Units and Generate Economic Resources System †Assignmenthelp.com

Question: Discuss about the Units and Generate Economic Resources System. Answer: Introduction Impairment of the assets refers to any deduction in value of assets owned by the company. These assets are referred as the cash generating units and they generate economic resources in future for the definite time period. This accounting report aims to carry out the analysis that will examine implication of impairment of assets in the Myer Holdings Limited. IAS 36 deals with the impairment of assets and provides detailed provisions on how the impairment of assets is done. According to this standard the carrying or writing value of the assets must be greater than its recoverable amount (Collings, 2015). This report will guide through the need, process and data required by the Myer Holding Limited to carry out the impairment testing for their respective CGUs. Evidence that provides need to carry out the impairment testing of CGUs or Assets in context to Myer Holdings In order to find out which CGUs or Assets are needed to make the impairment, there is needed to make division of assets into tangible and intangible assets. Below are the some points that provide the information on whether it is required to carry out impairment or not with respect to Myer Holding Limited. Assets recognition and change in value: After making the analysis of the financial statements of the Myer Group it can be said that the flow of assets has been relatively same and there was no proof that there has been any decline in the value of assets over the past years. As there is no major change in the value of assets it can be said that there is no indication of impairment of assets (Hussey, 2010). Carrying value of the assets: Carrying value of assets means the value that the asset carries in the balance sheet. In order to make reference to impairment testing it is necessary to check any change in value at the end of year as compared with the previous year. It has been found that there is no such change in the value of assets in the past years (Myer Holdings Limited 2016 Annual Report, 2016). Assets turnover ratio: Assets turnover ratio means value of total assets to the total revenue of the company. This ratio shows any change in total assets in relation to the revenue. It has been evaluated that there was similar asset turnover ratio during the past few years that indicates that there is no requirement to carry out the impairment testing (Myer Holdings Limited 2016 Annual Report, 2016). In order to determine the impairment of assets the Myer Holding has used the discounted cash flow model. As indicated in the annual report of the company in year 2016, the value of goodwill is being taken as $27.1 million and life of the goodwill has been as taken as indefinite. The goodwill is being the most important of the business, it cannot be dividend on individual basis to each Cash Generating Units of the group, and so whole amount of the goodwill is being distributed to the business as whole. In order to carry out the impairment of goodwill there is need to find out the recoverable amount that such asset will provide in future years(Myer Holdings Limited 2016 Annual Report, 2016). For this purpose value in use of the goodwill is compared with the recoverable amount of goodwill and any difference is termed as impairment amount which has to be deducted to measure the actual carrying value of goodwill for that year. For the rest of assets impairment is carried through same meth od but the life of assets has been taken on the basis of their productivity. In order to calculate the discounted cash flow from the assets, management has used projections over the five years on the basis of the financial budgets and growth rate. To find the cash flow projections company has used major assumptions like sales growth and gross profit margin. Sensitivity analysis has been performed at the given level of cash flows over the carrying value of assets and this analysis indicates that there are no changes in the key assumptions taken by the management. Overall analysis of the impairment shows that carrying amount of the assets is not more than their recoverable amount. All the details procedure and policies are being disclosed by the company in their annual report (Myer Holdings Limited 2016 Annual Report, 2016). Some other non current assets are reviewed for the purpose of impairment testing on the basis of change in value noticed and it has been found that there is carrying value of these assets. It has been analyzed that there is no impact on the cash flow from main CGUs of the company due to any change in other non current assets. Information needed to carry out the impairment process The Myer Holdings Ltd has incorporated the use of AASB 136 and IAS 36 for reporting the impairment of its nonfinancial assets. The Group for asset impairment testing needs to possess information about carrying value and recoverable amount of assets. The recoverable amount of an asset is the amount higher of its fair value less costs to sell and the value in use. The asset or a particular CGU of the group is impaired if the carrying amount of the asset is greater than its recoverable amount. The Group at each reporting date needs to measure the carrying value and recoverable amount of assets for identifying their impairment. The information about the indicators determining the asset impairment needs to be gathered by the Group through both external and internal sources (Impairment accounting the basics of IAS 36 Impairment of Assets, 2011). The external sources include market interest rates, changes in technological, social and legal environment of the entity and its market capitaliz ation. On the other hand, internal sources include internal structure of the entity or physical condition of the assets. However, goodwill is subjected for impairment testing, whether there shows an indication of its impairment or not on an annual basis. The CGU of the asset to be impaired is determined for comparing the carrying value and recoverable amount for that particular CGU. The goodwill is allocated to a group of CGUs if it cannot be assigned to an individual CGU (Myer Holdings Limited 2016 Annual Report, 2016). The loss arising from the asset impairment is recognized as an expense in profit or loss for assets carried at cost. The impairment loss in the case of revalue asset is primarily recorded against its previous revaluation gains. The Group also needs to determine the projected value of future cash-flows that is estimated to be realized from an individual asset or a CGU through the use of VIU approach. The estimated value of future cash flows from an asset develops the basis of its impairment testing. The information required by Myer for asset impairment can be summarized by the help of following diagram: Impairment of assets is the ongoing procedure and company has to perform it every year. There is change in value of assets year by year and company has to perform the impairment testing in each year to determine the recoverable amount of the assets. As company uses the set format to determine the assets that are needed to be impaired and if any assets has been found needs to impair than its recoverable is being measured through proper channel fixed by the management. So it can be said that every set of procedures needed to impair the assets are well written and sincerely followed by the people in management (Impairment accounting the basics of IAS 36 Impairment of Assets, 2011). Assumptions needed to carry out the impairment process are taken on the basis that is mentioned in IAS 36 Impairment of Assets. As all the process is effectively followed by the management in determining any change in carrying value of assets, it makes very flexible to the management. Conclusion The above analysis reflects that impairment of assets is not the major issue for the management as all the process goes very smoothly as mentioned in IAS 36. It is advised to the management to follow ongoing procedure to carry out the impairment of assets. References Collings, S. 2015. Interpretation and Application of UK GAAP: For Accounting Periods Commencing On or After 1 January 2015. John Wiley Sons. Hussey, R. 2010. Fundamentals of International Financial Accounting and Reporting. World Scientific Publishing Company. Impairment accounting the basics of IAS 36 Impairment of Assets. 2011. [Online]. Available at: https://www.ey.com/Publication/vwLUAssets/Impairment_accounting_the_basics_of_IAS_36_Impairment_of_Assets/$FILE/Impairment_accounting_IAS_36.pdf [Accessed on: 26 August, 2017]. Myer Holdings Limited 2016 Annual Report. 2016. [Online]. Available at: https://investor.myer.com.au/FormBuilder/_Resource/_module/dGngnzELxUikQxL5gb1cgA/file/Myer_Annual_Report_2016.pdf [Accessed on: 26 August, 2017].

King Arthur And Camelot Essays - Holy Grail, Mythological Kings

King Arthur and Camelot King Arthur and Camelot The Arthurian Legends are a cycle of stories that has been shaped and passed down through over fourteen hundred years of English history. The legend of King Arthur tells of the adventures of an early king of Britain and the knights and ladies who made up his royal court at Camelot. It tells of a world filled with warriors armed with lance, sword, and armor. It speaks of jousts, tournaments, wizards, falconry, enchantresses, damsels in distress, wars, quests, and the code of chivalry. It is a legend that talks of a great king who came to throne from what seemed to be nowhere and of a noble idea that ends in tragedy. I suppose, the version we know best is the one that was composed in the 15th century. This is the great English version of the story, compiled out of earlier versions by the creative genius of a rather mysterious and cryptic figure, the knight, Sir Thomas Malory. The main characters in romance literature are larger than life. Romance literature is concerned with the feats of kings, queens, and knights---not with common, ordinary people. They follow a code of chivalry. A main character in romance literature is braver, nobler, and more honorable than an ordinary human. Oftentimes, the medieval period in general, and King Arthur in particular, have an air of mystery, romance, fantasy, and adventure that are popular themes in all times and cultures. We see King Arthur's magical powers when Sir Bedivere throws Excalibur into the lake, causing lightning to strike in the splendor of the moon. Main characters in romance literature are god-like characters that have no fear, retain their youthful qualities as they age, and never become a victim of sickness. Sometimes a main character in a romance is motivated by love. Morte d' Arthur is a mysterious, magical and perhaps realistic view of the medieval period. If the name of King Arthur is mentioned, I suppose what comes to mind is not so much one person as a whole array of characters and themes, a montage so to speak. Of course we do think first of the King, the magnificent monarch of a glorified or idealized medieval realm. But we think also of his Queen, of the fair and wayward Geneviere, we think of his enchanter, Merlin, who presided over his birth, who set him on the throne, who established him there in the early and traveled days of his reign. There were the Knights of the Round Table, vowed to the highest ideals of chivalry, and the greatest of them, Sir Lancelot, who, of course, has a tragic love affair with the Queen. We think of the place where these people assembled, Camelot, Arthur's magnificent, personal castle and capital and then, there are stranger things; the story of the quest for the Holy Grail, giving a spiritual dimension to the whole story. There is magic, not only the magic of Merlin but also the magic of his strange, ambiguous student, the women, and the enchantress, Morgan LaFay. And at the end is the tragedy of Arthur's downfall, his passing away at the isle of Avalon, which has been shrouded in secrecy. In Arthurian literature, Mordred turns the Knights against each other, which destroys the Round Table and brings King Arthur's entire world crashing down. One cannot help but wonder about the part that fate played in the society where the legends of King Arthur were created. Case in point, had Lancelot not decided to come to Camelot to join in the Round Table, and Mordred had never been told that Arthur was his father, Camelot may have never been destroyed. A law was made a distant moon ago here, July and August cannot be too hot. And there's a legal limit to the snow here in Camelot ... In that legendary story, a few key events transformed Camelot from a utopian kingdom into a wasteland. King Arthur is nothing but a nave idealist. His dream, or should I say fantasy of Camelot is nothing but an illusion. Arthur's leadership is based on emotional seduction not on power. "I have loste mygh forty knyghtes and also the noblefelyshyp of sir Launcelot and hys blood, for now I may nevermore holde hem togydirs with my worshyp." It is power and fear that make a kingdom great not dreamy words of idealism. Arthur is a sinner just like Geneviere by having a son that he never loved and neglecting his queen-wife-adulteress Geneviere. And he knows of her affair, it is the gossip of all

Free Essays on American Culture

1) How much can you learn about â€Å"melting pot† ? Why has the USA been called â€Å"melting pot† ? - â€Å"Melting pot† is a place for mixing races, religions, languages, customs, etc. On the another word, â€Å"melting pot† is a place where people from many different countries all over the world come to live in. - The United Sates has often been called â€Å"melting pot† because its citizens are immigrants who came to the USA from many different countries all over the world and become one people with a common culture and a common loyaty. The immigrants come to the USA and bring with them their languages, religions, traditions, customs from their homeland so it is said that the USA is the nation of immigrants. Every immigrant can find his place in the USA because of its varieties of climate, geography, people, culture, languages, religions, personalities and lifestyles. The USA has a greater diversity of racial, ethnic, cultural and religions group than any other nations in the world. 2) What are traditional American values ? How do these values affect the Americans characters ? * What are traditional American values ? There are six basic traditional American values which is grouped in three pairs : 1. Individual freedom and Self - reliance. 2. Equality of opportunity and Competition. 3. Material wealth and Work hard. There is a mutual relation in each pair of values : - For their individual freedom, Americans have to be self-reliant, and on the contrary, because they are self-reliant, they have their individual freedom. - For equality of opportunity, Americans have to accept competition, and on the contrary, because they are ready to accept competition, they have equality of opportunity. - For their material wealth, Americans have to work hard, and because of their working hard, they have their material wealth . * How do those values affect the Americans characters ? - Americans believe that all people maybe not equal i... Free Essays on American Culture Free Essays on American Culture 1) How much can you learn about â€Å"melting pot† ? Why has the USA been called â€Å"melting pot† ? - â€Å"Melting pot† is a place for mixing races, religions, languages, customs, etc. On the another word, â€Å"melting pot† is a place where people from many different countries all over the world come to live in. - The United Sates has often been called â€Å"melting pot† because its citizens are immigrants who came to the USA from many different countries all over the world and become one people with a common culture and a common loyaty. The immigrants come to the USA and bring with them their languages, religions, traditions, customs from their homeland so it is said that the USA is the nation of immigrants. Every immigrant can find his place in the USA because of its varieties of climate, geography, people, culture, languages, religions, personalities and lifestyles. The USA has a greater diversity of racial, ethnic, cultural and religions group than any other nations in the world. 2) What are traditional American values ? How do these values affect the Americans characters ? * What are traditional American values ? There are six basic traditional American values which is grouped in three pairs : 1. Individual freedom and Self - reliance. 2. Equality of opportunity and Competition. 3. Material wealth and Work hard. There is a mutual relation in each pair of values : - For their individual freedom, Americans have to be self-reliant, and on the contrary, because they are self-reliant, they have their individual freedom. - For equality of opportunity, Americans have to accept competition, and on the contrary, because they are ready to accept competition, they have equality of opportunity. - For their material wealth, Americans have to work hard, and because of their working hard, they have their material wealth . * How do those values affect the Americans characters ? - Americans believe that all people maybe not equal i... Free Essays on American Culture â€Å"American Culture† . All the choices we make reveal something about our personality, surrounding and our upbringing influences these choices. The way we speak, dress, the food we eat, the music we listen to tells allot about us and how we came to be. Everywhere we look in America we can see different cultural signs. It’s really amazing how we can tell the difference between an American person, and a non American just by looking at them; and between people from different parts of our own country. I think the most significant cultural sign in modern day America is that this year in the state of California, there were hundreds of political candidates running for the governor of California. It illustrates what kind of country we are and that we like diversity and choice and how in the end decisions will be based on introspection. It shows that we are capable of levity even in the midst of a serious campaign. It speaks to the cultural intelligence that is America. I believe that now in the 21st Century the media is responsible for influencing much of our culture. We are saturated with television advertisement. During television commercial brakes we are bombarded with brand new products that are coming out. One of the reason they do that is because they want people to come and spend money in their stores. The three essays illustrated a common perception of American life. The common theme among them is how we as American’slive to work, and we are always trying to invent something else and come out with something new. Bill Bryson, in his what’s cooking essay wrote Walter Scott saw that all the restaurants were closing down at 8 p.m., he decide to load a wagon with sandwiches and park it outside the offices of the Providence Journal, since he had no competition his business was doing well. Soon after this lunch wagons began appearing all over....

What Should I Go to College For

What Should I Go to College For SAT / ACT Prep Online Guides and Tips Applying to colleges is a rough enough process on its own. If you're interested in a lot of different subjects that don't necessarily mesh nicely together into one major, then figuring out what you should go to school for can seem like an impassable obstacle on the road to figuring out where to apply to. In this article, I'll take you through the same steps I, a student with multiple disparate interests, took back when I was looking at colleges to figure out what I should go to college for. I'll also go through how, as a well-rounded student, you can narrow down what kinds of schools you should apply to. The Dilemma of the Curious and Well-Rounded Student In his article on how to get into Harvard and the Ivy League, PrepScholar co-founder Allen Cheng talks about developing a "spike" to make you attractive to highly selective national universities. The idea of developing a spike makes sense for students who are both dedicated to being the best at one thing in particular and who are interested in applying to the Ivy League and similarly selective universities. If attending somewhere like Stanford or Columbia is your goal, you want to have one area that you really stand out in, rather than being well-rounded. For students who have grown up being told that being a well-rounded student is important, the fact that you probably won't get into a top national university by being good at everything can feel like the deepest betrayal. Now, I didn't know any of this information about not being well-rounded or having a "spike" when I was applying to schools. But even if I had known about this strategy, I doubt I would have opted for it, because it just didn't match who I was as a student. Rather than that picture of one ball with a spike rising out of it, I was more like a morningstar- lots of spikes going off into all different directions for all my different interests. A morningstar, or my different interests? Impossible to tell apart! If you're a well-rounded student not just because that's what you've been told you should strive for, but because you're genuinely interested in (and good at) multiple different subject areas, then figuring out where to apply for college can be tricky. It's hard to choose a school that's strong in the areas you're interested in if the most you can limit it down to is "probably not history?" I know all of this because I was once a high school student who had so many interests that choosing a school that fit those interests (and figuring out what major to select on applications) seemed unlikely, if not impossible. Despite this, I was eventually able to narrow down my list to the eight schools I ended up applying to and ultimately ended up choosing a school at which I thrived. In the next section, I'll go into more detail about my academic background and interests as a high school student and how that pulled me in different directions when it came to choosing where to apply to. The different directions of my interests, but with Ludwigsburg tourist attractions instead of academic subjects. My Academic Background and High School Interests For high school, I attended a good public school in the New York suburbs. Most of the students from my school, then and now, go on to attend 4-year colleges immediately after high school. Because I went to a high school where most students went to college and because my parents had both gone to college and expected their children to as well, I was encouraged to start thinking about where I'd want to attend college during eleventh grade. Growing up where I did also meant I was familiar with at least the names of a lot of Northeastern U.S. colleges (if only because I'd driven by them), but I did not really have a sense of what schools were strong in which areas. As a high school junior, I would likely have described myself as being extremely interested in the following college majors: creative writing, Chinese, music, neuroscience (or psychology), math, or something else I hadn't studied yet but might discover a passion for in college. For me, a perennially curious student, the question was less "what should I go to college for" than "what should I choose what colleges I apply to based on." Figuring out the answer to the question "what should I go to school for?" was particularly difficult for me since none of my interests seemed to mesh together well, at least not on a surface level. Being unsure of what you should go to college for is not an uncommon dilemma for well-rounded students. Based on my own experience, I think this is particularly true at public schools where if you qualify for an advanced class, even if it's not a subject you're particularly interested in, you take it because otherwise you'll be bored in the non-advanced version of that class. Case in point for me: going into junior year, I wasn't super into U.S. History (to put it mildly), but since we had to take it in 11th grade either way, I knew that it would be better if I took AP U.S. History than regular U.S. History. The far-off look of a man consumed by U.S. history. FDR Memorial by David/Flickr. Over the course of my junior year, I thought more about what I was specifically drawn to within each of the subjects I was interested in. This deeper analysis, which I'll go into next, is ultimately what ended up helping me narrow down what schools I applied to needed to be strong in (and what intended major I should put on my applications). How to Choose a College Major (While Still in High School) During the summer between junior and senior year, in between avoiding thinking about colleges and trying to get my summer homework done, I took some time to think about how much I'd explored each of the subjects I was interested in so far and how much it should affect my college search. Below, I've written out roughly what my thought process was for each subject. As you read through, you'll start to notice that even though I am interested in all five of the subjects, the degree to which I'm interested in each area (and want to make sure I can study each subject in college) varies quite a bit. Creative Writing How much have I already explored this? I have been writing creatively almost as long as I have been able to read, in one form or another. I spent the majority of five summers at a creative and performing arts camp working on and writing for camp publications (literary magazine, newspaper, yearbook, playwriting festival, etc); the last two summers (including the summer before senior year), I was a counselor-in-training and helped other campers with their writing. How do I want to pursue this in college? I would like to be able to take creative writing classes in college. I don't necessarily plan to major in it, but it would be good if there was a minor (or a concentration within the English major) Chinese How much have I already explored this? I started taking Chinese (Mandarin) in 7th grade, have continued through now (and plan to next year). I went to China sophomore year for two weeks with my Chinese class (which was an amazing experience). How do I want to pursue this in college? I definitely want to continue taking Chinese in college, which means any college I apply to has to have more than just introductory Chinese classes (since I'll likely place out of those). Ideally, I'll be able to major in Chinese and study abroad in China for at least some of my time in college, if I so choose. Music How much have I already explored this? Since elementary school, I have taken lessons in and performed in ensembles for voice, violin, and viola, both in and out of school. I also began composing and exploring some aspects of computer music in late middle school and have continued to do that through now (the summer before senior year). How do I want to pursue this in college? I want to learn more music theory, particularly for medieval and non-Western systems of music. I probably will play in ensembles of some kind, maybe will pick up a new instrument, so it would be good if I could do that I don't want music to be the only thing I study (so I don't want to apply to a conservatory), but the idea of attending a school that also has a conservatory where I can take classes (even if I don't major in it) is very attractive. Well hello there yourself, Oberlin Conservatory of Music. Wallyford/Flickr. Neuroscience/Psychology How much have I already explored this? I have been doing an independent research project for the past couple of years which has ultimately ended up focusing on the different ways brains of high school musicians and non-musicians interpret sound. I enjoyed the process of reading all the research on music and the brain and neural processing in general; I've also quite enjoyed the research aspect so far. How do I want to pursue this in college? Any college I apply to definitely needs to have a neuroscience major or minor (preferably major). I would like the opportunity to do original research as an undergraduate (rather than just running someone else's studies), but it's not a deal-breaker. Math How much have I already explored this? Since 7th grade, I've been in a two-years-advanced math class and have relished most of it; I will likely run out of math classes to take senior year because I already took BC Calc junior year. I became interested in chaos theory and fractals after reading Jurassic Park by Michael Crichton in elementary school. I also read Chaos by James Gleick as part of figuring out what I'd study for my independent science research project (even though I didn't ultimately end up going with it). How do I want to pursue this in college? I want to be able to take math and find what advanced mathematical areas appeal to me. I definitely don't want to go to any kind of engineering or math-centric school, just want the option to take more math. If it wasn't for how legible the handwriting is, this is definitely something I could have written about math when I was in high school. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What Should I Go to College For? The Verdict After sitting down and going through my main interests, I no longer felt quite so hopelessly well-rounded. It was clear that while I was interested in studying lots of different kinds of things in college (probably a good sign for someone who wants to go to college), there were certain requirements that mattered more than others in figuring out what I should go to college for (and, as a consequence, what schools I should apply to). Here are the distilled criteria I ended up using in my college search: #1: The school must have creative writing classes (at least a creative writing minor or concentration). #2: The school must have advanced Chinese (Mandarin) language classes. #3: The school must have music theory classes and some way for non-music majors to take music classes and participate in ensembles. #4: The school must have a neuroscience major or minor. These four criteria were specific enough to help me figure out if schools were not a good fit for me, yet not so numerous that there were no schools that would match all four. I ultimately ended up applying to eight schools: Yale, Brown, Swarthmore, Wellesley, Vassar, Oberlin, NYU, and Brandeis. And what about when it came time to choose a college major on applications? If a school allowed you to select multiple possible majors, I did that (usually selecting English/creative writing, neuroscience, Chinese, and music, in that order). If a school only allowed you to select one potential major, I went with "undecided." Even though we have warned against choosing "undecided" as your major in other articles on the PrepScholar blog, being interested in many things is one case where choosing "undecided" makes sense, particularly if your many interests are demonstrated throughout the rest of your application. As long as it's clear that "Undecided" means "too many interests" and not "no interests," it's fine to choose it, even when applying to highly selective schools. Since I mostly ended up applying to smaller liberal arts schools, the question of which program within the school to apply to didn't come up much, but when it did, I went broad. For Oberlin, I applied to the College of Arts and Sciences, not the Conservatory of Music (after ascertaining through talking to the college that I could still do music things even if I wasn't at the conservatory). For NYU, I applied to the College of Arts and Sciences as my primary choice and the Gallatin School of Individual Studies as my secondary choice- I knew that those were the two programs at NYU that would allow me to take the greatest variety of classes. So how did this all turn out for me? I ended up attending Wellesley College (a small liberal arts school), where I managed to pursue all of the interests I'd had in mind (along with many more). Specifically, I... Got 80% of the way to an English minor (including two creative writing classes) Took five semesters of Chinese and studied abroad in Shanghai Majored in music and got to play in various ensembles, learn the viola da gamba, and write lots of music Majored in psychology and got to do two different research projects Took two Math classes: one in multivariable calculus (meh) and number theory (so much fun!!) The Number Theory class I took fanned the flames of my enthusiasm for math (see image). How Can You Figure Out What to Go to College For? At this point, you've read through my journey from a well-rounded high school student with no idea how to narrow down her interests to a college applicant with clear criteria. How can my experiences help you, a well-rounded high school student with no idea of where to apply to, narrow down your areas of interest into criteria for schools? One thing you may have noticed I mentioned a couple of times was that I was primarily looking at (private) liberal arts colleges. Good liberal arts schools like Wellesley are strong in many different fields. They may not be as renowned for research in said field as Harvard or MIT, but they will expose you to a variety of different subjects through core requirements at a high level. Liberal arts schools, in fact, are the well-rounded students of colleges (if that makes sense). A definite drawback to liberal arts schools is their size- most liberal arts colleges fall along the small-to-medium end of college size. If you're looking for a larger school, then liberal arts colleges might not be for you. Similarly, most liberal arts colleges are private, so if you want to attend a public school, then this might not be a good option for you (although keep in mind that many top-tier liberal arts schools offer no-loan or low-loan financial aid). If for whatever reason a liberal arts school doesn't sound like the right fit for you for college, don't worry- there are other options out there for well-rounded students. Larger universities may have a wider variance in quality between different majors, but they also have way more majors than most liberal arts schools. The best national universities are not just strong in one area, but also have multiple well-regarded departments. For instance, when I was applying to Yale, the East Asian Languages, English, and Music departments were all well-regarded in comparison to similar programs at other similar schools. Make it your business to find out how a university stacks up in the areas you're interested in, not just overall reputation. And if they don't have a good program in the areas you're interested in, think hard before applying. Finally, well-rounded students who want to attend large universities or schools with more than one undergraduate college should consider applying to schools that allow cross-registration between undergraduate colleges. That way, you'll have options even if you end up in a specialized program. As an example of this, a friend of mine went to UMich for undergrad, intending to be a computer engineer. While he was there, however, he was able to cross-register in the music school and take music classes as well. He ultimately ended up switching over to become a music major and pursuing a career in that field. As a well-rounded student with diverse interests, if you're looking at schools with many different undergraduate programs and don't like the idea of being bound to a narrow academic path, make sure you only look at schools that allow cross-registration across different programs. In Conclusion Being a well-rounded student applying to colleges can be stressful, not only because it makes it harder for you to get into highly selective national universities but because it's hard to answer for yourself, "what should I go to college for?" My journey from a well-rounded high school student, interested in lots of different things, to a well-rounded college student, still interested in lots of different things, involved thinking deeply about what about my potential college majors interested me. I ultimately ended up attending a liberal arts college because that seemed like the best fit for someone with such omnivorous interests. If you're more interested in applying to large universities, make sure you research before applying to find out what schools are strong in your areas of interest. You should also keep an eye out for schools that let you cross-register between specialized undergraduate programs. There may still be some weeping along the way as you figure out what schools to apply to and what major(s) you want to look at schools for, but at least the tears won't be from frustration at not knowing where to start when it comes to narrowing down your options. What's Next? Want to learn more about the process of choosing a college major? We look at it both from the perspective of students choosing what major to put on their college applications and how to choose a college major more generally. Knowing what you want to study is only one piece of the deciding-where-to-apply puzzle. Learn more about how to make a college list in this article. How many schools should you plan on applying to? We help you figure out the right number of colleges for you to apply to in this guide. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

M7a2 - research methods Essay Example | Topics and Well Written Essays - 500 words

M7a2 - research methods - Essay Example This includes all researchers associated with University Institutional Review Board Handbook in conformity with the set of laws developed by the University Institutional Review Board Handbook. By not getting well-versed consent from the board, Ann will not be following the guidelines developed by the board. Even though she believes she is not interfering with participants, it is important to inform the board so that they conduct their investigations (Institutional Review Board Handbook, 2011). According to the code of federal regulations, participants are humans whom the researcher carrying out research obtains information, through involvement or contact with the person. Therefore, these individuals are known as participants. So, the other main purpose of University Institutional Review Board Handbook is to make sure that the risks to participants are reduced (Institutional Review Board Handbook, 2011). This is illustrates indispensable condition for guarantee. The perseverance of when the study participant is at possibility of being at risk is substance of using an ordinary sense and good professional opinion as it relates to the state of affairs of the research achievement (Corey, Corey & Callanan, 2007). The board will cautiously weigh the comparative risks and remuneration of the investigation measures as they communicate to the study participants. Therefore, researchers are not justified in not obtaining informed consent from the board (Corey, Corey & Callanan, 2007). Ann’s description described above does not meet the Universitys informed consent criteria. This is because she fails to follow the direct procedure developed by the university board. Ann should inform the board about the participants. She should ensure that the participants in the study are fully aware of the risks and that individuals may withdraw from the study at any time without any form of penalty. Ann should also be

History of International Terrorism Assignment Example | Topics and Well Written Essays - 500 words

History of International Terrorism - Assignment Example s throughout the world and how different religious-extremist or nationalist groups that are still active contribute to the history of international terrorism.  Ã‚  Ã‚  Ã‚   People often tend to think that terrorism did not exist before the 9/11 incident, that is not true. The roots of terrorism are deep-seated through the annuls of history. The word itself has been given many different meanings. In an online article, â€Å"The history of terrorism is as old as humans willingness to use violence to affect politics† (Zalman, n.d.). Based on what she says, we may trace the history of terrorism to the earliest of times when the common people used force to revolt against the tyranny of their monarch. As a term, terrorism isn’t quite simple to be limited by a definition. For some, it means to stand up for what you believe in and fight for it, to others it’s a crime. For some, it’s a strategy to break the hold of the tyrant, for others it may be tyranny in itself. For some, it’s their duty to God, to others it’s simply fanaticism by the name of God. Clearly, terrorism does not have an apparent definition. Although ter rorism may not be new, its interpretations and definitions throughout history have changed. What was considered an act of terrorism in the past may not fit the modern definition of terrorism. Zalman mentions how terrorism is more of a modern trend and how the mass media facilitates its purpose to invoke fear among the masses and how it is part of the international system itself (Zalman, n.d.). Let’s now look at a few important time periods in the history of international terrorism and the events that occurred before 9/11, it is important to note that it was not always centered around Muslims unlike modern terrorism. The phenomenon of terrorism has existed throughout history. Firstly, 1793: It is said that the foundations for modern terrorism were laid during this time, Zalman mentions, â€Å"The word terrorism comes from the Reign of Terror instigated by

Arithmetic Mean and Five-step P-value Approach Essay Example for Free

Arithmetic Mean and Five-step P-value Approach Essay A manufacturer of chocolate candies uses machines to package candies as they move along a filling line. Although the packages are labeled as 8 ounces, the company wants the packages to contain a mean of 8. 17 ounces so that virtually none of the packages contain less than 8 ounces. A sample of 50 packages is selected periodically, and the packaging process is stopped if there is evidence that the mean amount packaged is different from 8. 17 ounces. Suppose that in a particular of 50 packages, the mean amount dispensed is 8. 159 ounces, with a sample standard deviation of 0. 051 A. Is there evidence that the population mean amount is different from 8. 17 ounces? (Use a 0. 05 level of significance. ) B. Determine the p-value and interpret its meaning. 9. 27 In New York State, savings banks are permitted to sell a form of life insurance called savings bank life insurance (SLBI). The approval process consists of underwriting, which includes a review of the application, a medical information bureau check, possible requests for additional medical information and medical exams, and a policy complication stage in which the policy pages are generated and sent to the bank for delivery. The ability to deliver approved policies to customers in a timely manner is critical to the profitability of this service. During a period of one month, a random sample of 27 approved policies is selected, and the total processing time, in days, is recorded (and stored in insurance): 73 19 16 28 31 56 45 17 22 18 91 92 50 51 69 A. In the past, the mean processing time was 45 days. At the 0. 05 level of significance, is there evidence that the mean processing time had changed from 45 days? B. What assumption about the population distribution is needed in order to conduct the t test in (a)? C. Construct a boxplot or a normal probability plot to evaluate the assumption made in (b). D. Do you think that the assumption needed in order to conduct the t test in (a) is valid? Explain. 93. 1 One operation of a steel mill is to cut pieces of steel into parts that are used in the same frame for front seats in an automobile. The steel is cut with a diamond saw and requires the resulting parts must be cut within ? ± 0. 005 inch of the length specified by the automobile company. The file Steel contains a sample of 100 steel parts. The measurement reported is the difference, in inches, between the actual length of the teel part, as measured by a laser measurement device, and the specified length of the steel part. For example, a value of -0. 002 represents a steel part that is 0. 002 inch shorter than the specified length. A. At the 0. 05 level of significance, is there evidence that the mean difference is not equal to 0. 0 inches? B. Construct a 95% confidence interval estimate of the population mean, Interpret this interval. C. Compare the conclusions reached in (a) and (b). D. Because n= 100, do you have to be concerned about the normally assumption needed for the t test and t interval? 9. 45 In recent year, the Federal Communications Commission reported that the mean wait for repairs for ATT customers was 25. 3 hours. In an effort to improve this service, suppose that a new repair service process was developed. This new process, used for a sample of 100 repairs, resulted in a sample mean of 22. 3 hours and a sample standard deviation of 8. 3 hours. A. Is there evidence that the population mean amount is less than 25. 3 hours? (Use a 0. 05 level of significance. ) B. Determine the p- value and interpret its meaning. 9. 47 You are the manager ot a restaurant that delivers pizza to college dormitory rooms. You have Just changed your delivery process in an effort to reduce the mean time between the order and completion of delivery from the current 25 minutes. A sample mean of 22. 4 minutes and a sample standard deviation of 6 minutes. A. Using the six- step critical value approach, at the 0. 05 level of significance, is there evidence that the population mean delivery time value of 25 minutes? B. At the 0. 05 level of significance, use the five-step p-value approach? C. Interpret the meaning of the p- value in (b). D. Compare your conclusions in (a) and (b). 9. 53 The U. S. Department of Education reports that 46% of full-time college students are employed while attending college (data extracted from The Condition of Education 2009, National Center for Education Statistics, nces. ed. gov). A recent survey of 60 full-time students at Miami University found that 29 were employed. A. Use the five- step p-value approach to hypothesis testing and a 0. 05 level of significance to determine whether the proportion of full-time students at Miami University is different that the national norm of 0. 6. B. Assume that the study found that 36 of the 60 full-time students were employed and repeat (a). Are the conclusions the same? 9. 55 One of the issues facing organizations is increasing diversity throughout the organization. One of the ways to evaluate an organizations success at increasing diversity is to compare the percentage of employees in the organization in a particular position with a specific background to the percentage in a position with that specific background in the general workforce. Recently, a large academic medical center determined that 9 of 17 employees in a particular position were female, whereas 55% of the employees for this position in the general workforce were female. At the 0. 05 level of significance, is there evidence that the proportion of females in this position at this medical center is different from what would be expected in the general workforce? 9. 57 One of the biggest issues facing e-retailers is the ability to reduce the proportion of customers who cancel their transaction after they have selected their products. It has been estimated that about half of prospective customers cancel their transactions after they have selected their products (data extracted from B. Tedeschi, E- Commerce, a Cure for Abandoned Shopping Carts: A Web Checkout System That Eliminates the Need for Multiple Screens, The New York Times, February 14, 2005, p. C3). Suppose that a company changed its Web site so that customers could use a single page checkout process rather than multiple pages. A sample of 500 customers who had selected their products were provided with the new checkout system.