What to Know About Presidential Appointments

What to Know About Presidential Appointments Presidential appointments come in two forms: those that require the approval of the Senate and those that do not. Aside from Cabinet secretaries and Supreme Court justices, whose nominations require the approval of the Senate, the President of the United States currently has the authority to appoint people to high-level positions within the federal government unilaterally. According to the Government Accountability Office (GAO), most of these positions appointed directly by the president come with salaries of from $99,628 to about $180,000 per year and include full federal employee benefits. How Many and Where? In its report to Congress, the GAO identified 321 presidentially appointed (PA) positions governmentwide that do not require Senate confirmation. PA positions fall into one of three categories: 67% of the positions serve on federal commissions, councils, committees, boards or foundations; 29% of the positions are within the Executive Office of the President, and the remaining 4% are in other federal agencies or departments.Of those 321 PA positions, 163 were created on August 10, 2012, when President Obama signed the Presidential Appointment Efficiency and Streamlining Act. The act converted 163 presidential nominations, all of which had previously required Senate hearings and approval, to positions appointed directly by the president. According to the GAO, most PA positions were created between 1970 and 2000. What the PAs Do PAs appointed to commissions, councils, committees, boards, or foundations and typically serve as advisors. However, they may be assigned some degree of responsibility for evaluating or even creating the organizations policy and direction.PAs in the Executive Office of the President (EOP) often directly support the president by providing advisory and administrative assistance. They might be expected to advise the president on a wide range of areas, including foreign relations, US and international economic policy, and homeland security. Also, PAs in the EOP assist in maintaining relationships between the White House and Congress, the executive branch agencies, and state and local governments.Responsibilities of PAs serving directly in federal agencies and departments are the most diverse. They may be assigned to assist presidential appointees in positions that require Senate approval. Others may serve as US representatives to United Nations organizations. Others may be assigned leade rship roles at highly visible non-agency organizations, such as the National Cancer Institute or the National Institutes of Health. In most cases, there are no specific qualifications for PA positions, and since the appointments do not come under Senate scrutiny, they are subject to being used as political favors. However, PA positions on commissions, councils, committees, boards or foundations often have legally required qualifications. How Much the PAs Make First of all, most PAs are not paid a salary. According to the GAO, 99% of all PAs- those serving as advisors to commissions, councils, committees, boards or foundations- are either not compensated at all or are paid a daily rate of $634 or less only while serving.The remaining 1% of PAs- those in the EOP and those serving in federal agencies and departments- are paid salaries ranging from $99,628 to $180,000. However, there are notable exceptions. For example, the Director of the National Cancer Institute is a PA position within the Department of Health and Human Services that receives a salary of $350,000, according to the GAO.PA positions in the EOP and the federal departments and agencies are mostly full-time jobs and have no term limits. PAs appointed to commissions, councils, committees, boards or foundations serve intermittently during terms typically lasting from 3 to 6 years. Other Types of Politically Appointed Positions Overall, there are four main categories of politically appointed positions: Presidential Appointments with Senate confirmation (PAS), Presidential Appointments without Senate confirmation (PSs), political appointees to the Senior Executive Service (SES), and Schedule C political appointees. Persons in SES and Schedule C positions are typically appointed by PAS and PA appointees, rather than the President. However, all appointments to SES and Schedule C posts must be reviewed and approved by the Executive Office of the President. As of 2012, the GAO reported a total of 3,799 politically appointed federal positions, including 321 PA positions, 1,217 PAS positions, 789 SES positions, and 1,392 Schedule C positions. Presidential Appointments with Senate confirmation (PAS) positions are the top of the federal personnel food chain, and include positions such as cabinet agency secretaries and top administrators and deputy administrators of the non-cabinet agencies. Holders of PAS positions have direct responsibility for implementing the presidents goals and policies. During  the fiscal year 2013, salaries for PAS positions ranged from $145,700 to $199,700, the current salary of cabinet secretaries. PAs, while significantly responsible for implementing White House goals and policies, often serve under PAS appointees. Senior Executive Service (SES) appointees serve in positions just below PAS appointees. According to the U.S. Office of Personnel Management, they are the major link between these appointees and the rest of the Federal workforce. They operate and oversee nearly every government activity in approximately 75 Federal agencies. In the fiscal year 2013, salaries for Senior Executive Service appointees ranged from $119,554 to $179,700. Schedule C appointments are typically non-career assignments to positions ranging from regional directors of agencies to staff assistants and speech writers. Schedule C appointees are typically changed with each new incoming presidential administration, making them the category of presidential appointments most likely to be handed out as political favors. Salaries for Schedule C appointees range from $67,114 to $155,500. SES and Schedule C appointees typically serve in subordinate roles to PAS and PA appointees. At the Pleasure of the President By their very nature, presidential political appointments are not for people looking for a stable, long-term career. To be appointed in the first place, political appointees are expected to support the policies and goals of the presidents administration. As the GAO puts it, Individuals serving in political appointments generally serve at the pleasure of the appointing authority and do not have the job protections afforded to those in career-type appointments.

6 Methods for Teaching Money Counting Skills

6 Methods for Teaching Money Counting Skills Counting money is a critical functional skill for all students. For children with learning disabilities but average intelligence, money not only gives them access to things they want to purchase, but it also builds a foundation for understanding the base ten systems of numeration. This will help with them learn decimals, percents, the metric system, and other skills that are vital for science, technology, and the social sciences. For students with intellectual disabilities and lower functionality, counting money is one of the skills they will need for self-determination and for the opportunity to live independently in the community. Like all skills, counting and using money needs to be scaffolded,  building on strengths and teaching the baby steps that will lead to independence. Coin Recognition Before students can count coins, they have to be able to correctly identify the most common denominations: pennies, nickels, dimes, and quarters. For low-function students, this may be a long but worthwhile process. Do not use fake plastic coins for low-functioning students with intellectual or developmental disabilities. They need to generalize coin use to the real world, and the plastic coins do not feel, smell, or even look like the real thing. Depending on the students level, approaches include: Discrete trial training:  Present only two coins at a time. Ask and reinforce correct responses, i.e. Give me a penny, Give me a nickel, Give me a penny, etc.Use errorless teaching: Point to the correct coin if the student picks up the wrong coin or seems to waffle. Collect data and dont introduce a new coin until the child is at least 80 percent accuracy.Coin sorting: After the child has succeeded with discrete trial training, or if the child quickly seems to be distinguishing the coins, you can give them practice by sorting coins. Place a cup for each denomination, and place the mixed coins on the table in front of the child. If the child recognizes numbers, put the coin value on the outside of the cup, or place one of the coins in the cup.Matching coins: A variation of sorting coins is to match them to the values on a cardstock mat. You could add a picture if it helps. Counting Coins The goal is to help your students learn to count coins. Counting money requires understanding the base ten math system and strong skip counting skills. Activities with a hundred chart will help build these skills. The hundred chart can also be used to help teach counting money as well. Money should begin with a single denomination, ideally pennies. Counting pennies could easily accompany learning to count, as well as introducing the cents sign. Then, move on to nickels and dimes, followed by quarters. Number lines and hundred chart:  Make paper number lines to one hundred or hundred charts. When counting nickels, have the students highlight the fives and write the fives (if they are not on the number line). Give students nickels and have them place the nickels on the fives and recite out loud. Placing the coins and reciting out loud make this a multi-sensory unit. Do the same with counting dimes.Giant number line: This activity ramps up the multisensory element of money and skip counting. Paint a giant number line (or get parent volunteers) on a paved portion of the playground or school courtyard, with the numbers one foot apart. Have individual children walk the number line and count the nickels, or get giant nickels from a bulletin board set and have different students stand at different points to count off by fives.Coin templates: Create counting templates by cutting out facsimile coins and pasting them on five-inch by eight-inch file cards (or any size you find most manageab le). Write the value on the card (front for low-functioning children, on the back as a self-correcting activity). Give students nickels, dimes, or quarters and have them count them out. This is an especially useful technique for teaching quarters. You need only make one card with four quarters and the numbers 25, 50, 75, and 100. They can count multiple quarters in rows.

The Effects of Social Media on Employment Essay

The Effects of Social Media on Employment - Essay Example The report has considered reliable secondary data sources to analyze the gained data in order to meet the report objective. The report has summarized important facts that have come through data analysis in order to meet the developed assignment objective.As the discussion stresses social media can be defined as social interaction activities among individuals in which those individuals develop and share ideas and information in virtual networks and communities. Adoption and implementation of social media in business operation processes can be considered as an effective business strategy for the employers. Employers can identify right and appropriate talent for their organisations through the use of social media networking websites. On the other hand, several graduates and job seekers used to follow several leading social media networking sites and processes in order to get effective employment or job opportunity. Therefore, it can be stated that use of social media can obviously benef it both employees and employers in their employment activities.  It is true that several leading organisations around the globe are trying to capitalize on potential business opportunities that have been developed due to globalisation and technological advancements. Each and every leading domestic as well as international organisation is trying to develop and implement unique business operation strategies in order to gain potential competitive advantages over competitors.

Indonesia Essay Example | Topics and Well Written Essays - 1000 words

Indonesia - Essay Example (FAO) The median age for males is 25.7 and for females 26.6, giving a total median age population of 26.1. (Country Reports 2006) The sex ratio (m/f) at birth is 1.05, at 15-64 is 1.0, and at 65 and over is 0.78. With 21 births and 6 deaths per 1,000 people, and 36 infant deaths per 1,000 live births, Indonesia has an annual growth rate of 1.4%. Life expectancy at birth is currently 69.6 years. The crude birth rate per 1000 people is 22.55 as per the 1998 census. (World Health Organization) The total fertility rate (per woman) is 2.4. The primary reasons for the decline in fertility rate in Indonesia are an increased use in contraception, which in turn is due to economic development, an increase in the education rate, and greater work force participation for women. (Shafiqul-Islam et. al 1995) Adult male and female literacy rates are at 93.4% and 85.5% respectively (WHO) The maternal mortality ratio, the infant mortality rate, and the under 5 mortality rate are all declining, due to several factors including increased immunization coverage, economic growth (particularly in rural areas), improvement in health facilities, and greater community awareness and participation. Constraints to reduction in mortality include increasing urbanization and poverty in remote island locations. (WHO) Ethnicity of Indonesia is Javanese 45%, Sudanese 14%, Madurese 7.5%, coastal Malays 7.5%, other 26%. Religious identity is Islam 88%, Protestant 5%, Roman Catholic 3%, Hindu 2%, Buddhist 1%, other 1%. (Country Reports: Indonesia) Indonesia has become a global source of contract migrant workers, who secure jobs in another country for a contracted period. The push factor is the demand for unskilled labor in Australia and Thailand, for example. The scarcity of skilled workers in Indonesia is a major pull factor for immigration into the country. (UN) Figure 3 - Religious Affiliation Resources Average daily protein intake is 65.74 as per the 1999 census. The people of Indonesia consume an average of around 2,800 calories per day. (FAO) Indonesia has faced serious problems with malnutrition due to inadequate production and availability of certain foods. Rice is the staple of the majority of Indonesians, due to availability and expense of meat protein. (FAO) Insufficient awareness of nutritional needs and poor eating habits are among other reasons for malnutrition. Other nutritional issues such as anemia, iodine deficiency, and vitamin A deficiency are also prevalent. (WHO) Forestry is a significant employer in Indonesia, supplying around 3.7 million jobs. An estimated 51-57% of the land area of the country is covered in forest land, equating to 98-109 million hectares. 34% is designated for protection and national parks. Secondary forest products such as plywood, sawn timber, rattan, and paper are among the most important non-oil exports of the country. Switching to sustainable forest resources is crucial because the population of Indonesia is increasing relatively rapidly. The government plans to decrease reliance on natural forest areas for such products, and increase reliance on plantations, with the goal of having

Hewlett Packard Essay Example for Free

Hewlett Packard Essay HP Introduction Hewlett-Packard Company officially called HP is an American multinational company initially created for electronic and instrumentation which has evolved towards computer software and multimedia. It is one of the 40 biggest companies of the world. Its main products are printers and peripheral devices, computers of any sizes (pocket computers, laptops, home computers as well as servers and services to other companies. The company has its headquarter at Palo Alto in the Silicon Valley in California. In 2008, the annual turnover was about 118 billion dollars and HP was the first computer maker of the world, before IBM and Dell. HP produces approximately half of the printers in the world, which represents a quarter of its turnover. Creation January the first of 1939, the company Hewlett-Packard was founded in Palo Alto by two friends, engineers in electronics from Stanford University, William Hewlett and David Packard. The company was created in a garage, a few kilometers from San Francisco, in California. They first began with 585 dollars. For the story, the two entrepreneurs flipped a coin to choose if the company will be named Hewlett-Packard or Packard-Hewlett, Bill wan. The beginning At first, Hewlett-Packard devised, make and commercialize trial and measure instruments with their new product which is an audio precision oscillator with prices lower than the concurrence. Their first client was Walt Disney Pictures which served to synchronize the sound effects in the film Fantasia. 1940 to 1970: from instrumentation to computer devices Little by little HP finds out that the acquisition of data is essential when we possess numerous machines of measurement. From that point, HP develops its first microcomputers and home computers dedicated to data treatment. This will be done in two parts: In 1966 HP produces its first microcomputer. In 1968, HP produces programmable calculators. Informatique, pà ©riphà ©riques et services des annà ©es 1970 In the 1970’s, HP develops different ranges of computers, technical just as well as management and personal. Computers Since 1972, HP develops a range of  « micro-computers  » dedicated to management in  « real time  »,  « multi task  »,  « multi-user  » whereas most of the other constructors where doing information technology in â€Å"differed time†. The company will also commercialize graph plotter (ancestor of the printer). HP will continue to increase its competitiveness with innovation concerning calculators, micro-computers, mini-computers, printers etc. Micro-computing and peripheries from 1980 to 2000. To complete the range, HP expanded the range of peripheries, micro-computing, and workstation. In 1984, Hewlett-Packard commercializes: Its first personal computer Its first ink printer (Thinkjet) Its first laser printer (LaserJet) In March 1986, Hewlett-Packard recorded the domain  « hp.com  »; at that time it is the ninth company in the world to own internet domain. In 1989, HP buys the company Apollo. In 1993, HP threw itself into general public of PC. In 1994, it is the launch of printers Officejet, personal printer-fax-photocopier. Acquisition and restructuration in 2000’s 1999 – 2005 From 1999 to 2005, CEO Carly Fiorina buy and merge with Compaq Hewlett-Packard and reorganize the company reducing the number of 15,000 employees. 2005-2010 In May 2008, HP bought EDS which is the largest buyout of a services company in computer engineering ever made so far with a total of $ 13.9 billion. November 11, 2009, Hewlett-Packard announced the acquisition of 3Com for $  2.7 billion U.S. dollars, operation materialized 12 April 2010. June 1, 2010, HP announced a dismissal will take place over several years to lead to the elimination of 9,000 employees. On 6 August 2010, Mark Hurd was forced to resign. Cathie Lesjak, the chief financial officer, has been acting as CEO. 2010-2011 On 2 September 2010, HP announced the acquisition of U.S. manufacturer 3PAR after a battle with Dell for $ 2.4 billion. The new CEO, Leo Apotheker, took office on 30 September 2010. Since 2011 September 22, 2011, HP announced the replacement of Leo Apotheker with Meg Whitman, former eBay boss. May 23, 2012, HP announced a social affecting 27,000 employees. September 27, 2012, this social plan is reviewed on the rise and affects 29,000 people. November 20, 2012, HP announced a loss of $ 12.6 billion for the year 2012 including $ 8.8 billion related to the acquisition of Autonomy Corporation in 2011 In August 2011, HP announced the end of production for the PC end of the year, after the failure of its tablet but October 28, 2011, HP announced that it keeps its PC division because of the value it represents. In the third quarter of 2012, HP has lost its position as the worlds number one PC for the benefit of Lenovo, HP, however, disputes this Research and development, manufacture and distribution Computer server Networks, storage solutions, electronic document management Professional microcomputers and large public Scanners and digital cameras and printers Printing CD and DVD recorders, DVD TFT LCD, video projectors HP Calculators. Digital music player

The Role of HBCUs in American Society Essay -- essays research papers

For almost two hundred years, Historically Black Colleges and Universities or HBCUs have played a pivotal role in the education of African-American people, and negro people internationally. These schools have provided the majority of black college graduates at the Graduate and Post-Graduate level; schools such as Hampton University, Morehouse University, Spellman University and Howard University are four universities at the forefront of the advanced education of blacks. For sometime there has been a discussion on whether or not these institutes should remain in existence or if they are just another form of racism. There were also concerning the quality of education provided at these institutions. In my opinion, from the evidence provided in our own world today, HBCUs are very important and significant in the education of black people throughout the nation, and are essential to our society.   Ã‚  Ã‚  Ã‚  Ã‚  With regards to the opinion that the existence of HBCUs is in fact, a mellowed form of racism, one must first remember the history behind the origins of HBCUs Many people believe that these institutions have outlived their purpose because we live in a fully integrated society and these institutions stand as hallmarks of segregation. However, by thinking this way is not an analyzing the complete picture because one must bear in mind that HBCUs are old and hallowed institutions of higher learning established in a time when talented, desiring and tenacious Afric...

American Literature and English Language Teaching Essay

M. A. Course in English shall comprise 4 semesters. Each semester shall have 4 courses. In all, there shall be 16 courses of 5 credits each. Each course shall carry 100 marks. Of these, 70 marks shall be reserved for theory (end-Semester examination) and 30 marks for tutorials/seminars (internal assessment). However, in course 5, titled â€Å"Linguistics and English Language Teaching†, only 50 marks shall be reserved for theory (end-Semester examination), 20 marks for Practical/Viva-voce exam and 30 marks for tutorial/seminars (internal assessment). Of these courses, Course Nos. 1 to 11, 13 and 14 shall be treated as Core Courses, Course nos. 12 and 15 as Elective Courses and Course No. 16 as Allied Elective Course open even to the students of other departments/faculties. The starred items are meant for detailed study. The theory component of each paper shall be of three hours’ duration. Pattern of Question Papers 1]The pattern of question paper in respect of course nos. 1,8,11,13,14,15,16 (Indian Literature in Translation, Women Writing and European Literature in Translation) shall be as follows: Section A (a) Two Long-Answer-Type Questions (500 words each) with internal choice – 2Ãâ€"12=24 Section B. (b) Six Short-Answer-Type Questions (200 words each) out of nine questions– 6Ãâ€"6=36 Section C (c) Ten Objective-Type Questions to be answered in a word or sentence each – 10Ãâ€"1=10 2]The pattern of question paper in respect of course nos. 2,3,4,6,7,9,10,12,16 (New Literatures in English) shall be as follows: Section A (a) Two Long-Answer-Type Questions (500 words each) with internal choice – 2Ãâ€"12 =24 Section B (b) Three passages for explanation out of 5 passages from the starred items to be answered in 200 words each – –3Ãâ€"6 = 18 Section C (c) Three Short-Answer-Type Questions out of 5 questions to be answered in 200 words each – – 3Ãâ€"6 = 18. Section D d) Ten Objective-Type Questions to be answered in a word or sentence each – 10Ãâ€"1=10 3]The pattern of question paper in respect of Course No. 5 (Linguistics and English Language Teaching) shall be as follows: Section A (a) Two Long-Answer-Type Questions (500 words each) with internal choice – 2Ãâ€"10=20 Section B (b) Four Short-Answer-Type Questions (200 words each) out of six questions – 4Ãâ€"5=20 Section C (c) Ten Objective-Type Questions to be answered in a word or sentence each – 10Ãâ€"1=10 SEMESTER I Course 1: Introduction to Linguistics – ENG – 101 1. (a)Key properties of Language b) Language varieties. 2. (a)Major concerns of Psycholinguistics and Sociolinguistics b) Historical approach, Descriptive approach 3. Major concepts in Linguistics: a) Syntagmatic and Paradigmetic axes b) Differential Calculous c) Constituent Structure d) Transformations and Deep Structure 4. Stylistics, its methods and limitations. Course 2: Poetry I (Chaucer to Blake) – ENG – 102 Chaucer:Prologue to Canterbury Tales (Modern version) *Shakespeare’s Sonnets No. 18, 30, 63, 130 *Milton:Paradise Lost, Book I *Donne:The Blossom, The Canonization, The Good Morrow Marvell:To His Coy Mistress *Pope:The Rape of the Lock. *Gray:Elegy Written in a Country Churchyard *Blake:The Tiger, Ah! Sun-flower Course 3: Drama I (Marlowe to Wilde excluding Shakespeare) – ENG – 103 *Webster:The Duchess of Malfi *Marlowe:Dr. Faustus *Jonson:The Alchemist Congreve:The Way of the World *Wilde:The Importance of Being Earnest Origin and Growth of the British Theatre Course 4: Prose– ENG – 104 *Bacon:Of Truth; Of Death; Of Adversity; Of Great Place; Of Parents and Children Addison & Steele:Of the Club; The Coverley Household; Labour and Exercise; Sir Roger at the Theatre (Coverley Papers from the Spectator, ed. K. Deighton, Macmillan). *Lamb:Christ Hospital; New Year’s Eve; Imperfect Sympathies *Carlyle:Hero as Man of Letters Russell:Science and War; Science and Values (from The Impact of Science on Society) Huxley:Tragedy and the Whole Truth (from W. E. Williams, ed. A Book of English Essays) SEMESTER II Course 5: Linguistics and English Language Teaching– ENG – 201 1. Phonology:(a) Speech mechanism and the Organs of Speech (b) Consonants, Vowels, Diphthongs (c) Phoneme (d) Stress, Intonation 2. Morphology:Morphemes: Words and Affixes 3. Syntax:(a) I. C. Analysis and its limits (b) Transformations of Movement, Addition, Substitution, Deletion. (c) Coordination and Subordination 4. English Language Teaching:(a) Direct Method (b) Audiolingual Method (c) Communicative Language Teaching (d) Error Analysis (e) Teaching skills of Language: listening, speaking, reading, writing. (f) Testing Course 6: Poetry II (Wordsworth to Arnold) – ENG – 202 *Wordsworth:The Prelude, Book I *Coleridge:Kubla Khan *Shelley:Adonais *Keats:Ode to a Nightingale, Ode on a Grecian Urn *Tennyson:Ulysses, The Lotos Eaters *Browning:Rabbi Ben Ezra, Porphyria’s Lover *Arnold:The Scholar Gypsy Course 7: Drama II (Shakespeare) – ENG – 203 Henry IV, Part I. Twelfth Night *Hamlet *The Tempest Shakespeare Criticism: Dr. Johnson, Bradley, Wilson Knight, Caroline Spurgeon, Stephen Greenblatt. Course 8: Fiction I (Defoe to Hardy) – ENG – 204 Defoe:Moll Flanders Fielding:Joseph Andrews Austen:Emma Dickens:Great Expectations Eliot:Middlemarch Hardy:Tess of the D’urbervilles SEMESTER III Course 9: Poetry III (Hopkins to Ted Hughes) – ENG – 301 *Hopkins:Pied Beauty; The Windhover; Carrion Comfort *Yeats:Sailing to Byzantium; Byzantium; No Second Troy; Coole Park and Ballyle *Eliot:The Waste Land *Auden:In Memory of W. B. Yeats; The Shield of Achilles. *Larkin:Church Going; Next, please; At Grass *Ted Hughes:The Thought-Fox; Hawk Roosting Course 10: Drama III (Twentieth Century Drama) – ENG – 302 *Shaw:Man and Superman *Yeats:Countess Cathleen *Eliot:Murder in the Cathedral *Beckett:Waiting for Godot *Pinter:The Birthday Party Course 11: Literary Criticism & Theory 1– ENG – 303 Aristotle:On the Art of Poetry Bharatamuni:On Natya and Rasa: Aesthetics of Dramatic Experience Anandavardhana:Dhvani: Structure of Poetic Meaning Dryden:Essay on Dramatic Poesy Wordsworth:Preface to Lyrical Ballads Coleridge:Biographia Literaria (Chs. XIII, XVII & XVIII) Arnold:The Study of Poetry (Essays in Criticism Book II) Course 12: Indian Literature in English I – ENG – EL-3. 1 *Tagore:Thou hast made me endless; Leave this chanting and singing; I am like a remnant of a cloud; In one salutation to thee (Gitanjali) *Sri Aurobindo:Savitri Book I Canto I (Passages for explanation to be set from the first 64 lines) *Girish Karnad:Nag-Mandala The following poets from Ten Twentieth Century Indian Poets ed. R. Parthasarathy (OUP): *Nissim Ezekiel:Poet, Lover, Birdwatcher; Background, Casually; Enterprise *Jayant Mahapatra:Grass, Lost. *A. K. Ramanujan:A River; Love Poem for a Wife I; Obituary *Kamala Das:My Grandmother’s House; A Hot Noon in Malabar; The Invitation OR American Literature I– ENG – EL-3. 2 The following from American Literature of the Nineteenth Century (Eurasia) and American Literature 1890-1965 (Eurasia): Emerson:The American Scholar, Self-Reliance, The Over-Soul Poe:*The Raven, The Fall of the House of Usher, The Philosophy of Composition Whitman:*When Lilacs Last in the Dooryard Bloom’d, Passage to India *Wallace Stevens:The Emperor of Ice-cream, Sunday Morning. *Emily Dickinson:I Taste a Liquor Never Brewed, I Felt a Funeral in My Brain, The Soul Selects Her Own Society, Because I Could not Stop for Death, These Are the Days When Birds Come *Tennessee Williams:A Streetcar Named Desire Edward Albee:Zoo Story SEMESTER IV Course 13: Fiction II– ENG–401 Conrad:Heart of Darkness Woolf:Mrs. Dalloway Joyce:A Portrait of the Artist as a Young Man Lawrence:Women in Love Kingsley Amis:Lucky Jim Course 14: Literary Criticism & Theory II – ENG – 402 Eliot:Tradition and the Individual Talent; The Function of Criticism; Hamlet (Selected Essays) Richards:Principles of Literary Criticism (Chs.IV-XV, XXI, XXXIV, XXXV and Appendix A – On Value) Ransom:A Note on Ontology (Twentieth Century Criticism: The Major Statements, eds. Handy and Westbrook) The following critics from David Lodge, ed. Modern criticism and Theory : A Reader (London : Longman, 1988) The following critics from David Lodge, ed. Modern Criticism and Theory: A Reader (London: Longman, 1988) Saussure:Nature of the Linguistic Sign Derrida:Structure, Sign and Play in the discourse of the human Sciences Said:Crisis (in Orientialism) Showalter:Feminist criticism in the Wilderness Eagleton:Capitalism, Modernism and Postmodernism. Course 15: Indian Literature in English II – ENG – EL-4. 1 Mulk Raj Anand:Untouchable R. K. Narayan:The Financial Expert Raja Rao:The Serpent and the Rope Anita Desai:Voices in the City Salman Rushdie:Midnight’s Children Amitav Ghosh:The Shadow Lines Jawahar Lal Nehru:An Autobiography OR American Literature II – ENG – EL-4. 2 Hawthorne:The Scarlet Letter Melville:Billy Budd Faulkner:Light in August Hemingway:A Farewell to Arms Ralph Ellison:Invisible Man Saul Bellow:Humboldt’s Gift Course 16: Indian Literature in Translation – ENG – EL-4. 3 The following poets from Oxford Anthology of Modern Indian Poetry eds. Vinay Dharwadker & A. K. Ramanujan: Sitanshu Yashashchandra:Drought V Indira Bhavani:Avatars Ali Sardar Jafri:Morsel Paresh Chandra Raut:Snake Tagore:Homecoming; My Lord, The Baby Shrilal Shukla:Rag Darbari Tendulkar:Ghasiram Kotwal Ananthamurthy:Samskara Translation, Theory and Practice OR New Literatures in English – ENG – EL-4. 4 The following poets from An Anthology of Commonwealth Poetry ed. C D Narasimhaiah, Macmillan: *A. D. Hope:Australia; The Death of the Bird *Atwood:Journey to the Interior *A. K. Ramanujan:Death and the Good Citizen; Waterfalls in a Bank (The Collected Poems of A.K. Ramanujan, OUP) *Agha Shahid Ali:Showman; The Season of the Plains (Twelve Modern Indian Poets ed. A. K. Mehrotra, OUP) Chinua Achebe:Things Fall Apart V. S. Naipaul:A House for Mr. Biswas Wole Soyinka:The Road Patrick White:Voss Nadine Gordimer:The Burger’s Daughter OR Women Writing– ENG – EL-4. 5 The following poets from The Faber Book of 20th Century Women’s Poetry ed. Fleur Adcock: Margaret Atwood:Siren Song Adrienne Rich:Snapshots of a Daughter-in-Law U A Fanthorpe:Not My Best Side Sylvia Plath:Lady Lazurus Gwendolyn Brooks:A Sunset of the City Shashi Deshpande:That Long Silence  Charlotte Bronte:Jane Eyre Tony Morrison:Beloved Mary Wollstonecraft:A Vindication of the Rights of Women John Stuart Mill: The Subjection of Women Virginia Woolf:A Room of One’s Own OR European Literature in Translation – ENG – EL-4. 6 Sophocles:Oedipus the King Dostoevsky:Crime and Punishment Flaubert:Madam Bovary Kafka:â€Å"Metamorphosis† Alberto Moravia:The Woman of Rome Brecht:Mother Courage Baudelaire:Les Fleurs du mal (Flower of Evil) Rilke:The Sonnets to Orpheus No. X; The First Elegy (Duino Elegies); The Poet, Remembrance (from Collected Poems of Rainer Maria Rilke, Modern Library, New York). l

How is the atmosphere of evil achieved in Macbeth? Essay

† Fair is foul, and foul is fair; Hover through the fog and filthy air† (I,i,L-11-12) The witches immediately set the scene for the whole play with these two lines at the end of Scene One. They are describing a role-reversal where everything that was good is now evil, and everything that was evil has become good. These ‘creatures’ (for there is some doubt as to whether they are actually human) are responsible for much of the atmosphere that is created in the play as a whole). They are also one of the driving forces behind Macbeth’s ambition, because if they hadn’t told him that he’d â€Å"†¦be King hereafter† (I,iii, L-50) he would never have wanted to become King, or at least he would have waited his turn. The witches therefore gave him the initial spur to kill Duncan, and are the cause of unnatural effects that happen in the play. These are also a main factor in the atmosphere that is created. Ross talks to an Old Man in Act 2 about â€Å"†¦the heavens† being â€Å"†¦troubled with man’s act† and says that â€Å"by th’ clock ’tis day† (II,iv, L 6-7). He is explaining how the sky has been perpetually dark for as long as he (and the audience) can remember. The effect of the sky being dark on Shakespeare’s audience would be profound. Since they saw the whole of nature as created by God, an evil force overturning creation and the equilibrium of nature would undoubtedly shock and quieten the audience. Ross also describes inversions in the animal world. Ross’s first example is of â€Å"A falcon†¦Ã¢â‚¬  being â€Å"†¦hawked at, and killed† by a mousing owl (II,iv, L 12-13). He also tells how â€Å"Duncan’s horses†¦turned wild in nature†¦as they would make war with mankind†. Shakespeare here makes a reference to the â€Å"Chain of Being†, in which it was thought that all animals, humans, plants and objects had their place. The tales that Ross tells are all of creatures trying to move up in the Chain of Being. The owl is below the falcon in the Chain of Being, and so due to the supernatural, the owl wants to become greater and ‘usurp’ the falcon. The horses are trying to fight against humans. At the start of the play, Macbeth is a patriarchal figure. He’s a strong warrior who is also loyal to King Duncan. This all changes soon after he meets the witches. There was no way he would ever think about killing Duncan. Indeed, his wife has to use a strong argument to persuade him to go through with the murder. After he has gone through with it, after a short period of anxiety, and almost insanity, Macbeth does not hesitate when planning to â€Å"seize upon Fife† and â€Å"give to the edge o’ th’ the sword/His wife his babes, and all unfortunate souls that trace him in his line† (IV,iii, L 151-153). This shows what a dramatic and startling effect the witches prophecies and Macbeth’s actions have had upon him. At the start of this essay I mentioned how the witches set the scene of the play. During the play, they also continue the evil and unsettling atmosphere by their numerous appearances with Macbeth, or on their own. One such scene is at the start of Act 4 when the witches all use powerful and descriptive language to disgust and amaze the audience. For example, all kinds of parts of all kinds of dissected animals are thrown into their â€Å"charmed pot†. They throw in the â€Å"wool of bat, and tongue of dog† and â€Å"eye of newt, toe of frog†. (IV,i, L 14-15). To Shakespeare’s audience this will have not only disgusted the audience but such witchcraft would have frightened them as well. The other theatrical tool that Shakespeare employs is to use strange and vivid characters to show how the evil has been absorbed into every living thing. I’ve already mentioned the witches, but nearly every character (except for the ‘non-evil’ people like Duncan) are affected in some way. Lady Macbeth is seen reading a letter in Act I Scene 5, and also talking to the evil spirits which she believes to be at play. This could show how she is affected in the play as a whole. Macbeth is also dramatically affected, as I have already mentioned. The Porter is another character who is in the play to both amuse and unnerve (two ideas seldom used together). He does this through his loud and aggressive soliloquy and his mentioning of satanic ideas.

Nucleic Acids - Function, Examples, and Monomers

Nucleic Acids s, and Monomers Nucleic acids are molecules that allow organisms to transfer genetic information from one generation to the next. These macromolecules store the genetic information that determines traits and makes protein synthesis possible. Key Takeaways: Nucleic Acids Nucleic acids are macromolecules that store genetic information and enable protein production.Nucleic acids include DNA and RNA. These molecules are composed of long strands of nucleotides.Nucleotides are composed of a nitrogenous base, a five-carbon sugar, and a phosphate group.DNA is composed of a phosphate-deoxyribose sugar backbone and the nitrogenous bases adenine (A), guanine (G), cytosine (C), and thymine (T).RNA has ribose sugar and the nitrogenous bases A, G, C, and uracil (U). Two examples of nucleic acids include: deoxyribonucleic acid (better known as DNA) and ribonucleic acid (better known as RNA). These molecules are composed of long strands of nucleotides held together by covalent bonds. Nucleic acids can be found within the nucleus and cytoplasm of our cells. Nucleic Acid Monomers Nucleotides are composed of a nitrogenous base, a five-carbon sugar, and a phosphate group. OpenStax/Wikimedia Commons/CC BY-SA 3.0 Nucleic acids are composed of nucleotide monomers linked together. Nucleotides have three parts: A Nitrogenous BaseA Five-Carbon (Pentose) SugarA Phosphate Group Nitrogenous bases include purine molecules (adenine and guanine) and pyrimidine molecules (cytosine, thymine, and uracil). In DNA, the five-carbon sugar is deoxyribose, while ribose is the pentose sugar in RNA. Nucleotides are linked together to form polynucleotide chains. They are joined to one another by covalent bonds between the phosphate of one and the sugar of another. These linkages are called phosphodiester linkages. Phosphodiester linkages form the sugar-phosphate backbone of both DNA and RNA. Similar to what happens with protein and carbohydrate monomers, nucleotides are linked together through dehydration synthesis. In nucleic acid dehydration synthesis, nitrogenous bases are joined together and a water molecule is lost in the process. Interestingly, some nucleotides perform important cellular functions as individual molecules, the most common example being ATP. DNA Structure DNA is composed of a phosphate-deoxyribose sugar backbone and the four nitrogenous bases: adenine (A), guanine (G), cytosine (C), and thymine (T). OpenStax/Wikimedia Commons/CC BY-SA 3.0 DNA is the cellular molecule that contains instructions for the performance of all cell functions. When a cell divides, its DNA is copied and passed from one cell generation to the next generation. DNA is organized into chromosomes and found within the nucleus of our cells. It contains the programmatic instructions for cellular activities. When organisms produce offspring, these instructions in are passed down through DNA. DNA commonly exists as a double stranded molecule with a twisted double helix shape. DNA is composed of a phosphate-deoxyribose sugar backbone and the four nitrogenous bases: adenine (A), guanine (G), cytosine (C), and thymine (T). In double stranded DNA, adenine pairs with thymine (A-T) and guanine pairs with cytosine (G-C). RNA Structure RNA is composed of a phosphate-ribose sugar backbone and the nitrogenous bases adenine, guanine, cytosine and uracil (U). Sponk/Wikimedia Commons RNA is essential for the synthesis of proteins. Information contained within the genetic code is typically passed from DNA to RNA to the resulting proteins. There are several different types of RNA. Messenger RNA (mRNA) is the RNA transcript or RNA copy of the DNA message produced during DNA transcription. Messenger RNA is translated to form proteins.Transfer RNA (tRNA) has a three dimensional shape and is necessary for the translation of mRNA in protein synthesis.Ribosomal RNA (rRNA) is a component of ribosomes and is also involved in protein synthesis.MicroRNAs (miRNAs) are small RNAs that help to regulate gene expression. RNA most commonly exists as a single stranded molecule composed of a phosphate-ribose sugar backbone and the nitrogenous bases adenine, guanine, cytosine and uracil (U). When DNA is transcribed into an  RNA transcript during DNA transcription, guanine pairs with cytosine (G-C) and adenine pairs with uracil (A-U). Differences Between DNA and RNA Composition This image shows a comparison of a single-stranded RNA molecule and a double-stranded DNA molecule. Sponk/Wikimedia Commons/CC BY-SA 3.0 The nucleic acids DNA and RNA differ in composition and structure. The differences are listed as follows: DNA Nitrogenous Bases: Adenine, Guanine, Cytosine, and ThymineFive-Carbon Sugar: DeoxyriboseStructure: Double-stranded DNA is commonly found in its three dimensional, double helix shape. This twisted structure makes it possible for DNA to unwind for DNA replication and protein synthesis. RNA Nitrogenous Bases: Adenine, Guanine, Cytosine, and UracilFive-Carbon Sugar: RiboseStructure: Single-stranded While RNA does not take on a double helix shape like DNA, this molecule is able to form complex three dimensional shapes. This is possible because RNA bases form complementary pairs with other bases on the same RNA strand. The base pairing causes RNA to fold forming various shapes. More Macromolecules Biological Polymers: These are macromolecules formed from the joining together of small organic molecules.Carbohydrates: Carbohydrates include saccharides or sugars and their derivatives.Proteins: These macromolecules are formed from amino acid monomers.Lipids: Lipids are organic compounds that include fats, phospholipids, steroids, and waxes.

Thomas Saverys Steam Engine

Thomas Saverys Steam Engine Thomas Savery was born to a well-known family in Shilston, England sometime around 1650. He was well educated and exhibited a great fondness for mechanics, mathematics, experimentation and invention. Saverys Early Inventions   One of Saverys earliest inventions was a clock, which remains in his family to this day and is considered an ingenious piece of mechanism. He went on to  invent and patented arrangement of paddle  wheels driven by capstans to propel vessels in calm weather. He pitched the idea to the British Admiralty and the Wavy Board but met with no success. The principal objector was the surveyor of the Navy who dismissed Savery with the remark, And have interloping people, that have no concern with us, pretend to contrive or invent things for us? Savery was not deterred he fitted his apparatus to a small vessel and exhibited its operation on the Thames, although the invention was never introduced by the Navy. The First Steam Engine Savery invented the steam engine sometime after the debut of his paddle  wheels, an idea first conceived by  Edward Somerset, Marquis of Worcester, as well as a few other earlier inventors. It’s been rumored that Savery read Somerset’s book first describing the invention and subsequently attempted to destroy all evidence of it in anticipation of his own invention. He allegedly bought up all copies he could find and burned them.   Although the story isn’t particularly credible, a comparison of the drawings of the two engines Saverys and Somersets shows a striking resemblance. If nothing else, Savery should be given credit for the successful introduction of this semi-omnipotent and water-commanding engine. He patented the design of his first engine on July 2, 1698. A working model was submitted to the Royal Society of London. The Road to the Patent Savery faced constant and embarrassing expense in the construction of his first steam engine. He had to keep the British mines and particularly the deep pits of Cornwall free from water. He finally completed the project and conducted some successful experiments with it, exhibiting a model of his fire engine before King William III and his court at Hampton Court in 1698. Savery then obtained his patent without delay. The title of the patent reads: A grant to Thomas Savery of the sole exercise of a new invention by him invented, for raising of water, and occasioning motion to all sorts of mill works, by the important force of fire, which will be of great use for draining mines, serving towns with water, and for the working of all sorts of mills, when they have not the benefit of water nor constant winds; to hold for 14 years; with usual clauses. Introducing His Invention to the World Savery next went about letting the world know about his invention. He began a systematic and successful advertising campaign, missing no opportunity to make his plans not merely known but well understood. He obtained permission to appear with his model fire engine and to explain its operation at a meeting of the Royal Society.  The minutes of that meeting read: Mr. Savery entertained the Society with showing his engine to raise water by the force of fire. He was thanked for showing the experiment, which succeeded according to expectation, and was approved of.   Hoping to introduce his fire engine to the  mining districts of Cornwall as a pumping engine,  Savery wrote a prospectus for general circulation, The Miners Friend; or, A Description of an Engine to Raise Water by Fire.†Ã‚   Implementation of the Steam Engine Saverys prospectus was printed in London in 1702.  He proceeded to distribute it among the proprietors and managers of mines, who were finding at that time that the flow of water at certain depths was so great as to prevent operation. In many cases, the cost of drainage left no satisfactory margin of profit. Unfortunately, although Saverys fire engine began to be used for supplying water to towns, large estates, country houses and other private establishments, it did not come into general use among the mines. The  risk for explosion of the boilers or receivers was too great.   There were other difficulties in the application of the Savery engine to many kinds of work, but this was the most serious. In fact, explosions did occur with fatal results. When used in mines, the engines were necessarily placed within 30 feet or less of the lowest level and could potentially become submerged if the water should rise above that level. In many cases this would result in the loss of the engine. The mine would remain drowned unless another engine should be procured to pump it out. The consumption of fuel with these engines was very great as well. The steam could not be generated economically because the boilers used were simple forms and presented too little heating surface to secure a complete transfer of heat from the gases of combustion to the water within the boiler. This waste in the generation of steam was followed by still more serious waste in its application. Without expansion to the expulsion of water from a metallic receiver, the cold and wet sides absorbed heat with the greatest avidity. The great mass of the liquid was not heated by the steam and was expelled at the temperature at which it was raised from below. Improvements to the Steam Engine Savery later began work with Thomas Newcomen on an atmospheric steam engine.  Newcomen was an English blacksmith who invented this improvement over Slaverys previous design. The Newcomen steam engine used the force of atmospheric pressure. His engine pumped steam into a cylinder. The steam was then condensed by cold water, which created a vacuum on the inside of the cylinder. The resulting atmospheric pressure operated a piston, creating downward strokes. Unlike the engine Thomas Savery had patented in 1698, the intensity of pressure in Newcomen’s engine was not limited by the pressure of the steam. Together with John Calley, Newcomen built his first engine in 1712 atop a water-filled mineshaft and used it to pump water out of the mine. The Newcomen engine was the predecessor to the Watt engine and it was one of the most interesting pieces of technology developed during the 1700s. James Watt was an inventor and mechanical engineer born in Greenock, Scotland, renowned for his improvements of the steam engine. While working for the University of Glasgow in 1765, Watt was assigned the task of repairing a Newcomen engine, which was considered  inefficient but still the best steam engine of its time. He began to work on several improvements to Newcomens design. Most notable was his 1769 patent for a separate condenser connected to a cylinder by a valve. Unlike Newcomens engine, Watts design had a condenser that could be kept cool while the cylinder was hot. Watts engine soon became the dominant design for all modern steam engines and helped bring about the Industrial Revolution. A unit of power called the watt was named after him.

Sex Education Research Paper Example | Topics and Well Written Essays - 1250 words

Sex Education - Research Paper Example Children are curious about sex.† (Sex Education at Home). The changing social and cultural conditions have made a huge impact on the minds of the people and more so among teenagers. There are a lot of issues pertaining to the development of teenagers particularly with regard to their sexual development. One of the most commonly encountered problems by the teenagers of today deals with their sexual desires and the age at which it is expressed. Teen pregnancy has also risen worldwide over the years which is mainly attributed to the lack of knowledge about abstaining from sex at very young age and the precautions that can be taken if in case they engage in sex. Teenage pregnancy is associated with the risk of sexually transmitted diseases, low-birth weight children, and in addition also affects the studies and subsequent career of teenagers. This has resulted in an increased dependence on sex education to help young children learn about sex (Rector and Johnson). With the rapid gro wth in information, the term sex is being often used in today’s world. ... One of the major recent problems associated with early expression of sexual desires is teen pregnancy. These issues have stressed the need and importance of sex education both at home and educational institutions in order to ensure good reproductive health and general wellbeing of children. Sex education in schools becomes even more warranted in cases where parents do not have appropriate education and resources to guide their children. It is the moral right of every child, especially girls, to be provided with sex education as it will help to prevent unwarranted pregnancies, sexually transmitted diseases and conditions such as suicide (Gabriela Women’s Party). It has been widely believed that youth should abstain from making decisions about their sexual preferences until they are at least 18 years of age or in other words till they complete their high school as research suggest that such children are able to perform better in their academics and are less likely to become scho ol-drop outs. It has been shown that children expelled from school due to the poor performance are less likely to do well in their life as they are left with little success in all their endeavors (Rector and Johnson). This has led to an increased focus on sex education for children right from a young age. Many people have argued against detailed sex education for children with the fear that they may negatively influence them. However, frightening people about sex and sexual practices have not helped them understand the morality of sex. â€Å"Attempts to impose narrow moralistic views about sex and sexuality on young people through sex education have failed.† Only