Thursday, November 28, 2019
The Economy Of The Phillipines Essays - National Accounts
The Economy of the Phillipines Per Capita Income: Since I am the first person reporting, I would like to explain what per capita income means. The per capita income of a certain country is the GDP of that country divided by the total population. In the Phillipines the per capita income is approximately $700. When compared to the per capita income of the United States, which is about $22,000, it is easy to tell that the economy of the Phillipines is ver poor. GDP: Growth: 5.7% GDP= 82.8 % FROM AGRICULTURE: 17.1 IMPORTANT % FROM MANUFACTURING: 18.9 % FROM SERVICES: 39.2 MOST IMPORTANT % FROM GOVERNMENT: 7.9 Exports: Traditionally, the Phillipines has been primarily an exporter of raw materials and an importer of manufactured goods. This is the role that many third world countries play in the global economy. Electronic and automotive parts, along with garments are the leading merchandise exports of the country. However, the Phillipines also relies heavily on import inputs. The country also exports bananas, coconuts, copper, gold, lumber, pineapples and sugar. Imports: The Phillipines mostly imports manufactured goods. Certain items remain subject to import regulations such as narcotic drugs, firearems, ammunition, etc. Their chief imports include chemicals, machinery, and petroleum. Trading Partners: The Phillipines, like any other country, cannot produce everything that it needs. Instead, it relies heavily on foreign trade. Specialization in production allows for each nation to produce what it produces best, and to trade for products which it cannot produce as well (In case your teacher asks, this means that if you are better at one thing and I am better at another, rather than each of us trying to do both, we would each do what we are best at. Then, we would exchange what we had produced and both be better off than had we tried making both things on our own). It trades mainly with Japan and the United States. The Phillipines maintain high tariff rates and protective barriers on sensitive agricultural products. Major Economic Activities: The Phillipines has embarked on economic reforms and market liberalization measures in the past two years. As a result of this the Phillipines has started to show signs of recovery (FROM WHAT). Even though the unemployment rate is very high, it has dropped from 10.5% to 9.8%, a considerable move for a two year period. In the Phillipines, the minimum age for employment is 15. Their constitution prohibits forced labor. All workers have the right to join unions. The prices are generally determined by free market forces, with only a few exceptions. Conclusion: **IF THIS PROJECT IS ABOUT CAPITALISM AND FREE MARKETS** Although the Phillipines economy is weak, and the unemployment rate is high, the Phillipines is showing some signs of life. It has recently become a more open economy, allowing for more free trade and free market forces. As this process continues, trade with the Phillipines will increase, and eventually, a more capitalistic and successful economy will emerge.
Monday, November 25, 2019
How to Get a 5.0 GPA Expert Guide
How to Get a 5.0 GPA Expert Guide SAT / ACT Prep Online Guides and Tips In the increasingly competitive atmosphere of high school, you may be wondering how you can best all your classmates with a 5.0 GPA. It's a lofty goal, to be sure. In this article, we'll discuss why that goal is often impossible, or at least impractical, to meet, ways in which itmay be possible to earn a 5.0, and what's really more important than a 5.0 GPA. What Is a 5.0 GPA? In the United States and some other countries, the letter grades you receive in classes can be converted into grade points, usually up to 4.0 per class. For instance, earning an A or A+ gets you 4.0 grade points, while earning an A- nets you 3.7 grade points, and so on: Letter Grade Grade Point A+ 4.0 A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 D- 0.7 F 0 Your grade point average, or GPA, is the average of the grades you've earned in all the classes you've taken. If, for example, you earned A's in five ofyour classes and B's in another five classes, you would havea 3.5 GPA. Youget thatby averaging together the 4.0s and 3.0s that correspond to those letter grades. Now, sometimes classes are "weighted" on a 5.0-scale (or higher). We'll talk more about that later; basically, it means that each grade earns you one full point (or more) past what it would earn in regular classes. Weighted classes are tougher, on average. A 5.0 GPA, then, is a grade point average that results from a weighted scale. A 5.0 generally indicates that a student took only 5.0-scale classes and earned only A's (and/or A+'s). Normally, all perfect straight-A grades result in a 4.0; with weighted classes, though, perfect straight-A grades could result in a 5.0 (or even higher). Sounds impressive, doesn't it? There are, technically, other ways to earn a 5.0, as we'll see below; the basic point is thatyou always need weighted classes to earn a 5.0. Juggling weighted classes with ease will not get you in the Olympics, sadly. Weighted vs. Unweighted Grading Scales In an unweighted grading scale, an A is worth 4.0, a B is worth 3.0, and so on, right the way down, just like we say above. No consideration is made for how hard the class may be; an A in Quantum Physicsis treated the same way as an A in Navel Contemplation. In a weighted grading scale, tougher classes earn you more points. Typically, that maximum is a 5.0, so that an A is worth 5.0, a B is worth 4.0, and so on. There are exceptions; for example, some schools weight honors classes on a 5.0-scale and IB/AP classes on a 6.0-scale. This is, on the whole, rare. Why Is a Weighted Scale Useful? Essentially, weighted scales encourage students to attempt harder classes, knowing that falling short of an A will not affect their GPA as much as it otherwise would. Also, having weighted scaleshelps with class ranks. If two students are both straight-A students, but one took the easiest classes available at the school and the other took the hardest, it hardly seems fair to rank their 4.0s equally. If the harder classes were weighted, though, one student's GPA of, say, 4.57, would clearly outrank the other student's 4.0. Why You Usually Can't Earn a 5.0 There are two reasons this goal is often unfeasible. First of all, not all schools weight classes. If you go to a school where no class earns you more than 4.0, you're out of luck: you can't earn anything above a 4.0. Second, even at schools where classes are weighted up to 5.0, there are usually unweighted classes you must take. Health and P.E. come to mind. If weighted classes are worth 5.0, but you have a few 4.0s thrown into the ultimate average, you can't come up with a 5.0 as the result. It's not possible,even if you get perfect grades. This is a mathematical truth of averages. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. How You Might Be Able to Earn a 5.0: 2 Methods At most schools it's simply impossible to geta 5.0 GPA; however, there are two situations in which you might be able to do so. Method 1: Taking Classes That Are Worth More Than 5.0 Points If you happen to go to a school that weights some classes abovefive points, you have a much better chance of earning a GPA of 5.0. The idea is to take (and excel in) as many classes weighted above 5.0 as you can. That way, even the 4.0 classes you need to take won't pull your average down below a 5.0. (This method still assumes you're getting straight A's, or pretty close.) Method 2: Taking Classes Pass/Fail Another possibility involves making use of your school's pass/fail policy, if you have one. At some schools, you can elect to take a class pass/fail, meaning you don't receive a letter grade. Satisfactory performance earns a pass; unsatisfactory, a fail. Generally, a pass does not affect your GPA, although often a failwill count against you. The trouble is, relatively few high schools have pass/fail policies; it's more of a college thing. Your school may not give you this option. If, though, your school does offer the pass/fail option, you can take all of your regular, unweighted, 4.0-scale classes as pass/fail, earning your GPA solely off of your 5.0-scale classes. This may not be the wisest idea, however, as colleges tend to be suspicious of seeing a number of pass/fail courses. They figure this could indicate that a student didn't want to try in that course or lacked confidence in their ability to get an A. Pass/fail classes may be a golden ticket to a 5.0 GPAbut not necessarily to college. Why a 5.0 Doesn't Really Matter While, as enumerated above, there are some ways to get a 5.0 GPA, it's generally either extremely difficult or flat-out impossible. The good news is, colleges don't really care if you got a 5.0 GPA. Colleges generally look at your unweighted GPA (converting it back to the 4.0 scale: 4.0 for each A, 3.0 for each B, etc.). They also look at how hard the classes you took were. Your school will send colleges a profile sheet that details the grading policy of the school. All will be revealed regarding pass/fail classes, 5.0 classes, etc. Colleges want to see that you took hard classes and excelled in them; they care less about what absolutenumber your school assigned to your stellar performance. What Does Matter: Excelling With a Rigorous Course Load As I've hinted, what really matters is doing well in challengingclasses. Do well in your electives and other 4.0-scale classes, too, of course. The first step, then, is choosing the right classes. Choose classes that are difficultand that will challenge youbut not conquer you. Recognize your limits, but also seek to stretch and expandthem. If you know you have no real hope of passing a class, don't take it, but if you think some very hard work will get you where you need to be, go for it. High school is about learning and working hard, not just about the final grades. The next step is excelling in the classes you've chosen. You should be working hard. Attend every class and listen attentively; ask questions and engagewith the teacher. Do your homework consistently and well. Review regularly. In general, apply good study habits. Be confident that colleges will look at the big picture, not just your exact GPA. Colleges want to see that you took advantage of the hardest classes available to you and mastered them, not necessarily that you had an outrageous grade point average. Conclusion Earning a 5.0 GPA requires taking weighted classes and doing well in them. Depending on the grading policy of your school, a 5.0 might be perfect, less than perfect, or quite literally impossible to attain. To earn a 5.0, you need to take weighted classes, and, depending once again on your school's policy, you may need to use pass/fail opportunities for unweighted classes.If you can't (or don't) earn a 5.0, however, it's not the end of the world.Your GPA goes outto colleges with a lot of context that will help them understand the broader picture of your performance. What's Next? If you want to knowmore about GPAs and their application, by all means, read on! We have an article that covers what a GPA is in all its glory. We also cover weighted vs. unweighted GPAs. Then, there's always our article on how to calculate GPA. Also, take a moment to read some very helpful advice on what colleges actually look for. If you're wanting advice on getting good grades and a great GPA, look no further than this advice by a Harvard alum. Finally, if you're wondering how much your GPA will help in the college search, check out our very nifty tool for that very question; the article starts by discussing a 4.0 GPA, but you can adjust the GPA within the article to customize it to your needs. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:
Thursday, November 21, 2019
Philosophy Assignment Example | Topics and Well Written Essays - 500 words - 1
Philosophy - Assignment Example mises are associated with conclusion to the extent that whenever the former are found to be true, it follows that the latter ought to be true as well, particularly when such premises and conclusion are a sole basis to the justification of an inference 5. Invalid - is, contrary to the state of validity, a term that identifies an argumentââ¬â¢s form that possesses a conclusion which is not aligned or is not expected to correspond to the given premises where as such, a false conclusion may emerge out of true premises 6. Sound - pertains to an argumentââ¬â¢s property in which all premises are true, thereby reflecting or guaranteeing truth in the resulting conclusion that altogether manifests the pure validity of an argument 7. Unsound - pertains to a trait by which an argument may be assessed as either invalid or valid with at least one false premise so that false premises determine the validity or invalidity of an argument 8. Deductive Argument - is that argument where it is ââ¬Ënecessaryââ¬â¢ for the conclusion to satisfy the premise in such a way as when a conclusion is rather false, there can be no way that this would be arrived at coming from a premise or inference that is true; deductive reasoning is applied herein to enable construction of a deductive argument that proceeds from a general premise toward a specific conclusion 9. Inductive Argument - is that argument where it is ââ¬Ëprobableââ¬â¢ to derive conclusion from an inferred premise such that it would be improbable to yield a false conclusion if the premises are true; inductive reasoning is used herein to establish an inductive argument that develops from a specific premise toward a general conclusion Identify the following fallacies. (For example: ââ¬Å"If you dont agree with the president, you will lose your job. Therefore, if you dont want to lose your job, you had better agree with the president,â⬠would be an Appeal to
Wednesday, November 20, 2019
Risk Management Case Study Example | Topics and Well Written Essays - 500 words
Risk Management - Case Study Example Experts cite Hurricane Katrina as being among the worst disasters that ever occurred in the history of the US, leading to the loss of over 1800 individuals (Moynihan, 2009). The disaster caused continued flooding, owing to the collapse of the artificial levees. This resulted in a series of industrial damages, pervasive pollution and a cut of critical facilities such as water, energy and communication networks. Moynihan argue that though the response was marred by several failures, it had it positive side. The 9-11 attack prompted the government to form bodies that would prevent and reduce the impacts of such calamities, including the Department of Homeland Security (DHS). FEMA was also in place and its response was significant in handling the calamity (Moynihan, 2009). FEMA had warned of the catastrophe earlier, and the evacuation process was underway. President Bush had affirmed a state of emergency and FEMA initiated its response operation. The evacuation significantly reduced the number of victims of the catastrophe. The magnitude of the catastrophe prompted the intervention of other stakeholders, in a bid to rescue victims and reduce their suffering (Levitt & Whitaker, 2009). As such, various organizations intervened and coordinated in the rescue, evacuation process and the delivering of essential products and services. Private charity organizations also played a significant role in the various forms of the response process. The military response was also critical in assuaging the sufferings of the victims. The large number of the deployed military officials aided the rescue operations, thereby lessening the hard task of the rescue team (FEMA, 2006). This served significantly in improving the relief efforts, hence reducing the number of affected victims. However, though various parties played significant roles in responding to the catastrophe, there several setbacks were evident. For instance, the slow response of the involved parties
Monday, November 18, 2019
Project management Essay Example | Topics and Well Written Essays - 3750 words - 1
Project management - Essay Example it is not always the case that these projects are successful and achieve the desired objectives, but usually most of them do fail, either in terms of cost, quality, deliverables or time (Meredith & Mantel, 2012). Any projectââ¬â¢s success is inherited in the timely ending of the project, attainment of the required objectives or deliverables are delivered, and within the project limitations or constraints. In order to execute the project successfully, it is imperative for the project team or managers to consider some crucial elements of the project, which may be the project cost, time, or resources (Oisen, 1971; Lock, 1994; Atkinson, 1999). Among these aspects, there are three central issues, such as the time, cost and quality, which are the key intentions of any project and hardly be achieved and make the project a successful one (Iqbal, Azam, & Qureshi, 2011). However, the secret of success can be understood by analyzing the executed projects, where the success factors or failure factors can be identified by a careful analysis. The purpose of this paper is to analyze the two real-life projects related to the adoption of Information Technology in the organization by identifying the success factors of these projects, and also to identify the risk factors with the help of risk map as well as provide suggestions for mitigating or managing the risks. ECourier is a well-known UK based organization, where it provides 24/7 and same day courier services to the customers throughout UK. It was started in 2003 and the main objective of the company was to deliver courier service with accurate delivery information or transparency in this information, along with the highest customer relationships through automation. It collects and delivers the packages from all the areas in London, as per customerââ¬â¢s instructions. In the beginning, it was involved in delivering the packages only in London, but now it has developed a huge customer base across the world, and have built many
Friday, November 15, 2019
Psychosocial Characteristics of Breast Malignancy
Psychosocial Characteristics of Breast Malignancy Substantial resources have been shared out to research into the psychosocial characteristics of breast malignancy in the last twenty years. Initial studies in this field mainly focused on describing the emotional experience of women with breast malignancy and also attempted to develop interventions which can reduce psychosocial distress and prepare them to cop-up with the situation. Ferlic M, Goldman A, Kennedy BJ (1979) conducted a study titled ââ¬Å"Group counseling in adult patients with advanced cancerâ⬠and reported a noteworthy enhancement in participants ââ¬Å"perception and self-conceptâ⬠and a similar benefit reported by Heinrich and Schag (1985). These two studies were referred as the early intervention studies among women with breast cancer. David Spiegel et al. (1989) found that women with metastatic breast malignancy can extend their survival by a psychological intervention (ââ¬Å"supportiveââ¬âexpressive group therapyâ⬠). David Spiegelââ¬â¢s this report had various impacts on psychosocial intervention studies in1999s. After Spiegelââ¬â¢s surprising findings in 1989, the researchers shifted their focus from describing emotional experience of women with breast malignancy to survival outcomes of psychosocial interventions. Cunningham et al., (1998); Edelman et al., (1999a); Goodwin et al., (2001); and Classen et al., (2001) conducted different studies to find out the favorable outcome of psychological interventions on survival of women with metastatic breast malignancy. None of the succeeding studies in metastatic breast malignancy have recognized a survival effect of a series of psychological interventions. Several similar findings were reported among different cancer studies with the intention of surviv al outcome from their metastatic malignancy (Linn et al., 1982; Fawzy et al., 1993; Ilnyckyj et al., 1994; Kuchler et al., 1999). All these observations, from studies held in 1990s, forced the members of psycho-oncology research group to change their focus of assessment to the mental status and personal satisfaction of women with breast cancer, and to the recognition of interventions that positively influence their mental and social functioning, instead of metastatic breast cancer survival and their in-between biomedical outcomes. From 2000, a good number of psychosocial oncology researchers concentrated on focusing their research in the area of metal statues, wellbeing and quality of life of women during and after their active treatment for breast cancer. Antoni et al. (2001) explained ââ¬Å"Cognitive-behavioral stress Management intervention decreases the prevalence of depression and enhances benefit finding among women under treatment for early-stage breast malignancyâ⬠. The writers observed the effects of ten-week group ââ¬Å"cognitive- behavioral stress management interventionâ⬠in the midst of 100 women recently undergone treatment for stage 0-II breast malignancy and reported positive benefits after the intervention. Cruess et al. (2001) studied the impacts of a ââ¬Å"cognitive-behavioral stress management (CBSM)â⬠group intervention on ââ¬Å"serum cortisolâ⬠stages in women being undergone treatment for breast cancer with stage I or II. Women who were in the Intervention group demonstrated improved benefit finding and decreased ââ¬Å"serum cortisolâ⬠levels, whereas women who were in the control group not experienced any change. The statement by Kissane and colleagues (2003) of a randomized, controlled trial of cognitiveââ¬âexistential group therapy for women with early breast cancer is an example. In that research they found that women in the intervention group reported considerably lowered ââ¬Ëanxietyâ⬠, and enhanced ââ¬Å"family functionâ⬠. The authors further reported self-growth and increased knowledge of cancer and its treatment. During this period numerous excellent reviews of psychosocial interventions in breast cancer have been published (Rimer et al., 1985; Fawzy et al., 1995; Meyer and Mark, 1995; Wallace, 1997; Burke and Kissane, 1998; Newell et al., 2002) and most of these reviews suggested that there are significant advantages associated with the use of psychological interventions during and after their active treatment. Further, these reviews suggested various intervention approaches such as: education, cognitive and behavioral training, individual psychotherapy, group interventions, and made more specific suggestions concerning incorporation of psychosocial interventions into the treatment setting. They emphasized that there was proof of benefit for all of these approaches, reporting that cancer patients may benefit from a variety of psychological intervention programmes, and recommending accurate interventions at different points along the cancer trajectory. Newell et al. (2002) conducted one review and achieved fairly different conclusions. The authors of this review attempted a broad survey of psychological treatments in various sorts of cancer. Further that they applied a sequence of thorough methodological standards and retained only those researches that achieved their standards of inclusions. This brought about the rejection of the greater part of published research. This review was comprehensive, but it did not focus on a specific type of cancer or a specific type of treatment, and the effects of interventions among different types of cancers did not differentiate by the reviewing team and that was considered as one of the major drawback of their review. Because of its strict inclusion criteria many important effects of psychosocial interventions being missed or undervalued. For the assessment of benefits they took an exceptionally progressive methodology in which at least half of the effective measures for the particular characte ristic need to account significant outcomes for the impact to be categorized as a significant one. The reviewing group observed the acute, intermediate, and durable effect of interventions on a huge number of results together with ââ¬Å"anxiety, depression, hostility, stress or distress, general or overall affect, general or overall functional ability or quality of life, vocational or domestic adjustment, coping or coping skills, interpersonal or social relationships, sexual or marital relationships, pain, nausea, vomiting, fatigue, overall physical symptoms, conditioned nausea and vomiting, survival, and immuneâ⬠effects. Newell et al., (2002) concluded that the support of the effectiveness of psychological management on distress and quality of life among people with cancer is uncertain. They also noticed a total lack of support for the effectiveness of the interventions for enhancing social functioning, even though this is a key feature of how patients outlook their revival and life after treatment (Schag et al., 1993; Carver et al., 2003). Antoni et al. (2004) reported that their outcomes are very much at odds with those conclusions. Then the question arises what is the cause of the disagreement? One major distinction between this study and those in Newell et al.ââ¬â¢s (2002) review is the samples. Studies in that review scrutinized patients dealing with different cancers at different stages of illness and treatment, whereas Antoni groups sample was all women with breast cancer who were at the beginning of treatment. Other research on breast cancer has also revealed encouraging influences from such interventions (Andersen et al., 2004). For example, one trial of women with Stage IIââ¬âIII breast cancer explained that a group-based intervention that was paying attention on stress management, reduced anxiety, improved social support, enhanced diet, and reduced smoking (Andersen et al., 2004). That study, although valuable, exemplifies a major limitation in this field: a lack of evidence for the durability of the e ffects (Newell et al., 2002). Only one follow-up evaluation was accounted, which was right at the conclusion of the intervention. Here the new question arises whether the intervention effects last beyond the time of involvement, as patients go back to their home, their daily life, and their responsibility as partners, parents, and employees? Studies using more follow-ups are exceptional, even though outcomes of these interventions sometimes come out well after adjuvant treatments end (Andersen, 1992). The work of Antoni et al. (2006a) helps advance the field by reporting that a ââ¬Å"CBSM interventionâ⬠can construct significant and long-lasting effects on measures representing an improvement of social functioning, decrease of negative effect, and enhances positive experiences. Certainly, it is remarkable that a number of the effects actually solidified from 6 months to 12 months. A comparable pattern also has been found in the trial utilized a different intervention that was put into practice at a different point in the active medical treatment (Scheier et al., 2006). It is significant to observe whether such consolidation is a consistent occurrence and how sturdy it is across time. Antoni et al., (2006a) strongly advocated that more studies track participants for longer times subsequent to the psychosocial intervention move towards to its conclusion.
Wednesday, November 13, 2019
Essay --
Background The Roman Colosseum, used to known as the Flavian Amphitheatre, start building in AD 72 by Emperor Vespasian, before Vespasian dies, the Colosseum only completed three stories. After that, his son, Titus, completes it in 80. Later, Domitian, Titusââ¬â¢ brother further remodelled it. The Colosseum is located in Rome, Italy. It is located at the heart of Rome. The height of this building is 157ft and it has a perimeter of 1788ft. it is also the largest amphitheatre ever built in the Roman Empire. There are 4 main floor, the first floor is 34ft, second floor is 38ft, third floor is 37ft, and the fourth floor is 45ft. each floor has 80 arches. Also, it can hold about 50,000 of spectators. The central arena is 180ft wide and 287ft long, and it is surrounded by 15foot wall with seating above. Underneath, there are rooms and tunnels, some housed gladiators and wild animals, others contained pulleys, ramps and hand operated elevator. There are over 1million of animals died in the course o f the Coliseum games. The last recorded games were helps in the 6th century. The Colosseum survived several earthquakes that cause the south side to collapse. (History.com staff, 2009) Analysis History aspect Why was the Colosseum built? In 64AD, the Great Fire of Rome, this burned for 9 days strikes and wrecked the city. After the tragedy, Emperor Nero built a palace which consist of a beautiful lake and gardens, it was names the Domus Aurea (Latin for ââ¬Å"Golden Houseâ⬠), also, there is a colossal statue of Nero about 100-120 Roman feet which is around 37m high. It became a landmark in the heart of the city of Rome. When the burning of Rome happens, the Amphitheater of Statilius Taurus and the Amphitheatrum Neronis has been destroyed. A... ...a big change to make it a National Football Stadium for their national football team. Being a football fan, we all know that the Italy National Football Team is very good in that sport. They were the World Cup Winners in four occasions and being the European Champion once. Why not take a step forward and change the arena into a football stadium? So that the team could have their home ground like some other football teams have, and play there listening the cheer of their supporters. In this 21st century, the technology is so good that it is easy to turn over the arena to turn it into a stadium. First of all for the interior, add seats for the fans and the seats should be in blue colour because of the national team colour. The exterior, since the statues have been destroyed before, I think it would be good if they build statue of their great football legends. Compare
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