010 Exam Review Professor Ramos Blog

010 Exam Review Review Grading Criteria Essay 4 Due Today Review Grading Criteria Clear subject of evaluation and criteria Close reading and analysis Clear Structure and Organization MLA, Sources, and Images and Title Title of your essay should not be the title of what you are reviewing. Make sure to add something to it. Exam Review In small groups, come up with 3-4 lessons, readings, activities, etc. that helped you improve the most as a writer. Also, one reading that we should get rid of, if any. 10 minutes to come up with the list. Final Exam The final exam will be posted tonight on Canvas. You can take it in class on Wednesday or anytime before that on Canvas.

5 Calls for a Comma Before Because

5 Calls for a Comma Before Because 5 Calls for a Comma Before â€Å"Because† 5 Calls for a Comma Before â€Å"Because† By Mark Nichol Use of the word because as a subordinating conjunction to link a main clause to a subordinating clause should be simple, but a sentence’s meaning often hinges on whether it’s preceded by a comma. A straightforward sentence such as â€Å"We’re off to see the wizard because of the wonderful things he does† requires no comma; the meaning of this sentence â€Å"This is what we’re doing, and that is why we’re doing it† is unambiguous. But when the sentence begins with a negative proposition, that’s not the case, as these examples show: 1. â€Å"Few adult Romanians speak English because it was forbidden during the Ceausescu era.† This sentence, as (not) punctuated, absurdly implies a meaning of â€Å"This is not the primary reason adult Romanians speak English,† accompanied by the expectation of a follow-up sentence identifying one or more other causes for bilingual ability despite its prohibition. But it doesn’t mean â€Å"There are more common reasons adult Romanians speak English†; it means â€Å"This is the reason few adult Romanians speak English.† Insert a comma, and the sentence tells you what, and then tells you why: â€Å"Few adult Romanians speak English, because it was forbidden during the Ceausescu era.† 2. â€Å"They don’t want to diagnose or treat Lyme disease because it is very costly to do so.† Oh. Then why do they want to diagnose or treat Lyme disease? Again, a comma makes it clear that this sentence doesn’t serve to set up one or more alternate reasons; rather, the subordinating clause provides an explanation for the reluctance: â€Å"They don’t want to diagnose or treat Lyme disease, because it is very costly to do so.† 3. â€Å"Dementia can’t be ignored by the larger community because individuals with the disease cannot manage independently.† Why, then, can dementia be ignored? That’s not what the sentence is trying to tell you. It’s explaining why the general populace should attend to the affliction: â€Å"Dementia can’t be ignored by the larger community, because individuals with the disease cannot manage independently.† 4. â€Å"I wouldn’t recommend chicken pox parties because of the risk.† Tell me, then, why you would recommend them? (Aside: Said parties are often organized by groups of parents to deliberately expose their kids to chicken pox to get it over with.) The subordinate clause explains the statement in the main clause: â€Å"I wouldn’t recommend chicken pox parties, because of the risk.† 5. â€Å"The model couldn’t be applied to other sectors because it evolved to care for water, not civilization’s infrastructure.† The implication is that the model could be applied to other sectors, but not for the reason stated. But the point is that it couldn’t be applied, and the reason follows: â€Å"The model couldn’t be applied to other sectors, because it evolved to care for water, not civilization’s infrastructure.† See how a comma’s presence or absence can drastically change a sentence’s meaning? Sometimes, it’s important even when the sentence doesn’t begin with a negative proposition: â€Å"I know he got the biggest raise in the department because his wife told me† reads as if the writer is aware that the person got the raise because the person’s wife told the writer that the person got the raise and the sentence turns into a Moebius strip. A comma nips this perpetual-motion machine in the bud: â€Å"I know he got the biggest raise in the department, because his wife told me.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureThe Four Sounds of the Spelling OUMood vs. Tense

Geriatric Category Patients and Their Treatment Essay

Geriatric Category Patients and Their Treatment - Essay Example Healing, especially, has been identified as an issue in the elderly’ due to characteristic age related changes in skin texture, reduced processes of wound healing which are clearly distinct from the rapid healing in young patients (Gosain & Dipietro, 2004: 321). The particular patient shortlisted for this assessment belongs to the geriatric category as he is an 80 years old man, with an established diagnosis of Chronic Obstructive Pulmonary Disease (COPD), probably precipitated due to a history of excessive smoking. The man has also suffered an episode of shingles, as revealed from his medical history sheet. Due to the multiple comorbidities he is suffering from, he is currently being administered a combination of medications, which complicate his care further due to the multifarious side-effects associated with them. Taking history of a patient is an art which needs to be mastered by each nursing professional. It needs preparation of a proper environment, good communication s kills of the nursing practitioner, and is a thoroughly systematic, sensitive and professional activity (Lloyd & Craig, 2007: 42). The Calgary Cambridge Framework, a widely accepted standard for collecting the anamneses of a patient is generally recommended and includes five stages which summarize the history taking process (Lloyd & Craig, 2007: 44). ... tween the patient and the nurse for establishment of a true interaction, proper planning for shared decision making with the patient’s compliance, and closing the consultation amiably in accordance with the patient’s expectations (Lloyd & Craig, 2007: 44). Unhelpful interview techniques involving questions which are too probing, offensive, misleading or inappropriate are expressly prohibited in the Calgary Cambridge Framework. The framework advises against the use of defensive responses and tendency to jump to conclusions. A properly structured sequence of questioning aimed at obtaining comprehensive information about the patient's condition yielding pertinent data should be strictly followed. Discretion should be employed while obtaining answers to sensitive questions such as sexual and social history, and while gathering details about alcohol, tobacco or substance abuse (Lloyd & Craig, 2007: 47). The patient shortlisted for assessment is dependent on PEG tube for feed ing but is fully capable of taking care of his toilet and bathing needs with some guidance. Currently he suffers from cellulitis, especially in the lower body and the resultant wounds in both legs are causing considerable pain. The severely affected left leg is kept raised to reduce his discomfort and the wound is dressed aseptically on a daily basis. On immediate observation, the patient is afebrile, has a blood pressure (BP) of 140/95, a respiration rate (RR) of 20-37, and a heart rate (HR) of 80 beats per minute. His health parameters have consistently remained at this level for the last few days with only slight variations. However, as the patient was a regular smoker with an established diagnosis of COPD, he is in need of special care and oxygen therapy due to his compromised respiratory system

Chinese and Japanese Response to Western Imperialism Essay

Chinese and Japanese Response to Western Imperialism - Essay Example Chinese efforts to strengthen it politically, militarily and economically also failed. China would become dominated by unequal treaties of foreign powers. Japan would become a major world power able to compete against the European countries. Japan in the seventeenth and eighteenth century was undergoing a period of isolation in which European missionaries and traders were highly restricted in their movements. Under American pressure in 1853, Japan would open its ports and sign unequal treaties with European powers. Japan began a series of reforms known as the Meiji Restoration in which the feudal system was abolished, economic reforms were launched, military was modernized and Western political concepts were applied to the country. The Meiji restoration would transform Japan into a major industrialized and economic power which was capable of competing with the West. Japan would use its modern military to inflict crushing defeats on Russia and China. During World War II, Japan would e mbark upon a policy of conquering several South East Asian countries before being defeated by the United States. Under the American occupation, Japan would again rebuild itself into a pacifist but economically powerful country. China in the nineteenth century suffered from strife, corruption, stagnation and various internal problems. The Chinese also had to deal with foreigners who were now taking control of many territories in Asia. The Chinese monarchy was arrogant in its dealings with Europeans. Trade between Europe and China brought a series of conflicts in which China was humiliated and defeated. As trade increased between European traders and Chinese, this led to increased hostility between European governments and China.

Six Flags Essay Example for Free

Six Flags Essay Amusement parks and theme parks are being the term of the entertainment attractions in over the World. The U. S is almost leading this large numbers of theme park by 322 $ million guests in 2003. According to the International Association of Amusement Parks and Attractions (IAAPA) the amusement park industry’s roots can be traced all the way back to medieval Europe when in approximately 1133 A. D, the monk Rahere, a former jester in the court of Henry I held the first trade fair (IAAPA). The idea of the amusement parks started in the United State sometimes in end of the 19th century by the electric trolley companies. Also, this idea came to create some events for people during the weekend, which it was the golden period of theme parks. In 1893, it was the first exposition which held in Chicago and it was the event which Ferris wheel as well as the Midway introduced to over the World (2002). Six Flags. Inc as known is the world’s largest regional theme park company based on the number of its properties; as well it is the 5th most well-liked in terms of attendance. Furthermore, Since the Walt Disney Company beings the first in amusement park operator in the U. S. Six Flags takes the second place with 20 million international visitors in the year. Whats more, Six Flags holds39 family oriented theme parks in the U. S, Canada, Mexico, and Europe. The company estimates that nearly two thirds of the American population that lives within 100 miles of one if its parks. According to IAAPA â€Å"the properties serve 35 of the 50 largest U. S. metropolitan areas. The company first target is the local markets as the only competitor, Disney land, are a focuses for visitors from the entire world. It also has exclusive rights to theme park usage of Warner Brothers 3  and DC Comics characters in most of North America, South America, and some Europe countries, with many parks featuring such characters, for example, Bugs Bunny, Daffy Duck, Tweety Bird, Yosemite Sam, Batman, and Superman (IAAPA. Sep 2009). The competition and marketing in amusement park industry have been growing up after began consolidate that occur a bigger established smaller parks and family operations. In addition, theme parks in U. S become high commodities and the gaining for theme park properties have been increasing to high record levels. They also have been supported by the government in U. S which was the biggest amount acquisition with U. S. $1. 9 billion that paid for the Six Flags Theme Parks Chain by Premier Parks. The Six Flags Company has been raking as the fifth largest amusement park regarding to the annual attendance in the world after Walt Disney, Merlin Entertainment Group in United Kingdom, Universal Studios, and Parques Reunidos in Spain. Also, Six Flagss properties become more available as the result of the consolidated of the U.S industry and it keeps announced every year unique properties to its parks which make operators work harder than before to attract and retain attendees. According to Six Flags Website in Aug 30, 2012 Six flags properties announced two ground-breaking thrill rides will debut at Six Flags over Georgia and Six Flags White water in 2013. For example, adding new rides, new shows, and new experiences. According to IAAPA amusement parks were not investing as heavily in magnificent roller coasters; instead in 2000, they were focusing more on family oriented rides and amenities like air-conditioned restrooms and better food. Also, Six flags usually every season surprises its visitors by great deals with lower price like free admission and free season parking to any Six flags theme parks. 4 The hot competition in theme parks business was one of the main reasons of the difficult time that the six flags company and amusement park industry had been facing during the past few years. For instance, in August of 2001, theme and amusement park operators were concerned with the drops in attendance in many parks. Also, the terrorist attack is another huge reason of dropping the market of the amusement park industry in the United State after the Sept, 2011. The bad weather condition in 2002 and the War in Iraq had affected the level of tourism to U. S especially the theme park sector. According to USA Today, 2002 10 percent of Americans rated amusement parks and sporting events as the most likely target for a terrorist attack, behind nuclear plants and large city downtowns, yet ahead of airports, national monuments, military installations, and bridges. The major competitor of Six Flags Company in U.S is the Walt Disney Company. It announced that the attendance in 2003 was almost 97 million and revenues of U. S. $6. 4 billion and most of visitors were from Walt Disney in Florida and Japan. Another competitor of Six flags is Universal Studios Recreation Group with 73 million visitors and revenues $ 4 billion in Orlando, Fl. Recovery strategies: In 2005, Six Flags made an important change in the top management by hiring Mark Shapiro the new chief executive officer, after that they change their focus and goals to become more careful about cleanness, kindness and with  family-friendly atmosphere. The management brings a trained staff and enforce of a code of conduct which made the park better than ever, with more customers satisfaction. Shapiro focused to drive to increase attendance through enhance broad-based marketing strategies and introduce standardized pricing in all parks, make marketing alliances and sponsorship with most popular consumer brands. Moreover, Much of Six Flags social marketing strategy relies on getting people to talk about events, such as the 45th anniversary celebration. According to Shapiro concluded, Every single day we will remain focused on bringing our guests an entertainment package that they cant experience anywhere else close to home: family rides, thrill rides, special events, concerts and shows, daily parades, fireworks, shopping, dining and games† (Six flags web, 2006). Overall, the main focus of Shapiro was to enhance and emphasize the benefits for existing resources and develop some of old strategies to raise the income and reach some of other goals.

Chang and Eng :: essays research papers

During the 1850s, and again after the Civil War, Chang and Eng returned to public exhibitions. In 1860, they met the famed showman, P. T. Barnum and worked for a brief time at his museum in New York City to support their growing families. Barnum also sponsored their tour to Europe. While in Europe, the brothers once again investigated the possibility of separation. The danger was still deemed too great, and surgery was refused. As their health declined, the brothers desired to return home, and they came back to North Carolina in the early 1870s. On January 17, 1874, Eng was awakened in the middle of the night by a strange sensation. Looking towards his brother, Eng quickly realized that Chang had died. Eng called for his son William, who ran through the house shouting "Uncle Chang is dead!" Within hours, Eng was dead, too. Several weeks later, the bodies were brought to Philadelphia by a commission appointed by the College of Physicians of Philadelphia. An autopsy was performed by Drs. Harrison Allen and William H. Pancoast at the MÃ ¼tter Museum. It was determined that Chang had died of a cerebral clot. It was unclear, however, why Eng had died. Some physicians suggested that he died of fright. Today, it is thought that Eng bled to death, as the blood pooled in his dead brother's body. Chang and Eng changed the way society viewed conjoined twins and people with profound physical differences. They proved that those who were different can have normal lives: jobs, spouses, and a healthy family. Chang and Eng introduced the term "Siamese Twins" into our language, and introduced the world to a side of nature that was usually hidden away, ignored, or feared. Chang and Eng led the way for numerous other conjoined twins who have since benefited from the acceptance they demanded and received from society at large. For further information on Chang and Eng Bunker, see Wallace and Wallace, 1978. THE "SIAMESE TWINS" AS CULTURAL METAPHOR By the time they died, Chang and Eng were among the most widely known people in the United States. They were the subjects of newspaper articles, books, poetry, satires, lithographs, and plays. They were also a popular subject for masquerade parties. But at that time, these United States were not so united, and in Chang and Eng, Americans saw their own political struggle embodied. Alison Pingree (1996) has documented the tensions surrounding the "Siamese Twins". Chang and Eng :: essays research papers During the 1850s, and again after the Civil War, Chang and Eng returned to public exhibitions. In 1860, they met the famed showman, P. T. Barnum and worked for a brief time at his museum in New York City to support their growing families. Barnum also sponsored their tour to Europe. While in Europe, the brothers once again investigated the possibility of separation. The danger was still deemed too great, and surgery was refused. As their health declined, the brothers desired to return home, and they came back to North Carolina in the early 1870s. On January 17, 1874, Eng was awakened in the middle of the night by a strange sensation. Looking towards his brother, Eng quickly realized that Chang had died. Eng called for his son William, who ran through the house shouting "Uncle Chang is dead!" Within hours, Eng was dead, too. Several weeks later, the bodies were brought to Philadelphia by a commission appointed by the College of Physicians of Philadelphia. An autopsy was performed by Drs. Harrison Allen and William H. Pancoast at the MÃ ¼tter Museum. It was determined that Chang had died of a cerebral clot. It was unclear, however, why Eng had died. Some physicians suggested that he died of fright. Today, it is thought that Eng bled to death, as the blood pooled in his dead brother's body. Chang and Eng changed the way society viewed conjoined twins and people with profound physical differences. They proved that those who were different can have normal lives: jobs, spouses, and a healthy family. Chang and Eng introduced the term "Siamese Twins" into our language, and introduced the world to a side of nature that was usually hidden away, ignored, or feared. Chang and Eng led the way for numerous other conjoined twins who have since benefited from the acceptance they demanded and received from society at large. For further information on Chang and Eng Bunker, see Wallace and Wallace, 1978. THE "SIAMESE TWINS" AS CULTURAL METAPHOR By the time they died, Chang and Eng were among the most widely known people in the United States. They were the subjects of newspaper articles, books, poetry, satires, lithographs, and plays. They were also a popular subject for masquerade parties. But at that time, these United States were not so united, and in Chang and Eng, Americans saw their own political struggle embodied. Alison Pingree (1996) has documented the tensions surrounding the "Siamese Twins".

Citizenship Education Essay

About the Citizenship Foundation The Citizenship Foundation is an independent educational charity that aims to empower individuals to engage in the wider community through education about the law democracy and society. We focus, in particular, on developing young people’s Citizenship skills, knowledge and understanding. Our work includes Citizenship resources for a wide audience from teachers to young offenders, national projects for primary schools, active learning initiatives for secondary schools, nationwide training programmes, and community-based projects to develop citizenship education as a collective responsibility beyond school and college boundaries. Theme 1 – Purposes and Values At the Citizenship Foundation we believe that the primary phase presents an important opportunity for children to make sense of the changing society and the shrinking world they live in. While primary school teachers have never found it difficult to think about what kind of citizens they would like their children to become, the opportunities for developing the children’s knowledge have, in recent years, been squeezed by the need to deliver the core subjects and the pressure of SATs. There are, at best, limited opportunities for teachers in English schools to cover social topics such as family or crime because, unlike the situation in many continental countries, there is no tradition of a social studies curriculum for this age group. B. B. 1. B. 2. The findings of the recent UNICEF report i underline the need to attend to pupils’ social well-being. For example the UK had the lowest proportion (43. 3%) of 11 and 13 year olds who described their friends as kind and helpful. We consider it of vital importance to cultivate in primary aged children a concern to act fairly, responsibly and with compassion. B. 3. We believe that Citizenship Education is essential to individual empowerment. Not only should it be statutory, it should be a core element of the primary  curriculum, integrating taught and experiential learning in a coherent way leading towards a full understanding of what it means to be a member of the community with rights and responsibilities. As part of our submission to the Education and Skills Select Committee’s investigation into Citizenship Educationii, we have called for the current joint PSHE and Citizenship non-statutory framework to be accorded statutory status The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 1 B. 4. ‘Every Child Matters’iii and the Education Act 2002 make it a duty to consult children. Children therefore need to be systematically taught and given opportunities to develop the necessary skills, language and confidence to enable them to participate fully in decision making processes. Citizenship Education provides an opportunity for broadening cultural, social and political horizons, particularly in respect to developing a sense of identity, and an appreciation of the diversity of our society. These important functions of a broad social education should not be relegated to the margins or the ‘optional’, as they are within the non-statutory programme of study. With the lowering of the age of criminal responsibility, it is important that children have the opportunity to establish a sense of social and moral responsibility and develop a clearer understanding of the nature of their legal and moral rights and responsibilities. Changing societal conditions and the earlier onset of adolescence have made it urgent for primary schools to do more by way of explicit social and moral education. For example, children are exposed to the media, and have access to the internet in a way that was not the case even at the time of the introduction of the National Curriculum. In 2003 the OECDiv placed the UK at the bottom of a league table of young people’s risk behaviours, which included drinking, smoking, bullying and sexual activity. At the Citizenship Foundation we believe that the primary curriculum should be broad enough to provide an intellectual foundation for choice, affording children the ability to make responsible decisions at later stages of their education. Citizenship Education supports children in their personal development, equipping them to investigate the wider social and economic world, and to develop personal aspirations for it. In addition it lays the foundations for their political literacy and promotes the skills of community engagement. It provides them with an early introduction to financial literacy and agencies offering welfare support, providing them with knowledge of where to go for help which is essential, in an increasingly complex world, to the economic well-being, both of the individual and the nation as a whole. B. 5. B. 6. Theme 2 – Learning and Teaching B. 7. We know that spoken language is a vital part of human learning in the first ten years of life, and that it is a strong determinant of children’s ability to handle the written word. Citizenship Education is a vital component in any holistic approach to literacy and oracy, providing children with opportunities to analyse, compare, evaluate, reason, argue and justify. The work of psychologists such as Mercerv demonstrates the educational importance of exploratory talk to address shared problems. Citizenship issues are rich in such potential because they are real and relevant. Dunnvi has shown that attitudes and social concepts are shaped from an early age. From Key Stage 1 Citizenship Education provides an opportunity for teachers to nurture the development of this understanding in the context of a variety of issues salient to the young people themselves, developing understanding and fostering empathy before attitudes become entrenched. B. 8. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 2 It offers a context through which children can develop critical thinking skills and emotional literacy in a coherent, integrated way. B. 9. Current educational practice, and the emphasis on target setting has led to more individualised learning, yet Vygotskyvii has identified learning as a social, interactive process that requires discussion, exchange and the sharing of perspectives. Citizenship learning provides opportunities for participation and active involvement. It is characterised by social thinking, and cannot be isolated or atomistic, as typified by much of the learning that currently takes place. Activities involving teamwork and enquiry skills, using Wallace’sviii TASC (Thinking Actively in a Social Context) model for example, build a sense of interdependence and community. B. 10. Recent research shows that children’s peers can be a powerful influence on their receptivity and motivation to learn. We also know that profound knowledge is acquired through the practical application of knowledge: we learn best through doing. Citizenship is rich in opportunities for discussion and dialogue between young people, and for applying their knowledge to make a difference to the world around them. The most effective Citizenship Education is built around pedagogical approaches that place active learning at the core. B. 11. Researchers such as Margaret Donaldsonix suggest that concepts presented in familiar contexts enable children to grasp ideas more readily than when they are concept free, yet there is still a tendency to teach the core subjects in a vacuum. The notion of curriculum breadth needs to be critically revisited, such that breadth is defined through a range of learning experiences rather than simply a collection of subjects. We also know that children are more likely to recall matters which are important to them. Citizenship Education can satisfy both these characteristics of learning, firstly by presenting a real life framework, or ‘big picture’, to help children make sense of new knowledge, and secondly by tackling issues of relevance and value to them such as fairness, bullying and responsibility for the environment. Indeed, Citizenship Education can provide a meaningful context for much of the primary curriculum, particularly aspects of learning in Literacy, History and Geography. It can also afford children opportunities to demonstrate their abilities across a wide range of intelligences, including inter-personal and intra-personal, which are currently not recognised and assessed through SATs. Theme 3 – Curriculum and Assessment B. 12. At the Citizenship Foundation we believe that primary education should try to achieve ‘Excellence and Enjoyment’ x across all subjects. Currently there is a tendency to focus on ‘excellence’ in the core subjects while restricting ‘enjoyment’ to the foundation subjects in the wider curriculum, as tends to be implied by the Primary National Strategy (PNS)xi. A more holistic, coherent and enriched approach is needed, with the children’s personal experiences, and their place and future in society, as a key focus. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 3 B. 13. During the primary phase children develop an increasing awareness of social and environmental issues. They are entitled to opportunities to develop more informed, reflective and balanced views on these issues. The curriculum needs to be constructed in a way which promotes a higher level of interaction and cognitive engagement, as opposed to teaching with low cognitive engagement leading to pre-determined answers. Citizenship, with its emphasis on oracy, active learning, and emotional literacy can play an important role in redressing the imbalance of an overly narrow curriculum, and in providing children with the opportunities to apply their knowledge in areas such as peer mediation, school democracy and community involvement. B. 14. Citizenship Education fosters social development and nurtures the social self, thus enriching the school community. ‘Citizenship-rich’ primary schools (where practices such as peer mediation, students as researchers and school councils are embedded) offer social learning activities which are shown to have maturational and behavioural benefits to the individual and for the whole school. These benefits have the potential to become widespread across all schools if Citizenship is made statutory. B. 15. Citizenship Education is currently under-recognised and under-developed in the primary phase. This is especially the case in Key Stage 2 where issues such as bullying, stealing, the role of the police, respect for law, and community cohesion issues are commonly addressed but not always from a Citizenship perspective or in a consistent manner. Yet this is the time when attitudes to authority figures are being shaped. Moreover, the risk is that key issues are overlooked. For example, whilst young people are criminally responsible by age ten, this significant fact and its implications, are not systematically communicated to primary school pupils as part of the statutory curriculum. B. 16. We believe that the core concepts and skills associated with Citizenship should be more precisely mapped and strengthened, and that there should be a clear pathway of progression, with identified cross-curricular links, from the Foundation Stage through to Year 6, bringing Citizenship Education into line with and providing a sound foundation for Key Stages 3 and 4. B. 17. With regard to formative assessment we believe that the most appropriate method of assessment at this stage of learning is one based on ‘success criteria’xii which leads to more focused teaching, and enables and motivates children to judge and improve their own performance in relation to the specific learning objectives which will have been identified above, for example objectives associated with enquiry and communication skills. B. 18. We are currently working with the QCA to develop an appropriate eight point assessment scale to support the teaching of Citizenship across the primary and secondary phases. This will be based as much as possible on the empirical work of developmental psychologists, including their work on concept and empathy development. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 4 Theme 5 – Diversity and Inclusion B. 19. In his recent review of Diversity and the Citizenship Curriculumxiii, Sir Keith Ajegbo highlighted the need to promote understanding between communities, and the importance of combating intolerance and religious extremism. He suggests that teachers should be prepared to tackle controversial topics such as immigration and the legacy of the British Empire, and that Citizenship lessons are the appropriate forum in which children can ‘discuss and debate their identities’. Whilst his focus was the secondary curriculum, we believe that this work should begin in the primary phase. B. 20. Indeed, from April 2007, upon the implementation of the Education and Inspection Act (2006), all schools, primary and secondary, have a statutory duty to promote social cohesion. Citizenship Education provides the logical curriculum response to this duty. B. 21. Citizenship Education is the subject which provides the most natural forum for discussion of issues relating to equal opportunities, diversity, faith and culture. Work around topics such as ‘similarity and difference’ and ‘rights and responsibilities’ helps children develop empathy, deepens understanding and builds greater confidence to express personal views. It supports them in developing a sense of who they are, what they can do, and how they belong. Thus it helps create social cohesion, which is essential for our personal well-being, and the maintenance of strong communities. Theme 8 – Beyond the School B. 21. Every staff and governing body needs to reflect on the purpose of their school, and its wider relations with the community. Active community engagement is central to the Citizenship Education programme. Citizenship Education has the capacity for building links between home, school, and the community in which they are situated. Parents and their children belong to the same neighbourhood, national and global communities, and Citizenship Education can promote meaningful intergenerational activities. When children participate in projects aimed at making a difference to their community, or become engaged in research about the views and responsibilities of people from a variety of social strata and professions, they begin to see themselves as active members of wider society Theme 10 – Funding and Governance B. 22. When Citizenship Education is appropriately represented within the primary curriculum, it will need to be resourced and funded accordingly. At the Citizenship Foundation we believe there to be a need for a coherent National Strategy for Teaching and Learning in Citizenship, fully endorsed by the DfES and QCA, and that this can only be implemented with proper training for headteachers and their staffs. This analysis is now supported by the report of the Select Committee. Equipped with the professional expertise, teachers will be enabled to recognise, nurture and develop The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 5 particular interests, talents and capacities to make it possible for each individual to flourish in our society. B. 23. We recommend that every school be required to establish a school council constituted largely of pupil representatives, and that pupil representatives should be invited to become associate members of their school governing bodies, in line with the new governing body regulations introduced in 2003. C. Conclusion C. 1. Citizenship Education has the potential to create more effective learners by promoting a reflective approach, enabling connection of knowledge, developing greater facility for shared learning with others, and increasing engagement and self-direction. Above all, Citizenship Education can play an important part in developing engaged and responsible citizens. The Citizenship Foundation has always argued that the failure to make Citizenship Education statutory in primary schools was a missed opportunity and results in developmental delay in this area. There are examples of excellent Citizenship practice in the primary phase on which to build but we argue that that current provision (based on a non-statutory joint framework for PSHE and Citizenship) is inadequate, and deserves a much higher profile. We recognise that primary schools and practitioners will need support for the implementation of the above developments, and in the light of this the Citizenship Foundation is campaigning for: †¢ A designated co-ordinator in every school, supported by an LA adviser; †¢ Citizenship to feature in a revised primary SEF form; †¢ NCSL primary programmes to include a primary dimension; We will be pleased to discuss any aspect of this submission with the review team. C. 2 C. 3. C. 4. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 6 References: i UNICEF Report on Child Well-Being in Rich Countries (2007) Education and Skills Select Committee Report on Citizenship Education TSO (2007) Every Child Matters DfES (2003) ii iii iv OECD League Table of Young People’s Risk Behaviour. Programme of International Studies Assessment (PISA) (2003) Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. Routledge. Dunn, J.  (1988). The Beginnings of Social Understanding, Blackwell Publishing. Vygotsky, L. S. (1962) Thought and Language Cambridge,MA:MIT Press v vi vii viii Wallace, B. Maher. J. et al (2004) Thinking Skills and Problem Solving – An Inclusive Approach David Fulton Publishers Donaldson, M. (1978) Children’s Minds. Fontana Press ‘Excellence and Enjoyment’ DfES (1993) Primary National Strategy (PNS) DfES (2003) ix x xi as advocated by Shirley Clarke in Enriching Feedback in the Primary Classroom. (2003) Hodder & Stoughton xiii xii Ajegbo, Sir K. Diversity and Citizenship Curriculum Review (2007) The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 7 About the Authors Marguerite Heath is an experienced Primary Headteacher who now directs the Go-Givers programme at the Citizenship Foundation. Go-Givers is a major new resource for teaching and learning about Citizenship in primary schools which is to be launched in June 2007. Don Rowe is Director, Curriculum Resources at the Citizenship Foundation and a co-founder of the Foundation. He has published and advised widely on Citizenship Education in Primary and Secondary schools. Tony Breslin is Chief Executive at the Citizenship Foundation and has published and advised widely on Citizenship Education and in a range of related educational fields. Ted Huddleston is a Project Manager at the Citizenship Foundation, and currently leads on the Citizenship Manifesto programme. He has published and advised widely on Citizenship Education. Elizabeth Griffiths is an experienced primary practitioner working on the development of Go-Givers at the Citizenship Foundation. Contact: Marguerite Heath The Citizenship Foundation, 63 Gee Street, London EC1V 3RS Tel: 020 7566 4148 Email: marguerite. heath@citizenshipfoundation. org. uk The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 8 The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 9.

Industry Averages and Financial Ratios Paper Essay

Industry averages and financial ratio reports determine the financial health of an organization. Solvent, efficiency, and profitability are compared by key financial indicators and ratios that measure several companies within the same industry. The publicly traded company chosen by Team A is ExxonMobil. â€Å"The largest publicly traded international oil and gas company in the world. ExxonMobil makes products that drive modern transportation, power cities, lubricate industry, and provide petrochemical building blocks that lead to thousands of consumer goods† (ExxonMobil, 2013-2015). In this paper, Team A will analyze the industry statics and financial ratios of ExxonMobil. Critically adopt lean principles to create a more efficient system. Discuss what a Just-In-Time inventory system would have if adopted. Compare the ratios for ExxonMobil with the appropriate industry ratios shown in the D&B Report. SIC Code of Classification The Standard Classification Code (SIC) was created in 1937 as four digit codes the government assigns to all U.S. companies to help identify the primary establishment. â€Å"These codes were developed to promote the presentation, collection, and analysis of data.† It also helps â€Å"simplify comparability and uniformity of the collection of statistical data, which are done by federal government agencies, private organizations, and state agencies†. Each SIC that is assigned has a meaning. â€Å"The SIC system arrays the economy into 11 divisions, that are divided into 83 2-digit major groups, that are further subdivided into 416 3-digit industry groups, and finally disaggregated into 1,005 4-digit industries.† The primary SIC code is determined by the highest revenue department within the company that prior year (Siccode.com, 2015). The SIC for ExxonMobil is 2911 Petroleum Refining(U. S. Department of Labor, n. d.). ExxonMobil Inventory Systems Exxon Mobile operates on the LIFO inventory system method for their business. LIFO, meaning last in, first out, is an inventory system in which goods that are produced last are used first. LIFO is a very common accounting method that many gas and oil industry owners have used over time. Most companies use the LIFO inventory system for tax purposes when cost are raising, hence gas and oil prices. In the event that Exxon Mobile switched to the just in time inventory, it’s possible that Exxon Mobile could come up short on their inventory. Just in time inventory is used to reduce cost by only purchasing inventory when needed. Since gas and oil is such a huge necessity for consumers, the just time inventory method would not be beneficial to Exxon Mobile (Stock Analysis on Net, 2015). Key Financial Ratios for ExxonMobil According to Farlex (2015), â€Å"financial ratios are defined as a financial analysis comparison in which certain financial statement items are divided by one another to reveal their logical interrelationships.† Financial ratios can be classified to reveal movements in profitability, solvency, and efficiency ratios. â€Å"Solvency ratios measure a company’s ability to pay its debt and other obligations.† Profitability ratios exhibit the manner in which a business has fulfilled its operational point of view. Efficiency ratios are normally utilized to examine how a business internally uses its assets and liabilities (Investopedia, 2015). The cart below acknowledges some key financial ratio for each of the previous mentioned categories for ExxonMobil. All of these ratios have been computed and derived from annual information for the 2010- 2011 fiscal years. Exxon Mobil’s Performance Comparison to Industry Averages The Dun & Bradstreet Key Business Ratios data set for 2911 Refining Petroleum had a sample of 24 in 2010 and a sample of 31 in 2011 to help compare Exxon’s ratios to its competitors. This data set is divided into three categories, this paper compares only three ratios for each category; Solvency Ratios: Quick Ratio, Current Ratio, and Current Liabilities to Inventory Ratio; Efficiency Ratios: Collection Period Ratio, Assets to Sales Ratio, and Accounts Payable to Sales Ratio; Profitability Ratios: Return on Sales Ratio, Return on Assets, and Return on Net Worth. Solvency Ratios Analysis The quick ratio for Exxon in 2010 and 2011 are 0.64 times, which falls between the median and lower range of the industry averages on the D & B chart for both years. This shows that ExxonMobil Corporation to be among the average in its industry, therefore it will be a less risky investment. The current ratio in 2010 and 2011 is 0.94 times, in which 2010 falls in the lower range and 2011 falls between the median and lower range of the industry averages. This explains that in 2010 and 2011 Exxon only had $0.94 in current assets to cover every dollar of current liabilities. The current liabilities to inventory ratio illustrates â€Å"how much a company depends on its inventory to help pay its debt†. As the above chart shows, Exxon’s current liabilities to inventory ratio for 2010 is 482.68% and for 2011 is 515.87%, which falls on the lower range of industry averages on the D & B chart. This reveals that Exxon does not have to depend on its inventory to help pay its debts. (Creditmanagementworld.com, 2006-2015). Efficiency Ratios Analysis â€Å"Collection period ratio is used in analyzing how fast a business can increase its cash supplies.† Exxon’s collection period ratio for 2010 is 28.24 days and 2011 is 26.60 days. When comparing this ratio to the industry averages on the D & B chart, Exxon falls between the median and lower ranges. This informs potential investors that Exxon is able to collect on its receivables within 30 days of its initial receipt. The assets to sales ratio for Exxon in 2010 is 0.82 and 0.71 in 2011. This ratio is very low compared to the industry averages, which in term means that Exxon is† selling more than it can safely fulfill by its assets.† The accounts payable to sales ratio for Exxon is 0.91 in 2010 and 0.79 in 2011. These two ratios fall in the upper range of the D & B chart, this is bad for Exxon because it states that Exxon might be using its suppliers to help fund the operations during this time period (Creditmanagementworld.com, 2006-2015). Profitability Ratio Analysis The return on sales (Profit Margin) ratio in 2010 is 13.82% and in 2011 is 15.06%, for Exxon. This ratio when compared to its industry averages lies in the upper range on the D & B chart. This determines that Exxon is â€Å"better prepared to handle any downtrends brought upon by adverse conditions.† Exxon’s return on assets (ROA) ratio for 2010 is 11.37% and 12.96% in 2011. It falls on the upper range of the D & B chart. This illustrates that Exxon â€Å"is ran very well and has a strong return on its assets.† Exxon’s return on net worth for 2010 is 23.67% and for 2011 is 27.26%. This simply means that Exxon has made a profit on its investment for these two years. Through this analysis we find that Exxon stays close to the upper percentage ratios, when compared to the industry averages. This ratio makes ExxonMobil Corporation an ideal investing opportunity (Creditmanagementworld.com, 2006-2015). Conclusion During these two years, many companies were still feeling the effects of the economic recession. This can possibly explain why some of Exxon’s ratios are on the lower range of its industry averages. As potential investor, this team feels that the financial health of ExxonMobil Corporation in 2010 and 2011 is within the range of the industry averages. Despite what these ratio determine, Exxon is a viable business entity with great potential for  investing. References Business Dictionary. (2015). Financial Ratios. Retrieved from http://www.businessdictionary.com/definition/financial-ratios.html Creditmanagementworld.com. (2006-2015). Business Financial Analysis Using Ratios. Retrieved from http://www.creditmanagementworld.com/analysis/analysis04.html Dun & Bradstreet. (n.d.). Key Business Ratios. Retrieved from http://www.mergentkbr.com.ezproxy.apollolibrary.com/index.php/reports/industry ExxonMobil. (2013-2015). About Us. Retrieved from http://corporate.exxonmobil.com/en/company/about- us/history/overview Farlex. (2013-2015). Solvency Ratios. Retrieved from http://financial-dictionary.thefreedictionary.com/Solvency+Ratio Google Finance. (2015). ExxonMobil Corporation: Annual Financial Statements. Retrieved from https://www.google.com/finance?q=NYSE:XOM&fstype=ii Investopedia. (2015). Efficiency Ratios. Retrieved from http://www.investopedia.com/terms/e/efficiencyratio.asp Stock Analysis on Net. (2015). Retrieved from http://www.stock-analysis-on. net/NYSE/Company/Exxon-Mobil-Corp/Analysis/Inventory U. S. Department of Labor. (n. d.). 2911 Petroleum Refining. Retrieved from https://www.osha.gov/pls/imis/sic_manual.display?id=627&tab=description Worldwide Business Dictionary. (2015). What is a SIC Code?. Retrieved from http://siccode.com/en/pages/what-is-a-sic-code

Ap Biology Lab Report 4 Essays

Ap Biology Lab Report 4 Essays Ap Biology Lab Report 4 Paper Ap Biology Lab Report 4 Paper Introduction This study was performed in order to gain more knowledge on mitosis and meiosis. This lab was done by observing mitosis in plant and animal cells, comparing the relative lengths of the stages of mitosis in onion root tip cells, stimulating the stages of meiosis, observing evidence of crossing-over in meiosis using Sordaria fimicola, and estimating the distance of a gene locus from its centromere. Mitosis is the scientific term for nuclear cell division, where the nucleus of the cell divides, resulting in two sets of identical chromosomes. Mitosis is accompanied by cytokinesis in which the end result is two completely separate cells called daughter cells. There are four phases of mitosis: prophase, metaphase, anaphase and telophase. Meiosis is a two-part cell division process in organisms that sexually reproduce. Meiosis produces gametes with one half the number of chromosomes as the parent cell. There are two stages of meiosis: meiosis I and meiosis II. At the end of the meiotic process, four daughter cells are produced. Each of the resulting daughter cells has one half of the number of chromosomes as the parent cell. Mitosis was studied first in this lab. The phases of onion root tips were observed under a microscope. The crossing-over of chromosomes in meiosis was observed by viewing photos. Hypothesis If looking under a 400 power microscope, than it is possible to observe mitosis occurring in whitefish blastula and onion root tips. If crossing-over occurs in meiosis, than the genes do not segregate until meiosis II. Materials and Methods All materials and methods followed based off of lab manual. Results Activity A: Observing Mitosis Interphase Cells Plant Cell Animal Cell Prophase Cells The cellular organelles doubled in number, the DNA replicated, and protein synthesis occurred. The chromosomes are not visible and the DNA appears as uncoiled chromatin. Prophase Plant Cell Animal Cell The chromatin condensed and the chromosomes became visible. The nucleolus disappeared, and the spindle forms and attaches to the centromeres of the chromosomes. Early and late prophase can be seen. In late prophase, the chromatin has condensed into chromosomes, the nucleolus is gone, and the nuclear envelope has been removed. Metaphase Cells Plant Cell Animal Cell The nuclear membrane fragmentation is complete and the duplicated chromosomes lined up along the cells equator. Anaphase Cells Plant Cell Animal Cell Diploid sets of daughter chromosomes separated and were pushed and pulled toward opposite poles of the cell. This was accomplished by the polymerization and depolymerization of the microtubules that helped to form the mitotic spindle. Telophase Cells Plant Cell Animal Cell The nuclear membrane and nucleoli reformed, cytokinesis is almost done, and the chromosomes uncoiled to chromatin. Daughter Cells Plant Cell Animal Cell The daughter cells formed and constructed a new dividing cell wall between them. Each daughter cell received a copy of the genome of its parent’s cell. Analysis of Results, Activity A: Observing Mitosis 1. I can infer that the two cells came from the cell a long time ago because they have similar organelles. 2. Two ways that mitosis differs in the cells of animals and higher plants is in cytokinesis and right before prophase. In plant cells, there is a pre-prophase right before prophase takes place. . A) Nuclear envelope disappears in prophase; nuclear envelope reappears in telophase B) Mitotic spindle forms in prophase; mitotic spindle disappears in telophase C) Chromatin condenses into chromosomes in prophase; chromosomes unwind to form chromatin in telophase D) Centrosomes are at opposite ends of the cell in metaphase E) Nucleolus disappears in prophase 4. The three sub phases of interphase are the G1 phase, S phase, and the G2 phase. I n the G1 phase, cell synthesizes proteins and produces cytoplasmic organelles. In the S phase, DNA synthesis occurs, and in the G2 phase, the cell beings forming the spindle. 5. Both prokaryotic cell division and eukaryotic cell division replicate their DNA and use the process of cytokinesis. Activity B: Estimating the Relative Lengths of Mitotic Phases Table 1: Group Count | Number of Cells| | Field 1| Field 2| Field 3| Total 1-3| Interphase| 52| 46| 57| 155| Prophase| 22| 25| 29| 76| Metaphase| 16| 11| 9| 36| Anaphase| 5| 8| 5| 18| Telophase| 14| 10| 8| 32| | Total| 317| Table 2: Class Data Class Totals| Decimal Fraction of Total Count| Estimated Time Spent in Phase| Interphase| 582| . 46| 13968| Prophase| 305| . 24| 7320| Metaphase| 148| . 12| 3552| Anaphase| 65| . 05| 1560| Telophase| 171| . 13| 4104| Total Cells Counted| 1271| | Analysis of Results, Activity B: Estimating the Relative Lengths of Mitotic Phases Pie Graph 2. Stages of Mitosis Ranked 1) Interphase 2) Prophase 3) Metaphase 4) Anaphase 5) Telophase 3. Some phases of mitosis are longer than othe rs because each phase has a different task, and some of the tasks of the phases are harder than others. For example, interphase takes longer than other phases because the nuclear envelope fragments and the microtubules attach to the chromosomes. Telophase takes the least amount of time because chromosomes only go to opposite ends of the cell and a nuclear membrane forms. Activity C: Simulating Meiosis Analysis of Results, Activity C: Simulating Meiosis 1. Sixteen combinations of the two chromosomes are possible. 2. Number of chromosome combinations= 3. There are possible combinations of chromosomes for human gametes. 4. There are possible combinations of chromosomes for the offspring. 5. The relationship of meiosis to variation in populations is that genes are able to move themselves and combine with different sets of genes that aren’t present in the parent. This causes a higher chance of survival. 6. Three ways that meiosis differs from mitosis are that meiosis occurs in reproductive cells, while mitosis occurs in somatic cells. In meiosis, a mitotic mother cell is always diploid, while in mitosis a mother cell can be haploid or diploid. In meiosis, two divisions of the mother cell causes four meiotic cells, while in mitosis, a single division of the mother cell causes two daughter cells. Activity D: Crossing-Over and Map Units Analysis Results, Activity D: Crossing-Over and Map Units Table 3 | No. of MI Asci (4:4)| No. of MII Asci (2:4:2 or 2:2:2:2)| Total Asci| %MII Asci (No. of MII/Total)| Gene-to Centromere Distance (%MI/2)| Group Data| 45| 65| 110| 59%| 29. 5 (30)| 1. Crossing-over increases genetic variation because when the chromatids exchange sections with each other, they get new combinations of alleles that their parents had, which causes more chromatids. . I would expect to find more genetic variation in the population of species B because it’s undergoing sexual reproduction. In sexual reproduction there is more changeability because the new generation has many combinations of the genes of the two parent organisms. 3. I would conclude that there was no occurrence of recombination since the MI Asci w ould be a 4:4 ratio. Discussion My results proved my hypothesis. This is so because by looking through the microscope it was possible to view the stages of mitosis in the onion root tip and the whitefish blastula. The stages of mitosis that were visible were prophase, anaphase, telophase, interphase, and metaphase. The time spent in each phase was also figured out. Interphase was the phase that the cell spends most of its life in. Telophase was the shortest phase. We stimulated the stages of meiosis using red and yellow magnetic beads. Crossing-over in Sordaria was observed by looking at photos. Afterwards, the map units were determined. We discovered that the distance of the gene relative to the centromere in the Sordaria was fifty-nine map units.

Catherine of Valois Biography

Catherine of Valois Biography Catherine of Valois Facts: Known for: consort of Henry V of England, mother of Henry VI, grandmother of Henry VII the first Tudor king, also the daughter of a kingDates: Dates: October 27, 1401 - January 3, 1437Also known as: Katherine of Valois Catherine of Valois Biography: Catherine of Valois, daughter of the King Charles VI of France and his consort, Isabella of Bavaria, was born in Paris. Her earliest years saw conflict and poverty within the royal family. Her fathers mental illness and her mothers rumored rejection of her may have created an unhappy childhood. Betrothed to Charles, Heir of Louis, Duke of Bourbon In 1403, when she was less than 2 years old, she was betrothed to Charles, heir of Louis, Duke of Bourbon.  In 1408, Henry IV of England proposed a peace agreement with France that would marry his son, the future Henry V, to one of the daughters of Charles VI of France. Over a number of years, marriage possibilities and plans were discussed, interrupted by Agincourt. Henry demanded that Normandy and Aquitaine be given back to Henry as part of any marriage agreement. The Treaty of Troyes Finally, in 1418, the plans were again on the table, and Henry and Catherine met in June of 1419. Henry continued his pursuit of Catherine from England and promised to renounce his assumed title of king of France if she would marry him and if he and his children by Catherine would be named Charles heirs.  The Treaty of Troyes was signed and the pair were betrothed.  Henry arrived in France in May and the couple was married on June 2, 1420. As part of the treaty, Henry won control of Normandy and Aquitaine, became regent of France during Charles lifetime, and won the right to succeed on Charles death. If this had come to pass, France and England would have been united under one monarch. Instead, during the minority of Henry VI, the French Dauphin, Charles, was crowned as Charles VII with the aid of Joan of Arc in 1429. Catherine and Henry V, Newly Married Couple The newly married couple were together as Henry laid siege to several cities.  They celebrated Christmas at the Louvre Palace, then left for Rouen, and then traveled to England in January of 1421. Catherine of Valois was crowned Queen of England at Westminster Abbey in February 1421. with Henry absent so that the attention would all be on his queen. The two toured England, to introduce the new queen but also to increase commitment to Henrys military ventures. Their Son, Future Henry VI The son of Catherine and Henry, the future Henry VI, was born in December of 1421, with Henry back in France.  In May of 1422 Catherine, without her son, traveled to France with John, Duke of Bedford, to join her husband.  Henry V died of an illness in August 1422, leaving the crown of England in the hands of a minor. During Henrys youth, he was educated and raised by Lancastrians while the Duke of York, Henrys uncle, held power as Protector.  Catherines role was mainly ceremonial.  Catherine went to live on land controlled by the Duke of Lanchester, with castles and manor houses under her control.  She appeared at times with the infant king on special occasions. Rumors Rumors of a relationship between the Kings mother and Edmund Beaufort led to a statute in parliament forbidding marriage to a queen without royal consent by the king and his council without severe punishment. She appeared less often in public, though she did appear at her sons coronation in 1429. A Secret Relationship With Owen Tudor Catherine of Valois had begun a secret relationship with Owen Tudor, a Welsh squire. It is not known how or where they met. Historians are divided on whether Catherine had already married Owen Tudor before that Act of Parliament, or whether they married secretly after that.  By 1432 they certainly were married, though without permission.  In 1436, Owen Tudor was imprisoned and Catherine retired to Bermondsey Abbey, where she died the next year.  The marriage was not revealed until after her death. They Had 5 Children Catherine of Valois and Owen Tudor had five children, half-siblings to King Henry VI. One daughter died in infancy and another daughter and three sons survived. The eldest son, Edmund, became Earl of Richmond in 1452. Edmund married Margaret Beaufort. Their son won the crown of England as Henry VII, claiming his right to the throne through conquest, but also through descent through his mother, Margaret Beaufort.

Reading Summary Article Example | Topics and Well Written Essays - 250 words - 3

Reading Summary - Article Example More also, it also consolidates changes to how the United States economy is measured together with additional source data. The GDP and the national records evaluations focus on economic census information in a general sense and any other data that is accessible just once in every five years. Secondly, the difficulty lies in creating a system and strategies that make use of these financial census data. In addition, it consolidates them using a mosaic of month to month, quarterly, and yearly monetary markers to create quarterly and annual GDP estimates. Appraisals of GDP start with a complete revision assessment, also known as a "best-level" gauge, which is produced once in every five years with the reference year typically a few years ago. In the event that the actual yield surpasses its potential level, then demands on capacity start to bind, limiting further development and leading to inflationary pressure. In the case that yield falls beneath potential, then assets are lying dormant, and inflation might fall. Discharging of Genuine GDP data occurs monthly and is reports of quarterly movement. A month after the quarter ends, the first one is removed. As more information come in, the second report is issued toward the end of the second month from quarters end, as a "last" report arriving at the final point of the quarter. (Landefeld, Seskin, & Fraumeni, 2008) The fundamental difficulties outlined in the article incorporate the absence of sufficient data measuring in the services and administrations sector. The second set of difficulties identifies with the advancement of better estimation strategies for parts that are, by their characteristics, difficult to value. The pressure for giving data to national profits more rapidly will just build up. All in all, it is worth to express that Measuring GDP for the United States economy is dependable working for the advancement. Since Bureau