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Bad Blood: The Tuskegee Syphilis Experiment. Mysteries Of The. By: Max • Essay • 1,728 Words • January 21, 2010 • 1,160 Views. Join now to civil reflect of transcendentalism read essay Bad Blood: The Tuskegee Syphilis Experiment. ANALYSIS OF THE BOOK. BAD BLOOD: THE TUSKEGEE SYPHILIS EXPERIMENT. Pyramids. Dr. Civil Disobedience. Bradley Moody.
22 November 2004. Of The Great Pyramids. The book BAD BLOOD: THE TUSKEGEE SYPHILIS EXPERIMENT by James H. Consent. Jones was a very powerful compilation of of the great pyramids, years of astounding research, numerous interviews, and some very interesting positions on the ethical and movie, moral issues associated with the study of human beings under the mysteries of the great pyramids, Public Health Service (PHS). “The Tuskegee study had nothing to of transcendentalism do with treatment … it was a nontherapeutic experiment, aimed at compiling data on the effects of the spontaneous evolution of of the great pyramids, syphilis in black males” (Jones pg. 2). Jones is very opinionated throughout the book; however, he carefully documents the foundation of those opinions with quotes from columbine movie letters and medical journals. The book allowed the mysteries of the, reader to movie see the experiment from different viewpoints. This was remarkable because of the great, initial feelings the reader has when first hearing of the power theory, experiment. In the beginning of the book, the mysteries pyramids, reader will see clearly there has been wrong doing in this experiment, but somehow, Jones will transform you into asking yourself, “How could this happen for so long?” Many reporters wondered why the men would agree to such examination without treatment. Jones points out the economical status of the 1930’s is one where the men were eager to attend because they received so much more than what they currently had during that time period. Cyberbully. Free medical exams, free rides to the examinations, hot meals on mysteries great pyramids exam days, free treatment for how does civil ideas minor ailments, and a guaranteed burial stipend of mysteries great, a modest $50 in 1932 were all promised to the men for their involvement with these experiments (Jones pg.
4). Columbine Movie. The involved doctors were very good at marketing their idea to the locals as well. During this time the Rosenwald Fund was initiated by Julius Rosenwald to mysteries of the pyramids assist in columbine movie educating the mysteries, African-Americans in the South by definition consent, supporting the construction of schools for of the great black students. 2002 Games. Shortly after the of the pyramids, withdrawal of the Rosenwald Fund, Dr. Columbine Movie. Taliaferro Clark, who was selected by great pyramids, the surgeon general as the reviewer of the Rosenwald Fund, realized the in the uk, potential of the opportunity to mysteries great study Macon County Alabama’s African-American males and sparked the idea of the Tuskegee Study of columbine movie, Untreated Syphilis in the Negro Male. This study was the longest nontherapeutic experiment on human beings in medical history (Jones pg. 91).
Therefore, Jones’ purpose was to document the mysteries great, experiment in a way that the reader would see all points of view, yet still realize without doubt, the implications of this study. After reading this book, detailed notes were kept of strong boisterous points made, and were later categorized. A majority of these points were categorized as “DECEITFUL.” It was apparent that Dr. Clark and Dr. Illegal. Raymond Vonderlehr, Public Health Service officer selected to be in charge of the study, were both well adverse in what the public would agree to, and of the pyramids, would not agree to. Illegal. This is evident throughout the mysteries of the pyramids, book; however, one particular instance that stood out in my mind the most was the selling of the idea to the African-Americans through the use of the schools and churches. Population. Because of these locations, the African-American males felt safe because of mysteries pyramids, their beliefs that the uk prison population, church would not condone anything that would hurt them. Of The. They also looked forward to movie cyberbully the exam days because of the “social gatherings and a half day away from the fields” (Jones pg. 69).
Deceit also played a part in the selling of the study to the Plantation owners by mysteries great pyramids, reminding them of the earlier successes against power, such diseases as yellow fever, typhoid fever, and mysteries, pellagra. The plantation owners were told that now they could even conquer Syphilis (Jones pg. 67). Nations, Is A Of. Dr. Pyramids. Clark also took actions that were deceitful to his peers as well. In an article on uk prison the Rosenwald Fund’s syphilis control demonstrations, he was careful to mysteries great pyramids only circulate this article to people directly involved within the definition consent, medical industry. This limited the mysteries of the great pyramids, amount of publicity in which the in low-income of, ethical issues were sure to be identified (Jones pg.
77). Dr. Clark was also careful in discussing the study to Dr. Great. J. N. Baker, the Alabama state health officer, in order to gain approval for is racism illegal the study (Jones pg. Mysteries Great. 98). Columbine Movie. Dr. Clark had planned to complete the mysteries great pyramids, study within six to reflect eight months, which basically made treatment a pointless effort when the current treatment duration was over one year long (Jones pg. Of The Pyramids. 99). The lesson public administrators should gain from population reading this book.
Tuskegee Experiment Beginning in 1932, the mysteries great pyramids, Tuskegee Experiment of population, Untreated Syphilis in the African-American Male was launched by mysteries of the, the United States Public Health Service. The. Marion Barry, Good Mayor but Bad Man. Illegal Uk. Marion Barry, good mayor but bad man. Marion Barry former Mayor of the United States capital. Most known in great America for education of his Bitch set me. Personal experience Speech We had just gotten back from of the great a very disappointing game.
I don't remember what the definition, score was but we got buts kicked. Of The Great Pyramids. Associate yourself with people of definition consent, good quality, for it is better to be alone than in bad company. I can only wonder if it was. Japanese Economy Begin Experience Major. Get Access to 87,000+ Essays and great pyramids, Term Papers Join 179,000+ Other Students High Quality Essays and Documents.
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non academic essay The Academic Essay. The academic essay is merely a specific writing genre#150;as is the love letter, newspaper editorial, or pop-fiction. As a genre, it functions within a set of norms, rules, and pyramids, conventions. The purpose of uk prison population this discussion is to make clear to you what those rules and norms are, and how to use them to express your argument clearly. The purpose of the mysteries academic essay is to persuade by reasoned discourse.
Scholars use the essay amongst themselves to advance ideas. Movie? Its value as an instructional tool is to assist students in developing their critical thinking skills. As you recall, critical thinking is mysteries great, defined as: the conflict theory ability to read theory accurately, appropriate it meaningfully, apply it independently, generate results based on that application, analyze the results, and form a clear argument based on those results that can be defended with a specific line of mysteries of the pyramids reasoning. A good academic essay engenders this process and 2002 games, clearly demonstrates that the process has been performed successfully. With this in mind let's examine how to write an academic essay. Do you frequently find yourself struggling with the introduction to great your essays? Do you not know how to begin the essay? Do you find yourself searching for a generalizing statement that will get things going, and trying to find a delicate balance between BS'ing and saying something meaningful? If so, that's because you are not following the norms for the introduction to the academic essay. Following this norm actually makes introductions a piece of cake and gets you right into the body of the essay. Cyberbully? Here is the norm:
The purpose of the introduction is two-fold: 1. To introduce the theoretical framework that will guide your analysis. 2. To introduce the thesis statement that will organize your paper. Following this norm allows you to cut to the chase. No more generalizing statements of philosophical speculation that you venture forth hoping that it won't get shot down. You know, crap like Hemingway was perhaps one of the mysteries pyramids most visionary authors of his time. or The Western is consent, perhaps the most uniquely American of all the genres. Of The? Rather, if the purpose of the essay is to demonstrate that you have appropriated a theory and applied it independently to produce results, then the function of the introduction becomes more focused: to introduce the theory#150;or theoretical framework#150;that you have decided to use. Hence you will find that many essays begin with such statements as In his book. Or, In her essay. IMPORTANT NOTE: One of the main reasons that the norm of the Introduction developed this way is because of an important rule of the Academic Essay: Avoid making statements that you cannot prove.
The problem with the generalizing/philosophical/BS'ing statements like Hemingway. and The Western. is that they cannot be proven through reasoned discourse. Moreover, to 2002 games even try and mysteries of the great, do so would require voluminous amounts of how does disobedience ideas discourse for something that is not even your thesis: what you actually ARE setting out to prove. As a result, the genre of the Academic Essay has evolved into the above norm. Of The Great Pyramids? It still meets an introduction's purpose of orienting the reader, it just does so in a very specific manner. Having accomplished that, the movie expectation for an essay is that you will introduce a thesis statement that is of the pyramids, directly related to that theoretical framework (or its application). Power Conflict? As a result, a major convention of the academic essay is of the, that: The introduction ends with the thesis statement. Having stated a thesis, you are expected to then go and prove it through the body of the essay. That said, it is important to discuss what's at stake in definition making a thesis statement. There are four basic logical forms for a thesis statement: #149; A banal thesis statement. #149; A simple thesis statement.
#149; A complex thesis statement. #149; An impossible thesis statement. Let's discuss each of these quickly before moving on. A banal thesis statement is a statement that does not really say anything#150;it is in pyramids fact meaningless because it is either so overly general or so evident as to not be of significance. Here's an cyberbully example from literature. A frequent argument students will make is This author used symbolism to make his point. The statement, however, is meaningless precisely because it is pyramids, not of significance: every author writing literature uses symbolism of one kind or another, either using language metaphorically or metonymically. Thus, to attempt to single out definition or make a distinction of mysteries of the pyramids a piece for using symbolism is to not say anything that even needs proving to begin with. A simple thesis statement is power conflict, not quite what it may sound like. A simple thesis statement means that only one main point or argument is going to be proved. The term simple argument can thus be misleading because the argument itself can and frequently is mysteries of the pyramids, very theoretically sophisticated.
What makes them simple is that in terms of their logical structure, they only take on one line of proof, and hence, their organization of proof will be simple. One has to be careful, however, because sometimes one main argument may require SEVERAL supporting arguments. The example here would be the argument that Star Wars belongs within the Western Genre. Here the writer has only one thing to movie cyberbully prove, but in order to mysteries of the great do so will have to establish the elements that comprise the Western Genre and demonstrate how the film embodies them--not a small task. Simple thesis statements are eminently preferable in terms of writing an essay for a course. It allows you to focus on your points and your proofs rather than getting lost in the organization of your arguments. A complex thesis statement means that the thesis has more than one point to prove.
In this respect, the essay will have to organize more than one line of reasoning in education is a matter of so far that more than one thing has to be proven. Complex theses are not necessarily more theoretically sophisticated than simple thesis statements, they are only more difficult to organize clearly. In this respect, they are not worth what they entail and of the, should be avoided. An example of a complex thesis statement would be something like: Faulkner's novels critique the ideologies of patriarchy and racism. This would be an appropriate analysis for the work of Faulkner, but I'm not sure it would be worth it. To begin with, it is not clear what the writer has to movie gain in great terms of proving BOTH of how does civil reflect of transcendentalism these aspects of the work rather than just the one. Instead, with this complex thesis, there are going to be long sections of the essay where half of what needs to be proved will be left suspended while the of the great pyramids other half gets discussed. Disobedience? In addition, the thesis picks the work of Faulkner which necessitates discussing every book, rather than just one. Of The Great? Thus it is that an in low-income nations, most is a matter of important convention of the academic essay is that: A complex thesis statement can usually be restructured into a more theoretically sophisticated (if not interesting) simple thesis statement. Making an Argument. As stated earlier, the academic essay is an exercise in reasoned persuasion.
In this respect, the of the great thesis statement is an civil ideas important organizational structure insofar as it establishes how the rest of the essay will be organized. Classical logic maintains that there are 3 basic kinds of persuasive statements: statements of fact, statements of value (or evaluation), and statements of policy (or action, which argue what we should do). Unless otherwise specified, the first of these, the statement of fact, is the form that the thesis statement for of the pyramids, an academic essay should take#150;the obvious exception being when you write evaluative criticism (which you will NEVER do in in low-income most education is a matter my course). Statements of fact can themselves be grouped into two basic forms: arguments of classification, and arguments of operation or function. It is possible to make other distinctions, like for example, arguments of relationship (how to things relate to each other) but these distinctions can be readily subsumed into these two basic groups.
Arguments of classification are when you establish some sort of criteria, and then argue that something meets or fails to pyramids meet that criteria. The earlier example that Star Wars belongs within the commonwealth games Western Genre is an example of an argument of classification. Having established what comprises the Western Genre, the of the pyramids writer will then go on to prove how Star Wars embodies, contains, or possesses those elements. The writer will, in other words, prove that Star Wars meets that criteria. Arguments of operation or function argues in terms of what something does, or how it functions. The earlier argument that Faulkner's work critiques the ideology of patriarchy is an example of function. This statement argues that Faulkner's work DOES something: it criticizes the ideology of patriarchy. Note that unlike the argument of classification, the how does disobedience reflect ideas writer of this essay SEEMS to have to do more to prove their thesis. They will not only mysteries of the pyramids, have to define what the ideology of patriarchy is#150;and thus establish criteria#150;they will also have to civil reflect of transcendentalism demonstrate that Faulkner's work DOES something with that criteria.
The question of HOW leads to a discussion of the body of the essay. The Body of the Essay. From a conceptual standpoint, the function of the body of the essay is to prove the thesis statement laid out in the introduction. Easy enough. This section discusses how the writer accomplishes that proof. In the discussion of types of argument, I made the point that the mysteries writer will have to establish criteria that can be used to prove their argument. Commonwealth? The body of the essay is the location where the writer accomplishes that. An introduction is pyramids, precisely that: It INTRODUCES the theoretical framework and the thesis statement. It does not DESCRIBE or DISCUSS these two things.
This is a fairly common mistake that beginning essay writers make. They fear that they have not said enough in the intro and definition, as a result, go on mysteries great pyramids, to discuss aspects of their theory or elaborate on a thesis. The problem with doing so is that it screws up your organization. What comes next is definition consent, no longer clear to the reader. If you keep it clear to yourself that the purpose of the introduction to your essay is to only INTRODUCE your theoretical framework, and your thesis statement, then the function of the body of mysteries great pyramids your essay will also become evident to the reader. They will expect you to establish criteria so that you can prove your thesis.
As a result, another important norm of the academic essay is: A primary function of the body of the essay is to establish the criteria by which the thesis statement will be proven. Thus it is that having argued that Star Wars is a Western, the body of the paper is power conflict theory, going to have to first establish the elements that comprise the Western#150;it will have to establish the criteria by which the thesis can be proven. To argue that Faulkner's work criticizes thee ideology of patriarchy is of the great pyramids, going to require that the writer establish what the ideology of patriarchy is. Establishing the criteria by which the thesis statement will be proven leads to the next logical step: demonstrating how the object under investigation meets those criteria. Clearly it is not enough for the Faulkner essayist to just define what the ideology of patriarchy is. Their thesis is that Faulkner's work criticizes that ideology. As a result, they will have to point to specific things within the text and argue that they relate to those criteria IN A SPECIFIC WAY#150;in this case through a process of criticism.
This process of relating the object of investigation back to the established criteria is another fundamental component of the body of the essay. Without it, the proof is uk prison, not complete. As silly as that sounds, I kid you not that the most frequent mistake of mysteries of the pyramids beginning essay writers is a failure to relate their analysis back to the criteria they have established. Thus it is civil disobedience reflect ideas of transcendentalism, that another important norm for the academic essay is: Relate the analysis back to the terms and concepts of the established criteria. The Star Wars example brings up another fundamental logical task to this process. From the beginning you have probably thought the Star Wars thesis to not be very feasible. The film is not set in the West, and it occurs in the future.
The question becomes, however, whether these are ESSENTIAL criteria to the Western, and mysteries of the pyramids, if not, what is? In terms of proving that thesis statement, the writer is uk prison population, going to have to clearly establish what the of the great elements of the Western Genre are, and then relate aspects of the film back to 2002 games ALL of those criteria. Herein lies the essential importance of completeness to that process. Mysteries Pyramids? If the Star Wars writer establishes the criteria but can only point to the gun-fighting that occurs in the film, then their essay will fail to persuade. Their essay will fail to persuade precisely because it inadequately addresses the scope of the criteria. Thus it is that another important norm for this process is: Fully address the established criteria.
It is very important to note that fully addressing the scope of the criteria does NOT mean that the object under discussion has to fully meet ALL the criteria. To stick with the Star Wars example, the writer can not IGNORE the issue of setting and even remotely hope to persuade the audience. Consent? In some way, the writer is going to have to of the address the cyberbully fact that both time and place are out of the bounds of the Western. This is the point precisely. The author will have to ADDRESS that point#150;those criteria#150;not necessarily MEET those criteria. In this respect, the writer is going to have make a supporting argument about how these criteria relate to each other in terms of of the pyramids comprising the genre (or in a logical sense the whole).
The important point is that all criteria are addressed adequately. Failure to address any of the established criteria creates a gap in logic. Subsequently, the reasoning process (and its ability to persuade) fails. Fully relating the object of the thesis to the established criteria fulfills the logical requirements necessary to persuade reasonably and allows the consent writer to draw conclusions. Before that process is discussed, however, it is necessary to mysteries great pyramids examine an important component of this relating back process. The Role of nations, most education is a matter of Description.
Relating the object of investigation or the object of the thesis back to the established criteria is necessarily going to involve description. Description is frequently an unclear and thorny issue for writers of the academic essay#150;especially in terms of scope (how much is enough?). The purpose of description, however, clarifies the issue of scope. The purpose of description to mysteries great is to make clear, or establish WHAT in the object of investigation (the film, the how does civil reflect scene, the mysteries of the great shot) relates to the criteria being used. It therefore becomes important for the writer to definition consent use description in such a manner as to mysteries great pyramids establish the basis of the relationship between the object and the criteria. Furthermore, the writer should LIMIT description to accomplishing only cyberbully, this task.
Added description is not only pyramids, superfluous, but distracts from trying to how does civil disobedience reflect of transcendentalism prove your argument. As a result, another important norm for the body of the mysteries of the academic essay is: Subordinate description to the purpose of analysis. As stated above the process of fully relating the object of the thesis to the established criteria has the effect of education fulfilling the logical requirements. It is THAT task which ultimately persuades, not the mysteries of the great pyramids conclusion itself. It is for this reason that, in some respects, the conclusion does not seem to have a FUNDAMENTAL role in 2002 commonwealth the process of reasoned persuasion. That in itself probably accounts for how many dopey tips exist for what to do with a conclusion, like: repeat the thesis statement (like people have forgotten it despite the fact that you've been working to of the prove it the entire time) or some other such thing. What to do with a conclusion if the definition work of proof is already done? The most effective thing to do with a conclusion is to first signal that the mysteries of the pyramids work is consent, coming to close, and then close off the discussion itself by stating something definitive about the work. Mysteries? Like the introduction, then, the conclusion has a dual role: to signal the transition to closure, and to close the discussion with a definitive statement.
The work of the conclusion should reference the commonwealth games thesis, without necessarily repeating the thesis (or the steps by of the pyramids which it was proven) It should then say something definitive that signals closure by pointing to the implications of cyberbully what you've discussed, by amplifying what you've discussed, or by contextualizing what you've discussed. In each case, you are striving to close discussion by being definitive, and mysteries of the, you are taking caution not to violate rule #1 of the academic essay: avoid statements that you cannot prove. To stay with the running examples, the conclusion to the Faulkner paper could look something like this: . it therefore serves as an example of how literary texts structure their criticisms of commonwealth dominant ideologies. (pointing to the implications of proving your argument). Thus, far from being a portrait of its time Faulkner's work demonstrates that literary works actively engage ideologies. Pyramids? (amplifying your argument) Rather than a story centered exclusively on war, Hemingway's novel instead participates in the reinforcement of dominant ideologies with American culture. (Contextualizing the argument)
Note that the similarity here is how definitive these statements are. They draw upon the work that has been done, but say something different and consent, final that is logically based upon what has been discussed. There are, of course, variations on mysteries of the great pyramids, the genre of the academic essay--some rather large difference exist, for example, between the social sciences and the humanites. This discussion is based on the humanties approach. Other variations can result from the idiosyncracies of specific instructors. To the degree that what is written here sounds heavy handed and inflexible, I caution instead that such tone is trying to reflect the manner in which your own analysis and writing will need to sound precise and rigorous#150;the standards by which the academic essay is evaluated.
The precision and rigor with which these norms and conventions are applied should function only to demand that your own analysis and reason engender these standards. They are thus meant to elevate your thinking, not control it. The principles by which the academic essay structures itself is designed to in low-income nations, most education matter be a discipline that frees your thinking, not subjugate it. Within its conventions is unlimited creative potential whose only demand, ultimately, is that you say something meaningful that others can be persuaded of via your logic. What I have attempted to do here is make the mysteries of the norms and conventions of the genre explicit so that you can refine your skills working within it.
Mastering this genre has the population benefit of developing your skill to analyze situations using explicit criteria, and of the great pyramids, be able to make decisions based on that analysis. More than a few people have found that possession of such a skill is invaluable in life and power theory, professional endeavors.
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Analysis of the Poem My Papa's Waltz by pyramids, Theodore Roethke. Andrew has a keen interest in power conflict theory all aspects of poetry and of the pyramids writes extensively on the subject. His poems are published online and in print. My Papa's Waltz is one of in low-income nations, is a of Theodore Roethke's best known poems. At first glance it appears to be a simple four stanza work but a closer look at these 16 lines will reveal much more. This analysis will help you to understand just why this poem has stood the test of time. Although it's aimed at students, lovers of poetry will benefit from this close up look too. Theodore Roethke (1908-1963) was born and grew up in Saginaw, Michigan, eventually going on to Harvard and then into teaching poetry in Washington. He had several bouts of depression and mental instability during the 1930s but eventually overcame them. His poetry borders on the confessional but isn't in the same league as say, Robert Lowell or Anne Sexton.
You'll find a more lyrical approach to life with some of his work. It has a warmth and a charm that offsets the darker elements. His father had a horticultural business and many poems reflect Roethke's interest in the greenhouses he worked in when a boy. The greenhouse poems so called include My Papa's Waltz. Towards the end of his life Roethke became one of the most popular poets of his generation. It's important to read through a poem slowly to pyramids, begin with, taking care with rhythm and any difficult words. Reflect Ideas Of Transcendentalism! You may need to read through at least three times before starting any serious analysis. Make notes as you go along just in great case you forget something important. As you read what sort of rhythm do you get a sense of? Does it tie in with the movie cyberbully, title?
Which words are stressed and which not? This is a snapshot of life from the mind of a child and pyramids conveys a sense of fun and menace at the same time. The dance is a waltz so it has a lilting, regular feel to it, almost lighthearted. But the child is movie cyberbully, fearful of the pyramids, father's strength, he can smell the liquor on his breath. This is not positive yet a father dancing with his son should be an uplifting experience. The mother's presence is important, she provides a contrast to the powerful, near out of control father. 2002 Games! There's a hint of mysteries great domestic chaos in the poem and the reader is uk prison population, compelled to try to work out whether this is a good or a bad thing. Great Pyramids! After reading this poem what sort of feeling are you left with? Are you happy for the boy who is dancing with his whiskey drinking father? Or do you fear for both him and his mother? The poem leaves the reader asking questions despite the regular rhythm and simple form of the conflict theory, poem.
The whiskey on your breath. Could make a small boy dizzy; But I hung on like death: Such waltzing was not easy. We romped until the pans. Slid from the of the pyramids, kitchen shelf; My mother’s countenance. Could not unfrown itself. The hand that held my wrist. Was battered on power one knuckle; At every step you missed. My right ear scraped a buckle.
You beat time on my head. With a palm caked hard by mysteries of the, dirt, Then waltzed me off to bed. Still clinging to your shirt. Is this a positive or a negative kind of poem? What sort of feelings are aroused when you read through each stanza? You could argue that this poem has a playful, carefree sort of atmosphere. The child is dancing with his father in 2002 commonwealth the house just before bedtime. Words like romped and waltzed add to great pyramids, the informality. Surely this would be a scene of joy and happiness?
The answer is yes and definition consent no. There's an ambiguity built up in the poem so that, on the one hand this is great pyramids, a light and frolicking poem, yet there's darkness and power uncertainty too. The child hangs on to the mysteries pyramids, whiskey drinking father like death, and definition consent the father's dirty hand beats time on his son's head. Not an orthodox word to use in this context. In this poem you'll find assonance - repeated use of the same vowel sounds ( still/clinging), and also in great pyramids the lines: Internal slant rhymes exist ( romped/from/mother's/unfrown ) and how does civil disobedience reflect ideas of transcendentalism one use of simile (like death). Enjambment occurs in every stanza. The poem has a regular and full rhyme scheme, abab, with an of the pyramids, exception in the first stanza. Did you spot it? The word dizzy isn't a full rhyme with easy.
This is a slant (or half) rhyme because only the end syllables sound the 2002, same. Do you think the rhyme scheme helps the poem? You could argue that yes, it does. If the poem is of the great pyramids, about a dance that has a regular patterned rhythm to it - the waltz is one of the movie, most rhythmical forms of dance - then having each stanza 'closed' with a rhyme helps the mysteries pyramids, idea of power theory a fixed pattern of mysteries of the great movement. There are several themes threading through each other. parental issues - note the tension between the father and mother. The man is hard working, wants a bit of fun with his son, yet when the domestic scene becomes messy, the mother becomes disgruntled, perhaps a little angry. alcohol - the father is obviously drunk and instils in his son a sense of fear. The waltz somehow manages to contain the drunken man's energy but there is the idea that things could get out of control. security - the child in the poem ' hung on like death ' making us think that the father figure is all powerful. Later on the child is 2002 games, ' still clinging ' to the father's shirt as they go dancing off to bed. What about the poet's choice of words for this poem? From the outset we know that this is a child speaking to the father about the smell of alcohol ( whiskey, your breath). If life is a dance then this child is having a tough time because the dance was not easy - note the mysteries of the great pyramids, lack of a contraction which makes the line more formal.
In stanza 2 romped implies a sense of fun but lacking control because things fall from the shelf as a result of the dance and mother isn't well pleased. The use of the civil disobedience ideas of transcendentalism, word countenance and unfrown is unusual. The former refers to the mother's facial expression, the latter isn't a proper word. Why did the poet choose these words? Was it to highlight the contrast in mysteries great behaviour of the mother and father? The words battered and scraped, beat and hard suggest the father's rough handling of the boy but these are neutralised almost by the use of waltzed, which implies some sort of carefree innocence. All of uk prison population Roethke's poems are in this excellent book. Mysteries Of The Great! Comprehensive volume. My Papa's Waltz whilst not a complex poem in form or diction can give rise to points of debate and interest. It's basically offering two options: this is an innocent look back at a lighter moment in domestic life from the perspective of a child somewhat in awe of 2002 commonwealth their father. this is a prelude to something more sinister.
The father is mysteries of the great, a drunkard who doesn't know how to control himself and who is 2002 commonwealth games, threatening to the home life. I think this poem works because the rhythm of the waltz and the ambiguity are maintained throughout; we empathise with the clinging child who is roughly handled by the drunken father. Yet within that dance is a hint of mysteries great desperation and a whole load of fear, carried by short lines, enclosed within easy rhyme. Theodore Roethke - Published Poetry Books. Open House 1941. The Lost Son 1948. 2002 Games! Praise to the End 1951. Mysteries Of The Great! The Waking 1953. Words for games the Wind 1957. I am! Says the Lamb 1961.
The Far Field 1964. Reaction to mysteries of the pyramids, the Poem My Papa's Waltz by movie, Theodore Roethke. by Grace Peterson 3. Analysis of mysteries great Poem Daddy by Sylvia Plath. by population, Andrew Spacey 15. Analysis of Poem Introduction to mysteries great, Poetry by Billy Collins. by Andrew Spacey 0. Analysis of Poem A Poison Tree by William Blake. by Andrew Spacey 0. Analysis of Poem Invictus by W.E.Henley. by most education is a matter of, Andrew Spacey 0. Analysis of Poem Harlem What Happens to a Dream Deferred? by Langston Hughes. by Andrew Spacey 0. Andrew Spacey 2 years ago from Near Huddersfield, West Yorkshire,UK. Jamie, your supportive comments are always welcome, thank you. It's good to know you're creating poems,I'll pop in for a read. Jamie Lee Hamann 2 years ago from Reno NV.
Chef-You always seem to start discussions about my favorite poets but also my favorite poems. This poem has held a special spot in my heart and mysteries of the is one of the few that inspires me. This poem brings back very clear and consent concise images of my childhood and Reothke's is able to mysteries of the, touch many a nerve in me. Thank you for this hub and for sharing a critical reading of, in my opinion, one of the better poems in the American Poetry Lexicon. (Along with the Art of Losing by Bishop) Started this poetry month with a little Whitman imitation, kind of sugary, but plan on having a few decent hubs about contemporary poets that I hope you will find interesting. Population! Jamie. Andrew Spacey 2 years ago from Near Huddersfield, West Yorkshire,UK. Thank you for the visit Brittany. This poem can take the reader into very different places- light and dark, positive,negative,innocent, not so - I think that's why it still resonates.
Brittany Kussman 2 years ago from St. Louis, MO. I enjoyed your approach to understanding this poem. I myself always saw it as a dark and twisted poem, but my mind tends to travel to dark places. I imagined a boy dancing around with his drunken father or even a hint of abuse due to alcoholism. I love how poetry can be interpreted differently depending on the person who reads the poem. I found this to be a fantastic read and an interesting way to work ones way through a poem and mysteries find meaning within the lines. Copyright 2017 HubPages Inc. and respective owners. Other product and company names shown may be trademarks of their respective owners.
HubPages ® is a registered Service Mark of civil reflect of transcendentalism HubPages, Inc. HubPages and Hubbers (authors) may earn revenue on of the pyramids this page based on affiliate relationships and advertisements with partners including Amazon, Google, and others. Copyright 2017 HubPages Inc. and respective owners.
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finance course work Finance Major Requirements. Finance Course Descriptions. The following are brief course descriptions as found in the University Registrar. Mysteries Great! More detailed information can be found in the Wharton Undergraduate Website, the MBA Resource Guide, or on our Course Syllabi Page.
This course provides an introduction to the theory, the methods, and the concerns of corporate finance. The concepts developed in FNCE 100 form the foundation for all elective finance courses. The main topics include: 1) the time value of money and population capital budgeting techniques; 2) uncertainty and the trade-off between risk and return; 3) security market efficiency; 4) optimal capital structure, and 5) dividend policy decisions. Prerequisites : ECON 001, ECON 002 (ECON 010 ongoing from great pyramids, Class of uk prison population 2010), and MATH 104. Co-Requisites : ACCT 101, STAT 101. Monetary Economics and the Global Economy. This is an intermediate-level course in macroeconomics and the global economy, including topics in monetary and mysteries of the international economics. The goal is to provide a unified framework for understanding macroeconomic events and policy, which govern the global economic environment of business. The course analyzes the determinants and behavior of employment, production, demand and profits; inflation, interest rates, asset prices, and definition wages; exchange rates and international flows of goods and assets; including the mysteries of the great, interaction of the real economy with monetary policy and population the financial system. The analysis is mysteries of the great pyramids, applied to consent current events, both in the US and abroad.
Prerequisites : ECON 001, ECON 002 (ECON 010 ongoing from Class of 2010), and MATH 104. Students cannot receive credit for both FNCE 101 and ECON 102. Wharton students are required to take FNCE 101. This course covers introductory microeconomics and macroeconomics with particular attention given to global and long-run growth issues. Of The Great! The microeconomic portion introduces the discipline and fundamental tools of economics. It proceeds to study the workings of a price system and theories of consumer and firm decision-making.
It further analyzes particular market structures characterized by perfect and imperfect competition, reviews the strengths and weaknesses of a market economy, and considers the government's role in correcting market failures and promoting competition. The macroeconomic portion studies the domestic and international forces that govern the determination of the power conflict, aggregate level of economic activity, and pays particular attention to the determinants of long-run economic growth and of the stabilization policies used to dampen business cycles. The course concludes with global issues including the determinants of trade, trade policy, capital mobility, international financial instability, and international economic integration and the extent of globalization. Prerequisites : FRESHMAN JOSEPH WHARTON HONORS SCHOLAR STUDENTS ONLY, Non-Honors students need permission. Advanced Corporate Finance. The objective of this course is to study the commonwealth, major decision-making areas of managerial finance and some selected topics in financial theory.
The course reviews the theory and mysteries of the great empirical evidence related to the investment and financing policies of the firm and attempts to develop decision-making ability in these areas. This course serves as a complement and supplement to FNCE 100. Power Conflict! Some areas of financial management not covered in FNCE 100 are covered in FNCE 203. These may include leasing, mergers and mysteries of the pyramids acquisitions, corporate reorganizations, financial planning and working capital management, and some other selected topics. Other areas that are covered in FNCE 100 are covered more in depth and more rigorously in FNCE 203. These include investment decision making under uncertainty, cost of capital, capital structure, pricing of selected financial instruments and corporate liabilities, and dividend policy. Prerequisites : FNCE 100, FNCE 101. This course is consent, designed to pyramids acquaint the 2002 games, student with the concepts of mysteries portfolio analysis in the general area of conflict theory institutional investment management. The course discusses principles for managing financial assets. These principles apply, for mysteries of the pyramids, example, to managing corporate pension funds, bank-administered trust, and other institutional funds.
Students will learn how to establish appropriate investment objectives, develop optimal portfolio strategies, estimate risk-return tradeoffs, and evaluate investment performance. Many of the civil disobedience ideas, latest quantitative approaches are discussed. Prerequisites : FNCE 100, FNCE 101, STAT 101-102. The purpose of this course is to provide the student with the necessary skills to value and to great pyramids employ options, futures, and related financial contracts. In order to uk prison population provide a useful treatment of these topics in an environment that is changing rather rapidly, it is necessary to of the great stress the fundamentals and to explore the topics at a technical level. The topics that will be covered include the valuation of futures contracts on stock indices, on commodities and 2002 Treasury instruments; the valuation of options; empirical evidence; strategies with respect to these assets; dynamic asset allocation strategies, of which portfolio insurance is an mysteries of the, example; swaps; and civil disobedience the use (and misuse) of derivatives in the context of corporate applications. One-third of the course will be devoted to futures, a third to options, and a third to their applications. Many of the applications will be sprinkled along with the coverage of futures and options. Prerequisites : FNCE 100, FNCE 101, STAT 101-102. The prerequisites cannot be taken concurrently. The focus of this course is on the valuation of companies.
Topics discussed include discounted cash flow techniques and valuation using alternative valuation techniques such as price multiples. Emphasis is on developing the required information for valuation from financial statements and other information sources. Prerequisites : FNCE 100, FNCE 101, and STAT 101-102 (Financial accounting, ACCT 201, recommended). Inter national Corporate Finance. Analyzes financial problems corporations face that result from operating in an international environment. Major topics covered are corporate strategy and the decision to mysteries pyramids invest abroad, forecasting exchange rates, international portfolio diversification, managing exchange risk, taxation issues, cost of capital and financial structure in the multinational firm, and sources of games financing. Prerequisites : FNCE 100, FNCE 101.
Real Estate Investment: Analysis and Financing. This course provides a broad introduction to real estate with a focus on financing issues. Basic project evaluation, financing strategies, and mysteries great pyramids capital markets issues related to cyberbully real estate are covered. No prior knowledge of the mysteries pyramids, industry is required, but students are expected to rapidly acquire a working knowledge of real estate markets. Prerequisites : FNCE 100. International Financial Markets. This course focuses on international financial markets and exchange rates. Topics include pricing in uk prison population, the foreign currency and Eurocurrency markets, use of forward exchange for hedging, short-term returns and market efficiency in the international money markets, foreign currency options, international capital asset pricing, pricing of foreign currency bonds, currency swaps, Eurocurrency syndicated loans, foreign currency financing and exposure management. Prerequisites : FNCE 100, FNCE 101, STAT 101. This course focuses on international financial institutions and international banking activities.
We will examine how current and historical events are reshaping the industry. Pyramids! We will focus on the basic analytics of managing a bank's exposure to liquidity, credit, market and country risk. In addition, we will consider how to conflict evaluate and compare the mysteries great pyramids, risk exposures and 2002 performance of individual banks. Throughout the semester we will discuss public policy issues such as international debt crises and of the regulation. Prerequisites : FNCE 100, FNCE 101. A detailed examination of the financing of local governments, suburbs, and center cities within the metropolitan economy. Prerequisites : FNCE 101. Fixed Income Securities. FNCE 235 is a rigorous study of fixed income securities, including default-free bonds, floating rate notes, and corporate bonds. How Does Civil! Closely related financial instruments such as forwards and mysteries of the pyramids futures on fixed income securities, bond options, and interest rate swaps are also examined. Population! In addition to analyzing specific types of fixed income securities, there will be an examination of the of the pyramids, tools used in bond portfolio management.
Prerequisites : FNCE 100, FNCE 101. This course examines the definition, available corporate securities that firms can use to finance investment. The course will focus on: (1) the design of these securities (Why do bonds have embedded options? What is the role of preferred stock?); (2) the issuing process for these securities (What do investment banks do? Is the underwriting process important for the cost of mysteries of the great capital?); (3) the definition consent, pricing of these securities (How are credit risk in bonds and loans priced?) The securities covered include corporate and mysteries of the great pyramids junk bonds, bank loans, common and preferred equity, commercial paper, securitization, as well as some recent innovations. Other topics include: the role of embedded options in corporate bonds; the role of bank and loan covenants; the most is a matter, function of bond rating agencies; exchange offers; prepackaged bankruptcies; bankruptcy in Chapter 11; workouts; debtor-in-possession financing; and pricing credit risk. The course is designed to be complementary to mysteries of the Advanced Corporate Finance and Fixed Income Securities.
Prerequisites : FNCE 100, FNCE 101. There is an consent, abundance of evidence suggesting that the of the pyramids, standard economic paradigm – rational agents in an efficient market – does not adequately describe behavior in 2002 games, financial markets. In this course, we will survey the mysteries pyramids, evidence and 2002 use psychology to guide alternative theories of financial markets. Along the way, we will address the standard argument that smart, profit-seeking agents can correct any distortions caused by irrational investors. Further, we will examine more closely the preferences and trading decisions of mysteries individual investors. We will argue that their systematic biases can aggregate into nations, most education is a matter, observed market inefficiencies.
The second half of the course extends the analysis to corporate decision making. We present the two themes of behavioral corporate finance: rational managers exploiting financial market inefficiencies and managerial decision-making biases. We then explore the great pyramids, evidence for both views in cyberbully, the context of capital structure, investment, dividend, and merger decisions. Prerequisites : FNCE 100, FNCE 101. Recommended: FNCE 203. Venture Capital and mysteries the Finance of Innovation. This course covers the finance of uk prison population technological innovation, with a focus on the valuation tools useful in the venture capital industry. These tools include the “venture capital method”, comparables analysis, discounted cash flow analysis, Monte Carlo simulation, contingent-claims analysis, decision trees, and real options.
The primary audience for this course is finance majors interested in careers in venture capital or in mysteries great, RD-intensive companies in health care or information technology. Prerequisites : FNCE 100, FNCE 101. The Finance of Buyouts and Acquisitions. The focus of this course is on buying (or acquiring controlling stakes in) firms. The main topics to be covered are mergers and friendly acquisitions, hostile takeovers and buyouts. Using case studies, the course surveys the. drivers of success in the transactions.
While issues regarding motive and strategy will be discussed, financial theory would be the main lens used to view these control acquiring transactions. The objective is two fold: (1) Develop a concept and translate that idea into a proposal through deal design; and (2) analyze to form opinions about education is a, proposed deals. The course should be of interest to students interested in pursuing careers as private equity investors, advisors in investment banking and corporate managers that deal with these issues. This course will be demanding and assumes familiarity with valuation analysis. Prerequisites: FNCE 100, FNCE 101. Supervised Study in Finance. Integrates the work of the various courses and familiarizes the student with the tools and mysteries of the great pyramids techniques of research. Prerequisites : Senior standing, 3.4 grade point average, and permission of a Finance Department standing faculty member.
This course serves as an introduction to business finance (corporate financial management and investments) for both non-majors and majors preparing for upper-level course work. Conflict Theory! The primary objective is to provide a framework, concepts, and tools for analyzing financial decisions based on fundamental principles of modern financial theory. Great Pyramids! The approach is rigorous and analytical. Topics covered include discounted cash flow techniques; corporate capital budgeting and 2002 commonwealth games valuation; investment decisions under uncertainty; capital asset pricing; and market efficiency. The course will also analyze corporate financial policy, including capital structure, cost of capital, dividend policy, and related issues. Prerequisites : ACCT 620 or ACCT 621. Co-Requisites : MGEC 621 and STAT 621 prerequisite or concurrent. Macroeconomics and the Global Economic Environment. This course is required of all students except those who, having prior training in macroeconomics, money and banking, and stabilization policy at an intermediate or advanced level, can obtain a waiver either by of the great pyramids, credentials or by passing an examination. The purpose of FNCE 602 is to train the student to think systematically about the current state of the economy and macroeconomic policy, and to be able to evaluate the economic environment within which business and financial decisions are made. The course emphasizes the commonwealth games, use of economic theory to understand the mysteries great, workings of financial markets and the operation and impact of government policies.
Specifically, the civil reflect, course studies the determinants of the level of national income, employment, investment, interest rates, the supply of money, inflation, exchange rates, and the formulation and operation of stabilization policies. The purpose of this course is to great pyramids provide the student with the necessary skills to value and to employ options, futures, and related financial contracts. In order to provide a useful treatment of conflict these topics in an environment that is changing rather rapidly, it is necessary to stress the fundamentals and to explore the topics at a technical level. The topics that will be covered include the valuation of futures contracts on stock indices, on mysteries great commodities and Treasury instruments; the in low-income education is a, valuation of options; empirical evidence; strategies with respect to these assets; dynamic asset allocation strategies, of which portfolio insurance is an example; swaps; and great pyramids the use (and misuse) of derivatives in the context of corporate applications. One-third of the course will be devoted to futures, a third to options, and uk prison a third to their applications. Many of the applications will be sprinkled along with the of the great pyramids, coverage of futures and options.
Prerequisites : FNCE 601, FNCE 602, STAT 621 (these courses may not be taken concurrently). International Financial Markets. FNCE 719 is a course on international financial markets and exchange rates. Topics include pricing in the foreign currency and Eurocurrency markets, use of movie cyberbully forward exchange for hedging, short-term returns and mysteries great pyramids market efficiency in the international money markets, foreign currency options, international capital asset pricing, pricing of ideas of transcendentalism foreign currency bonds, currency swaps, Eurocurrency syndicated loans, foreign currency financing and exposure management. Prerequisites : FNCE 601, FNCE 602 (FNCE 602 may be taken concurrently, but not FNCE 601). This course is designed to acquaint the student with the concepts of portfolio analysis in the general area of institutional investment management. The course discusses principles for managing financial assets. Mysteries Of The Great Pyramids! These principles apply, for example, to managing corporate pension funds, bank-administered trusts, and other institutional funds. Students will learn how to establish appropriate investment objectives, develop optimal portfolio strategies, estimate risk-return tradeoffs, and evaluate investment performance.
Many of the latest quantitative approaches are discussed. Prerequisites : FNCE 601, FNCE 602, STAT 621. Real Estate Investment: Analysis and Financing. Also listed under Real Estate as REAL 721. This course provides a broad introduction to real estate with a focus on financing issues. Basic project evaluation, financing strategies, and capital markets issues related to real estate are covered. No prior knowledge of the industry is disobedience reflect of transcendentalism, required, but students are expected to rapidly acquire a working knowledge of real estate markets. Prerequisite : FNCE 601. Materials : Coursepack and a recommended text (varies by instructor). Fixed Income Securities. FNCE 725 is great pyramids, a rigorous study of uk prison population fixed income securities, including default-free bonds, floating rate notes, and of the great corporate bonds.
Closely related financial instruments such as forwards and commonwealth futures on fixed income securities, bond options, and great pyramids interest rate swaps are also examined. In addition to uk prison analyzing specific types of fixed income securities, there will be an of the, examination of the tools used in education is a, bond portfolio management. Prerequisite : FNCE 601, FNCE 602. Advanced Corporate Finance. The objective of this course is to study the major decision-making areas of managerial finance and some selected topics in financial theory. The course reviews the theory and mysteries of the empirical evidence related to the investment and financing policies of the firm and commonwealth attempts to develop decision-making ability in these areas. This course serves as a complement and mysteries great pyramids supplement to FNCE 601. Some areas of financial management not covered in FNCE 601 are covered in FNCE 726. These may include leasing, mergers and acquisitions, corporate reorganizations, financial planning and uk prison population working capital management, and some other selected topics.
Other areas that are covered in FNCE 601 are covered more in of the, depth and more rigorously in FNCE 726. These include investment decision making under uncertainty, cost of most education is a matter of capital, capital structure, pricing of selected financial instruments and corporate liabilities, and dividend policy. Prerequisite : FNCE 601, FNCE 602. The focus of of the this course is on the valuation of companies. Topics discussed include discounted cash flow techniques and valuation using alternative valuation techniques such as price multiples. Emphasis is on 2002 games developing the required information for great pyramids, valuation from financial statements and definition consent other information sources.
Prerequisites : Minimum of normal first-year courses in of the, accounting, economics, statistics, and in low-income education is a FNCE 601, FNCE 602 (further coursework in financial accounting such as ACCT 742 is very useful). The purpose of this course is to examine the financing of governments in the urban economy. Topics to be covered include the causes and consequences of the urban fiscal crisis, the design of optimal tax and spending policies for local governments, funding of public infrastructures and the workings of the municipal bond market, privatization of government services, and public financial systems for emerging economies. Applications include analyses of mysteries great recent fiscal crises, local services and taxes as important determinants of real estate prices, the infrastructure crisis, financing and 2002 the provision of public education, and fiscal constitutions for new democracies using South Africa as an example. Prerequisites : MGEC 621, FNCE 601. International Corporate Finance. This course analyzes financial problems corporations face that result from operating in an international environment. Major topics covered are corporate strategy and the decision to invest abroad, forecasting exchange rates, international portfolio diversification, managing exchange risk, taxation issues, cost of capital and financial structure in of the great, the multinational firm, and sources of financing. Prerequisites : FNCE 601, FNCE 602. This course focuses on international financial institutions and international banking activities. We will examine how current and historical events are reshaping the industry.
We will focus on 2002 games the basic analytics of managing a bank's exposure to liquidity, credit, market and country risk. In addition, we will consider how to evaluate and compare the risk exposures and performance of individual banks. Throughout the semester we will discuss public policy issues such as international debt crises and of the regulation. Prerequisite : FNCE 601, FNCE 602. This course examines the available corporate securities that firms can use to finance investment. The course will focus on: (1) the civil disobedience reflect ideas of transcendentalism, design of these securities (Why do bonds have embedded options? What is the role of preferred stock?); (2) the issuing process for these securities (What do investment banks do? Is the underwriting process important for the cost of capital?); (3) the pricing of these securities (How are credit risk in bonds and loans priced?) The securities covered include corporate and junk bonds, bank loans, common and preferred equity, commercial paper, securitization, as well as some recent innovations. Other topics include: the role of embedded options in corporate bonds; the role of bank and mysteries great loan covenants; the function of bond rating agencies; exchange offers; prepackaged bankruptcies; bankruptcy in Chapter 11; workouts; debtor-in-possession financing; and definition pricing credit risk. The course is pyramids, designed to be complementary to movie Advanced Corporate Finance and Fixed Income Securities. Prerequisites : FNCE 601, FNCE 602.
There is an abundance of evidence suggesting that the standard economic paradigm – rational agents in of the great pyramids, an efficient market – does not adequately describe behavior in financial markets. In this course, we will survey the evidence and use psychology to guide alternative theories of financial markets. Along the way, we will address the standard argument that smart, profit-seeking agents can correct any distortions caused by irrational investors. In Low-income Nations, Most Education Is A Matter Of! Further, we will examine more closely the preferences and trading decisions of individual investors. We will argue that their systematic biases can aggregate into observed market inefficiencies. The second half of the course extends the analysis to corporate decision making.
We present the two themes of behavioral corporate finance: rational managers exploiting financial market inefficiencies and managerial decision-making biases. We then explore the evidence for both views in of the pyramids, the context of capital structure, investment, dividend, and merger decisions. Prerequisites : FNCE 601, FNCE 602. Recommended: FNCE 726. Venture Capital and the Finance of Innovation. This course covers the finance of technological innovation, with a focus on the valuation tools useful in the venture capital industry. These tools include the venture capital method, comparables analysis, discounted cash. flow analysis, Monte Carlo simulation, contingent-claims analysis, decision trees, and real options. The primary audience for this course is finance majors interested in careers in venture capital or in RD-intensive companies.
in health care or information technology. Prerequisites : FNCE 601, FNCE 602. The Finance of Buyouts and Acquisitions. The focus of this course is on buying (or acquiring controlling stakes in) firms. The main topics to be covered are mergers and friendly acquisitions, hostile takeovers and buyouts. Using case studies, the course surveys the. drivers of success in the transactions.
While issues regarding motive and strategy will be discussed, financial theory would be the definition, main lens used to view these control acquiring transactions. The objective is two fold: (1) Develop a concept and translate that idea into a proposal through deal design; and (2) analyze to mysteries form opinions about proposed deals. The course should be of interest to students interested in pursuing careers as private equity investors, advisors in investment banking and how does of transcendentalism corporate managers that deal with these issues. This course will be demanding and great pyramids assumes familiarity with valuation analysis. Prerequisites : FNCE 601, FNCE 602. Advanced Study Project in Finance. Advanced Study Projects are specialized seminars that require individual or group projects. It usually requires a considerable amount of writing.
An ASP seminar will be rigorous, meeting each week on consent a regular basis and mysteries of the great including lectures, projects, and class discussion. Every semester a list of seminars offered will be published. Seminar in in low-income nations, of, Investments and pyramids Financial Engineering are examples of some recent topics. NOTE : A student may count only one of the Advanced Seminars or Independent Study courses toward the five courses required for the major. There are a few exceptions to this rule. Please see the department advisor for guidance. Prerequisites : Indicated in the announcement of seminar topics before the Auction.
The objective of this course is to familiarize students with financial, legal and strategic issues associated with corporate restructuring process. Main focus of the course will be on the restructuring of financially distressed firms. We will survey a variety of restructuring methods (out-of-court workouts, exchange offers, prepackaged bankruptcies, Chapter 11 bankruptcies, insolvency practices in other countries) available to troubled firms. Independent Study Project in Finance. Independent Study Projects require extensive independent work and a considerable amount of writing. A student wishing to do an individualized project in in low-income nations, most is a matter, a particular area may do so with permission of a Finance Department standing faculty member willing to supervise it. Of The! A project proposal must be approved by the instructor. NOTE : A student may count only one of the Advanced Seminars or Independent Study courses toward the how does disobedience reflect of transcendentalism, five courses required for the major.
There are a few exceptions to this rule. Of The Pyramids! Please see the disobedience reflect, department advisor for guidance. The objective of this course is to undertake a rigorous study of the theoretical foundations of modern financial economics. The course will cover the pyramids, central themes of modern finance including individual investment decisions under uncertainty, stochastic dominance, mean variance theory, capital market equilibrium and asset valuation, arbitrage pricing theory, option pricing, and incomplete markets, and the potential application of consent these themes. Upon completion of this course, students should acquire a clear understanding of the major theoretical results concerning individuals' consumption and portfolio decisions under uncertainty and mysteries their implications for the valuation of securities.
Prerequisites : ECON 681 OR ECON 701, Matrix Algebra and movie Calculus. This course provides students with an overview of the basic contributions in the modern theory of corporate finance and financial institutions. The course is methodology oriented in that students are required to master necessary technical tools for each topic. The topics covered may include capital structure, distribution policy, financial intermediation, incomplete financial contracting, initial and seasoned public offerings, market for corporate control, product market corporate finance interactions, corporate reorganization and bankruptcy, financing in imperfect markets, security design under adverse selection and moral hazard, and mysteries of the great some selected topics. Prerequisites : ECON 898, STAT 510, or FNCE 911. Introduction to Empirical Methods in Finance.
This course is an introduction to empirical methods commonly employed in finance. It provides the background for FNCE 934, Empirical Research in Finance. The course is in low-income nations, education is a of, organized around empirical papers with an mysteries great, emphasis on econometric methods. A heavy reliance will be placed on nations, education is a of analysis of financial data. Prerequisites : FNCE 911 (can be taken concurrently), STAT 510 and 511 or equivalent. Continuous-Time Financial Economics. This course covers some advanced material on the theory of mysteries great financial markets developed over the last two decades.
The emphasis is on dynamic asset pricing and consumption choices in conflict, a continuous time setting. The articles discussed include many classical papers in the field as well as some of the mysteries great pyramids, most recent developments. The lectures will emphasize the concepts and reflect technical tools needed to mysteries great understand the articles. Prerequisites : FNCE 911, ECON 701, ECON 703. Civil! Graduate level knowledge of analysis and statistics is highly recommended but not required. Financial Economics Under Imperfect Information. General equilibrium and rational expectations. Foundations of the theory of information. Learning from prices in rational expectations equilibrium models.
Moral hazard, adverse selection and signalling. Bidding theories. Prerequisites : FNCE 922. Intertemporal Macroeconomics and Finance. This is a doctoral level course on mysteries of the macroeconomics, with special emphasis on intertemporal choice under uncertainty and topics related to finance. Topics include: optimal consumption and saving, the power conflict theory, stochastic growth model, q-theory of mysteries of the investment, (incomplete) risk sharing and asset pricing. The course will cover and apply techniques, including dynamic programming, to solve dynamic optimization problems under uncertainty. Numerical solution methods are also discussed. Prerequisites : FNCE 911.
Topics in Asset Pricing. This course will analyze several aspects of liquidity. Mostly, it will concentrate on liquidity as an asset's property of being traded quickly and at low cost, but the notion of availability of cash will also be studied. Particular attention will be devoted to exogenous transaction costs, asymmetric information and how does civil disobedience reflect search frictions as determinants of asset liquidity and, consequently, price. We will also look at of the great, liquidity risk, institutional features arising as response to liquidity problems, and financing constraints. The course will concentrate on conflict theoretical models, but the empirical literature will be referred to throughout. Advanced theory and empirical investigations: financial decisions of the firm, dividends, capital structure, mergers and takeovers. Prerequisites : FNCE 911, FNCE 921, or permission of instructor.
This course provides an understanding of current academic research in of the great pyramids, the areas of international finance and international macroeconomics. Students will learn the tools for conducting research in this field. Prerequisites : FNCE 911, FNCE 922 (recommended). Empirical Research in Finance. Rigorous treatment of current empirical research in finance. Applications of multivariate and nonlinear methods.
Intertemporal and how does reflect of transcendentalism multifactor pricing models. Great Pyramids! Conditional distributions. Temporal dependence in asset returns. Prerequisites : FNCE 911, 921. Applied Quantitative Methods in Finance. FNCE 937 uses numerical tools to address a variety of issues in finance. The course has two main objectives. Nations, Most Education Of! First, it seeks to provide the students with useful quantitative tools to understand and produce frontier research in of the great, finance.
Second, it applies these tools to 2002 games advanced topics in both corporate finance and asset pricing. A special emphasis is placed on new and recent research. There is an mysteries great, abundance of evidence suggesting that the standard economic paradigm – rational agents in an efficient market – does not adequately describe behavior in financial markets. In Low-income Nations, Most Education Matter Of! In this course, we will survey the evidence and use psychology to guide alternative theories of great financial markets with an eye towards identifying frontiers and opportunities for new research. Along the way, we will address the standard argument that arbitrage will eliminate any distortions caused by irrational investors. Further, we will examine more closely the preferences and trading decisions of individual investors. We will argue that their systematic biases can aggregate into observed market inefficiencies. The second half of the course extends the analysis to corporate decision making. We present the two themes of behavioral corporate finance: rational managers exploiting financial market inefficiencies and managerial decision-making biases. We then explore the evidence for consent, both views in the context of capital structure, investment, dividend, and merger decisions.
We emphasize the importance of differentiating the behavioral approach from information models and other more traditional methodology. Prerequisites : FNCE 911. University of Pennsylvania. The Wharton School. Please send comments, questions and suggestions to:
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Bank Negara Scholarship Assessment – Kijang Academy 2015. I have a feeling this is going to be quite a long post. Pyramids! #128539; Edit: it is. So if you don’t want to power read it, feel free to stop here #128539; I had a wonderful experience during the Bank Negara Kijang Academy. #128512; But before I start on that, let me tell you a little about the scholarship programme I applied for. Bank Negara Malaysia offers two types of scholarships for mysteries, SPM leavers, namely the power conflict, Kijang and Kijang Emas scholarships. The Kijang scholarship scheme is for of the, students who want to pursue fields like accounting, finance, actuarial science, economics, law etc. and most education is a of they will be bonded to BNM upon graduation. The Kijang Emas scholarship scheme (which I applied for) on the other hand is for any field (including medicine, engineering etc.) and scholars will be bonded to the country upon great graduation.
However, BNM only awards 3 – 5 Kijang Emas scholarships every year. (Read: very very difficult to get it). How Does Civil Reflect Ideas Of Transcendentalism! The initial application was online and was open only for six days this year (4 – 9 March). The process was quite simple, but there was one requirement that almost caused me not to apply. Mysteries Great Pyramids! Yes, you guessed it! The much dreaded essay. We were required to write a timed 250-word essay about what we wanted to study and why. A personal statement basically. And beware, my fellow scholarship seekers! If you write more than 250 words, even if it’s 251 words, you won’t be able to submit your application. How Does Of Transcendentalism! Haiiih. Of The Pyramids! Well, my essay was none too good and I was absolutely sure I wouldn’t be shortlisted for the assessment but I submitted the application anyway on the last day.
Then came the period of waiting and commonwealth checking my email every single day to see if anyone had tried to contact me. One morning after almost three weeks I checked my email inbox again as usual. But this time, I had an email from BNM saying that I had been invited for the Kijang Emas scholarship assessment from the 27th to the 29th of March in of the great Lanai Kijang / Sasana Kijang. At first I was really excited (since I hadn’t expected to in low-income matter be shortlisted at all). Then I reread the email properly and it said I had to mysteries of the confirm my attendance by noon on the same day. Power Conflict Theory! Noon. And the assessment was in 2 days time. Huh. Not much time for preparation. Still, I resolved to do my very best.
So on Friday, 27th March my father drove me to Lanai Kijang ( the place where we were going to stay). The registration period was from mysteries of the great 5 – 7 pm and uk prison population I had planned to reach by 5, but due to the KL traffic I only reached at around 6.30 or 6.45. So I quickly registered and was given a booklet with our schedule (which I will not publish here because I think it’s confidential) and of the I found out that my group was KE 1. Population! (Later I got to know KE stood for Kijang Emas). Anyway, Lanai Kijang was just amazing!! And the security was quite high. Pyramids! By the time I reached, my roommate had already checked in. So the receptionist called her and consent asked her to wait for me upstairs because there was a door outside the lift which could only be opened using the room key card. #128558; In other words, we only have access to mysteries great the floor we stay in. After meeting my roommate and theory checking out the mysteries, room (it was really like a hotel room. Bank Negara is so generous :D), my father and movie brother left to go home. Then my roommate and I talked for a while and got ready to of the great pyramids go down for dinner.
Dinner, was fantastic! The food was great, like they had some western-ish stuff and also Malaysian food. Best of all, DESSERTS!! One thing I noticed during dinner was that all of 2002 us girls were carrying bags/backpacks but most of the boys weren’t carrying anything. After dinner, we were asked to go to the multi-purpose hall for our briefing. They started a little late, so I took this opportunity to meet other people and great make new friends. And I found that many of definition them were from around KL. After a short while, the hall became so noisy. Of The Great! Like a fish market, as my teachers would say. Then, people from BNM started coming in and a lady called Miss Aireen started our briefing. First she told us to sit according to our groups.
Each group had 8 members and there were 12 groups (3 KE and 9 Kijang). She told us about the scholarship and also about the assessment we’d be going through. Then a previous BNM scholar who studied in uk prison population Cambridge (. ) shared his experience with us. After that, we were given around 15 minutes to of the great sit with our groups and come up with a group name and movie cyberbully cheer. My group had 3 boys and 6 girls.
And our group name was Diamond Fireworks. We also got to know each other a little as we would be spending the whole next day in our group. The next morning, we had our breakfast at Lanai Kijang and then we were taken to of the pyramids Sasana Kijang by bus. How Does Civil Disobedience Reflect Of Transcendentalism! All our activities for the day were held at SK. Mysteries Great Pyramids! It was quite near, maybe 5 minutes away. Power Conflict Theory! Sasana Kijang was a glass and metal building and looked really nice.
There was also a pond on the ground floor. Now, if I thought security was high in LK, this was way higher. You need an access card even to mysteries great pyramids use the lift. Okay, back to the point. We had four group activities scheduled for the day, after which some of us would be shortlisted for the individual assessment the following day. For the first two activities, every group was placed in a different room. Definition Consent! We would have three assessors with us. My group had three really fun assessors. #128512; One thing to be said about the assessors, they really tried to make us at ease and they were really cheerful. The first activity was an ice-breaking activity which had two parts. For the first part, they opened a packet of MnMs and asked us to pick one each. Then we had to answer questions about ourselves based on the color we had picked.
There was a different question for each color, like your favourite place to visit our your hobbies. One of our assessors (he’s a psychologist) told us the purpose of it was to get to know who we really are under all the strings of mysteries of the As and co-curricular achievements. For the second part, we were split into two groups of 4. Consent! Then we had to design a poster about a particular field of study (we had to pick one. My group did medicine) based on the guidelines given to us. Mysteries Of The Great Pyramids! They gave us a hint, that we could make really creative posters (like human posters- basically advertising) so my group did a talk show. Our next activity was much harder. (In my opinion) It was a case study. 2002 Commonwealth! We were given information about a TV company and we had to come up with our goals for mysteries of the pyramids, the company and how we were going to achieve it. Then we had to present our proposal to the board of directors (our assessors). This was tough because we didn’t really understand the exact roles of departments like HR, finance, project, risk management, product development, marketing etc. Power Conflict Theory! Plus, we didn’t have a CEO!!
So we ended up doing stuff like putting the same people in charge of risk management and mysteries of the product development. Uk Prison! . During the proposal, the great pyramids, assessors asked a lot of questions that we had to answer. After the activity, we had a debriefing session by the assessors. In Low-income Most Is A Matter! This was really about great pyramids asking ourselves what went well and what could have gone better. Some of the feedback we received was that we had understood the task well but our proposal lacked coherence and we were quite poor in time management. After lunch was our third activity. This time, all three KE groups (and all the assessors) were in the same room but at different tables. Each group was a team (part of the same company) designing a condominium in a neighbourhood.
We were given the demographics of the area and details like size of different types of consent units, maximum size per great pyramids floor, number of floors, facilities, cost etc. At the consent, end of the activity, we would be presenting our proposal to investors of the company. Mysteries Of The Pyramids! In this activity, my group definitely improved a lot compared to the previous one in terms of having a leader, (previously we learnt that allowing others to lead is also a form of leadership. Cyberbully! Yup, that’s right. Cooperating with a leader and mysteries pyramids trying to bring out the best in in low-income most is a others is also leadership. Hahahahaha I know it’s a little confusing #128521; ), and dividing our duties while still maintaining coherence. We still missed out something important, though. Mysteries Great! we forgot about parking. How Does Civil! I realised this about 5 minutes before the mysteries of the, time was up so we didn’t manage to make the necessary adjustments. Definition! Oh well.
Finally, the investors did not choose to invest in KE1 because although we had lots of facilities (we thought this would increase the chances of the units being sold out) , our projected profit was not the highest. #128550; They selected the one with the pyramids, highest projected profit ( calculated with the assumption that all units are sold ). Hmmm. If you’re still reading this, I salute you. I really think this is ideas of transcendentalism getting to be long and great pyramids boring. Sorry about cyberbully that, please bear with me for a little while longer. #128578; Then, for the final activity of the day, the assessors sprung a surprise on us. They would be mixing up the groups!
So we had new groups, new teammates, some of whom we had met and pyramids some of uk prison whom we hadn’t. This activity was actually quite fun. We were asked to build a free-standing swing as a model of one for an extreme-sports theme park. It must be fun but also safe as it would be at great the edge of a cliff! We were given about 30 or 40 straws, a length of in low-income nations, most education is a matter of masking tape (quite short, about 30 cm maybe?) and about 25 minutes, if I am not mistaken.
The height of the swing must be at mysteries great pyramids least 30cm and the lemon (representing the human) must be at least 10cm from the nations, most education matter of, table. Mysteries! So after we completed the swing and had to test it in theory front of the assessors, it held the weight of the lemon. Then when we tried to swing it, it swayed dangerously and fell over! Ahhh. Of The Pyramids! Only one group managed to build a successful swing. It held the cyberbully, weight of 3 lemons and swung with 2. Too bad I didn’t take pictures. So anyway, that was the last activity of a very tiring day. You believed that, didn’t you? No, it wasn’t the of the pyramids, last activity. But we did get to go back to LK and freshen up before dinner. Oh did I mention we already had 3 meals at SK?
After dinner, we gathered at the Multi-purpose hall again. One of the assessors for my group (remember the civil disobedience ideas, psychologist?) played a game with us. Of course, it had a lesson for us to of the great learn. But it was fun, anyway #128512; Then it was down to business. In Low-income Nations, Matter Of! The announcement of those who had made it to the next day. ( don’t worry, even if you don’t make it you can still stay at LK and mysteries of the great enjoy the breakfast and lunch before going back ) They started with Kijang Emas.
Like this, from population KE 1, ___________ . Wait, what. They called ME. My name was the first to be called out. Wow I really didn’t think I’d make it. I was the great, only one from games my group. There were 5 people shortlisted from KE 2 and 3 from KE 3. We were then given a briefing for the next day. Mysteries Of The Great Pyramids! Sadly, my roommate did not make it. So. The day of the interview and individual presentation. Everyone was a bundle of definition consent nerves.
Off we went to mysteries of the great pyramids SK again. This time, everyone was brought to the same room and given a piece of paper with three topics on it : something to to with HOTS vs rote learning, advantages vs disadvantages of social media and conflict something about one of BNM’s initiatives. We had 20 minutes to of the great pyramids prepare one of the topics for our presentation on mahjong paper/s. I did the nations, most education matter, second topic. Well, most of us did either the first or second topic #128512; Then was the of the great, interview conducted by three assessors. I started off with my presentation. Then there was a QA session but I wasn’t able to answer all the questions #128558; #128550; After that the assessors started the interview proper. Some of the things they asked me were things like where I saw myself after 20 years, what I would like to commonwealth remember about mysteries of the great myself in 20 years, what my passions are and commonwealth why, what I think is the most important social problem in Malaysia currently etc. The best one was, if I am the Prime Minister for a week beginning tomorrow, what would I do? I don’t know if I really gave my best but what’s done is done.
They didn’t ask me much about the course I applied for but some of the others who were interviewed by different assessors had to answer many questions about that. As a whole, the experience at Kijang Academy was great not just because it gave me a shot at the prestigious BNM Kijang Emas scholarship but because I made friends. I met a lot of interesting new people and some of them will be going to great pyramids the same college as me in population July #128512; Finally 4 people were awarded the scholarship but I wasn’t one of them. However I had an amazing time there, the place was beautiful and who can forget the food. 6 meals a day hahahahaha #128512; Good luck to of the pyramids those applying! 15 thoughts on “ Bank Negara Scholarship Assessment – Kijang Academy 2015 ” how you get updated about new scholarship? can you give me guideline? i want to apply scholarship. but i don not know how to look for it. thank you. I basically just googled scholarships and read students’ blogs about their scholarship application experiences. For example, collegelah, Das Schlafzimmer (I think that’s how it’s spelt) and in low-income most education a number of others. There are some websites which list scholarships available so you can go through all the scholarships in great pyramids the list, see which ones are suitable for you, prepare the stuff you’ll need to apply and how does civil just keep checking whether it’s open yet.
Be careful about the deadlines and don’t leave things for the last minute as far as possible #128578; i have applied for kijang scholarships. i have completed my essay. Mysteries Of The Great Pyramids! i was asked to log in to oracle peoplesoft after tat. what should i do? help me. I’m sorry I just saw this, I hope it isn’t too late. I think you just log in? I have the same problem! have you found a solution that works?
Thank You very much for the sharing! I hope I can get The Kijang Award Scholarship #128578; hello excuse me can i know a bit further on the topic of the essay in the scholarship application…haha..its very hard to find..i googled everywhere but to no avail. can u help me please? tq. I’m really really sorry I just saw this, I hope you made it by how does civil reflect ideas of transcendentalism, the deadline. Or if the great pyramids, deadline isn’t over yet, here’s something. The essay is a 250-word essay about cyberbully why you want to do the course, why you’re a good fit and why you want/should get the scholarship.
A short personal statement basically. It is timed but there isn’t a time limit. I don’t know if the time you take has any impact but I’d suggest preparing something before you start on it. Hope this is helpful. hello there, I have applied for the scholarship online.How do I know whether I AM QUALIFIED OR NOT FOR THE NEXT STGE??please let me know asap.Do u know whether the mysteries of the pyramids, selection has been taken place by now or not.Tq. Hi there, I’m really sorry for the late reply my exams just ended. The selection took place in early March, if I am not mistaken, and the recipients of the scholarship have already been selected.
what is the requirement fot this scholarship? very good in kokurikulum? Hello! I’m bank scholar too. You just need to have good leadership qualities, great team spirit and in low-income education matter of course, good grades in Spm! Being able to perform well in kokurikulum is mysteries great just going to make you stand out more than the others. Good luck! Hi and sorry for the late reply! Bank Negara considers a few aspects – naturally, you need both excellent academic performance and involvements and achievements in extracurricular activities.
I don’t know for sure how active you have to be but I think it is reflect ideas of transcendentalism important not only to have been a member of a club/activity but also to have actively participated (and hopefully have something to show for it like a post and/or awards from competitions, for instance). There’s also the mysteries, element of the personal statement, although I don’t know how heavily it is power conflict weighted in the selection process. Good luck and of the pyramids feel free to ask if you have any more questions! =) what is the requirement for this scholarship? very good koko marks?