Costs and Economic Naturalist Essays

Costs and Economic Naturalist Essays Costs and Economic Naturalist Essay Costs and Economic Naturalist Essay What does it mean to begin to think like an economic naturalist? Begin to thinks like an economic naturalist is start using a systematic way of examining the world by examining sunk cost. Now that you are becoming an economic naturalist from this point on,, discuss the key variables economists use to view their world and tell what each one represents? The key variables economists use to view their world is: Scarcity witch necessitates that choices must be made. Making choices implies the existence of â€Å"opportunity costs†. The cost benefit principle: An individual (or a firm or a society) is better off taking an action if, and only if, the extra (marginal) benefit from taking the action is greater than the extra (marginal) cost. A rational person employs cost-benefit analysis in decision-making, which is also known as decision-making at the margin. Economic surplus: In general, maximizes make decisions in order to maximize economic surplus (the benefit of taking an action minus its cost). Opportunity cost of an action is = Direct cost Plus the best alternative forgone Less any savings derived from the activity. According to the author, what Four Pitfalls do most non-economists mismanage as they attempt to make important lifetime decisions? The four pitfalls according to the author are: 1. Measuring the Costs and Benefits as Proportions Rather than Absolute Dollar Amounts. 2. Ignoring Opportunity Costs 3. Failure to Ignore Sunk Costs 4. Failure to Understand the Average-Marginal Distinction Margins and averages are extremely important in studying and using microeconomics.

Accent And Dialect

Accent And Dialect Accent And Dialect Accent And Dialect By Sharon Most people think of an accent as something that other people have. In some cases, they speak disparagingly about one accent compared with another. The truth is that everyone has an accent, because an accent is simply a way of pronouncing words. The reason that you can tell the difference between people from Boston and the Appalachians, or between London and Manchester is because each group of people has a different way of pronouncing the same words. In other words, accent is all about sound. When it comes to changes in vocabulary in different regions, then youre talking about dialect. Dialect refers to differences in accent, grammar and vocabulary among different versions of a language. For example, depending on where you live in England, one type of baked goods could be called buns, cobs or rolls. It is likely that when you speak in the dialect of a particular region, you will also speak in the accent of a particular region. However, incomers may speak the dialect of a region with a different accent. This may also apply to people who have emigrated from one country to another. They may speak a different form of a language from those born in that country. So, what does all this have to do with writing? Its simple. Most written English is based on a dialect of English. The variety of English known as standard English uses a certain type of grammar and vocabulary which is taught to students of English all over the world. They may speak with a different accent, but the dialect is basically the same. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Redundant Phrases to AvoidTen Yiddish Expressions You Should KnowEmpathic or Empathetic?

CLUB IT Part Two Essay Example | Topics and Well Written Essays - 750 words

CLUB IT Part Two - Essay Example Ruby’s existing website is currently being updated. Ruby’s already has one desktop work station equipped with at 320 GB hard drive and the latest version of Microsoft business software. The club is already equipped with high speed internet access. At the same time, in order to make use of these resources, Ruby’s enterprise resource planning (ERP) must incorporate the acquisition of new hardware, software and human resources. The required upgrades will include: Hardware: One new desktop, with similar specifications as the existing work station. Three new hand-held point-of-sale devices, one wireless internet router, and four additional power points in customer dining areas. Human Resources: Ruby’s will hire one new employee full-time with basic skills in programming and network management. Maintaining the website and in-store network will be this employees primary function, but he or she should also have basic customer services skills and be able to assist and fill in for wait staff and hostesses during IT â€Å"down time.† These resources will allow Ruby’s to expand its online sales as well as to adapt to future IT changes, thus allowing Rub’s to take full advantage of our customer base. First, Ruby’s will expand its online ordering system to include not only advance ticket sales, but also an expanded line of merchandise as well as exclusive online sales of featured artists’ mp3’s and compact discs. Finally, in addition to Ruby’s new schedule of live hip hop, R &B and Latin music and community events, Ruby’s plans to host weekly Tuesday and Thursday â€Å"quiet† happy hours designed to appeal to millennial and net users; students and creative workers who work from home. Customers will be able to access free wireless and numerous power-points throughout Ruby’s customer seating area. Supply Chain and Customers: In addition to failing to take advantage of existing resources and customer base,

Do we have a fair taxation system Essay Example | Topics and Well Written Essays - 250 words

Do we have a fair taxation system - Essay Example Nevertheless, the main system used in most nations is the progressive tax which emphasizes on paying as one earns (Christia, 2006). Each system of taxation is fair and unfair in its own way. Progressive, regressive, and lump-sum taxation systems are unfair while proportional taxation system is very fair when applied in obtaining revenue. Progressive tax system is where the effective tax rate increases as the amount affected by the rate increases. In most cases progressive tax system is known as the PAYE (Pay as you earn). This means that the more a person earns the more tax he or she pays (Hatzipanayotou, 2004). With progressive tax system those who work hard to earn more are likely to be charged more in terms of tax and this is unfair. Progressive tax rate encourages laziness and discourages hard work. On a different perspective regressive tax system is the opposite of progressive. In this regards with decreases effective rate the amount affected increases on the other hand (Christia, 2006). This is also an unfair system of taxation as those who have will pay less as compared to the poor. In addition, this means that the more a person earns the less he or she pays in form of tax and the less a person earns the more he or she pays in form of tax (Freedman & Chamberlain, 2007). Lump-sum tax system on the other hand d oes not give priority on the efforts placed by individuals in developing their nations. Therefore, these three systems of taxation are unfair. Proportional taxation system emphasizes on the effort placed by individual citizens in trying to build their countries. In this taxation system, the effective tax rate is fixed irrespective of the amount being taxed (Slemrod, 2000). Therefore, the more a person earns the more he or she takes home with the tax rate being the same. Schmidt (2000) points out that when one is lazy hence

Culture and Cognition Essay Example for Free

Culture and Cognition Essay Culture may be defined as a combination of different traits of a social group. These traits or ways of life can be language, arts, sciences, thoughts, spirituality, social activities, interactions, and many more (â€Å"Definition†, n. d. ). The world has many peoples and thus many cultures, thus each has their own beliefs, traditions, and customs. Another characteristic of a certain culture may be cognition. Because of human diversity in traditions and customs, there is also diversity in intelligence. According to Cole, Gay, Glick, and Sharp (as cited in Sternberg, 2004), certain behaviors may be smart in one culture but plainly stupid in another (1971). Culture and Intelligence According to Robert Sternberg in his article entitled â€Å"Culture and Intelligence†, intelligence cannot be fully measured, developed, and conceptualized when it is outside the cultural context. This creates an impression that intelligence is a norm and being a deviant from that norm would mean less intelligence (2004, p. 1). An example given by Sternberg about intelligence tests shows an evidence of his argument. Any intelligence test created in one culture may not be valid in another culture. Sternberg also constructed models in order to determine if the culture has a significant effect on intelligence. On the third model, the dimensions of intelligence are the same as with the other models. However, the instruments used are different from the other models. The measurement process was therefore derived from the culture being studied and not from outside it. As this is done, the psychological meanings of the scores of the assessments change from one culture to another. Culture and Cognition Intelligence is just one of the cognitive characteristics of man. Culture, as well as social systems has a role in developing the people’s system of thought. This is according to Richard Nisbett, Incheol Choi, Laiping Peng, and Ara Norenzayan, when they studied the difference between easterners and westerners in terms of cognitive processes (2001). They stated that east Asians are holistic in their cognitive processes, focusing on an entire field and its causality. On the other hand, westerners such as Americans are analytic because they pay more attention on the object and the categories, making use of rules such as formal logic. The authors of this article suggest that the origin of these differences is traceable to different social systems (p. 291). They were able to conclude that there is still a very great difference between cultures. It is because of the circumstances brought about by these cultures that one process will always be different from another. Furthermore, the norms or the normative standards for though will differ across cultures (p. 306). The influence of culture has many implications in cognition. This insight may change the very definition of intelligence as related to different social systems. This also has a great effect in cognitive assessment since one measuring tool may not be appropriate for all cultures. Although international communication is already established, this information would give more understanding to people as to how others with different cultures are different to them in terms of learning styles, perception, and other aspects of cognition. It would also change the perception on people who are considered as intellectually inferior since intelligence no longer focuses on a dominant or normative standard set by those perceived as superior. References â€Å"Definition of Culture†, (n. d. ). Roshan Culture Heritage Institute. Retrieved 24 May 2010 from http://www. roshan-institute. org/templates/System/details. asp? id=39783PID =474552. Nisbett, R. E. , Peng, K. , Choi, I. , Norenzayan, A. (2001). Culture and Systems of Thought: Holistic versus Analytic Cognition. Psychological Review. 108(2), pp. 291-310. Sternberg, R. (2004). â€Å"Culture and Intelligence†. American Psychologist. 59(5), pp. 325- 338.

Anne Frank :: Free Essay Writer

Anne Frank In 1933, the Nazis began to execute their plan to round up all the Jews within Europe and relocating them into concentration camps. There, they would be executed or forced to labor until death. In 1942, when the Nazis began to invade their country, the Frank family, who were Jewish, went into hiding in an attic of a warehouse and office building. The Franks' daughter, Anne, kept a diary throughout their entire stay in the so-called "Secret Annexe." Although all the members of the Frank family, except Mr. Otto Frank, perished during the reign of the Nazis, Anne's diary is still in existence today. Minutes before the Frank's were captured in their hiding place after a two-year stay, Anne wrote in her diary the words, "In spite of everything, I still believe that people are really good at heart." How could a young girl who had endured so much torture say such a thing? The answer is in the story of her undying courage and hope. Before Anne Frank went into hiding, she lead a blissful and joyous life. She was always surrounded by friends and boys alike, and her family was well-to-do. She was torn away from her happiness and placed into the harsh and cruel reality of the Nazi's realm at only thirteen years of age. All this only because she was Jewish. She stayed locked up in the top level of the warehouse with her family and another for almost twenty-five months, never being able to step foot outside. Such repression and life of fear would make almost any teenager completely depressed and more miserable than words can say. However, Anne Frank managed to keep her hope for a better tomorrow and her respect for the human race — a feat so great for such a young girl. Anne made a very powerful statement in her last words in her beloved diary. To truly believe such a thing after being abused by the Nazis is quite remarkable, indeed. I am very sure that most people, including myself, would have thought that the world was completely corrupt and humans were naturally cruel if they'd have gone through such times. By saying that all people are really good at heart, she was also saying that the Nazis were truly good at heart. She didn't feel hatred for her abusers, but sympathy because they stooped so low and were so prejudiced and ignorant.

A Man with Five Children Essay

Prescriptions Statement In this elective students explore a variety of texts that deal with the ways in which individuals and communities experience and live in a global context. Students consider the positive and negative aspects of the global village and the consequences of these on attitudes, values and beliefs. Students also consider the role and uses of media and technology within the global village and different attitudes people may have towards them. Students respond to and compose a range of texts to investigate how and in what ways living in a global village may influence the ways we communicate, engage and interact with each other. Elective 1: The Global Village Background to term â€Å"The Global Village† The phrase â€Å"global village† was first used by Marshall McLuhan, a media theorist in the 1960s, to describe a world that has been â€Å"shrunk† by modern advances in communications. McLuhan likened the vast network of communications systems to one extended central nervous system, ultimately linking everyone in the world. McLuhan wrote that the visual, individualistic print culture would soon be brought to an end by what he called â€Å"electronic interdependence†: when electronic media replace visual culture with aural/oral culture. In this new age, humankind will move from individualism and fragmentation to a  collective identity, with a â€Å"tribal base.† McLuhan’s coinage for this new social organization is the global village, a term which has predominantly negative connotations in The Gutenberg Galaxy (a fact lost on its later popularisers). (Source: http://en.wikipedia.org/wiki/Marshall_McLuhan) Information on text Backcover Blurb â€Å"I want your child, and yours, and yours. What do I want from them? One day out of their lives. One day a year, till they turn twenty-one. One day for the camera to follow them.† Gerry is a documentary film-maker who, on day each year, follows five children around with a camera. He shows the results annually on television. Yet for the children who grow up under Gerry’s (and the nation’s) watchful eye, the experience creates its own dynamic. Are the participants his subjects, his children or his creations? What responsibility does a story-teller have to his subjects, his audience, and himself? How much does Gerry take? Does the presence of the camera distort the lives it is supposed to be capturing? Spanning more than twenty years, A Man With Five Children invites you into a world of fractured celebrity and distorted vision. Links to syllabus within the core text Students explore a variety of texts that deal with the ways in which individuals and communities experience and live in a global context. technology providing a window into people’s lives private lives in public space the cult of â€Å"ordinary† celebrities the connectedness among strangers Students consider the positive and negative aspects of the global village and the consequences of these on attitudes, values and beliefs. manipulation of both subject and representation of subject by media leads to manipulation of public opinion public misrepresentation of character leads to private questioning of identity loss of privacy Students also consider the role and uses of media and technology within the global village and different attitudes people may have towards them. attitude of media creators and their agenda various attitudes of subjects reflect different reasons/needs attitudes of consumer in the global village consider: the global village fills a gap in people’s lives Key Concepts Private Realm, Public Sphere How private is private? A personal blog on Myspace is regarded as â€Å"published† in the public realm. YouTube can project images of a girl dancing in her bedroom to millions around the world. What rights does an ordinary citizen have to privacy? What rights does a famous individual have to privacy? Habermas’ theory on the public sphere is based on the belief that a public sphere is â€Å"an accessible and independent realm in which each voice is equal to one.†1 To this end, many may regard the function of mass media as a public sphere, representative of the citizenry and accessible to all. But is this the case? Is every voice equal? Is mass media really reflective of democracy? Who controls the public sphere of mass media, if anyone? Manipulation by Media In a society growing increasingly dependent on media and technology to inform and express ourselves, how reliable can the medium be regarded? How open to manipulation are we as an individual and as a society? Who is manipulating us? The media subject? The media maker? The media distributor? How is this information further warped by our own perceptions of the world? Who or what  can be trusted? What may be considered credible or authoritative? Will we believe only talking images, i.e. words coming out of a mouth that we can see? Can even this be misrepresented? The Unknown Celebrity McLuhan, in coining the phrase â€Å"global village†, was referring to a world whose borders of communication have effectively disappeared. Even now, what we see on TV can be immediately transferred to distribution via the internet, reaching an audience far greater than that which was originally intended. As a result, ordinary people become ‘celebrities’, transiently or long term, to the extent that, despite never having personal knowledge of these people, we feel that we ‘know’ them. To what extent can these people be known? Is knowledge of their lives and thoughts public property due to their fame or infamy? Is there a public right to know? Has the ‘celebrity’, willing or not, forsaken their right to fair representation or privacy? To what extent do celebrities control their public image? No Moral Bent McLuhan argued that technology has no per se moral bent – that it is a tool that profoundly shapes an individual’s and, by extension, a society’s self-conception and realization.2 Is the media and technology a forum devoid of moral values or moral discourse? Does the public right to information exceed a person’s individual rights to privacy? There are laws to protect an individual from slander and defamation, but none to protect a person from misrepresentation through editing or omission. The Positive Power of Media and Technology Mass media is a very powerful weapon in the right hands: it can unify and arouse a whole populace to action; it provides even access to information for all who seek it; it provides knowledge of the world of which we might otherwise remain ignorant; it provides a voice for the ordinary individual who chooses to speaks up or speak publicly; it allows understanding of  minorities, the underdog and the disadvantaged, it also provides a forum for the exchange of goods and services. Possible Theses The global village brings knowledge of the world into your living room; however, you are always consuming someone else’s perspective. Media and technology may be powerful tools for information and exchange, but come with a hidden cost to society. Suggestions for introductory activities Dependence on technology Students could keep a log over a 24 hour period or longer, recording every instance of use, engagement or interaction with technology. This activity leads into a discussion/exploration of our dependence on technology on a daily level. Students conduct a survey of those that have recently communicated with someone in another country via the web, phone, fax or email. How do we inform ourselves? In groups, students conduct a survey to establish all the ways that we inform ourselves as individuals and a population. What information do we rely upon to form opinions about what is occurring here and overseas? What kind of information and format do we regard as credible? What don’t we regard as credible? How do we know what information we can trust? The global village as strength and as a weakness Students in groups brainstorm all the ways in which we benefit from being so closely and immediately connected to other individuals around the world. Do all individuals benefit, or is there inequality in the global village? What  are the pros and cons of this kind of global network? Students should also consider the more complex questions of: Who controls the global village? How does living in or participating in the global village affect our perceptions of ourselves and the world around us? Text-Related Activities Students respond to and compose a range of texts to investigate how and in what ways living in a global village may influence the ways we communicate, engage and interact with each other. Looking at Gerry’s opening speech. Short answer questions. What is the effect of the direct address to the audience of this speech? What does Gerry promise about how the project will be conducted? What benefits does he offer the parents of these children? What reason does he give for the public benefit of the project? What is the symbolism of Gerry meeting the kids at the zoo? Would these arguments persuade you? Would you have liked to have been part of a project like this one, or Seven Up? 1) Write a letter to Gerry as a parent responding to his request for your child. Outline your feelings, concerns, objections, reasons for agreement etc. 2) Write a letter to Gerry as a one of the five children in the play at age 21. What do they have to say to Gerry in response to this speech he made to their parents at the beginning of the project? *** Gerry says in the opening speech: â€Å"You know that old maxim? ‘Give me a child at seven, I’ll show you the adult’. I don’t buy that. I say, give me a child at seven and let’s see where he goes, where she goes.† Compare the five children as you meet them at seven to the adult at the end of the play. To what extent can you see the adult they would become at the age of seven? To what extent are the adults these children become a product of Gerry’s role in their lives? To what extent does the media scrutiny affect their development and the perspective of themselves and the world they hold as adults? Select ONE of the children then write two short interviews, firstly, with a former teacher of the child and, secondly, with a spouse or friend of the child as an adult. Explore the character’s development throughout the play. *** Reverse the gaze of the camera. Write a short film scene of Gerry talking to the camera at the end of the play. Have him reflect on his actions throughout the project and the lives of the children. If possible, video tape the enactment of this scene. *** You are responsible for marketing the box set of Gerry’s Five Children documentaries. How will you promote it? What aspects of the children’s lives do you focus on? Produce a brochure and a print advertisement for distribution at the point of sale. Assessment Task Course: Standard English Module C: The Global Village Task: Viewing and Representing Weighting: 15% Syllabus Outcomes 2. A student demonstrates understanding of the relationships among texts. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a  variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives. Viewing and Representing Task Technology brings the world closer together. Who does it serve and what impact does it have on society? Respond to the above statement and question in a visual representation based on your prescribed text The Man with Five Children and at least one other text of your own choosing. Your visual representation can be presented in any medium of production such as: Power point, flip chart or smart notebook Diorama Model Poster Slide show Short film Story board Dramatic monologue Free choice Your visual representation must contain: Visual images and graphics Text from the play and at least one other text of own choosing Connections between the texts and the positive and negative impact of technology on the global village You will be assessed on how well you: Represent the concept of the global village through graphics and text Represent the ideas of the play and at least one other text of own choosing Represent the positive and negative impact of technology on the global village Make integrated connections between the texts Module C: Standard English Texts and Society MARKING GUIDELINES Criteria Marks Skilful representation of the concept of the global village through graphics and text Perceptive representation the ideas of the play and at least one other text of own choosing Skilful representation of the positive and negative impact of technology on the global village Skilful integrated connections between the texts 15 – 13 Effective representation of the concept of the global village through graphics and text Thoughtful representation the ideas of the play and at least one other text of own choosing Effective representation of the positive and negative impact of technology on the global village Effective integrated connections between the texts 12 – 10 Sound representation of the concept of the global village through graphics and text Sound representation the ideas of the play and at least one other text of own choosing Sound representation of the positive and negative impact of technology on the global village Sound integrated connections between the texts 9 – 7 Limited representation of the concept using graphics and text Limited representation the ideas of the play and at least one other text of own choosing Limited representation of the positive and negative impact of technology on the global village Limited connections between the texts 6 – 4 Elementary representation using graphics and text Elementary representation the ideas of the play and at least one other text of own choosing Elementary representation of the positive and negative impact of technology on the global village Elementary or no connections  between the texts 3 – 0

“The Veldt” (Analysis) by Ray Bradbury

Timeless lessons or themes are featured in the stories that end up being classics. The authors who illustrate these ideas are the ones who remain in schools and therefore in the minds of many generations. In Ray Bradbury’s short story â€Å"The Veldt† he portrays how disastrous it is to rely completely on technology. Intertwined with this are lessons of greed and inattention. Almost immediately the technology of the time is introduced by the stove that is cooking a meal without the help of human hands.The mother and father named George and Lydia discuss the house they bought purposely so that they wouldn’t have to do anything for themselves. â€Å"They walked down the hall of their soundproofed Happylife Home, which had cost them thirty thousand dollars installed, this house which clothed and fed and rocked them to sleep and played and sang and was good to them† (Bradbury). Like many parents they wanted the best for their children but lost sight of what wa s truly important along the way. While there isn’t anything inherently wrong with technology itself, it is society’s reliance on it that can and will cause problems.As George and Lydia are talking about their home and the effect it’s had on their son and daughter named Peter and Wendy, the author reveals a frightening idea. He starts to insinuate that the children prefer the house to their parents because it has assumed their roles. Neither parent is involved in any aspect of their lives because the house can do it all. â€Å"†That's just it. I feel like I don't belong here. The house is wife and mother now, and nursemaid. Can I compete with an African veldt?Can I give a bath and scrub the children as efficiently or quickly as the automatic scrub bath can? I cannot. And it isn't just me. It's you. You've been awfully nervous lately†Ã¢â‚¬  (Bradbury). They have allowed the ultimate in convenience technology to rob their family of any feeling of clos eness that comes about from obligations, love, conversation and simple interactions. By the time anything is decided upon to make a change to the direction of their lives it is too late. The parents have realized their mistake and are taking measures against their past infractions.However, their path has been set and they are unable to avoid their fate at the hands of their own children. By voluntarily giving up their parental roles out of a greed for the latest and best technology, George and Lydia have given Peter and Wendy a frightening freedom: that of no family obligations or ties except to each other. Their inattentiveness towards their children alienated them even further helping to create a chasm that has become impassable. Ray Bradbury felt that a warning against technology was in order and wrote an exceptional example.This story is timeless because technology continues to grow and evolve as society asks for more and more. With such growth continuous and inevitable, it is i mportant to keep in mind the significance of human interaction in everyday life. While the end result is drastic, it is this clear and direct manner that brings home the importance of participation within a family and the warning against greed. Most importantly, it impresses upon the reader the mistake of entrusting everything, up to and including personal existence, to technology.

Writing College Papers Under Pressure How-Tos

Writing College Papers Under Pressure How-Tos Writing College Papers Under Pressure: How-To’s Any student knows how important it is to be able to properly manage time. With the ever-increasing amount of homework, academic assignments, projects, and other tasks routine for colleges and universities, 24 hours a day just isn’t enough for school and life. Besides, students aren’t robots, so huge workloads often lead to excessive stress. As a result, a typical student – a person most likely unable to manage stress (and even less likely to manage time) becomes a person with a chronic lack of time who’s constantly worried, disturbed, or stressed out. Therefore, to make students’ lives less stressful, we’ve prepared a short guide on the most popular time and stress management techniques. Using these techniques, you’ll be able to conquer your workload without straining your nervous system. So, first are the time management techniques: Use all kinds of lists and schedules. It might be a good idea to keep a record of things you need to do in separate lists, categorizing them by different criteria. For example, you could have lists titled â€Å"Things to do for biology class;† â€Å"To-do list for the next week;† â€Å"Most urgent stuff;† and so on. You can also estimate the approximate time needed to accomplish each of the tasks that you write down in these lists. Keep these lists where you can see them; this way you’ll never forget to do something important, and having them in front of your eyes all the time will help you allocate time more effectively. Don’t multitask. Focus your efforts! This may sound like unpopular advice, since the modern world values multitasking. However, it’s been proven that multitasking hinders performance. So, when starting to work on a task, you might want to focus all your efforts on it for a short period of time. Paraphrasing the famous saying: 80% of results are achieved during 20% of time spent working on a task. Eliminate distractions. It’s surprising how many things can actually distract us right at the moment when we need to focus on an important task. Students know that sometimes even cleaning up can be a huge distraction, especially when you need to prepare for an exam. So, make sure you block access to social networks for the time you’ll be studying (there are plenty of programs designed to do exactly that); turn your phone off; isolate yourself in a quiet room with no TV; and have only the needed textbooks and materials in your proximity. You’ll be astonished at how much time you have for actually studying when you eliminate all distractions! Maintaining a cheerful and healthy spirit is as important as being able to do everything on time. So, here are some relaxation and stress management techniques for you. Conscious breath. This is the basis of a huge number of meditation techniques, and for a good reason: breathing in such a way can significantly improve your overall psychological condition, help you relax and refresh. The technique is simple: you need to start breathing, paying full attention to the very process; feel how the air flows through your nose, how it fills your lungs. Notice a small pause between every inhale and exhale. It’s recommended that you breathe slowly, while being perfectly still. You must also do this exercise in silence. Physical exercises. It’s well-known that physical exercise after mental activity is a great way to relax. You don‘t necessarily need to go to a gym; instead, you can visit the nearest swimming pool. Swimming there for 45-50 minutes at least twice a week will positively affect not just your body, but your mind as well. Slowing down. Western society is fascinated with the idea that a person is worth something only when he/she is active, and has achieved something outstanding. This is the particular factor responsible for our crazy pace of life. Although it’s always good to accomplish something worthwhile, even more crucial is to maintain a balance between your mental health and your activities. At least once a week allow yourself to be slow. Don’t rush anywhere; don’t strain to do as much as you possibly can. You can afford being inactive. Take a slow walk in the park; ignore incoming messages, or at least do not reply them immediately; turn off your reminders and alarms; move slowly, think slowly. After a period of practicing this exercise, you’ll notice that you’ve become calmer. These are just some of the most popular techniques among hundreds of others. Feel free to find those that suit you the most, as there are no universal methods only those that work or don’t work personally for you. Good luck with writing! Additionally you may use professional custom writing service to buy college papers online.

Before You Buy a Chemistry Textbook

Before You Buy a Chemistry Textbook Youve gotten the list of textbooks for your course. Before you sell your soul to the bookstore, find out which texts you really need and which ones to skip. Ask yourself these important questions: Will you keep the book? Thumb through the book and ask yourself whether or not you think the book will serve as a handy reference after the course is concluded. If yes, buy it, preferably new. If not, keep reading... Does the course actually use the text? Words to the wise: A book might be listed as required, but that doesnt necessarily mean you have to buy it! Some required texts really dont get used (ask upperclassmen) or can be borrowed. If you dont plan on keeping the book after the class, consider buying a used copy. When in doubt, wait until the first day of class to make a decision. Is this a lab book? Laboratory workbooks need to be purchased and they need to be new. Dont try to sneak in a used laboratory book. Your instructor will not be amused. Is the text available used? Really popular texts are usually available in used form. However, the text is probably popular because it is useful! If you need a book and will use it after the course ends, buy it new. If you are strapped for cash or the usefulness of the book is questionable, buy it used. Will the book help you? Sometimes a book is recommended, but not required. This is true for many study guides. Ask yourself whether or not you will benefit from using the book. Can the book be borrowed? Is it useful enough to buy, new or used? When in doubt, talk with your instructor. Can I afford it? Although this is a good question to raise regarding buying books, it is NOT a question to ask when deciding whether or not to obtain a book. The difference? Buying a book involves money. Obtaining a book might involve money, but it also could include borrowing from a student or professor. I dont recommend sharing important books. If you need a book, then get it!

International criminal organization Research Paper

International criminal organization - Research Paper Example The intelligence report further reveals that the top leaders of the criminal gang met at Los Angeles where they made the deliberations on changing tact to camouflage and disguise them against identification. There are all indications that the same information is intended to reach other states where the unlawful sect has been committing a series of criminal activities. It would be therefore challenging on the authorities to rely on the traditional tattoos on their bodies as a prognosis for the group. The gangs’ possible number will be therefore difficult to estimate since further recruitment is ongoing in disguise. The successful change of tact by the group is responsible for the increment of the criminal reports in the last quarter of the year since the groups identification has been a challenge-the authorities always depend on their tattooed bodies for the identification (Books LLC, 2010). Growth The criminal gang has extended their operation in the major states and they are no longer restricted in their original state of Los Angeles. We have ascertained that the gang has significance presence in other states like Texas, North Carolina, Maryland, Virginia, Montgomery, and San Francisco among others (Logan, 2009). Their identification has been mistaken for other groups following successful change of their operation schemes and other recognizable features formerly exclusively associated with the group. The group is also identified to gain exponential growth among the youths who are jobless. Through the intelligence report, neighboring countries have also joined the group and are encroaching into the country to commit crimes this includes Canada and Mexico. It is very difficult to identify the members of the group as at now and our intelligence are working extra hard to have leading information that will help distinguish the group. Reports have also revealed that a group that was constituted by only about one thousand street operators has grown internation al with accumulative number of more than five hundred thousand individuals. Our reports indicate that the group’s presence is felt in Mexico, Canada, and significantly in parts of Central America. We have also unraveled the fact that the operation of the group in transitional between the countries through the porous borders making the gang unpredictable n terms of geographical location. Reliable information indicates that Washington DC is one of their next locations to invade. The security agencies should in this regard keep stringent vigil to avert the establishment of the group in the region. Activities in the Offing Because of the stringent security measure that has been aimed at eradicating the group on their known criminal activities, we have realized that they are in elaborate plan to devise new criminal activities away from what they are traditionally known for. A part from their usual activities of money laundering, drug trafficking, murder kidnapping, and human traff icking, the group has also mutated to engage in other criminal activities such as arms trafficking, extortion, larceny, and pandering (Logan, 2009). It has come to our notice that the gang is putting a spirited effort to cushion themselves against facing the law. Reasonable number of illegal fire arms are also circulating within the group and reliable sources