is actually an esterification reaction. By acid derivative, salicylic acid is treated with acetic anhydride, which will giving a chemical reaction that change hydroxyl group in salicylic acid into ester group (R-OH → R-OCOCH3). This esterification reaction will yields aspirin as well as acetic group which is a byproduct in this reaction. This process is speed up by using catalyst which is concentrated sulphuric acid.(3) http://www2.volstate.edu/chem/1110/Synthesis_of_Aspirin_3.png Figure 1: salicylic acid reacts with acetic anhydride to form acetyl salicylic acid which is aspirin and a by-product, acetic acid. Overdose of aspirin will lead to acute or chronic poisoning. If a single large dose of aspirin is taken then it is acute poisoning; if taking higher than normal dose of aspirin over some period of time then it is chronic poisoning. The mortality rate for acute overdose is low, but for chronic overdose is more generally fatal. Other than that, overdose of aspirin also will have some bad side effects which is stomach ache and headache. These side effects can be reduced through the addition of buffer solution. The presence of any unreacted or excess salicylic acid is detect by 1% iron III chloride(FeCl3). As salicylic acid got phenol group, the FeCl3 test will giving a positive result that show colour change to violet colour if there have molecule possessing phenol group. Hence, the commercial aspirin will given negative result because it does not have phenol group with it. Hypothesis When salicylic acid reacts with acetic anhydride will yield aspirin and acetic acid. Procedure Preparation of aspirin A bath was prepared by using 400mL beaker was filled with half with water and it was heated until it boiling. 2.00g of salicylic acid was weighed and placed in 125mL dry conical flask. This quantity was used to calculate the theoretical yield of aspirin. 3mL of acetic anhydride was measured and added into the conical flask with gently swirled. The 3 drops of concentrated sulphuric acid was added into the flask during swirling. After that, the conical flask was placed in a beaker of warm water for 15 minutes. The reagents were mixed and then placed in a beaker of boiling-water bath for 30mins until the solid was completely dissolved. The solution was swirled occasionally. The conical flask was removed from the bath and it was cooled down to approximately room temperature which is 27Â °C. The solution was slowly poured into a 150mL beaker which containing 20mL of ice water and mixed completely then placed in an ice bath. During the ice bath, glass rod was used to mix the solution and scratching along the bottom of the beaker vigorously.(be aware no to poke a hole through the beaker.) The crystal were formed and collected by using Buchner funnel through filtration and suction. The crystals were washed by 5mL of cold water and the followed by 5mL of cold ethyl acetate. Suction was continued for at least 5mins for drying the crystals. The crystals were transferred to a 250mL beaker by using spatula and 5 drops of ethanol were added into the beaker. The beaker was stirred and warmed inside a water bath to dissolve the crystal. Re-crystallization process was performed. After the crystals dissolved 25mL warm water was added to the alcohol solution. The solution was let to cool down and then crystals were formed. Once the crystallization started, the beaker in the ice bath was set to complete the re-crystallization. The contents in the beaker were poured into Buchner funnel and suction and filtration was applied. Filter papers were used to remove all the excess water by moving the crystals on the filter paper anf placed it between several sheets of filter papers and gently pressed to dry the solid. Petri dish was weighed. Then crystal added on it and reweigh of petri dish. The weight of the purified aspirin was obtained by simple calculation and then this is used to obtain the percentages yield of aspirin. Analysis of Aspirin. Compare the quality of the synthesized aspirin with commercial aspirin and salicylic acid. 1% of iron III chloride was added to separate the test tubes containing aspirin crystals of each substance. The colour was observed. There will be no colour showed if aspirin is pure. Purple colour was showed if salicylic acid or traces is present in impure aspirin. Then the intensity of colour qualitatively tells how much salicylic acid was present. The aspirin crystals were observed under the microscope and were drawn on the result sheet. The purity of sample was tested by determining its melting point range. Reduce the sample to a fine powder by using mortar and Pestle. A melting point capillary tube with 1-2cm depth of fine crystals was loaded. The melting point f purified aspirin varies between 130-135 Â °C, temperature was noticed at the aspirin begins to melt and the sample has completely melted. Safety Precaution When dealing with acetic anhydride and sulphuric acid need to use gloves and do it in fume hood, because acetic anhydride will irritate the eyes; sulphuric acid will causes burn to skin because it is concentrated and corrosive. The aspirin prepares is not pure enough and cannot use as a drug as well as cannot consume. Result Table 1: Iron(III) Chloride, FeCl3 test on aspirin Test Observation Commercial aspirin no colour Purified aspirin Violet Table 2 : Experimental results Contents Reading 1. Weight of the salicylic acid 2.01 2. Weight of petri dish + filter paper 17.2075 3. weight of aspirin + petri dish + filter paper 18.1028 4. Weight of aspirin [3-2] 0.8953 5. Melting point of purified aspirin 144Â °C-172Â °C 6. Melting point of commercial aspirin 132.8Â °C-138.9Â °C Calculation The molar molecular mass of acetylsalicylic acid = 180g/mol The molar molecular mass of salicylic acid = 138g/mol The molar molecular mass of acetic anhydride = 102g/mol Number of moles of salicylic acid, C7H6O3 = (weight of salicylic acid) / (molar molecular mass of salicylic acid) = 2.0100g / (138g/mole) = 0.0146 mole Number of moles of acetic anhydride, C4H6O3 = (weight of acetic anhydride) / (molar molecular mass of acetic anhydride) = 3.246g / (102g/mole) = 0.0318 mole By comparing the number of mole of the salicylic acid and acetic anhydride, the mole of salicylic acid is lesser. Therefore, the acetic anhydride is in excess. Hence the limiting agent in this experiment is salicylic acid. By comparison of the chemical equations: C7H6O3 + C4H6O3 Æ’Â   C9H8O4 + C2H4O2 one mole of C7H6O3 reacts with one mole of C4H6O3 to produce one mole of C9H8O4 and one mole of C2H4O2 Theoretical yield of aspirin = 0.0146 mole (180g/mole) = 2.628g Actual yield of aspirin = 0.8953g Percent yield of the aspirin = (actual yield of aspirin) / (theoretical yield of aspirin) -100% =0.8953g/2.628g 100% =34.07% Diagram of Commercial Aspirin C:UsersAliceDocumentsBluetooth FolderIMG-20121011-WA0000.jpg Discussion In this experiment, aspirin crystals obtained were white crystals and is in pure form which is white crystalline solid. Then the percentages yield of aspirin obtained was 34.07%, and there are so many reasons that could not get a 100% yield of the aspirin. The product can be lost while transferred from one container to another. Other than that, when during suction through filtration, some of the aspirin might remain in the dissolved filtrate and this causes the yield of the product to be less than theoretical yield. Besides that, when weighing salicylic acid and acetylsalicylic acid there might have zero error on the weighing machine and this will also affects the result and inaccuracy in the yield of the product. The melting point of purified aspirin obtained will have error be found as well, because the instrument that using for measuring the melting point of aspirin was not totally cool down during measuring the crystals. Furthermore, aspirin might contain impurities that causes melting point to be higher or lower than the actual melting point. During the Iron (III) Chloride test, the commercial aspirin showed no colour change, it is because there have no impurities and suitable for ingestion, but for the purified aspirin it gave a positive results which mean the solution turns violet colour due to the impurities in the product and it proved that the purified aspirin is not suitable for ingestion. This experiment was required 3 drops of concentrated sulphuric acid, because concentrated sulphuric acid was act as a catalyst for speeding up the reaction without affecting the result. The reaction will still take place if the concentrated sulphuric acid were omitted. This experiment used ice water during the work up is due to the characteristic of aspirin. Aspirin is insoluble in water and cold water will reduce the solubility of aspirin in water and it can be isolated when undergo suction through filtration with chilled reaction solution. Then the water is used to hydrolyse the acetic anhydride to acetic acid and can be easily removed by filtration. Therefore, all the impurities can be removed. The principle of recrystallization is the amount of solute that can he dissolved by a solvent increases with temperature. Recrystallization only works when a proper solvent used. In this experiment the solvent that used to dissolved the impurities is ethyl acetate and then using hot filtration to remove inpurities. The purity of the synthesized acetylsalicylic acid was tested by FeCl3, if there is colour change (violet colour) that means there have impurities in acetylsalicylic acid. The purity of acetylsalicylic acid was determined by melting point. In this experiment the melting range for acetylsalicylic acid is 144Â °C-172Â °C which is higher than commercial aspirin which is132.8Â °C-138.9Â °C, meaning that acetylsalicylic acid obtained in this experiment contained impurities. There have some improvement for this experiments as in used all the salicylic acid powder and ensured that there is no drop on the table. During transferring the reactants from one to another container make sure that there is no any remaining in the container. Furthermore, during filtering the aspirin by using the suction ensure that all holes on the Buchner funnel are covered for preventing the reduction of yield product. Conclusion This experiment was supported the hypothesis suggested. When salicylic acid reacts with acetic anhydride will yield acetylsalicylic acid which known as aspirin. In this experiment, the limiting agent is salicylic acid. The melting point range for the acetylsalicylic acid obtained is 144Â °C-172Â °C, it is because it contains impurities. The theoretical yield of aspirin is 2.628g, but the actual yield of aspirin obtained is 0.8953g. therefore, the percentage yield of aspirin is 34.07%.

rock & pop :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  What has the power to make you get up and move, to both inspire you and enrage you? Rock, rap, â€Å"pop†, country, and blues are all forms of this phenomenon we call music. Music has been a part of each and everyone of our lives. How often have you heard a song and it brought you back to a place in your past, or reminded you of someone? Chances are you were listening to music that fell into one of the two most popular categories, rock or pop. Both rock and pop can be considered movements in society, however the motivation for these movements were on the opposite ends of the spectrum. Also another thing that they have in common is that once the artists are famous the may both have a tendency to fall off the deep end. This may entail spending thousands of dollars on drugs and alcohol. Eventually many of both pop and rock stars end up in rehab. Even though the lines between rock and pop can be blurred at times there are many distinct differences.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  One of the most profound differences is the way both types of music came about. Rock and roll started back in the early 60’s. It was a time when the Vietnam war had just begun. Steppenwolf, The Beetles, Jimi Hendrix, and The Doors all were sending out soulful messages through their music. They were singing about war, drugs, and love instead of war. There lyrics were from the heart. It provoked feelings of rage for the government, and love for one another. The rock and roll movement began out of pent up energy that had to be released in an positive manner. It had very pure, honest intentions. On the other hand pop, short for popular, music was contrived from the beginning. It too had it’s beginnings in the 60’s starting with the Monkeys. Four guys were brought together by some corporate bigwigs to create an American version of the Beetles. Little did the public know that they were not even singing their own songs. They were lip-singing the whol e time. But, they managed to top the charts and make young girls faint. That could be considered the first pop music.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Another major difference between rock and pop groups are the way they get started. Pop groups are usually formed by record companies with preconceived notions of what kind of image they want the artist to have.

Shahzia Sikander

When finding a definition for ‘art’ the only phrase that comes to my mind is the expression of one’s creative skill and imagination. The word imagination brings out this thought of largeness and expressiveness to me and therefore when viewing a large painting, one immediately gets drawn towards it and tries to create a connection with the painting. Shahzia Sikander was an artist who was known for her embrace of miniaturist paintings in the Indo-Persian style.To many, miniature paintings seemed somewhat restrictive because of the space present for the artists to express themselves and are also looked at as a â€Å"faded genre that had more to do with craft and technique than genuine expression†(Bhaha, Homi). But according to me, Sikander’s artwork successfully portrayed her thoughts and helped us gain knowledge about her culture.What attributes to making her paintings so acknowledged is the way her artwork embodies not only her culture but also  "works across diverse cultural references – Hindu, Christian, Classical, mythological and folkloric† (Rachel Kent). When talking about ‘elements of narrative’ in artwork, I feel that one is referring to the way in which the particular artwork is portrayed and the techniques that the artist has used to portray his/her skill and imagination. Viewing all of Sikander’s artwork, the one element that is seen as having and influence on all her works of art is her cultural background.Her adoption of the miniaturist tradition took place while she was studying at the National College of Arts in Lahore, Pakistan where this form of art was seen as an â€Å"unconventional choice that conjured associations with imperialism on one hand and, on the other, deeply rooted local traditions of story-telling and popular mythology† (Rachel Kent). One of the reasons that it felt like story telling and popular mythology to me was because when viewing each painting, it felt like one was viewing a page from a book.The paintings looked flat like a page but at the same time contained layers within which gave them depth. One particular artwork of hers that gives me this impression is â€Å"Writing the Written† (2000). In all her works and this one in particular one can see how â€Å"she explored compositional constructs such as repetition, the placement of color across the surface of the work, the use of a flattened, stacked perspective and the relationship between image and border† (Rachel Kent). Repetition is seen a lot in â€Å"Writing the Written†, whether it is the repetition of certain symbols of just design.The most important factor to keep in mind when analyzing Sikander’s artwork is the size of each piece. Each miniature painting is not more than 8 x 51/2 inches, which is just like analyzing a painting that has been printed on an A4 sized paper. Viewing a painting so small can make us see the artist in a completel y different light because as the audience, we are usually not used to being able to glance at a whole painting at one time, and by this I mean that our eyes are usually used to moving around, moving to different corners of the painting since we relate the size of majority of paintings to being large.When viewing â€Å"Writing the Written† for the first time, the first thing that caught my eyes was the repetition of horses in the boarder. Since I am of Hindu religion, the whole painting felt like Sikander was trying to tell her audience a story about the Hindu culture. The horse is linked to the Hindu god Varuna that shows how Sikander is incorporating mythology in her artwork. Also, the focus of this painting seems to be the two figures that are placed somewhat in the center of the painting, which to me represents the Hindu gods Krishna and Radha.Considering that this is a miniature painting, it doesn’t seem ‘small or simple’ in any way because there is so much going on in it. The blurred circle in the center is what got me thinking because in the article â€Å"Intimate Immensity†, Rachel Kent mentioned, â€Å"historically, the circle invited a range of associations. It is at once a complete unit, unbroken at any point so without a beginning or end; a spiritually changed symbol across cultures, associated with the continuity of the life cycle†.But I felt like by using the circle to blur out the faces she was in some way referring to the problems that Muslim women have to face everyday. In an interview by Homi k Bhabha, Sikander mentions that even for her such things as the veil that she uses a lot in her work, remains exotic. She states that the first time that she put one in her work everyone reacted strongly. So when looking at the blurred faces in her painting I felt like she was trying to portray how Muslim women are forced to hide their faces from the rest of the world. Images within images, borders within borders; all form active constituents in Sikander’s art of transformation†(Rachel Kent). This technique of Sikander’s is seen in a lot of her artworks especially in â€Å"Writing the Written† where at ones first glance of the painting it seems like there are three different frames to it and this to me makes the painting look layered and gives it some form of depth. The outer most layer is that of the border with the horses imprinted on it, the second layer consists of the two blurred figures and the third layer is that of the backdrop.The tiny blue circles that start of big on the outer most layer and then gradually become smaller as they move towards the inner most frame better represent this depth that Sikander is trying to portray. According to me it is quite difficult to analyze every aspect of Sikander’s paintings because there always seems to be so much going on. One of the reasons that I feel this way is also because of the way she represents movemen t in her paintings. In â€Å"Writing the Written†, the movement is solely portrayed by the various horses.First, the way she draws them in different directions on the outer most border and then by the single house that is shown jumping on the top left edge of the painting. At first, when I read the title â€Å"Writing the Written† I didn’t necessarily understand why she would give the painting that name but then I started notice the writing on the outer most border which seemed like Arabic to me. In an interview Sikander says, â€Å"The text becomes more like horses or there’s the suggestion of movement, and that aspect is my experience of reading the Koran where I would read it with no particular understanding because I was a child.I could read Arabic, but I couldn’t understand it and the memory of it is this amazing visual memory where the beauty of written words supersedes everything else† (Bhabha, Homi). One can see that Sikander used th e Arabic words for the beauty of the language rather than the meaning behind the words. Through these minor details we can see how Sikander incorporates different cultures her painting rather than being this ‘traditional’ artist that many consider her to be.Seeing that Sikander’s artwork consisted of so many traditional figures and symbols, many considered her artwork as that of a traditional Muslim artist who I trying to portray the different between the East and West to her audience. But seeing how she incorporated cultures such as Islamic, Arabic and Hindu in her painting â€Å"Writing the Written†, it seems like she is trying to â€Å"bring together the difference between the East and the East, the nearest difference, the intimacy of difference that can exist within any culture† (Rachel Kent).It took me a while to understand the complexity of her miniature paintings, but in the end I feel that they are as expressive and creative as any other â⠂¬Ëœlarge’ painting because of the addition of intricate details and the incorporation of various cultures. Bibliography Bhabha, Homi. â€Å"ESSAY: THE RENAISSANCE SOCIETY. † SHAHZIA SIKANDER. Web. 20 Nov. 2011. . Rachel Kent, â€Å"Intimate Immensity: Shahzia Sikander’s Multi-Dimensional Art,† Shahzia Sikander, pp. 11-25.

Celebrities essays

Celebrities essays A star is defined as an artistic performer or athlete whose leading role or superior performance is acknowledged. These stars play too intricate a part of our lives. Despite what many people believe, celebrities are the same as you and I. These people are entertainers and are not superior to the every day, nine to five, average, work person. They are doing their jobs as we are doing ours. Anytime a person turns on the television these days, it is almost impossible not to see a celebrity being honored in some way. The Total Request Live (TRL) show is such an example. The television show takes place in a downtown, New York, corner building. Outside the show is a hoard of adoring fans wanting to see celebrities, as well as to be seen on television themselves. There are numerous people who bring outrageous signs in hopes of getting the camera turned onto them. These are the types of people who are led by celebrities; they follow their every move, and try to emulate them in some fashion. These are also the people, who, if ever they would encounter a celebrity wouldnt know what to say, for fear of getting embarrassed in front of their idol, their favorite celebrity. The celebrities thrive on this energy and popularity. It is what keeps them above the rest of us when they actually arent. There are, however, the celebrities that dont think that they are better than the rest of humanity, and have more time for their fans than to just make them buy their album or watch their movie. I have personally encountered a few of these rare celebrities. I am a musician and I enjoy going to concerts to watch other musicians. One of my favorite concerts to go to was Lilith Fair. Lilith Fair is a celebration of women in music. It features many acts with either an entire female ensemble, or simply a female vocalist. It was also founded by one of my favorite bands leade ...

Abolish The Death Penalty Essays - Capital Punishment, Penology

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Accommodations and modifications for the learning disabled student - Essay Example A disabled student is also just as much of a pulsating and precious human being as any other normal student.What goes on in a disabled student's mind A continuous sense of permanent deprivation reels in such a student almost all the while. Disabled students suffer perennially. They ask "Why" every second of their life. When they are alone and when they are in public and interactive situations - they are comparing in the depths of their nerves. They are tense from within most of the time. They are like this even when they are smiling and laughing and apparently relaxing. This aspect further adds to their disability and difficulties. They just cannot come out of their mental frame of what others are able to do and what they are not able to do.This is a psychological phenomenon. A teacher and an instructor or facilitator has to enter the disabled mind. The life and difficulty of a disabled student has to be felt alive from within and without. A teacher has at least to imagine this reali ty of the special pupil especially in class eight. The disabled student in this eighth standard is entering into an adolescent age. This stage throws out so many other psychological challenges of adolescence as well. Until this mundane psychology of the disabled is understood, their expectations and apprehensions cannot be met fruitfully only through varied adaptations, accommodations and modifications (. Latham H, Patricia, 2002).The list of disabilities is an endless inventory of deprivations. ... There are a number of ways for dealing with learning of the disabled. These are generally used as Adaptation, Accommodation and Modifications. For example, adaptations mean changes introduced into the environment, curricula, instruction and assessment etc. for leading a student learner to success. Adaptations are employed according to an individual student's needs. All accommodations and modifications are adaptations (Fuchs, L.S., and Fuchs, D., 1998, Winter). Accommodations provide a student equal access to learning and equal opportunity to demonstrate. Accommodations must not alter the content of the test or provide inappropriate assistance to the student within the context of the test. Accommodations do not require special coding on an answer sheet. Accommodations do not bring any change in syllabus and instructions. Modifications represent substantial changes. These may be made in what a student has to learn and demonstrate. Changes may be introduced in the instructional level, the content or the performance criteria. All these changes provide a student with positive learning experiences, environments, and assessments based on individual needs and abilities. Modifications include oral reading, signing, the reading skills test and use of calculators etc. When preceding modifications are made, due notation has to be recorded on the appropriate answer sheet (ANU, 1994). Despite diverse specifics of adaptations, accommodations and modifications of learning of the disabled, every disabled learner has to be considered as an individual and a distinctive person. Each one - even if having similar disability - possesses different and individual centered characteristics. The major challenge is that each individual disabled learner is wholesomely different and

Annotated bibliography Example | Topics and Well Written Essays - 750 words

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