A Long History Of Unequal Treatment Among Ethnic Minority...

Introduction In the United States, there is a long history of unequal treatment among ethnic minority groups, particularly for African Americans. Unfortunately, this injustice also appears in education. Sociologists have affirmed the importance of education in shaping the economic and social prospects of individuals. As all communities in the United States have been diversified, it becomes crucial to recognize and properly deal with diversity within the classroom. All studnets should be guaranteed to have equal opportunities for quality education at school. However, racism is still prevalent in many schools today (Beswick, 4, 1990, Pennino, 2007). Racism now has different forms, like the individual instructions student can get from their teachers, and the acceptance of students among their classmates. These can have negative and lasting effects on students even when they leave school. Students must not experience any type of stereotyping, ethnic prejudice or racial violence in schools. Asante (20 03) said: Racism in education can not be overcome by the expression of goodwill, it must be constantly confronted in all conscious ways (p.223). For some poor African American students, education is usually the last existing method by which they can improve their family life level and escape from a long history of poverty. Therefore, whether the education system will provide a fair environment for them, or more specifically, whether their teacher will have prejudice among them andShow MoreRelatedEssay on African American Minority Group822 Words   |  4 PagesAfrican American Minority Group ETH/125 African American Minority Group Among many of the ethnic groups that experienced a combination of segregation, racism, and prejudice; African Americans is one of the few that is still faced with one or more forms of discrimination today. 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This paper attempts to find the cause of such treatment, discuss of any causes and solutio ns that have been applied and to produce a resolution to minimize any unfair police work in the future. The inability to pinpoint the exact source of theRead MoreHealth Disparities Of The United States : Social Class, Race, Ethnicity, And Health1606 Words   |  7 Pageshealth disparities that are causing this super power nation to inadequately serve its citizens. Donald Barr’s text Health Disparities in the United States: Social Class, Race, Ethnicity, and Health examines the various factors that can contribute to unequal health outcomes. He starts by defining health and disparities for us, making the reader understand that being healthy is not merely just lacking illness. Health is a multidimensional concept involving absence of disease as well as social role functioningRead MoreAnalysis Of The Article The Model Minority Losing Patience 1278 Words   |  6 Pagesracial prejudice in America. 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Sigmund Freud’s Psychosexual Theory Free Essays

Going back to the previous stages of Sigmund Freud’s Psychosexual Theory of Development I have been, I think I have been fixated at my Latency Stage during my elementary years because I was not that free to explore things on my own. I do not mix up with my other grade school friends back then that much. I didn’t even play basketball with my nearby neighbors that’s why until now, I do not know how to play basketball. We will write a custom essay sample on Sigmund Freud’s Psychosexual Theory or any similar topic only for you Order Now I and my siblings used to stay at home all day, all night even our parents were not around. We are not allowed to go out of the neighborhood just to roam around and talk around. Maybe this is the reason why I do not know how to socialize totally with other people, keeps me of not being hooked up with some of naughty things and vices. And gets me out of danger and trouble in the way. I think I am a well-rounded person already, regardless of being my unsociable behavior wherein I can’t and I don’t easily get involved nor caught up with the jests of my friend and when it’s my turn, they always find me corny and some sort of out-of-the-world guy. But then, I still thank my parents for raising me up like this. In such a way that it’s only me and my family can understand each other. It’s quite selfish though, but I like it that way. How to cite Sigmund Freud’s Psychosexual Theory, Papers

Academy of Nutrition and Dietetics †Free Samples to Students

Question: Discuss about the Academy of Nutrition and Dietetics. Answer: Introduction: Patients in critical conditions are at higher risk of malnutrition, occurring in almost 40% of all patient cases. The patient's body, in response to stress, suffers metabolic changes that are the cause of the increase in protein catabolism. The ultimate outcome for such patients is a significant loss of body mass and subsequent higher risks of health complications. Such complications might be an infectious disease of increase in wound dehiscence. In either case, the outcomes are unfavourable. The strategy under such condition is to provide nutritional support for achieving optimal body functioning. Prevention of malnutrition and the related complications is the chief aim. The aim is to provide appropriate doses of micro and macro nutrients for meeting the body needs, avoid complications and reduce nitrogen deficits (McClave et al. 2016). Enteral nutrition is defined as the provision of a supply of nutrients through the gastrointestinal tract of the patient under conditions when the p atient is not able to ingest, chew or swallow food but is able to digest and absorb the same. Early enteral nutrition is the process of enteral nutrition commenced within 24-48 hours after admission of the patient to the critical care unit (Yu et al. 2014). The advantages presented by early nutritional support are continually being reported in a vast pool of literature. According to Boelens et a. (2014), intensive care unit patients presented with malnutrition during their hospital stay as well as those who are not supposed to be on the full oral diet within three days are to receive specialised enteral nutritional support. Malnutrition has been linked with morbidity, mortality and increased hospital stay length. Evidence points out that patients admitted to the critical care unit and having the gut in the functional state must be given nutrition through the enteral route. The rationale is that administration of nutrition through other routes of feeding is associated with increased chances of compilations due to infections. In case of early enteral nutritional support, the feeding is to commence on the very first day after admission to the care unit for facilitation of diet tolerance and reduction of risk of intestinal barrier dysfuncti on. The desirable outcomes are mechanical ventilation and reduced hospital stay length (Sun et al. 2013). As per the authors, favourable impacts of early enteral nutrition include prevention of mucosal atrophy, better substrate utilization, preservation of immunocompetence and preservation of the integrity of gut flora. Early enteral feeding has also been linked to the amelioration of oxidative stress after a patient has undergone surgery. The decrease in postoperative mortality in patients is also a benefit of such nutritional support. In modern times, healthcare professionals are focusing on feeding patients as soon as possible through such measures in order to sustain stable patient conditions. As highlighted by Blaser et al. (2017) early enteral nutrition is imperative is a crucial element of the management plan for patients who are in critical condition. Nutrition is important as it supplies antioxidants, vital cell substrates, minerals and vitamins that optimize recovery from heath complications in a speedy process. Specialized immune-enhancing nutritional formulations are into use at the present time that has been reported to decrease inflammation, and augment cell-mediated immunity. Early enteral nutrition is elementary for a decrease of organ failure, and in comparison to delayed enteral nutrition early enteral nutrition improves wound healing, nitrogen balance and immunity. Augmenting the cellular antioxidant systems is the mechanism of increasing the hypermetabolic response to tissue injury and preserving the intestinal mucosal integrity. The decrease in bacterial translocation and increase in mucosal permeability are the other possible mechanisms (Yang et al. 2014) . Shankar et al. (2015) reported that early enteral feeding protects the liver injury if there is endotoxemia or haemorrhage, and kidney damage if there is rhabdomyolysis. They further demonstrated that immediate enteral nutrition improves protein synthesis. In the present patient case study, 55-year-old Helen had been shifter from thee emergency department to the intensive care unit after suffering a high-speed motor vehicle injury at 22:30. The patient had suffered several high rib fractures and major lung contusion/ haemothorax. In addition, she had a fractured left humerus, left femur and a collapsed pelvis. While in the ICU, she was commenced on maintenance fluid and saline. Vital signs were observed for the next two days whose reports indicated that the patient was haemodynamically stable. Enteral nutrition was after that commenced for the patient. In this case, the patient was not given early enteral feeding since the definition for the same indicates that the feeding is to be given one the very first day of admission to the clinical setting. The observed feeding pattern was late enteral feeding as it was commenced after 48 hours of patient admission to the unit. Bakiner et al. (2013) have pointed out that late enteral feeding in case of patients who have suffered tissue and organ injury are linked to intestinal inflammation and other adverse outcomes. Under certain conditions, clinicians have the decision making process pertaining to enteral feeding in favour of late enteral nutrition. Delay in advancing enteral nutrition has been criticised widely. Compelling evidence indicates that there are certain drawbacks associated with such practices. Studies have shown that prolonged period of lack of adequate nutritional support delays mucosal atrophy, mucosal nutrition, and causes dysregulation of secretion of trophic hormones. Late enteral nutrition in case of patients suffering trauma augments the chances of mortality. Further, lack of early enteral feeding might lead to sepsis and increased chances of a systematic inflammatory response. Enteral nutrition is to be started soon after the injury to achieve haemodynamic stability and ensure that re suscitation is complete (Jeejeebhoy 2016). Post surgery, for fixing the pelvis and pinning the femur, the condition of the patient deteriorated considerably. The patient suffered circulatory and ventilation problems, demanding more detailed monitoring. She required blood products due to coagulation disorders, as well as inotrope support for peripheral oedema. While the albumin was 26 g/L, the blood glucose was 8.5 mmol/L. The normal range of albumin in adults is 35-55 g/L, while that of blood glucose is 3.95.5 mmol/L (Pocock, Richards and Richards 2013). The laboratory results indicated higher levels of creatinine and urea at 120 umol/L and 12 mmol/L respectively. The reference range for the same is 50-110 umol/L and 1.5-7 mmol/L respectively (Shier, Butler and Lewis 2015). The results indicated kidney damage and increased protein catabolism due to stress and major illness. Normal levels of Haemoglobin in adult females is 120-156 g/L while in the present case it was found to be low at 98 g/L. Further, the patient reported lac tic acidosis since the value of lactate was 2.6 mmol/L. The common causes of lactic acidosis are ischemia, respiratory failure, renal dysfunction and sepsis. On the sixth day, and after a percutaneous tracheometry, there was a rise in the patients body temperature with an increased count of WBC. This suggested that the patient had incurred an infection for which antibiotics had to be administered. An early enteral nutrition would have increased the immunity level of the patient and would have prevented infection through bacterial translocation. Laboratory reports indicated renal and liver function impairment. Further, a loose stool indicated complications in the digestive tract. On the tenth day, the patient suffered a circulatory collapse after complaining of nausea, vomiting and abdominal discomfort. Upon discharge, she was found to have lost body fat and reported of weakness. As opined by White, Guenter and Jensen (2017) late enteral nutrition often is unable to cope with the immediate nutritional requirements of a patient in case of severe trauma and injury. For preventing secondary infection, it is pivotal to deliver nutritional supp ort the moment possible. An early enteral nutrition would have better supported the patient in achieving optimal health outcomes. References Bakiner, O., Bozkirli, E., Giray, S., Arlier, Z., Kozanoglu, I., Sezgin, N., Sariturk, C. and Ertorer, E., 2013. Impact of early versus late enteral nutrition on cell mediated immunity and its relationship with glucagon like peptide-1 in intensive care unit patients: a prospective study.Critical Care,17(3), p.R123. Blaser, A.R., Starkopf, J., Alhazzani, W., Berger, M.M., Casaer, M.P., Deane, A.M., Fruhwald, S., Hiesmayr, M., Ichai, C., Jakob, S.M. and Loudet, C.I., 2017. Early enteral nutrition in critically ill patients: ESICM clinical practice guidelines.Intensive Care Medicine,43(3), pp.380-398. Boelens, P.G., Heesakkers, F.F., Luyer, M.D., van Barneveld, K.W., de Hingh, I.H., Nieuwenhuijzen, G.A., Roos, A.N. and Rutten, H.J., 2014. Reduction of postoperative ileus by early enteral nutrition in patients undergoing major rectal surgery: prospective, randomized, controlled trial.Annals of surgery,259(4), pp.649-655. Jeejeebhoy, K.N., 2016. Nutrition Needs Should Be Modified to Consider Nutrition Status and Acuity of Illness Lessons From the INTACT Trial.Journal of Parenteral and Enteral Nutrition,40(1), pp.10-11. McClave, S.A., Taylor, B.E., Martindale, R.G., Warren, M.M., Johnson, D.R., Braunschweig, C., McCarthy, M.S., Davanos, E., Rice, T.W., Cresci, G.A. and Gervasio, J.M., 2016. Guidelines for the provision and assessment of nutrition support therapy in the adult critically ill patient: Society of Critical Care Medicine (SCCM) and American Society for Parenteral and Enteral Nutrition (ASPEN).Journal of Parenteral and Enteral Nutrition,40(2), pp.159-211. Pocock, G., Richards, C.D. and Richards, D., 2013.Human physiology. Oxford university press. Shankar, B., Daphnee, D.K., Ramakrishnan, N. and Venkataraman, R., 2015. Feasibility, safety, and outcome of very early enteral nutrition in critically ill patients: Results of an observational study.Journal of critical care,30(3), pp.473-475. Shier, D., Butler, J. and Lewis, R., 2015.Hole's essentials of human anatomy physiology. McGraw-Hill Education. Sun, J.K., Mu, X.W., Li, W.Q., Tong, Z.H., Li, J. and Zheng, S.Y., 2013. Effects of early enteral nutrition on immune function of severe acute pancreatitis patients.World journal of gastroenterology: WJG,19(6), p.917. White, J., Guenter, P. and Jensen, G., 2017. Consensus statement: Academy of Nutrition and Dietetics and American Society for Parenteral and Enteral Nutrition: characteristics recommended for the identification and documentation of adult malnutrition (undernutrition)(vol 36, pg 275, 2012).Journal of parenteral and enteral nutrition,41(3), pp.520-520. Yang, S., Wu, X., Yu, W. and Li, J., 2014. Early enteral nutrition in critically ill patients with hemodynamic instability: an evidence-based review and practical advice.Nutrition in Clinical Practice,29(1), pp.90-96. Yu, J.H., Cha, W., Wang, H.J., Liu, X.L., Chen, X.F., Yin, Q.H., Ye, G.S., Wang, J., Fang, Y. and Fu, S.N., 2014. The Effect of Tpf Enteral Nutrition on Nutritional Status and Prognosis in Elderly Stroke Patients.Journal of the American Geriatrics Society,62, pp.S360-S361.

Various Aspects Relating to the Balanced Meal

Introduction Most people love to consume their favorite meals from time to time. However, there is the need to evaluate a meal in terms of its nutrients. It is advisable to take a meal that comprises of a balanced diet. Thus, an individual is expected to incorporate, protein, vitamins, carbohydrate and fiber in their diet.Advertising We will write a custom essay sample on Various Aspects Relating to the Balanced Meal specifically for you for only $16.05 $11/page Learn More One of the best meals that meet all the above requirements encompasses Ribeye steak, mashed potatoes, green beans, peach pie and Folgers coffee. Thus, a person can be confident of having consumed a balanced diet if they consume a meal encompassing the above foods. This write up highlights various aspects relating to the above foods. Methods of production Ribeye steaks can be locally obtained from Rock Springs, Wyoming. Purchases are done by making an order. Ribeye steak is produced by entrepreneurs who sell ready meat to the local outlets. Rearing of beef animals requires a farmer to have massive pieces of land so that there is a constant supply of animal feed. In some instance, overgrazing can cause degradation of the land. If animal waste is not managed properly during livestock operations, it can contribute to water contamination (Gauldie, 1981). Folgers coffee is grown on large farms, harvested at maturity and transferred to processing factories. The steps that are involved in its preparation include; fermentation, shelling and drying. It is then classified into; classical roasts, flavored coffee, instant coffee, home cafe and cappuccino. This coffee is also locally available. Green beans are grown for their flavor, flesh and sweet pods. Cultivation of the same is done in greenhouses. This ensures that the growing conditions are controlled to maximum yields. Furthermore, locally grown Green beans have a good taste compared to the imported ones. Mashed potatoe s obtained from the local market are inexpensive when compared to those obtained from other regions of the world (New cook book, 2005). This is because the cost of production and distribution is low. Therefore, it is preferable to obtained potatoes locally rather than importing the same.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Peach pie is a product that is prepared by incorporating peaches and wheat flour. The flour is prepared, and peaches incorporate into the dough. This is then followed by topping up and finally baking in an oven. Baking is done, and the product is removed from the oven once it turns golden. It is then allowed to cool before being sliced. Processing and packaging Ribeye steak is extremely flavorful and tender. Good quality Ribeye steak is prepared by grilling with pepper, salt and garlic powder. It is then processed by pan searing for two minutes on both sides in a skillet at high temperatures; this helps in locking juices that contribute to flavor. Beef obtained from the rib steak is grilled and boiled for seven minutes to produce remarkable quality Ribeye steak. The normal color of stored Ribeye should remain purplish-red. Processed Ribeye steak is vacuum packed using aluminum foils (North American Meat Processors Association, 2007). Green beans are stored inside plastic packages and placed in refrigerators but, they must be prepared and consumed within five days (North American Meat Processors Association, 2007). Alternatively, the processing of green beans can involve blanching, canning, and freeze storing. In most cases, green beans are prepared by boiling and stir-frying. Further, mashed potatoes are peeled and sliced prior to cooking using high temperature short time combinations. On the other hand, peach pie is a baked, cooled and sliced before being wrapped in plastic bags. Likewise, Folgers coffee is prepared by boiling water and mi xing it with sugar and instant Folgers coffee. Substitutes Ribeye steaks can be substituted with cheese steaks. Substitutes for mashed potatoes include; cauliflower, turnips, rutabagas and celeriac. The most appropriate substitute to green beans is long beans. Long beans hold up heat well and retain crisps on the inside making them ideal in the preparation of stir-fries. The substitute for Folgers coffee can be other beverages such as chocolate and tea. Economic advantages and disadvantages of the meal The greatest economic advantage of Ribeye steak is that, it is served in smaller sizes than the average steak sold in restaurants and supermarkets. However, Ribeye steak has soaring cholesterol levels. Mashed potatoes are rich in dietary fiber and sodium.Advertising We will write a custom essay sample on Various Aspects Relating to the Balanced Meal specifically for you for only $16.05 $11/page Learn More Besides, they are rich sources of starches, protei ns and vitamins (Wilson, 2009). Green beans are good sources of calcium, potassium and dietary fiber. Additionally, they have high amounts of vitamin A. Ecological advantages and disadvantages Proper usage of unproductive land involves rearing beef animals. The remains of animals are used as manure in farms. There is the likelihood that soil fertility is improved through the use of animal manure. Growing of peaches, green bean, and Folgers coffee depletes soil nutrients. However, this can be improved by the use of nitrogenous fertilizers. Moreover, processing of the above product involves the production of wastes that pollute the environment. A positive attribute to this is the purification of gases by plants. Systems associated with production of Ribeye steaks leads to increased carbon dioxide cases. This leads to global warming. Besides, complaints concerning obesity have been raised as a result of meat products. Impact of food purchases on environment Increased agricultural activ ities contribute to climate change. Waste food in landfills contributes to about 2% of green house emissions. High concentrations of chemicals in landfills find their way to the surrounding water sources causing pollution (Harrison, Cheyney, Overstreet, Towns Stetzer, 2008). Lastly, food manufacturing is a serious emitter of greenhouse gases that cause environmental degradation all over the world. When land alteration and broad food structure are taken into account, the entire contribution of food possibly will be as high as 30%. This implies that the long-term consequences of climate change, food manufacturing and production must turn to be tough to climate and low-carbon sustainability. Change of choices with time Food purchasing power is influenced by the income levels of consumers. Production and marketing processes should be cost effective to reduce the cost on the ultimate consumer. Emerging concerns over fitness and health will also influence food choices in the future. Ones ethnic and cultural background will dictate their food choices (North American Meat Processors Association, 2007).Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Individuals are aware of the impact of some of the processes involving food processing. There is the likelihood that people will boycott products that pollute the surroundings. Therefore, people are cautions on the food that they consume. This has affected purchasing and consumption patterns of most consumers. People prefer foods that do not harm them and their environment. References Gauldie, R. (1981). Beyond the fields: Cesar Chavez, the UFW, and the struggle for  justice in the 21st century. Berkeley: University of California Press. Harrison, R., Cheyney, T., Overstreet, D., Towns, E. L., Stetzer, E. (2008). Spin-off  churches: How one church successfully plants another? Nashville, Tenn.: B H Academic. New cook book. (2005). Des Moines, Iowa: Better Homes and Gardens Books. North American Meat Processors Association. (2007). the meat buyer’s guide: Beef,  lamb, veal, pork, and poultry. Hoboken, N.J: Wiley. Wilson, P. (2009). Yesterdays mashed potatoes: The fabulou s life of a happy has-been. Indianapolis, IN: Dog Ear Publishing. This essay on Various Aspects Relating to the Balanced Meal was written and submitted by user Abb1ga1l to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Entertainment in the jazz age essays

Entertainment in the jazz age essays Entertainment in the Jazz Age Since the beginning of time, humans have found ways to entertain themselves. Of course these forms of entertainment have changed drastically from then till now. One of the most influential decades of modern entertainment was the Jazz Era, or the 1920s. The 1920s brought forth the beginning popularity of entertainment such as movies and television, radio, jazz music, and the occasional fads which were the it activity for one week and forgotten about the next. Movie and television stars really began to shine in the 20s. In the earlier years, all movies were silent (Brittan 21). Not completely silent; there were instruments and sound effects in the background, but without spoken words. Charlie Chaplin, who portrayed the Little Tramp, was one of the silent-eras most famous stars. With his trademark waddle and comedic but sincere films Chaplin created a classic, memorable character (Brittan 44-45). Near the later part of the 20s, movies went through the evolution from silent to sound. In 1927 the first fully spoken movie, starring Al Jolson, was brought to theaters. This revolutionary film called the Jazz Singer, being the first talkie movie ever made, brought a considerable amount of success to its producers Warner Bros. Pictures (35). Movie making had become Americas 5th most lucrative industry in the 20s (21). Another popular form of visual entertainment from the 20s was television. What made television special was the fact that it was available to people with all sorts of incomes. While typically only the wealthy could regularly attend movie theaters, nearly everyone rich or poor could afford to watch television (Snowman 27). In fact, there really werent very many people who werent one extreme or the other; in the 20s few people had a middle-class income (13). S ...

A Brief History of the Doomsday Clock

A Brief History of the Doomsday Clock In June 1947, almost two years after the destruction of Hiroshima and Nagasaki by atomic bombs, the first issue of the magazine Bulletin of the Atomic Scientists was printed, featuring a stylized clock on its cover. The clock displayed the time seven minutes to midnight, a symbolic representation of how close humanity was to destroying itself in a nuclear war, at least according to the judgment of the Bulletins editors. Since then, the Doomsday Clock has been an ever-present fixture on the world stage, set back when nations behave reasonably, set forward when international tensions wax, a constant reminder of how close we are to catastrophe. As you can probably infer from its title, the Bulletin of the Atomic Scientists was created by, well, atomic scientists: this magazine started as a mimeographed newsletter circulated among the scientists working on the Manhattan Project, an intensive, four-year effort that culminated in the bombs dropped on Hiroshima and Nagasaki. (The Bulletin is still published today, no longer in print form, since 2009, but on the web.) In the 70 years since its appearance, the mission of the Doomsday Clock has been slightly tweaked: it no longer refers specifically to the threat of nuclear war, but now signifies the likelihood of other doomsday scenarios as well, including climate change, global epidemics, and the unforeseen dangers posed by new technologies. The Ups and Downs of the Doomsday Clock One common misapprehension about the Doomsday Clock is that its updated in real time, like a stock-market ticker. In fact, the clock is only changed after meetings of the Bulletins advisory board, which happen twice a year (and even then, the decision is often  taken to keep the time as it is). In fact, the Doomsday Clock has only been set forward or back 22 times since 1947. Here are some of the most notable occasions when this has happened: 1949: Moved up to three minutes to midnight after the Soviet Union tests its first atomic bomb. 1953: Moved up to two minutes to midnight (the closest the Doomsday Clock has ever reached this mark) after the U.S. tests its first hydrogen bomb. 1963: Moved back to 12 minutes to midnight after the U.S. and the Soviet Union sign the Partial Test Ban Treaty. (One interesting side note: the Cuban Missile Crisis of 1962 started, and was resolved, in between meetings of the Bulletins advisory board. One imagines that if the clock had been reset during these seven tense days, it would have displayed a time of 30 or even 15 seconds to midnight.) 1984: Moved up to three minutes to midnight  as the Soviet Union is mired in war in Afghanistan and the U.S., under Ronald Reagan, deploys nuclear-tipped Pershing II missiles in western Europe. The international social fabric is further weakened by the U.S. boycott of the 1980 Olympic Games and the Soviet boycott of the 1984 Olympic Games. 1991: Moved back to 17 minutes to midnight (the farthest away the clocks minute hand has ever been) after the dissolution of the Soviet Union. 2007: Moved up to five minutes to midnight after North Korea tests its first atomic bomb; for the first time, the Bulletin also recognizes global warming (and the lack of firm action to counter it) as an imminent threat to civilization. 2017: Moved up to two  and one-half minutes to midnight (the closest the clock has been since 1953) following Donald Trumps tweets touting the U.S. nuclear arsenal  and the prospect of decreased legislative action to slow global warming. How Useful is the Doomsday Clock? As arresting an image as it is, its unclear just how much of an effect the Doomsday Clock has had on public opinion and international policy. Clearly, the clock had more of an impact in, say, 1953, when the prospect of a Soviet Union armed with hydrogen bombs conjured up images of World War III. Over the ensuing decades, though, one can argue that the Doomsday Clock has had more of a numbing than an inspiring effect: when the world is constantly a few minutes from global catastrophe, and the apocalypse never quite happens, most people will choose to ignore current events and focus on their daily lives. In the end, your faith in the Doomsday Clock will depend on your faith in the Bulletins high-powered advisory board and its network of professional experts. If you accept the evidence in favor of global warming and are alarmed by nuclear proliferation, youre likely to take the clock more seriously than those who dismiss these as relatively minor issues. But whatever your views, the Doomsday Clock at least serves as a reminder that  these problems need to be addressed, and hopefully soon.

African American Culture Essay Example | Topics and Well Written Essays - 750 words

African American Culture - Essay Example African American Culture is one such culture, which exhibits certain uniqueness, as the Afro-Americans practice certain activities in various spheres of their life, which is quite different from the dominant culture of White Americans (Marionis, 2004). But, on the other hand, certain activities or characteristics of African-Americans are stereotyped by the majority. So, this paper will list certain cultural characteristics, which are stereotyped. The immigration or the influx of African Americans into U.S. from a diverse range of cultures and countries started in the early centuries itself. As, they came from Africa, and later from the Caribbean countries and the Central and South American countries, they brought majority of their cultures, and this culture continues in their population, generations after generation with modifications in tune with changing times. Music of Afro-Americans is mainly polyrhymic music with roots in the African tradition, but now they are stereotyped as creators of only Rap, hip-pop music, with limited talents in other genres. The ethnic dance of the Afro-Americans is mainly based on the dance practices of the African slave communities, but now that cultural perspective is changed and break dances, which are done mainly done in the streets, are stereotyped as the dances of the Afro-Americans. When it comes to Literature, the Afro-American cultural characteristic is the verbal tradition of story telling. And as the modern day writers like Alex Haley, Alice Walker, Toni Morrison, to name a few, started to write works based mainly on Afro-American themes, they are again stereotyped. (Scott, 2005). Theirs distinctive Language patterns are also stereotyped nowadays. For example, Pidgins, a mixture of several languages, is normally spoken by African Americans. But, today inner city young people speak AAVE which is

File management in UNIX Essay Example | Topics and Well Written Essays - 500 words

File management in UNIX - Essay Example The owner, therefore, is the only person who can change the protection system of that particular file. However, other individuals often referred to as members, can also access that particular file if only they belong to that particular group. These members can, therefore, see each other’s file in the system. Groups are generally created for users of a common front, for example, a group can be created for staff members of a particular organization. In order to determine the owner of a particular file, the command ‘Is-I filename’ is typed. This gives the information about the owner and the particular details of the file. These details include; From the above, we can denote that the file is contained in a directory hence the first's’. The owner of the file has the permission to read, write and execute the file or group hence ‘rwx. The group members, which in this case are the 4990 users, have the permission to only read and write hence the commands ‘r-w’. Lastly, the other users, presumably the remaining 10 users, have no permissions or access to the folder, hence the command ‘---‘. It also important to note that to change the permission of the file, the command ‘chmod’, meaning ‘change mode’ is followed (Jaeger & T., 2008). This can only be used by the owner of the file or group and is used together with the commands ‘ijk’; ‘i’ represents for the user's permission, ‘j’ represents the groups’ permission, while ‘k’ represents the other user's permission.This can be illustrated as such; chmodijk  file(s)

School Essay Essay Example for Free

School Essay Essay Thank you for your interest in these resources for teacher professional development. This document outlines the content Microsoft is making available to help support teacher professional development, specifically content to enable the delivery of hands-on, project-based learning workshops for K-12 teachers. This content resides in the Microsoft Partners in Learning Network http://us. partnersinlearningnetwork. com/, Microsoft’s free online community site within a new community called â€Å"Microsoft Teacher Professional Development† community. Here is a direct link to this community[-0]. Be sure to click Join Now on the right side to access the content as this will be the place for the latest updates and community-contributed best practices for training teachers. The workshop curriculum is designed and organized as hands-on, project-based learning activities that are designed to be delivered to by a teacher leader (i. e. , train the trainer). The workshops integrate Microsoft Office, Web 2. 0 tools and a number of free tools Microsoft provides to create and inspire teachers to develop student-centered activities that use technology in relevant and real-world ways in the classroom. All of the materials are provided for free to teachers and teacher leaders to use within their professional development practices within the schools and districts. Any of the content can be customized for use within your schools and districts. There is content to support four workshops designed for K-12 teachers in the four folders provided. Each workshop is designed to run about 3 hours. Each folder contains all of the digital assets you will need all you need to provide are the teachers! 🙂 This content was developed by Knowledge Network Solutions (KNS) in close collaboration with Microsoft. KNS is a dynamic group of ex-teachers who are experts at applying technology in effective and relevant ways in the classroom aligned to academic and technology standards. To help you navigate the workshop content, here are some tips tricks to sorting through the below resources and suggestions for use. There are 4 workshops, each with its own curriculum organized in these folders: 1. Tools for Engaging All Learners in the Classroom 2. Using Collaborative Tools in the Classroom 3. Effective Communication Tools for Teachers 4. Classroom Organization Tools for Teachers Each of the above workshops includes the following resources to support the workshop. The below table provides an overview of the resources for each workshop and suggestions for how these can be used. Resource|Description|Tips for Use| Workshop Overview| §1-2 page summary of the workshop, including learning objectives and intended outcomes for teachers and students  §Detailed overview of the Microsoft products used in each workshop| §Familiarize yourself with the overall objectives of the workshop  §Use to provide an overview to teachers who will attend the workshop  §Use to promote the workshop| Narrated PowerPoint Presentations| §Expert audio-narrated PowerPoint presentations produced by the creators of the workshop curriculum  §Labeled as Mod 1, Mod 2†¦ each workshop has 4 narrated presentations  §For each module there is a presentation that provides:1. Workshop Overview2. Workshop Learning Objectives3. Workshop Preparation Guidance4. Tips Tricks for Delivering a Successful Workshop| §Intended to be used by those planning to deliver a workshop to help them prepare| Participant Manuals| §For each workshop there is a detailed manual to print and provide for each workshop participant  §The manuals provide step-by-step instructions for each project-based learning activity  §The manuals also include tips for how to apply projects across the curriculum| §Print and provide to each workshop attendee.  §Use to gain an in-depth understanding of  the detailed projects and technologies used in each workshop| Workshop Software Set-up spec| §Listing of the necessary hardware and software needed to run the workshop| §Understand the software necessary to complete the activities  §It is important that participants create a free Windows Live ID prior to attending a workshop, as this account will gain them access to a number of Web 2. 0 tools used in the workshop | Presenter PPT Intro| §Presentations for anyone to use (and customize) to support their delivery of the workshop| §Use as a baseline to guide the workshop  §Teacher leaders can customize and develop their own presentations using these as a jumpstart | Participant Sample Files| §Sample files used by the workshop participants to complete the in-workshop activities  §Files include ppts, video, audio, images, and sample data| §Files should be pre-installed on all workshop PCs| We hope that you find these materials useful to engage other teachers and enable them to use technology in successful and innovative ways in the classroom that makes sense in their curriculum and within the learning goals in their classrooms. For more information and resources for training teachers visit www. microsoft. com/teachers[-1] and follow us on Twitter @TeachTec[-2] or on TeachTec Facebook[-3] to stay current on the latest resources, lesson plans and how-to information for using technology in the classroom. Thank you, The Microsoft Education Team [-0] http://us. partnersinlearningnetwork. com/Communities/188ba58f3dd74938bdc0e94c9b196d59/Pages/default. aspx [-1] http://www. microsoft. com/teachers [-2] http://twitter. com/home [-3] http://www. facebook. com/pages/Microsoft-TeachTec/62084237239? ref=ts.

ETs And UFOs :: essays research papers

ET’s & UFO’s   Ã‚  Ã‚  Ã‚  Ã‚  Nearly 600 years before Christ was born, the biblical prophet Ezekiel saw something unusual, very unusual, that he tried to explain; “And I looked and behold a whirlwind came out of the north, a great cloud, and a fire enfolding itself. Also out of the midst thereof came the likeness of four living creatures.'; Since then, several similar Unidentified Flying Objects (UFO’s) are reported around the world. The Romans, the Greeks, moreover the great emperor Charlemagne saw it… saw what? For Christians, there is no doubt about it; Ezekiel described angels coming down on Earth bringing messages from God. However, this is not the only possible explanation. Where scientists see a complex natural phenomenon, others will see a “wheel in the middle of a wheel'; simply as an extra-terrestrial vehicle observing our planet Earth.   Ã‚  Ã‚  Ã‚  Ã‚  The movie ‘UFO’s, It Has Begun’ seems to be persuading enough to prove that extra-terrestrials do visit Earth. Burnt grass, cattle mutilations, capturing aliens, photographs, strange powder; all this evidence is presented in the movie. Unfortunately, most of it is incomplete, and there is nothing that could explain the sightings, besides, incredible film techniques and mysterious music highlights the obvious bias of the movie. On the other hand, 96 per cent of all the sightings can be explained by today’s science, that are identified as Venus, the Moon, reflections of light, electric charges, and weather balloons. The remaining 4 per cent maybe flying saucers which scientists deny the idea. Truly, if we think about the unimaginable time and energy needed for such an interstellar journey, it seems that visits of ET life forms to earth are quite unlikely.   Ã‚  Ã‚  Ã‚  Ã‚  Stanley Miller showed in 1953 that organic molecules can be made if ammonia, water vapour and hydrogen were irradiated. Therefore, scientists do have a strong belief that ET’s exist. An American astronomer, Frank Drake, tried to detail the probability of life elsewhere in the galaxy, and according to him, 10 per cent of nearly 400 billion stars in our galaxy are similarly like our sun. Therefore about 40 billion are possibly life-giving stars, and of these, maybe only 4 billion are like our Earth. The remaining 90 per cent are either too hot or too cold. Of course life and intelligence are not the same, and that means that our Earth is surrounded by at least 400 galactic neighbours.   Ã‚  Ã‚  Ã‚  Ã‚  Later on, humans decided to launch signals into space with modern technology, in hope to make contact with aliens.

Slave Trade

History Hon. Document Based Question Essay For years people have blamed Europeans of the Early Modern Period for slavery, when truly it was not. At the very beginning of it all, lies the African businessman of the Early Modern Period. He just wants to make money, even if that means selling his own kind. That is the part people in history today forget, that Africans were sold by their own blood. Europeans during this time we’re searching for wealth; gold, silver, cotton, tobacco, etc. What they lacked was the workforce to harvest all these items.The government or Gobroon Dynasty, our businessmen, seized the opportunity that was in front of them. Essentially, the Atlantic Slave Trade in Western Africa really boomed between 1650 and 1850 when the demand for slaves seemed to increase daily, according the Journal of African History. Acquiring slaves had gone from peaceful and civilized to aggressive and militarized. As stated in the Cambridge University press in 2000, society had f ound it acceptable to raid for supplies that could be used to buy slaves and slaves only.The blame for Slavery can be placed on the natural human desire for wealth and power, which is essentially greed. When a human has the desire for wealth, they will try to obtain it by any means necessary. Even if a human has to sell their own flesh and blood, the only thing that matters is wealth. The participation of Africans in slave trade was voluntary; Europeans could have gotten their slaves from China or India or Mexico or anywhere else with an abundant workforce. In compliance with the Cambridge University Press in 1992, Europeans did not force the African leaders to sell slaves; they made that choice on their own.The mainstream view of slavery is what went on in the plantations of southern America, what usually does not get as much attention is what the Africans went through before they set foot on the boat. More than often, the enslaved Africans would spend an average of 11 weeks aboard the ship before living the inhumane life of a slave for the rest of their existence, according to The Cost of Coercion: African Agency in the Pre-Modern Atlantic World written by Stephen D. Behrendt, David Eltis and David Richardson. That point of the process is crucial in determining how the slave would be treated during the trip and on the plantation.For example, if a slave was to lead a revolt while sailing aboard the ship, the slave trader could make sure that when the time comes to sell the leader of the revolt, he would be sold to a very cruel master. In accordance to recent articles, views of the Atlantic Slave Trade in Western Africa are starting to shift toward the very root of the industry. People are not so much looking at what happened in the United States of America but mostly at things up until that point. After reviewing all the articles, I can see how important what happened before the boat ride is important.

Quadratic Equation and Marks

Tak Nga Secondary School 2010-2011 Mid-year Exam Form 4 Mathematics (Paper I) Time allowed: 1 hour 15 minutes Class:________ Name:__________________( ) Marks: ________/ 60 Instructions: 1. Write your name, class and class number in the spaces provided on this cover. 2. This paper consists of THREE sections, A(1), A(2) and B. Each section carries 20 marks. 3. Attempt ALL questions in this paper. Write your answers in the spaces provided. Supplementary answer sheets will be supplied on request. Write your name and class number on each sheet. 4. Unless otherwise specified, all working must be clearly shown. . Unless otherwise specified, numerical answers should either be exact or correct to 3 significant figures. 6. The diagrams in this paper are not necessarily drawn to scale. Page 1 of 9 Section A(1) (20 marks) 3n ? 5m =4. 2 1. Make n the subject of the formula (3 marks) ____________________________________________________________ ___________________ __________________________________ __________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 2. Calculate (? 3 + 5i ) ? (2 + 7i ) . 4 + 8i (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Factorize (a) 2r 2 + 20r + 50 , (b) r 2 + 10r + 25 ? s 2 . (4 marks) ___________________________________________ _________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ Page 2 of 9 3. 4. If f ( x) = x 2 ? 1 and g ( x) = 3 x + 2 , find the value of 2 f (0) + 3 g (1) . (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _______ ___________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 5. Solve the equation 1 2 x ? = 3 by the quadratic formula. (Give the answer in surd form. ) 2 (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________ ____________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 3 of 9 Section A(2) (20 marks) 6. In the figure, the straight line passing through A and B is perpendicular to the straight line passing through A and C, where C is a point lying on the x-axis. (a) Find the equation of the straight line passing through A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ________ ____________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the coordinates of C. 3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ______________ _____ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ _____________________ _______________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 4 of 9 (c) Find the area of ? ABC. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ 7. Consider the function f ( x) = x 2 + bx ? 20 , where b is a constant. It is given that the graph of y = f (x) passes through the point (5, 10). (a) Find b. 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _________________ ___________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ (b) Let k be a constant. If the equation f ( x) = k has two distinct real roots, find the range of values of k. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __ __________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ Page 5 of 9 8. Suppose P(x) = 2 x 3 ? (h ? 1) x 2 ? 18 x + k . P(x) is divisible by (2x + 1). When P(x) is divided by (x – 2), the remainder is – 40. (a) Find the values of h and k. (4 marks) ____________________________________________________________ _____ ______________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________ ________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Factorize P(x) completely. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________________ ____________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 6 of 9 Section B (20 marks) 9. It is given that ? and ? are the two roots of the equation 2Ãâ€"2 + 8x ? = 0, where ? > ?. (a) Write down the values of ? + ? and . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the value of each of th e following expressions without solving the equation. (i) ? 2 + ? 2 (ii) ? ? ? (iii) ? 2 ? 2 (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____ ________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (c) Form a quadratic equation with roots ? 2 + ? 2 and ? 2 ? ? 2 . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __________________________________ __________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 7 of 9 10. It is given that f ( x) = ? 2 x 2 ? 6 x + c . The graph of y = f ( x) cuts the x-axis at A and B and also cuts the y-axis at C(0, 20). (a) Find the value of c. (1 mark) ______________________________________ ______________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Find the coordinates of A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ __________________ __________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (c) Find the area of ? ABC . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 8 of 9 (d) By the method of completing square rewrite the equation y = f ( x) in the form y = a( x ? h) 2 + k . Find the vertex of the graph and axis of symmetry of the graph. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________________________ _______________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (e) Find the domain and co-domain of f(x). 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ END OF PAPER Page 9 of 9

Chris Maccandless Essays

Chris Maccandless Essays Chris Maccandless Essay Chris Maccandless Essay Essay Topic: Into the Wild Happiness is only real when shared. Chris Maccandless decided to leave his ordinary life and explore the wild . He Just graduated with a bachelor and was planning to go to law school. He had a saving of 24000 dollars but gave it to charity . At the beginning of the movie we can see that he had problems with his parents. As the story evolved we understand what the issues were . In his book Walden Henry David Thoreau said that he wanted to live in the wild to learn what it had to teach, to live deliberately and to live deep and suck out all the marrow of life. I think that Maccandless did not go into the wild for the same reasons. Even though he wanted to live deliberately, to front only the essential facts of life he did not go to the wild for the same motives as Henry David Thoreau. Maccandless wanted to live away from his parents. They were not very loving and sometimes violent. In a few scenes, we see how they hated each others but stayed married for money. When he went on his Journey, he could start as a new man and forget about his disturbing past. Thoreau did not mention anything about issues with his family, Just the desire to live free and to learn form the wild. om his family, he realized that happiness is only real when shared which is in contrast to why he decided to live into the wild. The best moment of his experiment was not when he was alone in Alaska but when he met some friends. He had like a son -to-parent relationship with the hippie couple. In theses scenes he was really happy but when went to Alaska he kind of became crazy. (due to loneliness. ) The death scene is hard to watch because he is not happy in his last moments. He realized that he was wrong, that family was the most important thing in life and not living deliberately into the wild.

Applicability of Visualization and RFID Technology -myassignmenthelp

The work scenario is that in my organization different individuals and units perform several functions independently. Each work station is served with a computer and one server. The company is to provide each workstation with integrative linkage to facilitate communication.  Ã‚   The information technology infrastructure provides a chance of using a multiple different service system. The Radio frequency identification (RFID) tags network system helps to come up with different service systems. Huang et.al (2014, p.497) defines RFID as a technology using radio waves in identifying of signals, and virtualization as a technical architecture that links different resources into one single environment. Both visualization and RFID technologies are important. The visualization system is useful because it reduces physical readers and operational costs when using information technology systems. The RFID is useful in business in tracking and identification of network infrastructures signals. The virtualization of RFID tag network system is useful in business because it provides social infrastructure like the internet. Example is the global internet network architecture that uses RFID visualized tag network system (Huang et.al. 2014, p.490). The use of RFID visualized tag network system purpose is to allow multiple service systems users to share the same infrastructure. Technologies in the world are creating are virtual networks or systems are compatible to devices and RFID tag network system (Al-Kassab et.al. 2014, p.420). Visualization is used to create virtual network address in combination with RFID infrastructure which is used to create service center location. Al-Kassab et.al (2014, p.495) explains further that business use service engines to obtained information and creating social network systems with the aid of the two technologies. Al-Kassab, J., Quertani, Z and Neely, A 2014, visualization and support management decisions models, Journal of information technology & decision making, 13 (02), pp. 407-428 Huang, W., Ding, C., Wang,S., Jing, X and Zhang, Z 2014, RFID indoor visualization positioning data, International conference systems and informatics, (pp.497-504), IEEE.

Alternating Current and Direct Current Essay Example | Topics and Well Written Essays - 2000 words

Alternating Current and Direct Current - Essay Example The paper shed light upon several advantages and disadvantages of both DC and AC, how AC is converted into DC has also been discussed in this paper. It is important to note that DC is easier to analyze and has a plethora of other advantages but DC’s inability to convert different voltages is a big con because of which AC is used more widely then DC. However, the modern day electricity devices require DC so they come with automatic converters that instantly convert AC into DC. For transferring current over a long-distance DC is used because it is cost-effective but otherwise AC is used, another difference is that people in North America use AC and people in European counties use DC. These were some of the advantages, disadvantages and the most important differences between alternative current and direct current. Alternative current won over direct current in the 20th century when it was chosen over DC because people considered it more reliable, it had very few risks and this is why it was chosen as the standard current in North America, DC on the other hand had several major issues which were later sorted out and fixed. After fixing the major issues with DC several European countries chose it as their standard current, these days DC is being used in some of the elite European countries. It is necessary to have a circuit in order to distribute electricity. A circuit is usually made up of two wires which lead up to a device which uses electricity. In the case of alternating current, one of the two wires is positive and the other is either neutral which is also known as ground or negative, the two wires take their turns which enables sending electricity. In direct current the process works a little differently, the polarity in DC is always the same unlike in the case of AC where in polarity differs, in a DC circuit one wire is negative which means the other is sending electricity and is positive, the negative wire does not send electricity in a DC circuit. T here is no cyclic change and hence no hum in a DC, it is a fact that DC scores over AC in long-distances. In high-voltage transmission also DC is preferred because in AC a lot of electricity is lost, in DC less wastage takes place and this is why it scores over AC. AC scores over DC when it comes to converting DC into AC, it takes a lot of money to do that and it is not advisable to do so. DC should ideally be used only for long-distance transmission and AC in all other circumstances. Heating elements and light bulbs hardly care if the electricity supplied to them is DC or AC but it is very important to note that most modern day electrical gadgets require DC to work effectively. These days a transformer is used which consistently converts AC into DC for the devices to work effectively. In countries like Canada and the United States AC outlets have a voltage of 115 V and this is at 60 Hz. In European countries this is much different; most countries use 220 to 240 V which is about 50 Hz. It is also important to understand how peak voltage works, 115 V AC power usually has a peak voltage which is in the region of 163 V. Home and office electrical outlets are delivered electricity when the terminal has one hot and one neutral terminal. AC voltage is preferred by several people because a transformer is used to convert it into DC and it is very easy and a reliable source of getting direct current. A transformer consists of two inductors, the loops and turns present in these inductors are very different from each other. The number of turns usually determines the ratio of primary to secondary voltage. Electric generators have been made to produce alternating current, they can also produce DC but this can only be done by using a rectifier. A rectifier is made up of diodes which are also the most important part of a rectifier; the main use of a diode is that it allows the current to flow only in a single direction. DC power can also be converted into AC power; this can be done by using an inverter. Heating and arcing are two problems which are involved in producing AC and DC, alternating current can be generated at a much higher voltage than DC and the best part is that there will be fewer problems like heating and arcing. It is

Why zinedine zidane consider to be my hero Essay

Why zinedine zidane consider to be my hero - Essay Example I believe that Zinedine Zidane is the greatest football player of the modern era because of the way he could control a football. He is only one of two players to win the FIFA World Player of the Year award three times (Ronaldo being the other). At club level, he won trophies in three major leagues: France, Italy, and Spain. However, in my opinion, his greatest ever triumph came in the French shirt at the 1998 FIFA World Cup. In the final France were underdogs against a highly fancied Brazilian side. On the day, Zinedine Zidane stepped up to the mark and scored with two headers, resulting in a 3-0 French win. A couple of years later, Zidane also won the EURO 2000 title, helping the French team defeat the Italians in the final. I grew up watching Zidane at the peak of his powers, and I would argue that no one has since been able to reach such heights. In the 1998 FIFA World Cup, the tournament was being hosted in France for the first time in 60 years. France had yet to win a World Cup, so there was great expectation that the team would finally bring home the trophy. At this time, France was becoming a more multi-cultural nation, with numerous African immigrants settling in the country. Even though Zidane was born in Marseille, he had Algerian ancestry. He was thus the ideal person to lead the French nation into a new era. Once the French team became world champions, the nation rejoiced for weeks. Zidane became an instant hero overnight and helped to unite the French people as a result. For many African immigrants, Zidane was the ultimate role model; he came from an Algerian background but was able to become one of the most respected people in French society. To this day, I look up to Zidane as someone who can unite a nation in joy and happiness. Finally, I appreciate Zidane for all the charity work that he has done since his retirement from football. Zidane has participated in charity football matches in

Fairtrade achieves better prices, decent working conditions and fair Assignment - 1

Fairtrade achieves better prices, decent working conditions and fair terms of trade for farmers and workers. To what extent do you agree - Assignment Example According to Ronchi (2006) the problems arise from the market failure, failure of demand and supply forces, leading to workers exploitation and unfavorable and unhealthy competition for small scale farmers by the large scale farmers. This business assignment paper entails discussion on Fairtrade, and analysis on how it achieves better prices, decent working conditions and fair terms of trade for farmers and workers. According to Lamb (2008), Fairtrade is concerned with the best recommended prices, favorable working conditions, sustainability in the local areas, and justified as well as effective terms of trade for small scale farmers and workers in the third world countries. Fairtrade gets in the position to address the different injustices evident in the convectional trade by giving the companies a condition of paying prices that are at par with the respective prices at the market (Arnould, Plastina and Ball, 2009). The convectional prices usually discriminates the economically unable and weak farmers, hence Fairtrade comes in to assist them upgrade on their position as well as upgrading their living standards. Fairtrade can as well get said as all the activities involved in the process of giving aid to the upcoming communities of farmers and workers. They get enabled to gain a lot of control over their future as well as taking good care of their surrounding in which the stay and undertake their economic activities in. As discussed above, Fairtrade achieves better trade prices, decent work conditions as well as fair terms of trade for small scale farmers and workers. Agreements have gotten reached upon with some of these achievements of Fairtrade by consideration on a number of the factors that it has underline to aim at achieve, as well as its underlying objectives. They include the following: i) Fairtrade Mark. Fairtrade has sought to improve the lives of small scale

How Money is Created

How Money is Created Essay Where Money Comes from Student: Gulnaz Miniakhmetova Introduction â€Å"The process by which banks create money  is so simple that the mind is repelled† John Kenneth Galbraith, Economist. There are many social institutions in our world but one of them seems to be the most difficult to understand – monetary institution. Why do we have it and how it works? Being small children, we already understand that to get a toy parents need money. Stuff costs money. Money is a tool, and not necessarily one which facilitates access to the resources necessary for survival, as they are given freely on the earth[1]. If we look back at the history of the great Depression, we will see that people can’t live without money. During the Great Depression, money stopped circulating yet the sun still shone, the plants were growing but people starved. Food was available because nature does not depend on our monetary problems. It continues to exist as many times ago. Why then people lose access to food without money? It sounds incredible but how our society allow money to function as a barrier to nature resources. Nature does not take money for her great work[2]. Few people are interested in the way money are created and in who controls the system. Complicated economic terminology and calculations keep most of the people away from understanding the system but one attentive look at it helps to see how simple the scheme actually is. This paper is going to investigate where money come from and what makes the ink on the paper be so valued, if it is really valuable? Ancient Money. Modern Money. It is interesting to trace the evolution of money across years and check if â€Å"money-of-today† has the same value as â€Å"money-of-yesterday†. It is fascinating that long ago money appeared in different corners of the world in a nearly similar way. We observe various currencies in those times. American Indians used Wampum; West Africans were trading in decorative metallic objects called Manillas; Fijians used whale’s teeth. Shells, amber, ivory, decorative feathers, a large number of stones – were all used for trade across the world. We cannot but agree that these funny forms of money are sensible things for trading. Later gold and silver were the most favorite currencies. The appearance of coins in our life was a significant step for economy, which still exists. The first coins appeared about 600 B.C. in a place where Lydians lived, ancient Greece territory where now modern Turkey is located. It had a form of lion’s head and were made of electrum. If we compare other ancient types of money, coins were the first to become a firm currency. Coins spread throughout the Mediterranean very fast. By the 6th century Athens, Aegina, Corinth and Persia, all had their own coins. Coins helped to expand trading easier. Soon coins were made out of gold and silver thus reflecting the actual value of the metal. Modern currency, unfortunately, lost this value. Money evolved from barter but barter had two limitations: 1) the traders must have products of equal value and; 2) as society grows, traders must be ready to make the trade at the same time, as the trust of the small group no longer exists. What if the person who has what you need might not need what you want to trade? What about large transactions? In this case, money appeared to be a convenient value for everyone and perfectly dealt with barter limitations. Even gold and silver are bulky for large transactions. The need for lighter equivalent generated paper money. Modern money system comes from the Middle Ages from the goldsmith trading. People started storing their gold and silver to the goldsmith who was supposed to keep it safe. The owner of the gold got a receipt for what had been left at goldsmiths. This way a paper started to circulate in the society being much easier to carry than gold and silver. Precious metal was replaced by paper. After a while, the enterprising goldsmith figured out that only few of his depositors come to demand their gold. Therefore, he decided to loan out the gold for other customers or just issue a receipt instead of actually giving the gold. Finally, clever goldsmiths found out that they could print and give printed loans even more that they had it in gold. In the idea of loaning the value of gold they did not own, but only held in trust, and the value of gold that did not even exist, was the germ of the invention of modern money[3]. The goldsmiths or bankers were doing a clever thing. They received interest by loaning the gold that they were paid to hold in trust for others. They received interest from loans on gold that did not even exist. This system has a name of â€Å"Fractional Reserve Banking† which means lending much more money than you have assets on deposit. This simple scheme follows human beings up to the present moment. Modern banks are allowed to loan out ten times the amount they are actually having. If you are charged 11% interest rate, be sure it is not 11% a year they make on that amount but actually 110%[4]. One thing that differs modern monetary system is that money can no longer be redeemed for gold. If earlier, we could find a phrase â€Å"in silver payable† on the American dollar banknote, today there is only â€Å"Federal Reserve note†. It means that money used to represent value by gold and silver and could be redeemed by gold or silver. The gold standard lasted until 1971. President Nixon announced that the United States would no longer exchange dollars for gold. It happened because the volume of gold reserve came to a dangerous point. For example, at the end of the World War II France insisted on changing their American dollars to gold. America was in a critical situation. Henry Hazlitt forecasted the dollar devaluation at the beginning of 1971. He said that America would have to increase the cost of one ounce of gold (previously it was 35 dollars per ounce). The decision of the present was unexpected. No devaluation followed. Nixon just stopped â€Å"gold standard†, which actually can be accounted as a financial bankruptcy. Since that date, the world trade is conducted with the help of dollars, which are nothing more that paper. All the rest world currencies related to the gold through dollar, became â€Å"gold-free† too. Earlier â€Å"gold standard† prevented countries from printing too much money, as the supply of gold does not change quickly. The supply of money was stable. If there is too much money, people start to exchange it for gold. Finally, treasury may run out of gold. Quitting the â€Å"gold standard† modern America can buy nearly whatever they want with a currency having no inner value. Now dollar can be redeemed only to another paper or digital dollar. In fact, â€Å"old† monetary system backed up by gold and silver was â€Å"debt free† while modern one is â€Å"debt based†. How? The proof of the money’s debt nature will be discussed in the next chapter of the paper. How Monetary System Functions Today As a basis for discussing the modern monetary system, I would like to take the views and explanations of the Zeitgeist Movement since I find it clear and laconic for perception. However, there are many other followers of the idea â€Å"money is debt†. If we ask an ordinary person on the street, â€Å"How money is created?† The most probable answer will be â€Å"By governments and banks†. Governments only borrow money from the banks. Alternatively, one can say, the bank takes money from savers, and then lends it out to the borrower. That is not true. Banks do not need a customer deposit for giving a new loan. It is viÑ e versa. Loans create new deposits. Let us illustrate how the system works. Government of the USA decides that it needs money. It requests the Federal Reserve (The Fed) for $10 billion. The Fed agrees to buy $10 billion government bonds. The government takes a paper and draws Treasury bond where it shows the value of the bonds $10 billion and sends them to the Fed. In its turn, the Fed draws their papers, which are called â€Å"federal reserve notes†. Their price is $10 billion. Then the Fed trades these notes for bonds. As soon as government gets the notes from the Fed, it puts it into bank account. Only on this account money become real money adding $10 billion to the USA. In reality, the process is done without any paper, i.e. electronically. Necessary to note that only 3% of physical currency exist in the USA. The other 97% is digital nowadays. Now we see that money which appeared in such a simple way are equal to debt. The Federal Reserve purchases government bonds with the money created out of thin air. The government promises to pay back that money to the Fed. In other words, money were created out of debt. The most interesting thing is that ten billion dollar deposit becomes a part of the banks’ reserves. As stated in the â€Å"Modern Money Mechanics† – â€Å"Under current regulations, the reserve requirement against most transaction accounts is ten percent. It means that with a $10 billion deposit, 10%, or one billion is held as a required reserve (10%*$10,000,000,000.00=$1, 000,000,000.00). While the other $9 billion is considered an excessive reserve, and can be used as the basis for new loans. Therefore, we assume that this $9 billion comes out of existing $10 billion deposit but that is not true. The Zeitgeist states, what is really happening is that $9 billion is created on top the existing $10 billion deposit. Totally, bank has $19 billion. This is how money supply works. Banks do not really pay out loans for money, which they receive as deposits. It is important for banks to receive loan contracts in exchange for money. $9 billion is created out of nothing just because there is a demand for such a loan and there is $10 billion deposit to satisfy the reserve requirements. Let us assume that someone borrows that available $9 billion from the bank and most likely, he puts this money to his bank account. Therefore, this deposit becomes banks reserve. Ten percent is isolated and we get 10%*$9,000,000,000.00 = $900,000,000.00 and $9,000,000,000.00 $900,000,000.00 = $8,100,000,000.00[5]. This $8,1billion is now available as newly created money for more loans. This process of money creation is endless and it is based on debt. Money is debt. Debt is money. If money is created so easily, why is it so valuable? It is simple. There is always demand for money because people want it. A person needs money because he knows that other person needs money as well, so money can be used to others to get goods and services in return. In its turn, those others can also use the money they got to satisfy thir needs. Goods and services function as engines in the economy, and money helps people to exchange goods and services. It seems the process of modern money creation will go on forever. Money is Debt We are afraid of the word â€Å"debt† but it often helps people to raise their living standards. Debt is risky and has future obligations, but can also provide a means of generating future income. Everyone knows how disastrous debt can be for a person or a business. In history there are examples when â€Å"growth and prosperity have flourished at times when overall indebtedness was rising rapidly, and some economic slowdowns have coincided with periods of debt reduction†[6]. Thus, it is a paradox that debt can be both good and bad. Looking back at the history, we may find out that once the national debt was fully paid off. It happened in America in 1835. The president Andrew Jackson shut the Central Bank, establishing Federal Reserve instead. Jackson called the debt a national curse. He vowed to pay the national debt, to prevent a monied aristocracy from growing up around our administration that must bend to its views, and ultimately destroy the liberty of our country[7]. However, the period of â€Å"zero debt† did not last long. International bankers established another Central Bank. While there is such an institution, the debt is there too. Many economists admit the Debt nature of money. For example, governor of the federal Reserve, Marriner Eccies once said â€Å"If there is no debts in our money system, there wouldn’t be any money†. Or, â€Å"the dollar is based on credit and every dollar in existence represents a dollar of debt owed by an individual, a business firm, or a government unit.†[8] Apart from the fact of money creation on the debt principle, there is one more important trick about banks. That is interest. When a person gets a money from the bank, he has to pay them back with the interest. A question arises here: if we borrow money from the banks through loans, where do money for paying off interest come from? The answer is – from nowhere. The fact is that the money people or companies owe to the bank will always exceed the amount of money that is available in circulation. That is why inflation takes place. New money is needed to cover the deficit caused by the need to pay the interest. Inflation is built into the system as well as defaults and bankruptcy. Nowadays more and more people join the endless debt system by taking home mortgages, personal loans, and credit cards. Some kinds of debt are long-term. For example, home mortgage may spread for more years than a person has active working years. If you are unable to pay the loan, the bank takes your property. It is frustrating, when you understand that the banking system and the fact that those money on the day of singing the contract did not even exist. There is one interesting court case which took place in America, Minnesota and which proved the corrupt nature of the banks. The case took place in 1969 between First National Bank of Montgomery and a citizen Jerome Daly. Daly took a mortgage from the bank. Daly was demanding the foreclosure of his home by the bank. The bank provided the loan to purchase the house. His argument was based on the fact that mortgage contract stands for equal participation of both parties. Each party put a legitimate form of property for the exchange. Daly was trying to prove that the money was not the property of the bank since money was created out of thin air on the day of signing the agreement. If we look up at the â€Å"Modern Money Mechanics† booklet, we will find out the following about loans â€Å"what they do when they make loans is to accept promissory notes in exchange for credits†¦Reserves are unchanged by the loan transactions. But deposit credits constitute new additions to the total deposits of the banking system.†[9] It means that money does not come from already existing assets. In a cunning way the bank simply invents money and there is nothing like a property on the bank’s side, except for a liability text on paper. Mr. Daly won the case, as the bank’s president admitted the fact of unexciting money and he noted that this was a standard banking practice. Here is the speech of Mr. Morgan, the bank’s president â€Å"Plaintiff admitted that it, in combination with the Federal Reserve Bank of Minneapolis, did create the entire $14,000.00 in money and credit upon its own books by bookkeeping entry. That this was the consideration used to support the Note dated May 8, 1964 and the Mortgage of the same date. The money and credit first came into existence when they created it. Mr. Morgan admitted that no United States Law or Statute existed which gave him the right to do this. A lawful consideration must exist and be tendered to support the Note†[10]. As a result, the court rejected the bank’s claim for foreclosure and Daly lived happily in his home. This case once again proves the corrupt nature of modern monetary system. One feels miserable when realizing that any time he borrows money, the money appears to be not only a counterfeit, it is even an illegitimate form of agreement. The bank never has the money as property in contrast to golden standard period. If there was a successful case with Mr. Daly, why do banks continue mocking at people? Well, we proved that money is debt. What are your actions when you are in debt? You go to work in order to pay the debt off. But, if money is created only out of loans, it means that society cannot be debt free. People are slaves of banks running on the hamster wheel. Only those at the top benefit from the system. There will always be the rich and the poor with our present system. It is an incredible system ever created for social manipulation. â€Å"Debt is the weapon used to conquer and enslave societies and Interest is its prime ammunition†[11]. Banks are making private profit out of what should be public revenue. Rich countries developed the international money system which serves their interests at the expense of the poor countries. Conclusion Earlier monetary system was more honest in its nature compared to present times. â€Å"Modern Money Mechanics† answering the question â€Å"what makes money valuable?† say that a dollar bill is just a piece of paper. Coins do have some value as a metal, but less than their face value. The value is explained just by the fact that people believe in money’s power to be able to be exchanged for goods and services whenever there is a need. Money is actually created of debt and it is not money that make debt possible. Money and debt appear at exactly the same moment. Money is a blood of society and it goes and will go on circulating to provide life. Bibliography A Primer on Money, U.S. Congress, House, Committee on Banking and Currency, Subcommittee on Domestic Finance, 88th Congress, 2nd Session, Government Printing Office, 1964, page 23 Federal Reserve Bank of Chicago: Two Faces of Debt, http://freedom-school.com/two_faces_of_debt.pdf , (17.03.2014) Federal Reserve Bank of Chicago: Modern Money Mechanics, http://www.dollarnoncents.com/MMM.pdf, (18.03.2014) David Graeber: Debt. The First 5,000 Years, https://libcom.org/files/__Debt__The_First_5_000_Years.pdf , (17.03.2014) John Steele Gordon (February 18, 2019): A Short History of the National Debt, http://online.wsj.com/news/articles/SB123491373049303821 , (17.03.2014) Mongomery vs Daly, http://criminalbankingmonopoly.wordpress.com/montgomery-vs-daly/, (18.03.2014) Money Owned and Owed, http://www.thetwofacesofmoney.com/files/money.pdf , (19.03.2014) Paul Krumm: How Money is Created, Disappears, and Works, and the Values Involved in the Process,  http://www.vantagequest.org/trees/money.htm#.UycKMah5PtU , (15.03.2014) The Fractional Reserve Banking System / Zeitgeist Addendum (March 27, 2009), http://truth11.com/2009/03/27/the-fractional-reserve-banking-system-zeitgeist-addendum/ , (16.03.2014) The Monetary System, http://www.zeitgeistaustralia.org/the-monetary-system/, (15.03.2014) XAT3. The History of Money: http://www.xat.org/xat/moneyhistory.html , (17.03.2014) 1 [1] The Monetary System, http://www.zeitgeistaustralia.org/the-monetary-system/, (15.03.2014) [2] The Monetary System, http://www.zeitgeistaustralia.org/the-monetary-system/, (15.03.2014) [3] Paul Krumm: How Money is Created, Disappears, and Works, and the Values Involved in the Process, http://www.vantagequest.org/trees/money.htm#.UycKMah5PtU , (15.03.2014) [4] XAT3. The History of Money: http://www.xat.org/xat/moneyhistory.html , (17.03.2014) [5] The Fractional Reserve Banking System / Zeitgeist Addendum (March 27, 2009), http://truth11.com/2009/03/27/the-fractional-reserve-banking-system-zeitgeist-addendum/ , (16.03.2014) [6] Federal Reserve Bank of Chicago: Two Faces of Debt, http://freedom-school.com/two_faces_of_debt.pdf , (17.03.2014) [7] John Steele Gordon (February 18, 2019): A Short History of the National Debt, http://online.wsj.com/news/articles/SB123491373049303821 , (17.03.2014) [8] From A Primer on Money, U.S. Congress, House, Committee on Banking and Currency, Subcommittee on Domestic Finance, 88th Congress, 2nd Session, Government Printing Office, 1964, page 23 [9] Federal Reserve Bank of Chicago: Modern Money Mechanics, http://www.dollarnoncents.com/MMM.pdf, (18.03.2014) [10] Mongomery vs Daly, http://criminalbankingmonopoly.wordpress.com/montgomery-vs-daly/, (18.03.2014) [11] The Fractional Reserve Banking System / Zeitgeist Addendum (March 27, 2009), http://truth11.com/2009/03/27/the-fractional-reserve-banking-system-zeitgeist-addendum/ , (16.03.2014)