The History of Advertising Essay Example | Topics and Well Written Essays - 3000 words

The History of Advertising - Essay Example This discussion stresses that there are many reasons for this like, culture, wealth, availability of credit and of course product promotion. This paper looks at these habits on the basis of an important chapter in the history of advertising. The advertising industry was shaken up by a man called William Bernbach. His most notable achievements were the ads produced by his company for the German automaker Volkswagen, soon after their introduction in the US. The work here will study some of the features of the module and its relation to the advertisements of Bernbach for Volkswagen.   From this paper it is clear that William Bernbach and his colleague Ned Doyle and Maxwell Dane formed the advertising agency named Doyle Dane Bernbach (DDB) in 1949. This agency created the revolutionary ad campaigns for the 1950s and 1960s.The Volkswagen campaign was regarded as one of the best campaign because it increased the sales of the Volkswagen car. â€Å"This ad campaign established the Volkswagen brand as a marker for nonconformity.† Bernbach’s advertising strategy was to trey to keep customers rather than attracting the attention of those who were not interested in the product. Bernbach understood that an advertisement didn’t sell a product and he formulated innovative styles in printing the advertisements. Their idea was to give simplicity in print advertisements. These advertisements were entirely different from the familiar advertisements which gave importance to the American automobile’s powerful engines, and large size etc. The Volkswagen a dvertisements urged people to buy a car which they could drive cheaply.  

The Whole Palestinian Israel Conflict History Essay

The Whole Palestinian Israel Conflict History Essay Palestine is one of the historic country in the Middle East, Palestine is surrounded by Lebanon in the North, Syria in North East, Jordan by the East side, Egypt by the South West side, and the Mediterranean sea in the West side. The word  ¿Ã‚ ½Palestine ¿Ã‚ ½ came from a group of people that used to live in Palestine before the  ¿Ã‚ ½Kanaaon ¿Ã‚ ½ the leader of the group his name was  ¿Ã‚ ½ Falasta ¿Ã‚ ½ and the tribes used to be called  ¿Ã‚ ½ Fasteen ¿Ã‚ ½ and each one of the tribes used to be name  ¿Ã‚ ½ Flste ¿Ã‚ ½ when the  ¿Ã‚ ½Kanaaon ¿Ã‚ ½ came to Palestine, both of the tribes came together in one hand that no one could come between them, then they named it  ¿Ã‚ ½ Flesten ¿Ã‚ ½ and by ages the name changed to  ¿Ã‚ ½ Felesteen/ Palestine ¿Ã‚ ½. (Transition word) Palestine is the most wanted country in the world; leaders used and still fight to have it for them because Palestine has diversity of; cradle of civilization and religions, it is also t he central of Middle East and it include the three continents, Asia, Europe and Africa. Palestine also divers of the Mediterranean climate and it has the four seasons all year long for instance; in north its cold and windy, in the East side close to Jordan River is very warm. That is what made Palestine the most wanted country in the world. The whole Palestinian- Israel conflict started in 1915. The agreement started between the government Britain and France, to divide the Arab nation between them. France got Syria, Lebanon, and Turkey and Britain got Jordan and Palestine (The Balfour declaration pg.240) In 1917 Balfour Declaration the Zionist movement achieved the first movement its first real success, when the British issued the Balfour Declaration  ¿Ã‚ ½ His Majesty ¿Ã‚ ½s Government view with favor the establishment in Palestine of a national home for the Jewish people, and will use their best endeavors to facilitate the achievement of this object it being clearly understood that nothing ¿Ã‚ ½Ã‚ ¿Ã‚ ½ This declaration culminated in the creation of the state of Israel. 1936: a six months in general strike in Palestine was during the British mandate by Palestinian Arabs in Palestine that lasted from 1936 to 1939. In April 1936, the Arab leadership in Palestine declared a general strike to protest against, and pu t an end to Jewish immigration to Palestine. The revolt was driven primarily by Arab hostility to Britains permission of restricted Jewish immigration and land purchases, which Palestinian Arabs believed was leading them to becoming a minority in the territory. In 1948 the state of Israel was created; the war between Zionist and Palestinian had left with two unsettled topic till nowadays.  ¿Ã‚ ½ The 1948 war between the Zionists and Palestinians, then between Israel and Arab state left two unresolved issues. First, although the state of Israel received the recognition of most states in the world, the surrounding Arab states did not extend it recognition ¿Ã‚ ½ The second, unresolved issues was what to do about the problem of the Palestinian refuge ¿Ã‚ ½ (Gelvin, 2005,Pg.283) During the war, Israel, decide to kick all the Palestinian form their home and exploded 600 villages so they wont come back to it. The 1967 war  ¿Ã‚ ½ The current factual setting continues to be largely a result of the outcome of the Six-Day War in 1967 and subsequent development associated with Israeli occupation of the West Bank, Jerusalem and Gaza. ¿Ã‚ ½(Friel, Falk, 2007, Pg.11) The six days war, Israel divided Palestine into parts. Palestinian start to immigrated to another cities that are when Palestinians become refugee for the second time. The countries surrounded by Palestine told them to leave so they can fight against Israel, but they lost the war and Israel won. The Palestinian who left Palestine had no right to come back to their land. My ancestors came from a small village called  ¿Ã‚ ½Bet-Iksa ¿Ã‚ ½ in Palestine; it ¿Ã‚ ½s the north west of Jerusalem the capital city.  ¿Ã‚ ½ Bet-Iksa ¿Ã‚ ½ was one of the main centers in the Islamic war in Crusades time. The location of the village made it easier for the soldiers to keep their clothes (Supplement) and all of their needs in  ¿Ã‚ ½Bet-Iksa ¿Ã‚ ½ because of the location were in the middle of all of the cities My ancestors were living in  ¿Ã‚ ½Bet-Iksa ¿Ã‚ ½ more than 3000 years; they all followed the same religion, tradition, and race till now, even though time has change. One of their traditions was that every Friday, they used to go to the  ¿Ã‚ ½ Doom Of The Rock ¿Ã‚ ½ to pray and then go to the old Jerusalem to shop. The first time my grandparents Diaspora from their village was on 1948. When the big war started between Israel and Palestinian. When Israel state becomes a country, my family were forced and expelled to leave their village and displace them in a refuge camp.  ¿Ã‚ ½ Palestinians refer to the creation of the state of Israel in 1948 as al-Nakba, the catastrophe. Hundred of thousands of Palestinians were displaced as result of the creation of the Jewish state, the ensuring war between the Arabs and Israelis, and an Israeli policy of expulsion ¿Ã‚ ½ (Ensalaco, 2008, Pg.9) They lived in an exhibition area for a year, till they settle down and start building small houses for them to become independent again; they had no water, no food, and no electricity. And they were forced again to leave the camp and go to another one. Israel has done that, to make Palestinian move from Palestine and immigrate to somewhere else like Jordan and Lebanon. But many of them did not do what Israel want an d stayed in Palestine and that is what my grandparents did In 1960 my father was born in expat camp. In 1967 another war remain on the land of Palestine (West bank and Gaza) my family including my father and other refugees were expelled and displaced again to Jordan, they became refugee for the second time and immigrant for the first time in Jordan. Jordan is located in the heart of the Middle East, Northwest of Saudi Arabia, south of Syria, Southwest of Iraq, and east of Palestine. After two years living in Jordan, another war occurred in Jordan between Jordanian and Palestinian  ¿Ã‚ ½ In September 1970 a month that came to be known as Black September, terrorists belonging to the Popular Front of Liberation of Palestine (PELP) ¿Ã‚ ½ The incident dragged for two weeks. Then, in a spectacle to draw the world ¿Ã‚ ½s attention to the plight of the Palestinian people ¿Ã‚ ½ (Ensalago, 2008,Pg.1) the reason of the war is because the Palestinian were more than Jordanian people and they wanted to control everything in Jordan since they are more, so the war came between the Palestini an commando and Jordan army. When the war started my father was ten years old. e. After the war peace came from the two sides. Jordanian and Palestinian became together. Many people did not welcome the Palestinian and there were a lot of racism and discrimination against them and till nowadays, Palestinian found a way to get along with them and both share their cultural and tradition with each other, both Jordanian and Palestinian speak Arabic, follow the same religions either Islam or Christianity. Jordan was the host society for the Palestinian, they accepted them, they gave the Palestinian passport, land, houses, and they were allowed to work in Jordan and equal as a Jordanian person. In 2006, my family and I moved to Canada it was a totally different experience for us. None of my family member spoke English expects my father, although he knew the language but he has a tough British accent, so no one understood him or us. We have been in Canada for eight years and till now; my siblings and I are trying to learn the language. At first we had cultural shock and we were homesick, but year-by-year these have been decreasing and now we are accepting cultural and their life. There are many differences between the two countries the cultural difference between Jordan/Palestine and Canada are seen in their holiday, food and custom. For instance; the holidays in Jordan/Palestine its according to the local sightings of various phase of the moon, we usually fast during the day and feast at night according to the sun, after the month of the fasting, it is the day of our holiday is called  ¿Ã‚ ½Eid  ¿Ã‚ ½ Al Fitr ¿Ã‚ ½ its for three days, family members visit each other a nd men give money to their wife, sisters and close relative. But in Canada mostly celebrate Christmas ¿Ã‚ ½s the birth of Jesus Christ, they usually decorate the house and yards with light and the put up the Christmas ¿Ã‚ ½s trees and it usually held by December 25th. Since 1946 to 2010 Israel have been taking over Palestine, every decade Jews and Zionist are increasing and the number of Palestinian are decreasing, as statistic show by the end of the war Israel had occupied 78 percent of Palestine. During the Six-Day War, Israel occupied the final 22 percent of Palestine that had been avoid in 1948. My family history and Diaspora could refer to Phase number one  ¿Ã‚ ½Victim of Diaspora ¿Ã‚ ½ Phase what phase of Diaspara Why did I chose this topic

Compare the ways in which the authors of The Red Room, The Black Essay

Compare the ways in which the authors of The Red Room, The Black Cottage and The Signalman create fear, suspense and tension. GCSE PROSE STUDY COURSEWORK: Compare the ways in which the authors of "The Red Room", "The Black Cottage" and "The Signalman" create fear, suspense and tension. In this essay i will be analysing the way three accomplished authors create an atmosphere of tension, fear and suspense in their three short stories. Once i had read their stories i instantly noticed how comparable the stories were. They write about fear and suspense in ways only you can comprehend if you have experienced it yourself. The stories seem to be filled with the authors' own experience of fear, suspense and tension, they incorporate this into their story and give the reader the exact feeling of what they personally felt themselves. They make sure that the reader knows how the characters feel and makes the reader become fond of the characters. The reader can really empathize with the writers, because they write in a first person narrative. The stories contain vivid description seen through the eyes of the narrators. The stories were written in victorian times and have a certain gothic style to them. The victorians believed it was immoral to isolate yourself from hummanity and cut yourself off from compassion - there is evidence of this in all three stories. In "The Signalman"(Charles Dickens) the signalman isolates himself from the rest of the world, therefore making the reader feel alone and this plays tricks on his own mind: " "Did it ring your bell yestersay evening when i was here, and you went to the door?" " Twice." " Why see," said i, " how your imagination misleads you. My eyes were on t... ...that the maid could well be alot smarter than the attackers and could escape from the terrorfying situation she is in. "The Signalman", Alot of climax and suspense becomes apparant in this story because the character tries to find out whether the supernatural that haunts him is real: ""Will you come to the door with me and look for it now?" He bit his under lip as though he were somewhat unwilling, but arose." Dickens shows here, that the once arrogant and self admired narrator is frightened of what might be on the other side of the red room's door. This then creates an understanding for the reader that even the most arrogant person will be afraid, once in the presence of the red room. With these examples you can see how the writer creates fear, suspense and tension, and why these stories are so brilliantly appraised as excellent pieces of writing.

Games As A Tool For Learning Education Essay

The game is an activity aimed at run intoing the demands of amusement, pleasance, emphasis alleviation, every bit good as the development of certain accomplishments and abilities.A Besides, the game is called a signifier of free look rights, non related to the accomplishment of useful intent and is a pleasance in itself. It is believed that most of the games have the undermentioned chief characteristics: Today ‘s universe is full of games even more than before.A Games, competitions, sweepstakes, lotteries have filled telecasting programs.A Gambling: slot machines, cards, roulette make immense net incomes to proprietors of chancing establishments.A Sports – football, hockey are the most popular shows, and for their members this is a high-paying work.A Films, theatres are favourite amusements with all the spectacle and leisure.A Human civilization arises and unfolds in the game.A In a wide sense of the word game covers human activity in all its manifestations.A Sing the activities of people with this point of view, we can state that people â€Å" play † a partner and parent, kid and nurse, supervisor and subordinate.A In different state of affairss, a individual performs different societal roles.A At the same clip he can play the function of position, behavior, state of affairs, etc.A There are such sorts of games: athleticss, squad games, logical games, games on th e paper, rational and developing games. All these types of games develop different accomplishments and a individual gets more cognition and experience. Developing games are the games in which there is a development or betterment of assorted skills.A The construct of developing games is associated chiefly with the childhood of human life.A Children playing in developing games train their ain thought, inventiveness, creativeness and imagination.A The types, nature, content and design are determined by the specific educational undertakings in relation to the age of kids with their development and interests.A The start the application of educational games for educational intents is allowed in a game at the age of ( 0 ) 1 twelvemonth, and depending on the kid ‘s development in each peculiar instance. There are such age groups: -for kids from 0 to 1 twelvemonth ; -for kids from 1 twelvemonth to 3 old ages ; -for kids from 3 old ages to 7 old ages ; -for kids older than 7 old ages and grownups ; The types of the games include: dough for sculpting, pigments, applications, mystifier, etc. Playing and learning.A Expression â€Å" educational game † is non right, because it comes from the false premiss that you can larn, sing ennui or to play, and non to comprehend the information.A Good game, which is interesting, ever teaches something, and in any good preparation exercising there is an component of the game. Nowadays games have become the resource that helps kids and grownups perceive the information, as there are new advanced attacks that help to explicate everything better and as a consequence people remember easy. A typical characteristic of games is a combination of repeat and surprise.A Therefore, the art of compiler games is in the right dose of repeat and surprise. However, the game is the first thing that a individual wants to play, and though this want may non be wholly motivated, it is still a extremely single. Games do non automatically take to learning.A If we want to guarantee changeless communicating between the game and instruction at the school, so this can be achieved merely by conveying the spirit of the game in the ordinary school life, instead than merely utilizing some educational games.A The instructor, as an organiser of the game should open up the seeds of its ain game started and should learn, presenting into the procedure of larning the elements of the game. Construction of the educational procedure is based on cognition of the construction of educational activities, and other psychological features built-in to the schoolboy.A This cognition is chiefly incorporated in the course of study ; they determine the methods and techniques of training.A But since they are present at that place in a hidden, inexplicit signifier, the instructor would be helpful to follow the trust on a psychological phenomenon that suggests one method or another that changes in preparation activities or the individuality of the pupil it should entail.A For illustration, the thought of the types of preparation activities and their relationship to take to the usage at certain phases of the materialized signifier of action with a assortment of strategies, thoughts about the formation and transportation techniques of cognitive activity, to organize them at assorted educational stuffs, etc. It is known that in preschool age acquisition of new cognition in the game is much more successful than in the classroom.A The kid, fascinated by an attractive construct of the new game, as if no notice of what he learns, although he now and so faces troubles, which require accommodation of its representations and cognitive activity.A In today ‘s pre-school educational teaching method and instruction, the value of the game in the rule is recognized.A The game is merely a tool for a kid to be able to larn what he still can non. However, the tremendous potency of educational games ( didactic, games with regulations, etc. ) are by and large non used.A The repertory of these games is really hapless and covers a narrow scope of undertakings, particularly small concerted games that involve the whole group.A There are virtually no games aimed at the development of strong-minded, moral qualities of the individual and the formation of human dealingss between kids. Educational game – this is non any action with didactic stuff and is non a game response at the compulsory preparation sessions.A This is specific, full and quite content for kids ‘s ‘ activities and besides it has its motivations and its methods of action. Developing games are characterized by the fact that they contain a ready game program, proposed by the kid, the drama stuff, and rules.A The end of a game ever has two facets: 1 ) cognitive, for illustration, what should we learn a kid, what modes of action with the objects we want him to reassign, 2 ) educational, for illustration, the ways of cooperation, signifiers of communicating and relationships to other people who should educate kids. In both instances the end of the game should be formulated non as a transportation of specific cognition and accomplishments, every bit good as the development of certain mental procedures or abilities of the kid. The game program is that the game state of affairs, in which the kid is introduced, and which he perceives as his own.A This is achieved if underdeveloped games are based on the specific demands and dispositions of kids, every bit good as characteristics of their experience.A The attraction of certain things gives a significance to their activities.A In all instances, the game program is implemented in bet oning activities that are offered to a kid when the game took topographic point. Game action ever includes a acquisition job, which all kids have, indispensable to personal success in the game and their emotional connexion with other participants. Action larning undertaking requires the kid ‘s active rational and volitional attempt, but it besides gives the greatest satisfaction.A The content of the preparation undertakings can be rather varied: Make non run in front of clip or name of the topic, clip to happen the image for some clip, memorise a few points, etc. Finally, an of import characteristic of the game is the game rules.A Rules of the game are brought to mind the kids of the program, game action and acquisition undertaking. For the game to actuate kids and to impact them personally, an grownup must go a direct participant.A By their actions, emotional communicating with big kids involves them in joint activities, doing it an of import and meaningful to them.A It becomes like a centre of attractive force in the game.A It is really of import in the early phases of acquiring acquainted with the new game, particularly for younger preschoolers.A At the same clip an grownup arranges the game, and so it helps kids to get the better of troubles, to promote conformity and to observe their errors.A The combination of two different grownup functions – participant and organiser is an of import characteristic in developing the game. Due to the fact that the educational game includes active and meaningful activities for kids, which he volitionally and voluntarily activates, the new experience gained in it, it becomes his personal belongings, as it can be easy applied in other contexts ( and hence the demand to consolidate the new knowledgeA disappears ) .A In add-on, many games teach kids to move â€Å" in head † , to believe what liberates the imaginativeness of kids, develops their originative abilities and capacities. Educational game is a reasonably effectual manner of organizing such qualities as organisation, self-denial, etc. The joint nature of the game is of a great importance, in which the instructor and equal group encourages the kid to follow with the regulations, for illustration, the witting control of their actions.A As a effect of a underdeveloped game, a kid learns the regulations of the game better, uses his originative thought and gives his new thoughts and takes determinations. Gradually, there are requirements to the formation of witting behaviour and self-denial, which is the practical development of moral standards.A Game regulations are like normal behaviour in a group, conveying a new societal experience.A All in all, developing games are really helpful for kids and grownups. They help to happen originative thoughts, to understand of import things and to look at the state of affairs at a different angle. Therefore, in early childhood developing games contain a versatile environment for the formation of the most valuable qualities of the individual.A However, to do their development effectual, there should be consistence in the choice of games.

Fin 571 Week 4

Guillermo’s Furniture Store Scenario There are three alternatives available to the Guillermo’s Furniture Store. One is they can keep the current position or they can become broker or make it high-tech. Therefore, Guillermo’s furniture store can divide the project into current project, High tech project and the broker project. Guillermo’s furniture store needs to select the option which is good for them and can provide competitive advantage to the store. It has been clear that managers are responsible for the use of capital budgeting techniques to find out exclusive project. We have different types of capital budgeting techniques. These capital budgeting techniques are: 1-Simple Payback, and/or Discounted Payback 2-Net Present Value (NPV) 3-Internal Rate Of Return (IRR) The simple payback period: â€Å"We can define the simple payback period as the expected number of years required to recover the original investment by Guillermo’s Furniture Store† (Brown, et. al, (2006), i. e. if the store has invested $300 millions in its project, then how much time it will take to recover its invested amount. Payback period is the first formal method used to evaluate capital budgeting projects. Here is the payback period for Guillermo’s Furniture Store. The cumulative cash flow of Guillermo’s Furniture store at t = 0 is just the initial cost of -$300,000. At Year 1 the cumulative cash flow is the previous cumulative of $300,000 plus the Year 1 cash flow of $500: -$300,000 + $42,573=-$257,427. Similarly, the cumulative for Year 2 is the previous cumulative of -$257,427 plus the Year 2 inflow of $42,573, resulting in –$214,854. We see that by the end of Year 7 the cumulative inflows have more than recovered the initial outflow. Thus, the payback occurred during the third year. If the $40,584 of inflows comes in evenly during Year 3, then the exact payback period can be found as follows: pic] Applying the same procedure to Project High-Tech and Broker, we find Payback period for them is 1. 53 years and 5. 89 years respectively. It is known that the shorter the payback period, the better. As the projects are mutually exclusive, Project High-tech would be accepted but Project current would be rejected. If the projects were mutually exclusive, High-tech would be ranked over Broker and Current because High-Tech has the shorter payback. Mutually exclusive project means that if one project is taken on, the other must be rejected (Brigham, 2004). Discounted Payback Period: In the real world firms use a variant of the regular payback, the discounted payback period, which is similar to the regular payback period except that the expected cash flows are discounted by the project’s cost of capital (WACC). So we can say that the discounted payback period uses the time value of money in its decision. Here, the discounted payback period is defined as the number of years required to recover the investment from discounted net cash flows generated from the project. If we look at the values of discounted cash flows we can find that the discounted payback period for Current project is 9. years whereas High-Tech and Broker project 1. 4 year and 8. 1 years respectively For Projects Current, High-Tech and Broker, project High-Tech ranked higher as compared to the others (Brigham, 2004). Payback Vs Discounted Payback: We can also says, that a payback is a type of â€Å"breakeven† calculation in the sense that if cash flows come in at the expected rate unt il the payback year, then the project will break even for that year. Here the simple payback period doesn’t consider the cost of capital whereas the discounted payback does consider capital costs it shows the breakeven year after covering debt and equity costs. The biggest drawback of both the payback and discounted payback methods is that they ignore cash flows that are paid or received after the payback period of the project. For example, suppose Project High-Tech had an additional cash flow at Year 5 then the discounted and simple payback period will ignore these values. In real live project with more cash flow after the pay back period would be more valuable than Project with no cash flow, yet its payback and discounted payback make it look worse. This is the reason, the shorter the payback period, other things held constant, the greater the project’s liquidity. Apart from this, since cash flows expected in the distant future are generally riskier than near-term cash flows, the payback is often used as an indicator of a project’s riskiness because the longer the payback period the higher is the risk associated with the project (Brigham, 2004) (Fabuzzi, 2003). Overall there is only one major demerit of the discounted cash flow method that it do not consider the cash flow generated by the company after the payback period and due to this a project with high cash flow after the payback period is rejected in front of a project that pays no cash flow after the payback period. Net Present Value (NPV): NPV is known as the best technique in the capital budgeting decisions. There were flows in payback as well as discounted pay back periods because it don’t consider the cash flow after the payback and discounted pay back period. To remove this flows net present value (NPV) method, which relies on discounted cash flow (DCF) techniques is used to find the value of the project by considering the cash flow of the project till its life. To implement this approach, we proceed as follows: a. Find the present value of each cash flow, including all inflows and outflows, discounted at the project’s cost of capital. b. Sum these discounted cash flows; this sum is defined as the project’s NPV. c. If the NPV is positive, the project should be accepted, while if the NPV is negative, it should be rejected. If two projects with positive NPVs are mutually exclusive, the one with the higher NPV should be chosen. [pic] Here CFt is the expected net cash flow at Period t, k is the project’s cost of capital, and n is the life of the project. Cash outflows (initial investments like expenditures such as the cost of buying equipment or building factories) are treated as negative cash flows for the project because the investor cash position decrease with the investment. In evaluating Projects Current, High-Tech and Broker, only CF0 is negative, but for some project the cash flow remains to be uneven (Brigham, 2004). We can find out the most effective project using NPV method by following techniques. An NPV of zero signifies that the project’s cash flows are exactly sufficient to repay the invested capital and to provide the required rate of return on that capital. If a project has a positive NPV, then it is generating more cash than is needed to service the debt and to provide the required return to shareholders, and this excess cash accrues solely to the firm’s stockholders. This is the reason, if a firm takes on a project with a positive NPV, the wealth of the stockholders increases due to inflow of net cash in there investment. If we take the projects Current, High-tech and Broker shareholders’ wealth would decrease by $26,755 if the firm takes on Project Current, increase by $955,065 if it takes the project High-Tech but by only increase by $27,014 if it takes on Project Broker. So we can easily decide, as the projects are mutually exclusive the Project high-tech is ranked higher than the other two (Brigham, 2004). We can also say that there is a direct relationship between NPV and EVA (economic value added of the project. As NPV is equal to the present value of the project’s future EVAs generated each year. This is the reason if a project has a positive NPV its EVA and MVA (market value added, or the excess of the firm’s market value over its book value) will remain positive (Fabuzzi, 2003). This is commonly used capital budgeting technique by the managers in the current scenario. Internal Rate of Return (IRR) The internal rate of return is similar to the concept of calculating bond yield to maturity. Similar concepts are used in capital budgeting when the internal rate of return (IRR) method is used to evaluate any project. The IRR is defined as the discount rate that equates the present value of a project’s expected cash inflows to the present value of the project’s outflows: [pic] Here CFO is the cash out flow from the project where CFI is the cash inflow from the project. Now how we can find the most valuable project using IRR there are following technique that will help to find out which project among Project Current, High-Tech and Broker is most valuable: i) The IRR on a project is its expected rate of return. i) If the internal rate of return exceeds the cost of the capital (WACC) used to finance the project, a surplus will remain after paying for the capital, and this surplus will accrue to the firm’s stockholders. Therefore, taking on a project whose IRR exceeds its cost of capital increases shareholders’ wealth. iii) But, if the internal rate of return is less than the cost of capital, then taking on the project will impose a cost on current stockholders. If we look at the project Current, High-Tech and Broker we can find that for project Current, IRR is 6. 9% where as the cost of capital is 9. 7%, for project High-Tech IRR is 64. 7% and the cost of capital is 9. 17% and for project broker IRR is 11% and cost of capital is 9. 17%. Hence we can decide that project high-tech is more valuable for Guillermo’s Furniture Store (Brigham, 2004) (Fabuzzi, 2003) (Reilly & Brown, 2006). Works Cited Brigham, E. F. , & Houston, J. F. (2004). Fundamental of Financial Management. South Western: Thomson. Brown, & Reilly. (2006). Investement Analysis and Portfolio Management. Thomson ONE – Business School. Fabozzi, F. J. (2003). Financial management and analysis. New Jercy: John willy and sons.

A Systems Analyst essays

A Systems Analyst essays A Systems Analyst analyses, designs and implements the information gathered previously to a system, the final product which is a report of yearly sales, profits, etc. The first thing a Systems Analyst does is to interview the company which wants the report, (called the user) to find out what kind of report they want, format, etc. They must find whether the report is feasible or not, and to find out, they do an analysis of the project. To analyze the project, they must find out where are they going to get the information, how, when is the project going to be done, etc. They then design the system, which is to make a 'skeleton' of the project. They write specifications, of what is to be in the final report. They do flowcharting, specifications for the programmers of the report, and development control. Development control is where the Systems Analyst works with the programmers along a critical path. A critical path is like a due date, if the report is to be done in thirty days, the Systems Analyst makes sure the report is done in thirty days. The Systems Analyst also follows the first analysis of when the project will be finished. The critical path also calculates how many man hours it will take to finish, etc. A critical path flowchart also helps the programmers along. After the development is finished and a prototype of the report is finished, the Systems Analyst helps the programmers in testing the program for bugs. This is similar to quality control. The Systems Analyst helps to makes sure the work is done until the final report is achieved. Once the final report is finished and free of bugs, it is sent to the user. The Systems Analyst has a big job to do, he/she is responsible for the design, the development, and implementation of the report, ie: what purpose will it se rve, presentation, etc. The Systems Analyst creates and helps finish the final product, making all the specifications and charts for what is to be done. A...

What Sections Are on the ACT All 4 Test Sections, Explained

What Sections Are on the ACT All 4 Test Sections, Explained SAT / ACT Prep Online Guides and Tips If you’re not sure what sections are on the ACT, we can help! In this guide to ACT sections, we’ll give you a quick summary of all the sections of the test. Then, we’ll take a closer look at each section. Finally, we’ll discuss which ACT test sections- and scores- are most important for you. ACT Sections: Quick Overview There are four sections on the ACT, and they are always offered in the same order: English, Math, Reading, and Science. If you take the ACT with Writing, the Writing section will be last. Every section is scored out of 36 points, except for Writing, which is scored out of 12 points. The longest section in terms of number of questions is English, with 75 questions. The longest section time-wise is Math, at 60 minutes. Reading and Science both give you 40 questions to answer in 35 minutes. Here’s a chart with a quick breakdown of the questions and time for each of the sections of the ACT: Section # of Questions Time Time/Question English 75 45 mins 36 seconds Math 60 60 mins 1 min Reading 40 35 mins 52.5 seconds Science 40 35 mins 52.5 seconds Writing (optional) 1 essay 40 mins 40 mins Total (without Writing) 215 2 hr 55 min (not counting breaks) - Total (with Writing) 216 3 hr 35 min (not counting breaks) - In the following sections, we’ll take a closer look at each of the sections of the ACT, in the order they appear on the test. We’ll discuss what’s tested, what question types you’ll encounter, and the most important tips for that section. Are you ready for your close up (look at ACT sections)? ACT Section 1: English The ACT English section has five passages with accompanying four-choice multiple-choice questions. In the ACT English section, you’re the editor: you’ll be looking at a passage and making sure that the grammar and punctuation are correct and that the passage is well-organized and rhetorically sound. The ACT English section tests two broad skill areas. First, it tests your knowledge of usage and mechanics- grammar, punctuation, sentence structure, and so on. Basically, do you know the rules of the English language and can you implement them correctly? The second broad skill area is rhetorical skills- your big-picture ability to make sure that a passage of writing flows, makes sense, and effectively communicates a point. You’ll receive a subscore for both usage and mechanics and rhetorical skills when you get your ACT scores back. Question Types Between the two broad skill areas of usage/mechanics and rhetorical skills, there are six question types on the ACT English section: Usage and Mechanics Punctuation (10-15% of test, 7-12 questions): These questions test your knowledge of the rules of proper use of periods, commas, apostrophes, dashes, colons, and semicolons. Grammar and usage (15-20% of test, 12-15 questions): These questions test your knowledge of grammar rules associated with subject-verb agreement, pronoun use, modifiers, verb forms, comparatives, superlatives, and some idioms. (Refer to our complete ACT grammar guide for more specifics). Sentence structure (20-25% of test, 15-19 questions): On these questions, you’ll be tested on your understanding of the correct relationship between clauses. You’ll have to correctly link clauses to make clear, correct sentences (not fragments or run-ons)! Rhetorical Skills Strategy (15-20% of test, 12-15 questions): Strategy questions target your ability to build the clearest possible argument. You’ll be asked if the author should add or delete particular material and then need to choose the answer that justifies your decision. Consider if the material in question strengthens the passage or if it’s confusing or irrelevant. Organization (10-15% of test, 7-12 questions): Organization questions test your ability to build appropriate introduction and closing sentences for paragraphs and to choose the best transitions. Basically, are you able to create a passage with clear structural signposts throughout? Style (15-20% of test, 12-15 questions): On these questions, you’ll be tasked with choosing the best words, phrases, and images to go with the passage’s tone. You’ll also need to correct sentences for excessive wordiness and redundancy. Style: it's not just for your closet. Most Important English Section Tips To get a solid score on the English section of the ACT, follow these tips! Develop a Passage Strategy Because the questions on the English test are integrated with the passage, it’s critical that you develop a solid, consistent passage strategy. We recommend the graf-by-graf approach. In this approach, you’ll skim an entire paragraph, then go back and answer all of the questions associated with that paragraph. This gives you enough context to answer the questions while still being efficient. But figure out what works best for you! Learn Essential Grammar Rules While there is an array of grammar rules that will be tested on the ACT English section, there are a few rules that the test likes to ask you about over and over again. These include rules about forming correct sentences and using proper punctuation, especially commas. Learning the most important rules inside out will take you successfully through a sizable chunk of the test! Don’t Be Afraid to Pick â€Å"No Change† Students are often afraid to pick â€Å"no change† because it seems like it’s a trick or too easy. But don’t avoid â€Å"No Change†! Sometimes the sentence really is fine how it is. In fact, if you aren’t sure of the answer, â€Å"No Change† may be your best bet for guessing! Change? I haven't got any. ACT Section2 : Math There are six main content areas tested on ACT math: Pre-Algebra, Elementary Algebra, Intermediate Algebra, Coordinate Geometry, Plane Geometry, and Trigonometry. Here’s a breakdown of the topics you can expect to see in each content area: Pre-Algebra: (20-25% of test, 12-15 questions) Basic operations (think PEMDAS) Place value Calculating square roots and exponents Scientific notation Factors Ratios, proportions, and percents Linear equations with one variable Absolute value and number order Basic counting techniques and simply probability Data collection, representation, and interpretation; simple descriptive statistics Elementary Algebra: (15-20% of test, 9-12 questions) Properties of square roots and exponents Solving algebraic expressions through substitution Using variables to express relationships Understanding basic algebraic operations Solving quadratic equations by factoring Intermediate Algebra: (15-20% of test, 9-12 questions) The quadratic formula Rational and radical expressions Absolute value equations and inequalities Sequences and patterns Systems of equations Quadratic inequalities Modeling functions Matrices Roots of polynomials Complex numbers Coordinate Geometry: (15-20% of test, 9-12 questions) Graphing equations, including lines, polynomials, circles, and other curves Graphing inequalities Properties of lines, including slope and parallel and perpendicular lines Distance and midpoints Conics (parabolas, circles, ellipses, and hyperbolas) Plane Geometry: (20-25% of test, 12-15 questions) Properties and relations of plane figures, including angles and relations among perpendicular and parallel lines Properties of circles, triangles, rectangles, parallelograms, and trapezoids Transformations Proofs and proof techniques Simple applications of plane geometry to three dimensions, including volume Trigonometry: (5-10% of test, 3-6 questions) Right triangles Trigonometric functions: their values and properties, graphing, modeling Trigonometric identities Solving trigonometric equations Is this the right triangle or the wrong one? Question Types The questions on the ACT math section are all five-choice multiple choice questions. We covered the topics you can expect to see in the questions above. Some of these questions will be presented as word problems, and others as pretty straightforward math problems. Some will have figures, graphs, or charts. You can check out practice ACT math questions here to get a feel for the question styles. You should also be aware that the questions are loosely ordered by difficulty and content. Roughly the first 1-20 questions will be â€Å"easy,† questions 21-40 will be â€Å"medium† difficulty, and questions 41-60 will be â€Å"hard.† Of course, whether you experience a particular question as easy or difficult depends partly on your own comfort level with different concepts. But in general, more complex questions that take more time to solve come later in the test. Questions are also loosely arranged by subject matter. The first half of the test (questions 1-30) will have more algebra and pre-algebra questions, and the second half of the test will have more geometry and trigonometry. Most Important ACT Math Section Tips Here are 3 ACT Math section tips! Learn Critical Formulas The ACT doesn’t give you any formulas for the math section, so you’ll need to memorize any you’ll need to use. We have a guide to the most important ACT formulas here, as well as advice on the best way to practice and use formulas for ACT success. Bring an Allowed Calculator While you technically don’t have to have a calculator to solve any of the questions on the math ACT section, having one will make your problem solving much more efficient! But only some calculators are allowed on test day, so be sure to use one that’s permitted! It’s best if you’re familiar with that calculator, too, so try to practice with the calculator you are going to use on test day. Work on Time Management With 60 questions to solve in 60 minutes, one of the most challenging things on the ACT math section is time management. There are a number of strategies you can use to help improve your time management skills on this section, but here are some general principles: All questions are worth the same amount of points, so focus on faster and simpler questions first to maximize points. Don’t sink too much time into any one question. If you aren’t going for a super-high score, it may be better to focus more energy on fewer questions. You’ll feel less of a time crunch that way. Crunch is a good thing for your chips and a bad thing for your time. ACT Section 3: Reading ACT Reading presents you with passages and then asks you multiple choice questions that test your reading comprehension skills. Can you correctly understand and interpret passages on a variety of subjects? Can you interpret the meaning both of small details and major theme in a passage? Can you analyze author’s purpose and tone? These are kinds of skills that ACT Reading assesses. The actual test will present you with four subsections. Three subsections will have longer passages, while one subsection will have two paired passages. The subsections will come from four different subject areas and they always appear in the same order: Prose fiction/literary narrative: The kind of fiction passages you’re probably encountering all the time in English class. Also includes passages from literary memoirs. Social science: Nonfiction passages on soft sciences areas, like psychology, sociology, and education. Humanities: This is a broad topic area that includes both personal nonfiction pieces like essays and memoirs and also nonfiction pieces on the arts, literature, and philosophy. Natural science: Nonfiction passages about hard sciences topics like biology, chemistry, physics, and medicine. Any of the four topic areas could contain the paired passages, although it seems like literary fiction and humanities are the most frequent areas where you’ll see the paired passages. Quite a pair. Question Types There are five main types of multiple-choice questions that you’ll see on ACT reading. Big Picture Questions (about 10% of test; approximately 4 questions) Big picture questions ask you a question about the passage overall: the passage’s main theme or the author or narrator’s overall perspective. In general, you’ll be asked one big-picture question about each passage/passage set. Detail Questions (about38% of test; approximately 15 questions) Detail questions (also sometimes called â€Å"little picture† questions) ask you for straightforward information about a small detail in the passage. These questions are typically the easiest on this ACT test section, because they are literal questions and you can find the answer directly in the passage! Detail questions typically make up the largest proportion of the ACT Reading section. Vocab in Context (about10% of test, approximately 4 questions) These questions ask about the meaning of a word in the context of a passage. Typically, you’ll need to pick a synonym for a given word that still makes sense within the context of the sentence. Development and Function (about 22% of test, approximately 9 questions) Development and function questions test your rhetorical analysis skills. They’ll ask about the function of a particular phrase or paragraph within the passage, how the argument in the passage is developed and advanced, or how the passage is structured. Inference (about20% of test, approximately 8 questions) Inference questions ask you to make a logical conclusion about something based on the information available in the passage. Don’t be fooled into thinking these questions are subjective- the correct answer will always be supported by evidence directly in the passage! Investigate the passage. Find the evidence. Solve the potato murder! Most Important Reading Section Tips These tips will help you sail to success on the Reading section of the ACT. Passage Evidence Students often get tripped up on this section by questions that seem subjective at first glance. But remember this: all questions have one right answer, and that answer will always be supported by evidence from the passage. Don’t be tripped up by answers that seem like they could be right because they aren’t directly contradicted by the passage- only pick an answer if you are confident that the actual content of the passage supports it. Develop Passage Strategy Developing an effective approach to the passages on ACT reading helps you manage time and more easily find the correct answers to questions. Some people like to skim the passage first and others prefer to glance over the questions first. Both of these strategies can work fine. However, we don’t recommend closely and thoroughly reading the passage on your first pass. You won’t need every detail of the passage to answer the questions, so reading too closely is a waste of precious time. Hone your strategy. Rule ACT Reading. ACT Section 4: Science What’s tested: In spite of what you may think, the Science ACT test section tests your scientific interpretation skills more than your pre-existing scientific factual knowledge. It involves more reading- of passages, charts, and graphs- than anything else! Using the information in the passages, you’ll need to apply the scientific method, evaluate theories or hypotheses, and interpret data. There are seven â€Å"passages† on this ACT section. I put â€Å"passages† in quotes because not all of them will just be straightforward written material. You can expect to see three passages summarizing research and experiments (which may or may not include graphs and figures), three passages primarily made up of graphs and figures, and one paired passage set describing conflicting viewpoints on an issue. You can expect about 5-7 questions about each passage. Question Types There are eight question types split among the three passage types on the ACT science section. They are all four-choice multiple choice questions. Research Summary Passages There are three question types you can expect to see on research summary passages, related to designing and interpreting experiments. Experimental Design and Description: These questions ask you about how and why the researcher designed the experiment the way that they did. (For example: â€Å"In experiment 2, which solution was the titrant and which solution was the sample solution?). Many of these questions are simple reading comprehension questions that just require you to find the relevant information in the passage. Some of these questions ask you to choose the figure that best describes the experimental results. Hypothetical Experiment: These questions ask you to predict what would happen if one of the described experiments was changed somehow. Interpreting Experiments: These questions ask you if a certain scientific claim is supported by the results of the described experiments, and why. There will be two â€Å"no† answers and two â€Å"yes† answers, with different justifications. So you need to choose both if the conclusion is supported or not supported and why correctly. Data Representation Passages There are another three question types you’ll encounter on data representation passages, related to reading, interpreting, and working with data. Factual Questions: These data representation questions just ask you to identify factual information presented in the graph/chart/table/etc. They essentially test your ability to read different types of data representations. Identifying Trends: On these questions, you’ll need to read the graph or chart more holistically to identify if there’s a trend or relationship between two factors. Does the graph or chart show one thing increasing while another decreases? Do they both increase or decrease together? Extrapolations: These questions ask you to make a prediction based on what is shown in the graph or chart. Conflicting Viewpoints Passages Finally, there are two question types you’ll see on conflicting viewpoints passages. These are essentially reading comprehension questions based on descriptions of different perspectives on scientific issues. Understanding Viewpoints: These questions check your comprehension of one of the author’s points of view. No synthesis of the two viewpoints is required. Comparing Viewpoints: These Science section questions will ask you to identify similarities and differences between the two viewpoints. I wish all this science could be this delicious. Most ImportantTips Here are two tips to help you make the most out of the Science section! Hone in on the Information You Need Science passages often give you way more information than you’ll actually need to answer the questions. So instead of trying to absorb every factoid from the passage, it’s better to hone in on the information you actually need to answer each question. You can develop your own strategy for doing this, but you might try quickly skimming the passage for the main ideas first and then looking back more closely for the information you need to answer each question. Save the Paired Passage for Last Answering the questions for the paired passages will almost always take the longest, because you’ll likely need to read the passages more closely to be able to accurately compare them. Because all questions are worth the same amount of points, it make sense to leave the section that will take the longest for last. So skip the paired section when you come to it and circle back around at the end of the section so you don’t waste time you could spend on faster questions. If only the paired passages were as beautiful and soothing as this pair of swans. Optional ACT Section: Writing ACT Writing tests your ability to write a clear, well-argued essay that analyzes an issue in relation to different viewpoints- all in a limited 40-minute time period! You’ll then be evaluated along four domains and given a score from 1-6 by two graders, leading to a score out of 12. If all that sounds like a tall order, well, it is a lot to take in. We’ll break down what you need to do in this overview. The Topic and Prompt On the ACT Writing section, you’ll first be presented with the topic. This will consist of two parts. First, you’ll get a paragraph introducing an issue of some global or universal importance. It will most likely be something that’s primarily philosophical in nature and it will be something that can be argued from multiple angles. For example, the sample topic below is about the implications of â€Å"intelligent machines† for human society. After the initial introductory paragraph, you’ll be presented with three positions on the topic. The positions will be a little bit more nuanced that just â€Å"this thing is good† or â€Å"this thing is bad,† but they are only a couple of sentences each. Then comes the actual prompt, which is always the same and describes the task you need to complete with the topic information. So what’s the actual task? You will need to write an essay that clearly states your perspective on the issue, analyzes the relationship between your perspective and at least one other perspective, and supports your own position with well-developed, logical support. You can choose to completely agree with one perspective, partially agree, or make your own different perspective. Here is a sample topic (Intelligent Machines) and prompt from the ACT’s website. Intelligent Machines Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Perspective One Perspective Two Perspective Three What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. Write a unified, coherent essay about the increasing presence of intelligent machines. In your essay, be sure to clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective develop and support your ideas with reasoning and examples organize your ideas clearly and logically communicate your ideas effectively in standard written English Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. HowWill Your Essay Be Assessed? There are four domains in which ACT graders will be assessing your essay: Ideas and analysis: This domain refers to how well you discussed perspectives on the essay topic, including your own. A clear thesis is critical for this domain. Development and support: How well did you develop your thesis? How well-argued was your position? This domain assesses how you presented evidence in support of your perspective. Organization: This domain scores the organizational structure of your paper. Do your paragraphs come in a logical order? Do each of your paragraphs make a clear, well supported point with a topic and concluding sentence? Language use: Scores for this domain reflect your deployment of standard written English. Two different graders will give you a score from 1-6 in each domain, for a score out of 12 in each domain. These 4 domain scores will then be averaged for your total essay score out of 12. For a complete breakdown of scoring on this ACT test section, check out our guide to the ACT essay rubric. Not how your scores are assessed. Most Important Tips for ACT Writing Here are two tips for ACT Writing success. Become Familiar with the Rubric If you want to do well on the ACT Writing section, it stands to reason that you should have a good idea of what the graders will be looking for. So you should become familiar with the rubric for the Writing section. Seeing what makes for a solid score of 5-6 in each domain will help you deliver it! Choose One of the Three Perspectives While you can create your own perspective to argue in your thesis, it’s more efficient to simply choose one of the perspectives offered with the prompt to argue in support of. (You could also blend two perspectives). This will save you time in coming up with a new, unique argument, and make it simpler to analyze the relationship between your perspective and the other perspectives. When choosing between the three perspectives, pick the one you think you can support the best. Tip #3: Sharpen those pencils! Which ACT Sections Are Most Important? You may be wondering if your scores on some ACT test sections are more important than others. While this depends somewhat on you, in general, what’s generally going to be most important is your composite score. This is what colleges are typically most interested in. However, some research suggests that the English and Math ACT sections have the most predictive power for your performance in college. So some colleges may place comparatively more weight on English and Math than on Reading and Science. You’ll note that your Writing section score is not included in your composite score. You will probably not be surprised to learn, then, that the writing section score is the least important part of your ACT score. This doesn’t mean you should totally bomb it; if schools are requesting it you should still put in your best effort. But you probably don’t need to retake the entire test to raise up your 8/12 if you’re happy with your composite score. With that said, even though composite score is the most critical thing, having a higher score in your area of interest is definitely not a bad thing. So if your composite score is a 31 but you got a 34 on math and you’re applying to engineering, that 34 will matter to admissions officers. Similarly, it may set off red flags if your score in your area of interest is considerably lower than your other scores. (It’s one thing if it’s a 27 and all your other scores are 28s, it’s another if it’s a 27 and all your other scores are 33s). Sadly, ACT, Inc. won't send you a certificate of "Epic Win" if you get a good score. Key Takeaways: ACT Sections There are four required ACT test sections and one optional one. The sections of the ACT appear in the same order, as laid out below: ACT English tests your command of written English grammar and rhetoric. You’ll have 45 minutes to answer 75 4-choice multiple choice questions. ACT Math tests your math skills in pre-algebra, elementary algebra, intermediate algebra, coordinate geometry, plane geometry, and trigonometry. You’ll have 60 minutes to answer 60 5-choice multiple choice questions. ACT Reading tests your reading comprehension skills. You’ll have 35 minutes to answer 40 4-choice multiple choice questions. ACT Science tests your ability to read and interpret scientific information and your knowledge of the scientific method. You’ll have 35 minutes to answer 40 4-choice multiple choice questions. ACT Writingtests your ability to analyze an issue and argue in support of a position. You’ll have 40 minutes to complete an essay. This section is optional. What's Next? Looking for more information on the ACT? We can help you prepare for the test, figure out what ACT score you need, andwhat to expect on test day! If you want test practice, see our massive compilation of online practice testsand a compendium of all of our ACT guides and explainers. Trying to decide if you need to take the SAT and the ACT? We can help. We can also help you decide if you need to take the ACT with Writing. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

5 Questions to Answer in Your University Book Review

5 Questions to Answer in Your University Book Review 5 Questions to Answer in Your University Book Review At first thought, it seems that there is no difference between a book review, book report and book summary. The only true fact is that all these types of writing deal with a book. However, among the three a book review has a special purpose to describe, analyse and evaluate books citing evidence and examples from the book in question. Many students are not sure that they’re on the right way while working on a university book review. As a result, they can get very low scores for it. Want to be highly assessed? Bring 5 questions into focus to answer them in your book review. 1.   Who is the Author of the Book? In a book review, you have to give credit to the author. The author’s name and background should be part of an introduction. You can also state the perspective from which the author wrote the book and evaluate if he or she was biased in favour of writing the book or not. Besides, focus on the question why the author wrote on this subject rather than on some other subject. 2.   What is the Thesis of the Book? A good book review has two theses the author’s thesis and your thesis based on how you understand the book. Concerning the authors thesis, you should explain whether he or she expresses it adequately in the book and by what means. Cite examples from the book to support your claims. Another thesis brings new insight into the book content and should help readers understand it from different perspectives. You can provide both   evaluations positive and negative. 3.   Was the Intended Message Delivered Effectively? Every book intends to carry a particular message to the audience. A clear message is meant to emerge from writing. It is your task as a student to determine what message the author intended to communicate and whether he/she effectively got across this message. Feel free to criticize anything that you feel the author didn’t capture perfectly. After all, that’s the essence of a book review be critical. To critically analyze and evaluate a book in your review! 4.   What are the Strengths and Weaknesses of the Book? A book review is not yet complete if you don’t highlight various strengths and weaknesses belonging to the book under consideration. It is recommended that you have a paragraph with each point. Cite evidence from the book by explaining them, otherwise, your book review won’t be reliable as required. For each weakness, you should provide a possible solution that can help improve the book. 5.   Is there an Alternative Way of Arguing the Same Idea? It is within the bounds of possibility that people can be on opposite ends. When it comes to a book review, don’t forget to demonstrate the other ways of presenting the same idea. Irrespective of whether the author argued his/her ideas effectively you should evaluate whether there are possible alternatives to it. State them and explain how each of them would have brought a whole new dimension into the book. There are a few basic questions that you have to answer when writing a university book review. We have highlighted them that you should pay attention to so that you’ll be able to write a really good book review. Another way to complete a review without being confused is to apply our custom writing service for buying book reviews online. Our academic writers are ready to help you out immediately you ask for assistance.

Health and disease in human populations Essay Example | Topics and Well Written Essays - 500 words

Health and disease in human populations - Essay Example This essay outlines the hazards of agriculture on health with regard to diseases, illnesses, and work hazards; and will outline the benefits of farm production by taking a look at food security, physical and mental health, and social environments. According to Schenker (661-664), farming involves contact to a variety of respiratory toxins exposing farmers to various respiratory conditions. This includes contact to organic dusts through grain handling and enclosed animal feeding ways. For example, farmers that keep a large number animals can spend long hours in confined facilities exposing them to organic dust. Grain dirt is also inorganic dust and grains like sorghum appear to be the most associated with respiratory symptoms. Farmers risk exposed to bacterial, microbial, fungal organisms and toxic gases. Inorganic dirt is mainly soil component and has a high level of silica. This risk is associated mainly with farmers in arid regions. Chemical poisoning is another risk attached to farming practices. When not properly used can lead to death through poisoning. Price of medical attention, reduced productivity can be high. In emergent countries, wellbeing risks related to farming chemical products are having high chances of occur rence. Farmers in developing countries lack the knowledge on proper use of farm chemicals and regulatory systems of chemicals. Chemicals used in agriculture cause metal poisoning to natural sources of water. This can create immense health risks for populations that live in those areas. Agriculture practices provide reproduction places for disease and promote parasite longevity; cause loss of essential marauder species that control parasites increasing man-vector contact (Agricultural Development and Vector-Borne Diseases, 16). This includes parasites like mosquitoes. Irrigation schemes, crops grown, chemical inputs can all lead to the promotion of breeding of vectors that cause disease. Facilities

The Immaculate Conception with Saints Francis of Assisi and Anthony of Essay

The Immaculate Conception with Saints Francis of Assisi and Anthony of Padua - Essay Example The paper "The Immaculate Conception with Saints Francis of Assisi and Anthony of Padua" seeks to delve into the mastery of this piece, and its excellent execution. Cardinal Girolamo Verospi commissioned the painting by Giovanni Bennedetto Castiglione, â€Å"The Immaculate Conception with saints Francis of Assisi and Anthony Padua†, in 1649, for a new church in Osimo at the Capuchin monastery in Italy. Castiglione hailed from Genoa, and is understood to have studied under Sinibaldo Scorza. He was a passionate student of paintings by Paul Rubens and Anthony van Dyck, whose paintings were readily available in Genoa. Rembrandt also heavily influenced him. Castiglione was one of the earliest masters of monotype, while also being one of the earliest practitioners of Chiaroscuro woodcut art. He became known for combining emotion and high drama in his works with elements of Flemish naturalism and Venetian colorism. His earliest works include Noah’s ark, The Nativity of Christ, which is regarded as his best work, St. James defeats the Moorssfor and Mary Magdalene and Catherine among others. In 1649, he was commissioned to paint The Immaculate Conception with Saint Francis and Anthony of Padua. At this point, Castiglione was at the peak of his powers, having mastered the art of being a draftsman and also pioneering oil sketch development. The essential features of this painting include the Virgin Mary, based on â€Å"The Woman of the Apocalypse† in the book of Revelations. She is depicted standing.

Organization Justice , Ethics, and Corporate Social Responsibility Essay

Organization Justice , Ethics, and Corporate Social Responsibility - Essay Example There are many steps that are taken to manage ethics in the company. Firstly, the code of ethics is designed and practiced efficiently. The code of ethics is the first most important aspect which has to be covered by any company. It is a document which sets up and monitors the ethical practices of the organization. This code of ethics are reviewed by a committee on a regular basis and checked. Secondly it is essential to ensure that the employees understand the code of ethics and thus the company trains and educates its employees for ethical behavior and gives them the potential to understand the meaning of the code of ethics (Suhonen, 2011). Thirdly, the company provides their employee with the facility of reporting complains and ethical issues wherever they occur. In order to ensure that a company is managing ethics and operating ethically, these three important steps must be taken. These steps would help in establishing organizational ethics which are understandable by every employee and the employees have the surety that all their complaints will be heard and resolved. With such policies and ethical practices, all companies can successfully enact ethically and solve all ethical challenges that come their

International business finance Essay Example | Topics and Well Written Essays - 2000 words

International business finance - Essay Example On the other hand, too high or too frequently declared cash dividends may deplete internally generated capital, compelling the company to resort to more costly external financing according to the pecking order theory. Miller and Modiligliani (1961) proposed that the value of a firm was not dependent upon its dividend policy (Azzopardi, 2004). Rather than imply that the prospects of a regular cash income are not an important motivation of shareholders to invest in a firm, it is more likely, rather that there are different preferences and investment horizons for different potential investors. Generally a type of firm or industry would tend to attract investors of a similar profile with similar investment expectation, although not to the extent that deviation from one, ideal, type of dividend policy would dissuade potential shareholders from investing. Shareholder wealth is enhanced in two ways: by capital gain through the rise in the price of the stock, and through income distribution in the form of cash dividends. The dividend discount model implies that stock valuation should rise with rising cash dividends. On the other hand, pecking order theory proposes that retention of earnings in the company allows the firm to explore new opportunities for expansion without sourcing additional capital from external, costly sources. Finally, there is the signalling theory that opines that cash dividend declarations conveys the information to investors concerning the company’s long-term sustained earnings potential (Azzopardi, 2004; Kapoor, 2006). Determinants of dividend policy formulation Despite the apparent straightforward relation between dividend policy and stock price that determines shareholder wealth, empirically the relationship between them is not clear cut. There exist conflicting factors that qualify the manner dividend policy impacts upon the firm’s value and, therefore, shareholder wealth (Malla, 2009). The market therefore tends to associate va rious factors with dividend payout, which in turn influence the manner policy makers approach the issues surrounding dividend policy formulation. It is commonly assumed that the best dividend policy is one that increases shareholder wealth by the greatest amount, since it is presumed that the objective of policy setting is to increase the wealth of its shareholders (Adefila, 1995). However, correlation studies of stock prices and dividend policy revealed a relatively loose correlation between shareholder wealth and dividend policy, leading to the conclusion that various internal and external factors affect the formulation of dividend policy, some of which may not impact positively on shareholder wealth in the short term. The studies recommend a holistic approach to the formulation of dividend policy, since shareholder wealth is not the only consideration, nor even the overriding purpose, of setting the dividend pay-out. The findings of Adefila, made two decades ago and in relation t o an emerging market, are consistent even with findings of recent studies conducted in developed markets such as the United States. Gill, Biger & Tibrewala (2010) determined that in the US setting, the particular firm’s industry is also determinative of the typical (if not optimal) dividend payout policy adopted by it. It was found that the dividend payout ratio is dependent upon the

Peter singer and john arthur Essay Example | Topics and Well Written Essays - 2250 words

Peter singer and john arthur - Essay Example This may result in getting muddy and the clothes wet, but the fact that it has saved a life is justification enough.. Singer uses the argument that mass starvation and deaths due to hunger and suffering is preventable only if the affluent governments and the well off citizens donated more. Currently, rich governments and rich citizens are not under any moral obligation to help starving people and this is not ethically justified. Singer says that our morality needs to change along with our lifestyle and only then can we become more ethical people. People tend to look after their family and dear ones since they are bound by blood ties an they help someone nearby since the victims are within reach. According to Singer, one must be rid of this fallacy and be ready to help other, irrespective of the distances. Singer (1972) believes that the affluent and people should contribute to help the poor and the starving. According to Singer, the rich and affluent do not respond to famine situations in countries such as Bangladesh where over nine million people were starving because of a failing government, cyclone and failing harvests. According to the author, people do not donate liberally to such causes nor do they take any extra efforts to increase the awareness in their government to take any action. As per the argument that Singer uses, countries continue to fritter away their money on useless expenses such as the Concorde project that would cost 440 million GBP. Even individuals do not care to donate any sizeable amount to help the starving for whom the donation is a difference between life and death. Singer points out that every day, hundreds of people die of starvation in the world and people and governments of affluent nations do not care to help the people and stop people from being kil led. He relates this apathy to a type of murder and that people have come to take human life for granted. Singer

Current Trends in Hypnosis Therapy Essay Example | Topics and Well Written Essays - 2250 words

Current Trends in Hypnosis Therapy - Essay Example Current theories of hypnotherapy attempts to find out the neurological connections and alterations associated with it, and once the neurocognitive significance of such diseases would be elucidated, hypnotherapy, as expected, would perhaps get the status of treatment from its current status of adjunct to treatment. Current research calls for more extensive studies to develop specific criteria for development of management guidelines. Introduction: It is difficult to define very precisely what hypnosis is, and on the face of very many different definitions, it can be defined as a temporary condition of altered perception in the subject which may be induced by another person and in which a variety of phenomena may appear spontaneously or in response to verbal or other stimuli. These include alterations in the consciousness of the subject and in his memory, may involve increased susceptibility to suggestion, and these may lead to production in the subject of responses or ideas that are familiar to him in the usual state of mind. Hypnosis is all about the manipulation of the unconscious mind. The unconscious mind of any individual not only holds information that is outside his consciousness, but it also manages sensations and body functions. Thus, not only does information from the mind affect the body, but there is now scientific evidence that any mental processes, mental states, and mental behaviors affect all the cells and all the organs in the body all the time. Hypnosis, in one form or another, has been used in different parts of the world to treat various medical and psychological disorders since ancient times. As yet no universal definition or explanation of hypnosis has been postulated. Many theories, loosely classified under state and nonstate theories, have been advanced to explain hypnosis, but none of the theories has satisfactorily explained all the phenomena associated with. State theorists conceptualize hypnosis as a trance or altered state of consciousness, influenced by subjective traits and the states of the hypnotized person. According to Alladin in 2006, the nonstate theorists purport a social, psychological explanation and maintain that there is nothing unique about hypnosis; they argue that most hypnotic phenomena can occur without a hypnotic induction (Alladin, A., 2006). These theorists focus on the social or relational aspects of the hypnotic interaction, and they emphasize the role of a variety of interactional forces, such as expectations and situational demands, in the production of hypnotic phenomena. These different formulations of hypnosis have broadened our understanding of the subject. Academics and experimentalists have generally endorsed nonstate, interpersonal, or multifactorial views of hypnosis, whereas clinicians have tended to adopt state, intrapersonal, or single views of hypnosis. There is another theory; the neodissociation theory of hypnosis is a new approach that has been accepted by the clinicians. Proponents of both camps, however, agree that hypnotic suggestions can produce altered states,

Peter singer and john arthur Essay Example | Topics and Well Written Essays - 2250 words

Peter singer and john arthur - Essay Example This may result in getting muddy and the clothes wet, but the fact that it has saved a life is justification enough.. Singer uses the argument that mass starvation and deaths due to hunger and suffering is preventable only if the affluent governments and the well off citizens donated more. Currently, rich governments and rich citizens are not under any moral obligation to help starving people and this is not ethically justified. Singer says that our morality needs to change along with our lifestyle and only then can we become more ethical people. People tend to look after their family and dear ones since they are bound by blood ties an they help someone nearby since the victims are within reach. According to Singer, one must be rid of this fallacy and be ready to help other, irrespective of the distances. Singer (1972) believes that the affluent and people should contribute to help the poor and the starving. According to Singer, the rich and affluent do not respond to famine situations in countries such as Bangladesh where over nine million people were starving because of a failing government, cyclone and failing harvests. According to the author, people do not donate liberally to such causes nor do they take any extra efforts to increase the awareness in their government to take any action. As per the argument that Singer uses, countries continue to fritter away their money on useless expenses such as the Concorde project that would cost 440 million GBP. Even individuals do not care to donate any sizeable amount to help the starving for whom the donation is a difference between life and death. Singer points out that every day, hundreds of people die of starvation in the world and people and governments of affluent nations do not care to help the people and stop people from being kil led. He relates this apathy to a type of murder and that people have come to take human life for granted. Singer

Misconceptions in Science Essay Example | Topics and Well Written Essays - 1000 words

Misconceptions in Science - Essay Example Most cardboard boxes would start out floating, but the porous nature of the cardboard would allow the water to swamp the voids, changing the density of the overall structure. The cardboard would become waterlogged and sink. A marble would sink because the density of the marble relative to the amount of displaced water would be too great. The surface area of the marble and the surface tension of the water would not create a ratio conducive to buoyancy. An orange is able to float because the orange rind is a low-density material. The makeup of an orange rind provides buoyancy for the orange. It is interesting to note that if an orange is pealed from the rind and placed in a bucket of water, it will not flood because the removal of the orange rind has altered the overall density of the object. One common misconception children have about objects sinking or floating is inked to the weight of the object. Many children think that heavy things sink and light things float. We know that this is not true. The density of the object relative to the density of the water is the determining factor in whether something sinks or floats. A misunderstanding of force also causes this misconception. Students reason that something heavy pushed down on the water harder than something light. If it floats, the water is pushing up hard enough to support it, but if it sinks the water is not strong enough to support it. Students need to understand the water doesn’t push up against the object. The determining factor is the relationship between water density and object density. Another misconception many students have is that small items will float more easily than large items. This is closely related to the idea of weight being a determining factor and shows a misunderstanding of density as well. Many young elementary children do not understand the differences between density and weight. For example,

Do People Deserve The Death Penalty Philosophy Essay

Do People Deserve The Death Penalty Philosophy Essay What is capital punishment, and what do people do to deserve such a misfortunate fate? Capital punishment is the death penalty and is performed on criminals who have committed heinous acts of murder, rape, or a combination of the two crimes. When the words death penalty are used, it makes activists from opposite ends of the spectrum yell and scream, trying to make their voices and thoughts heard. Some people would say that using the death penalty deters criminals from performing crimes while others disagree and would say innocent people are killed needlessly with the death penalty. Regardless of the great debate, the death penalty should remain legal and be used sparingly on criminals who can be convicted and proven guilty without a reasonably doubt. The death penalty has always been a very touchy subject because of the moral obligations humanity has to the treatment of others and the obligation to the victims in acts of animosity. The death penalty was legal up until 1972, when the Supreme Court declared the punishment unconstitutional in Furman vs. Georgia (Liptak, 2007). In this particular case, Furman was burglarizing a home when the family members discovered him. In an attempt to flee, Furman tripped, and the gun he was carrying went off and killed a member of the house. He was convicted of murder and sentenced to death (Oyez Project, n.d.). However, the Supreme Court ruled that in cases similar to this one, like Jackson v. Georgia and Branch v. Texas, that the death penalty was a violation of the Eight and Fourteen Amendments which state that cruel and unusual punishment are unconstitutional. Four years later, the Supreme Court reversed the decision with Gregg vs. Georgia. Gregg was charged with armed robbery and murder whe n he robbed two men and gunned them down. Gregg was later found guilty and sentenced to death (FindLaw, n.d). The key difference between Furman vs. Georgia and Gregg vs. Georgia was that Furman fell and accidently killed while Gregg killed two men without mercy so that he could rob them. Because of Greggs actions, the Supreme Court overturned their previous decision, and the death penalty was reinstated. Despite the reinstatement of the death penalty, thirteen states in America do not have the death penalty. These states are Alaska, District of Colombia, Hawaii, Iowa, Maine, Massachusetts, Michigan, Minnesota, North Dakota, Rhode Island, Vermont, West Virginia, and Wisconsin. Without the death penalty institutionalized in these states, they have a higher crime rate than the states that do have the death penalty ( Death Penalty Information Center, 1992). According to H. Naci Mocan, an economist at Louisiana State University, there is a deterrent effect on criminals who live in states that have the death penalty. Mr. Mocan, along with several other economists, conducted studies over the past decade and compared the numbers of executions in different areas with homicide rates over time. The conclusion these economists found in roughly a dozen studies is that for each inmate put to death three to eighteen murders are prevented (Liptak, 2007). In addition to preventing murders and crimes, states that have legalized the death penatly do tend to have a lower crime rate than states that do not have the death penatly. Nothing will completely deter someone from comitting a crime, however, according to Johanna M. Shepherd, a law professor at Emory, People do respond to incentives (Liptak, 2007). The evidence of such a powerful statement has been proven through numerous of studies conducted over the past decade. Although the death penalty provides incentives for people not to commit crimes, there are a few that are not capable mentally to understand their wrongs. It has always been a major concern of humanity activists that one day a mentally ill criminal may be sentenced to death. The existence of mentally ill criminals who do not comprehend the reason or the reality of their crimes is one major reason why the death penalty should be used sparingly if it is to remain legal throughout the states. It is all right for a jury to convict a criminal who is sane when there is no reasonable doubt. However, to convict a mentally ill person violates the U.S. constitution with the court case ruling of Ford vs. Wainwright. This ruling left the determination of insanity up to each individual state (Amnesty International USA, 1961). With a mentally ill criminal, there is no justice or satisfaction with the death penalty. Using the death penalty on someone incapable of understanding the extremity of his o r her crimes is like sentencing an innocent man to die. Instead of killing someone who could have no more understanding of the law than a five year old, the judge and jury should have the right to give the person life without parole rather than the death penalty. Although the death penalty was not used in The Leo Frank Case, the principle of convicting an innocent man to die remains the same. The Leo Frank Case began in Atlanta were a thirteen-year-old girl was found raped and strangled in a local pencil factory owned by a Jewish man named Leo Frank. Leo Frank was arrested and participated in a rigged trial were witnesses lied continually on the stand and convinced the jury, judge, and bystanders that Leo Frank was guilty without a reasonable doubt. Leo Frank was sentenced to death and hung in the hometown of Mary Phagan. Four years later, the real murderer of Mary Phagan was convicted and sentenced to death. According to old police files that never came into evidence in Leo Franks court case, a worker of Franks by the name of Jim Conley was proven to be the murderer when he confessed on his deathbed (Dinnerstein, 1966). Leo Frank had been an innocent man convicted to die because of poor judgment. Although the case happened many years ago, th e same poor judgment in our court systems continues today. That is why the death penalty should only be used when there is no reasonable doubt that the criminal is guilty of committing the crime. Life without parole is a much better alternative for an innocent man rather than killing him for a crime he did not commit. Because with the sentence of life without parole, the man could file for appeals and prove his innocence rather than his life being taken away to false witnesses or corrupted judges who have a second agenda. Although the death penalty has saved many innocent lives and given many people peace, the process should always be used as a last resort. The death penalty should be used sparingly because the process deters some, not all, criminals from committing crimes. According to the U.S. constitution, mentally ill criminals cannot be put to death. In addition, innocent people die by the death penalty and are never given a chance to prove their innocence. The death penalty will always be a touchy subject no matter how many years pass. However, although the death penalty saves lives and protects the interests of the citizens of America, the death penalty should be used sparingly and wisely because life without parole is always a better alternative than death.

The Collapse of Communism in Eastern Europe :: essays papers

The Collapse of Communism in Eastern Europe Communism is like Prohibition - it's a good idea but it won't work" (Will Rogers, 1927) (1) This essay will give a brief introduction to communism. It will then discuss the various factors which combined to bring about the collapse of Communism in Eastern Europe. It will examine each of these factors and evaluate the effect of each. Finally it will attempt to assertain whether Rogers' opinion (see above quotation) on Communism is true, that is, whether communism was truly doomed to fail from the start, or whether its collapse was a result of external influences. Communism is based on the ideas and teachings of Karl Marx as modified by Lenin. At its most basic, the ideal of communism is a system in which everyone is seen as equal and wealth is distributed equally among the people. There is no private ownership. The state owns and controls all enterprises and property. The state is run by one leading elite. The Soviet model of communism was based on these ideals. All opposition parties were banned although parties who were sympathetic to communism and who shared the communist ideals were allowed. All power was concentrated into the hands of the Communist party. Free press and civil liberties were suppressed. Censorship and propaganda were widely used. There was state ownership of the economy. No private enterprise was allowed. There was a collectivisation of agriculture. The Communist Party invaded and controlled every aspect of political, social, cultural and economic life. It was a totalitarian state with complete Communist control over all facets of life. In the early years, and up until Gorbachev's "new regime", the use of force and terror as a means of maintaining control was widespread. The first factor which contributed to the failure and eventual collapse of communism was the fact that the Communist party's domination was illegitimate from the beginning. Lenin came to power after a bloody Civil War between those who supported Lenin and those who opposed the Soviet regime. To Lenin, defeat was unthinkable and he was prepared to make any and every sacrifice to win the war and save "the revolution". The forcible requisitioning of food and supplies was approved by Lenin. This could only be achieved by enforcing strict and absolute discipline at every level of society. Terror was to become the chief instrument of power and Lenin was to assume the role of dictator. This was a phenomenon which was to become a symbol of communist regimes throughout their lifetime. This trend was followed when Stalin came to power as leader of the The Collapse of Communism in Eastern Europe :: essays papers The Collapse of Communism in Eastern Europe Communism is like Prohibition - it's a good idea but it won't work" (Will Rogers, 1927) (1) This essay will give a brief introduction to communism. It will then discuss the various factors which combined to bring about the collapse of Communism in Eastern Europe. It will examine each of these factors and evaluate the effect of each. Finally it will attempt to assertain whether Rogers' opinion (see above quotation) on Communism is true, that is, whether communism was truly doomed to fail from the start, or whether its collapse was a result of external influences. Communism is based on the ideas and teachings of Karl Marx as modified by Lenin. At its most basic, the ideal of communism is a system in which everyone is seen as equal and wealth is distributed equally among the people. There is no private ownership. The state owns and controls all enterprises and property. The state is run by one leading elite. The Soviet model of communism was based on these ideals. All opposition parties were banned although parties who were sympathetic to communism and who shared the communist ideals were allowed. All power was concentrated into the hands of the Communist party. Free press and civil liberties were suppressed. Censorship and propaganda were widely used. There was state ownership of the economy. No private enterprise was allowed. There was a collectivisation of agriculture. The Communist Party invaded and controlled every aspect of political, social, cultural and economic life. It was a totalitarian state with complete Communist control over all facets of life. In the early years, and up until Gorbachev's "new regime", the use of force and terror as a means of maintaining control was widespread. The first factor which contributed to the failure and eventual collapse of communism was the fact that the Communist party's domination was illegitimate from the beginning. Lenin came to power after a bloody Civil War between those who supported Lenin and those who opposed the Soviet regime. To Lenin, defeat was unthinkable and he was prepared to make any and every sacrifice to win the war and save "the revolution". The forcible requisitioning of food and supplies was approved by Lenin. This could only be achieved by enforcing strict and absolute discipline at every level of society. Terror was to become the chief instrument of power and Lenin was to assume the role of dictator. This was a phenomenon which was to become a symbol of communist regimes throughout their lifetime. This trend was followed when Stalin came to power as leader of the

Safety and Effectiveness of the Atkins Diet :: Health Nutrition Diet Exercise Essays

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Whenever someone is deciding on what diet to go on, they consider whether it will keep the weight off in the end and what the pros and cons are compared to other diets. Atkins has been a growing trend in weight lost ever since Dr. Atkins came out with his best selling book Dr. Atkins’ New Diet Revolution. Through the examination of three different studies, researchers were able to determine whether the Atkins diet will keep weight off compared to calorie and fat reduced diets, as well as how this diet works. Although, further longitudinal research must be done in order to see the true repercussions of going on a low-carbohydrate diet, researchers can conclude that in the end, eating a low fat diet and exercising are the only true answers to losing weight.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Atkins diet is for people who are over the low fat diet and exercising. The Atkins diet means restricting a person’s caloric intake to 5-10% from carbohydrates in their daily diet. Which is a vast reduction of carbohydrates compared to other diets that usually allow up to 40-45% of calories from foods like fruits and vegetables? The Atkins diet is no longer just a fad, it has really caught on worldwide, almost 20 million people now follow Dr. Atkins’ diet. The Atkins diet also claims to be a three in one diet, it not only allows people to lose weight, it also claims to keep the weight off without the feeling of hunger, and lastly it claims to help prevent disease. Through further review of previous studies, researchers are trying to explore whether or not this is possible, as well as how the Atkins diet really works.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Atkins diet claims that the way it works is by increasing the amount of energy being used causing people to lose weight. This diet also claims to increase the amount of energy being used by 2-3% more everyday. Further review of the studies on Atkins; found that this increased amount of energy being used only makes a small difference in the total amount of weight lost. Researchers claim that after reviewing all the studies that it might actually be the fact that the Atkins diet restricts so much of what you can eat that makes a person lose all that weight. The strict restrictions to what a person can and cannot eat are what researchers claim causes the