Wednesday, October 30, 2019

Domestic finance and microfinance Assignment Example | Topics and Well Written Essays - 250 words

Domestic finance and microfinance - Assignment Example Their role in the market makes a big difference between the two lending institutions. It’s also vital noting that the amount they finance differs in terms of their amount and their requirement. The motive of MFIs was to help the low-income people access banking as opposed to the commercial banks that have different target group (Ledgerwood &White, 2006). Lastly, MFIs can provide loans to low-income earners on the basis formation groups. As compared to the commercial banks, MFIs are effective in working with the low-income earners. Governments also support their operations in order to boost their economy. The MFIs play crucial roles in the developing of a countrys economy. They help the members of such countries in setting up their business by financing them. They also help them people in understanding the need to do savings through their training forums. Through their operations, they help in increasing supply and circulation of money. Moreover, in terms of management they help them to know what they are required to do in managing what they have and use those assets to generate income (Ledgerwood &White, 2006). However, as the MFIs operates, they are not allowed to spread misleading information as a way of persuading their target customers. In this case, ethical standards regulating banking sector remains a must to them too and never bleach

Monday, October 28, 2019

The First World War Essay Example for Free

The First World War Essay This article will discuss the First World War how it happened and its impact on the United States, both at home as well as on their foreign policy. According to the book American history by Henretta, the Second World War took place in 1939 and involved European powers this war lasted 6 years, this article addresses how the United States got into the war and the impact it had on them both at home as well as on their foreign policy It talks about the economic prosperity of the 1920 with America achieving this through business both to the Europe allies and Europe itself, new inventions, manufacture of goods and creation of employment. The great depression in 1930 is discussed here with the causes and why it was so severe. (Henretta 2007) The First World War James Henretta In his book American history notes that the First World War took place in 1914 and there were a number of reasons for these. The European countries had scrambled for many colonies from Africa and hence creating many conflicts all around the world and this led to the major European powers lack of friendship towards each other thereby forming allies in readiness for war. (Henretta 2007) According to the book American history by Henretta One major reason of the World War 1 was the assassination of the imminent heir at the time of the Austrian throne that was known as Franz Ferdinand. The archduke Franz Ferdinand was assassinated in Sarajevo by a Serbian nationalist. James Henretta In his book American history There was formation of alliances which were power alliances in order to establish a position incase the war broke out this was done in order to ensure that the alliances supported each other and hence major disputes led to major conflicts. (Henretta 2007) Many Europeans lived in empires and were thirsty for independence since there countries were part of empires hence the conflicts which eventually led to war as they hated the way they were being ruled and the conflicts also involved other nations. Nationalism was a major factor in this war as nations wished to show their power to the rest of the world and there was no better way of showing this that getting into war and winning. (Henretta 2007) James Henretta In his book American history, there was a European region called Balkans which was claimed by Austria and Russia who were eager to demonstrate their force over control of this region and this led to the war. Impact of the War on the United States of America According to the book American history by Henretta The United States practiced neutrality in this war and by doing this they benefited economically as it did business with the allies in the way as well as Europe. The Americans sold more of their manufactured goods as well as their agricultural goods. Also advancing loans to those that required it with an interest. The United States became at this time a major creditor nation. How the Unites States Got Into the War The united got into this war in 1917. This was because Germany was a land power and Britain was a naval power and hence it used this power to isolate other nations including German ships going to America. This was a blockade which was prevention of entrance and exit of commerce as well as traffic. (Henretta 2007) James Henretta In his book American history states that they blockaded the whole continent. The Germans warned Americans against using British ships or else they would sink them. They also attempted to break the blockade and this caused a submarine war which let to the sinking of ships which had passengers who were citizens of the United States. The united states were not pleased with this and sharply critisizegermany and that is how they got involved in the first world war. (Henretta 2007) Impact on the U. S Foreign Policy According to the book American history by Henretta The United States gained an internationalist foreign policy. By its intervention in major international conflicts and also extending to the European, economic assistance for the post war reconstruction. They never looked at themselves as an individual but they realizes that whatever is happening in other nations could have an impact on them and they could also involve themselves with what is happening in other nations as their concern. They sought to become a great power more than any other nation. (Henretta 2007) Causes of the Second World War According to the book American history by Henretta This war took place between 1939 and ended in 1945. One of the causes this war was the desire for revenge as well as resentment left in the First World War. The great powers that had taken part in this war has all millions of casualties particularly Germany being viewed as the sole responsible for the war. America, France and Britain had signed a treaty known as Versailles treaty since they all held Germany responsible for the war and this had left Germany humiliated and also suffering economically. (Henretta 2007) James Henretta In his book American history, states that, the United States wanted to remain isolated from the war where as other nations wanted it to participate in it. They wished to benefit economically from the war instead other than participate in it. The international community was not able to enforce the Versailles treaty’s demands notably the reduction of Germany military to 100,000 and without tanks and air force. (Henretta 2007) According to the book American history by Henretta, the Germans also lost industrial territory prompting them to lose financially. Throughout the world there was an eruption of emotions to the devastation caused by the First World War so there was bitterness and wish for revenge. Adolph Hitler wished to prove to other European nations that Germany was more superior to them and also he wanted to acquire territories which at one time belonged to Germany and this prompted him to get into the war. (Henretta 2007) Why and How the U. S Got Into the Second World War According to the book American history by Henretta, they got into this war in 1940 after their government broke the Japanese war- time code known as the â€Å" purple† where they gained the ability to read and understand all the Japanese messages sent all over the world. James Henretta In his book American history states that, Japan, Germany and Italy signed a tripartite treaty that either of them had to respond should any of them be attacked and they should respond with declaring war on any nation that attacked either of them. The president of the United States at the time Roosevelt got into the way of Japan in 1940 after asking his commander-in- chief to establish a patrol of the pacific by stretching a wall of the American naval across the pacific and to make it impossible for Japan to reach any of their goods supply sources. (Henretta 2007) James Henretta In his book American history states that, by doing this he had miscalculated the ability of the japans and due to he pressure by America the Japanese attacked the Pearl Harbor which was an American territory hence prompting America to get into war. Impact on the United States At Home This war accelerated the American life transformation in the form of various programs. The war industries had demand for workers and this created a good opportunity for millions of Americans. (Henretta 2007) According to the book American history by Henretta, due to the large number of men who has d been drafted into the second world war there was creation of jobs for the American woman and hence transforming the domestic life. The women performed the jobs abandoned by the men when they went into war. James Henretta In his book American history, states that, previously in America, jobs reserved for men for wages could not be performed by women. Due to economic demand there was recognition of women of what is appropriate for them in the American economy. The war brought about innovations and technology. There was a massive growth of the airline industry with aerial war on a global scale. America recognized itself as the most powerful nation in the world and to think of them as part of the world. It also put America’s presidency in the public life of Americans and to lead in issues f diplomacy, peace and war. (Henretta 2007) Reasons for the Economic Prosperity in The 1920s According to the book American history by Henretta This prosperity was accelerated by the World War 1. America isolated itself in the war and opted to do business. They sold goods to the countries that were not able to buy goods from Europe as well as Europe itself. This ensured that America benefited throughout the war. (Henretta 2007) According to the book American history by Henretta, America also lent money to be paid with interest to their European allies. By the end of the war there had been an increase in the production of goods such as coal, petrol together with an advance in technology. America by isolation itself for the problems of Europe concentrated on personal growth in wealth by doing business with an aim to make the most profit. (Henretta 2007) Technology an inventions led to employment of the unemployed hence ensuring workers in industries has a steady income. This led to a steady output. The stocks and shares were also active leading to the expansion of businesses alongside positive economic independence of the American women and also low unemployment led to economic prosperity. (Henretta 2007) Causes of the Great Depression Conditions of Drought This had occurred in Mississippi valley in the United States in 1930, affecting people thus making them not able to pay taxes which are essential in running a nation. They were not even able to settle other of their debts and this led them to sell their farms at a loss. Stock Market Crash In 1929, there was a stock market crash because stock holders had lost a total of 40 billion dollars in only two months after this crash. It was not easy for America to regain even by the end of 1930 leading to the great depression. (Henretta 2007) Bank Failures In the year 1930 there was a failure of 9000 banks in America this happened at a time when cash deposits were not insured hence this led to loss of savings prompting other banks failure to extend loans due to fear of failing like their counterparts. This led to less expenditure and consequently the great depression. (Henretta 2007) Reduced Purchasing Power Peoples purchasing power was reduced leading to a reduction in manufacture of goods and also a reduction in workforce by loss of jobs. (Henretta 2007) Unemployment There was a rise in unemployment up to 25% and there was less spending and the American people were not able to pay for goods they had initially taken on installments and this led to the great depression as there continued to e less and less spending to alleviate the situation of the economy. (Henretta 2007) Conclusion According to the book American history by Henretta, the First World War took place in the 1914 in Europe and the United States wished to be a neutral party in the war in order to benefit economically through business. They sold manufactured goods to Europe and other nations in the war. In 1929 during the 2nd world war the united states prospered economically due to new inventions, technology and also manufacture goods , business as well as creating of jobs due to demand of their manufactured goods. (Henretta 2007) The great depression happened in 1930 and was caused by bank failure, unemployment, and stock market crash and also reduced purchase power of the people also leading to low manufacture of goods and consequently unemployment. (Henretta 2007) References:- James Henretta (2007), America’s History, Bedford/ St Martin’s Publishers. New York

Saturday, October 26, 2019

Suicide Among Youth Essay -- Suicide Teenagers Suicidal Essays

Suicide Among Youth A suicide attempt is a non-fatal act in which an individual deliberately causes self- injury and should be recognized as a method of communication from a youth who may be experiencing severe problems. Canadian statistics from the Suicide Information and Education Center in 1996 recorded 25 000 attempted suicides and 250 successful suicides. 1 in every 100 people who try to commit suicide will die. Based on the 1996 statistics one can assume that these numbers have increased. It has been suggested that suicide is the second leading cause of death amongst the youth and is more common amongst females than males. Although more females attempt to commit suicide males are more successful in doing so. More often than not we hear of younger people committing suicide rather than those of the elderly. From reading several studies it is hard to say whether it is the youth or the general population that are more likely to attempt suicide and be successful at it. One may often wonder why a person commits suicide and what lead them to the point where they felt there was â€Å"no way out†. It has been suggested youth who are suicidal feel alone, not understood by parents and or their peers, that they are unable to cope with failure, criticism and feel that things will never get better or that no one can do anything to help him or her, amongst other things. Based on these feelings experienced by youths they seek suicide as the â€Å"way out†. One reason suggested is that teens commit suicide as a punishment to themselves and to others around them. Suicide is also seen as a method of revenge. Some of the risk factors associated with suicide are abuse (physical, emotional, drug and sexual), as well as family history and change. Youth are affected deeply by change especially with issues involving family and friends. It has been suggested that the greater number of female attempts at suicide is based on relationship breakups. It is assumed that most often females experience a level of attachment that is much greater than that of males. A female may feel as if no one understands her and that the only important person in her life has now left. Along with the risk factors there are warning signs. I will list a few but the slightest comment could mean that the person feels suicidal. Some of the more common warning signs are loss of appetite, sleep distur... ...hday, I would never know what it feels like to get married or have children. Speaking from experience I think that the best way to help youth is to offer programs that can help them. The Support Network here in Edmonton offers confidential 24 hour service to help youth who are experiencing problems. I also think that suicide prevention and education should be taught in schools. I feel this way because this may affect a person’s life in some way or another whether they are the people who attempt or they are someone who has lost a loved one because of suicide. I personally believe that suicide awareness is much more important than learning how to solve for a polynomial or simplifying an equation. Suicide, whether an attempt or a completion is not something that should taken lightly. It is a life changing experience and never goes away. Suicide will affect all lives and needs to be dealt with. Suicide can be prevented, as long as everyone understands and helps those who appear to need it. Even for those who don’t appear to need it! Bibliography Suicide Information and Education Center (SIEC), 1996 Information on pamphlets and handouts from The Support N

Thursday, October 24, 2019

With Close reference to Broagh, Anahorish and Anew Song, write about Heaney’s use of language as a way of celebrating his Irish identity

In all three of the poems the first line has a very significant link with either the Irish language or the geography of Ireland. For example in Anahorish the first line explains what the title means. He says † my ‘place of clear water' â€Å", the reason he uses the word my during this is so that the poem is seen through his eyes and gives the reader a first person view of what he is seeing and doing and why what he has written is so significant to him. It also shows by using this that he feels comfortable in this place and it is as if it was a safe haven for him, thus showing how he feels when he is in Ireland, safe and secure. But in Broagh the same thing happens he firstly shows what the title of the poem means and in this case it means riverbank. This way of writing is significant because it is showing that he is proud of Ireland and that he is proud to teach others about his culture and what it means to be Irish. In ‘A New Song' the first line again has a direct link with Ireland, but this time it is not linguistic as in the other two poems but it is geographical. He states † I met a girl from Derrygarve†, this obviously being a place in Ireland. But notice must again be shown to the way in which the sentence is written. The use of â€Å"I† showing that it is again in first person, the significance of this is therefore that he is proud to tell others about where he comes from and what it is like in Ireland for those who have never been thee before. Much of the content in all of the poems is about how Heaney perceived the world around him, especially the geographical world when he was a child. Examples of this in Anahorish are â€Å"the first hill†, â€Å"springs†, â€Å"Shiny grass† and â€Å"vowel – meadow†. These are all ways in expressing his identity and are about him growing up, for example â€Å"vowel meadow† is used. I believe that this has a dual purpose in the poem, firstly it is used to show how his use of language progressed as he grew older and also how Gaelic has many different uses for vowels therefore contrasting it with the English language which has a fairly regular vowel pattern. An example of this in Broagh is â€Å"The garden mould†, this shows Heaney's sense of belonging to Ireland, as mould is something, which belongs to the garden, and with out it would not feel correct. So therefore it is a metaphor, Heaney representing the mould and the garden representing Ireland. This meaning that he was so much a part of Ireland that it would not seem right if he was not there. A piece of geographical imagery in ‘ A New Song', which shows Heaney's Irish identity, is † But our river tongues must rise†. This is about how the Irish language must keep on going and not be forgotten. He says this because if it does the Irish will not be able to be identified any more and might as well just be English which he would not want as Heaney wishes to remain separate from the rest of the United Kingdom. Also during the poems he often hints and metions how people who are not Irish i. . the English find it very difficult to speak the Gaelic language. This is most outstanding in Broagh, † like that last gh the strangers found difficult to manage†, here it is evident that Heaney is proud of his language and puts forward the point that not many people are able to speak it correctly. This therefore separates the Irish from the English. You can also clearly see this in ‘A new song' when it says â€Å"to flood with vowelling embrace', this means that he would like to see Gaelic spoken more widely maybe through out the world or maybe just Ireland.

Wednesday, October 23, 2019

The Poetry of “Cosmic Love”

Elle McHugh English L202 Paper 2 – Analysis October 15, 2012 The Poetry of â€Å"Cosmic Love† Emerging in the summer of 2009, Florence and the Machine, a British indie-rock band, has a style of a mix between soul and rock. Nonetheless, their sound is best described by their lead singer Florence Welch as, â€Å"something overwhelming and all-encompassing that fills you up . . . † That said, their music contains an ethereal intensity with poetic elements that set them apart from other music. Such a song by Florence and the Machine that exemplifies poetic components is â€Å"Cosmic Love. This particular tune tells the story of girl who falls in love with a boy and becomes consumed by it. However, she fears that he may not feel the same, and becomes entirely absorbed by this anxiety. But, later, she comes to the realization that she was mistaken. In order to express this tale, Florence and the Machine employ poetic mechanisms to better explain the plot of this story . Thus, because of form and extended metaphor the song â€Å"Cosmic Love† by Florence and the Machine can be equated as a poem. The most evident of these poetic devices that are commissioned is form. Cosmic Love† is comprised of seven four-line stanzas or quatrains, which alternate between verse and chorus. As described by Kennedy, the use of quatrains, â€Å"is the most common stanza form used in the English-language [of] poetry,† (Kennedy, 531). Accordingly, this consistency gives the song a distinct configuration, which greatly aligns it with common arrangements of poetry. Along with its physical appearance, because â€Å"Cosmic Love† conveys a story, it has the textual appearance of a ballad. Thus from these two elements, â€Å"Cosmic Love† produces a parallel between song and poetry.Another facet of form that appears within this song is repetition. The chorus of â€Å"The stars, the moon, they have all been blown out/ You left me in the dark/ No dawn, no day, I’m always in this twilight/ Of the shadow of your heart,† (5-8) is repeated four times throughout. Due to such reiteration, the chorus is hugely emphasized. Accordingly, the importance of the girl’s feelings of blindness by the love she is experiencing is exhibited. Also, because this recurs so frequently, her inability to escape these emotions is articulated. It is as if she is constantly ambushed by these feelings.Therefore, from this recurrence of emotions, this song exudes poetic form, again. Another key poetic component represented within â€Å"Cosmic Love† is an extended metaphor. This tool is exercised to further the understanding of the story told. As can be seen throughout the song, this metaphor may refer to the laws that control the universe, as represented by the word â€Å"cosmic† in the title. For example, she explains in the first stanza that, â€Å"A falling star fell from your heart/ And landed in my eyes/ I screa med aloud, as it tore through them/ And now it’s left me blind,† (1-4).Though this may seem to be described as an actual occurrence, it does not mean that a star literally fell from the sky and landed in this poor girl’s eye, as that would be quite a painful ordeal. However, it may explain that she began to fall for this particular boy, and it has left her unaware of the rest of the world or of the happenings in it. Moreover, this reference to being blinded by a star may even be metaphorical allusion to the term of being starry-eyed. As defined by the Oxford-English dictionary, starry-eyed means to be, â€Å"full of emotion, hopes or dreams about someone or something. And, in this sense, it greatly relates to the sentiments that are being voiced, and breeds a connection to metaphors that are used in poetry. Such figurative language continues on through the chorus. Perhaps, the lyrics; â€Å"The stars, the moon, they have all been blown out,†(5), explain t hat the world as she knew it has been extinguished like a candle. She may have become oblivious to the constants that govern our universe. Furthermore, when the song states, â€Å"No dawn, no day, I’m always in this twilight/ In the shadow of your love,† (7-8), it may be describing that she is trapped in a vague unawareness of the outside world because of her love or this boy. Along with this, the cosmic metaphor persists into the second verse. And, as indicated by the lyrics, â€Å"And in the dark, I can hear your heartbeat/ I tried to find the sound/ But it stopped and I was in the darkness/ So darkness I became,† (9-12), just as everyday the earth dissolves into night, she too may have drifted into a similar darkness. She is possibly so terrified that this boy may not share her feelings that she has become like darkness of the night. And, again, the use of this metaphor continues to offer to connect poetry and this song.Finally, in the third and last verse, t his metaphor persists. This stanza possibly explains that she resolved to release herself from her blind and starry-eyed state by â€Å" . . . [taking] the stars from my eyes . . . † (17), and find a way out of the darkness as indicated by the lyrics, â€Å" . . . and then I made a map/ And knew somehow I would find my way back,† (17-18). But, soon realizes that she was not alone in her fears of unshared feelings because, â€Å"[he was] in the darkness too,† (19). Or, that he was lost in a similar night like darkness as she was. Then, because of this, she, â€Å" . . stay[s] in the darkness with [him]† (20). Thus, this metaphor to the cosmos deepens the supremacy of love they have for one another. And, in comparing their love to the laws within the universe, the description of their feelings for one another seem to be otherworldly and almost supernatural. Once again, this extended metaphor that was cleverly fashioned maintains to engender a likeness betwe en this song and poetry. Throughout â€Å"Cosmic Love,† Florence and the Machine uses poetic devices to exhibit, support, and further explain the story within the song.Their insightful ability to make use of form and an extended metaphor creates a respectable poem. Therefore, in applying popular poetic form and crafting an extended metaphor to describe this love-struck journey, this song is truly an artfully illustrated poem. Work Cited 1. â€Å"Cosmic Love. † Moshi Moshi Entertainment. 2009. Web. 11 Oct. 2012. www. florenceandthemachine. net 2. Kennedy, X. J. , and Dana Gioia. â€Å"Chapter 17: Closed Form. † Backpack Literature. Fourth ed. Upper Saddle River, New Jersey: Pearson Education, 2012. 512-31. Print.

Tuesday, October 22, 2019

Seven Sisters Colleges Should You Go to One

Seven Sisters Colleges Should You Go to One SAT / ACT Prep Online Guides and Tips If you're looking at applying to elite liberal arts colleges, you've probably come across the Seven Sisters schools. But what schools are Seven Sisters colleges, and what makes them so special? In this article, we explain what the Seven Sisters schools are, which of them still exist, and which of them are still all-women's colleges. I'll also use my expertise as an alum of a Seven Sisters school to break down what the benefits are of applying to a Seven Sisters school and five tips for getting admitted. Feature image credit: Nicholas Knouf/Flickr What Are the 7 Sisters Colleges? When people refer to the Seven Sisters colleges, they're talking about this specific group of seven historically all-women's colleges in the Northeastern United States: Barnard Bryn Mawr Mount Holyoke Radcliffe (now part of Harvard) Smith Vassar Wellesley The name of the group comes from Roman mythology, where the Seven Sisters were the seven daughters of the god Titan and the nymph Pleione. All of the Seven Sisters colleges were founded in the 19th century between 1837 (Mount Holyoke) and 1889 (Barnard), with the goal of providing post-secondary education opportunities for women that were of similar caliber to what men were getting at colleges like Harvard and Yale. The Seven Sisters schools not only sought to give women access to a high-quality education but also actively searched for female faculty and administrators so that the schools were also led by women. These values continue through to today, with at least one of the Seven Sisters (Wellesley) never having had a male president. In the 1970s, when top formerly all-male schools like Harvard and Amherst were going co-ed, some women's colleges began to think about the same question. Radcliffe made the decision to merge with Harvard and no longer exists as an independent undergraduate college. While Vassar was offered a similar partnership with Yale, Vassar turned it down and decided to go co-ed on its own (a story which you'll definitely hear told on the campus tour). The rest of the Seven Sisters schools remained more or less women's colleges, but each of the five remaining non-co-ed Seven Sisters colleges has exchange programs with nearby co-ed schools that allow students to take classes outside of their own college. How much these intercollegiate academic programs affect life on campus vary widely from school to school. For instance, because of Barnard's close partnership with (and physical closeness to) Columbia University, there's a lot of crossover between the two schools. On the other hand, while Wellesley has an exchange program with MIT, Babson, and Olin, there aren't usually a lot of non-Wellesley students in classes, probably because of having to bus or drive between schools. There's a good bus system that allows students to take classes at Smith (pictured here), Mount Holyoke, Hampshire, Amherst, and UMass Amherst. Rusty Clark ~ 100K Photos/Flickr. List of the 7 Sisters Schools We've created a table for you to compare the names, locations, admission rates, sizes, and co-ed policies of the original Seven Sisters colleges. Name Location Admissions Rate Total Undergrad Enrollment Co-Ed?* Barnard New York, NY 13.9% 2,562 No Bryn Mawr Bryn Mawr, PA 34.1% 1,360 No Mount Holyoke South Hadley, MA 50.9% 2,208 No Radcliffe Cambridge, MA n/a n/a n/a Smith Northampton, MA 31.0% 2,502 No Vassar Poughkeepsie, NY 24.6% 2,456 Yes Wellesley Wellesley, MA 19.5% 2,534 No *Note: For the most part, the policy of the Seven Sisters schools is that anyone who identifies as female or who was assigned female at birth and doesn't identify as male may apply. If you're concerned you may not qualify, you should check with the individual school as to the specifics of their policy. RIP, Radcliffe College. Boston Public Library/Flickr. Why Apply to a 7 Sisters College? As someone who applied to and ended up choosing between Vassar and Wellesley for college, I have thought about this question a lot. Five reasons really stand out to me for applying to and attending a Seven Sisters college. #1: Get a Good Liberal Arts Education By going to a Seven Sisters college, you'll get a lot of the benefits you'd get from a good small liberal arts school, including... small class sizes good student-faculty ratios a strong focus on academics You'll also be encouraged to take classes outside your own school to broaden your academic horizons. Every one of the Seven Sisters schools has partnerships with nearby schools that allow you to take classes there. Whether you just want to take some co-ed classes or you're interested in a different learning environment, the net result is that you'll get a more diverse academic experience. Barnard's affiliation with and nearness to Columbia University means that Barnard students can easily cross-register to take classes there. Boston Public Library/Flickr. #2: Have a Higher Chance of Admission The Seven Sisters colleges are much less selective than comparable co-ed schools. This is illustrated in the table below, which lists five of the top liberal arts colleges in the country and their admissions rates. School Name Admission Rate Amherst 12.8% Bowdoin 10.3% Swarthmore 9.5% Wellesley 19.5% Williams 13.0% Despite being one of the top colleges in the country, Wellesley has 1.5 times to nearly double the admissions rate of comparable colleges. This is true across most of the remaining Seven Sisters colleges. Why are the admission rates higher for Seven Sisters schools? Well, since all of the remaining Seven Sisters colleges (except Vassar) do not accept male applicants, the pool of potential students is basically cut in half. Instead of competing against 8,000 students for 1000 spots, you might only be competing against 4,000 other students, which means you'll have a better chance of getting in. The comparatively decreased selectivity of the Seven Sisters schools has nothing to do with the quality of the schools - Wellesley and Smith in particular are known for their academic rigor. But by simple math, you have better chances of getting into a Seven Sisters school than you do an equally academically-rigorous co-ed school. #3: Gain a Life-Long Network The counterpart to the "good ol' boys" network of the Ivy League schools is the network created and fostered by graduates of the Seven Sisters colleges. If you go to a Seven Sisters school, you will gain access to a strong and supportive alumnae network that stretches beyond whatever individual school you attended to include all those who attended Seven Sisters schools. The benefits of this network range from having an advantage when job-searching because you have that inside connection, to getting tips on housing and settling in a new location after college or grad school, to connecting socially in a place where you might not know anyone. Become part of the interconnected network of Seven Sisters alums (ivy garland not included). Above: 1917 Smith College Graduation. Richard/Flickr. #4: Learn in an All-Women's Environment That most of the Seven Sisters colleges are all-women's schools is often a deciding factor for students considering whether or not to apply. For some, the idea of going to an all-women's college is unthinkable and may even seem archaic in the 21st century. However, one of the most valuable features of all the Seven Sisters schools (including Vassar), particularly in this day and age, is that they all promote the importance of women taking leadership roles and succeeding in the world. I personally didn't place a huge amount of importance on this factor when I was applying to colleges- in fact, Wellesley was the only all-women's college I applied to. But as a Wellesley student (and now alum), I found that being almost entirely surrounded by smart, driven, and confident women meant I felt compelled to rise to meet those standards myself. #5: Be in an LGBTQ+ Friendly Environment All of the Seven Sisters lean socially liberal to some extent, which includes having robust LGBTQ+ cultures on campus. The degree to which this is the case varies from school to school, and this is not to say that there aren't socially conservative students at Seven Sisters colleges, because there are. However, the overall environment at the Seven Sisters schools is generally social progressive and LGBTQ+friendly. If this is something you don't care about much one way or the other, you'll still be able to have a great experience at any of the Seven Sisters schools. And if being at a school where being LGBTQ+ is not just safe, but celebrated and part everyday normal life, then you should definitely consider applying to a Seven Sisters college. On the other hand, if you do not want to attend a school where LGBTQ+ students and culture are a significant part of campus life, a Seven Sisters school is probably not going to be a great fit for you. 5 Tips to Get Into the 7 Sisters Colleges Now that you've learned more about the Seven Sisters schools, you're probably champing at the bit to find out how to get accepted. I've gathered up five top tips for getting into a Seven Sisters school below, based on my experience as a prospective (and then admitted) student. Tip 1: Excel in School Just because the Seven Sisters colleges are relatively less selective doesn't mean that you can slack off academically. You'll still need a top GPA and test scores and strong letters of recommendation to have a good chance of getting in. Letters of recommendation are particularly important for Seven Sisters schools because of the value that those schools place on how you can contribute to their community. Because the alumnae networks are so central to the Seven Sisters colleges, the expectation is that if you are accepted and attend one of the schools, you'll be part of the community for a long time. Admissions officers at Seven Sisters schools want to be sure you're someone who exemplifies the quality of a Seven Sisters student, which means they don't just care about your grades; they also care about how you interact with teachers and other students. The bottom line is that to get into a Seven Sisters school, along with good grades, test scores, and GPA, you want your recommender to be able to describe your leadership, your personality, or your ability to work well both individually and as part of a group. You do not want them to write something impersonal like "Laura was a good student who succeeded academically in my class." Tip 2: Interview With an Alum Depending on where you're located, it might be tricky to set up an alumnae interview, and so it's not a required part of the application process. If at all possible, though, you should make sure to interview with a representative of the college, ideally with someone who attended the college themselves. Not only will interviewing with an alum give you a better idea of what the environment is like at that particular school, but it will also provide another data point for the admissions office about what you're like beyond a set of numbers. As I stated in the previous tip, the Seven Sisters colleges place a lot of value on choosing students who will flourish in their particular environments. Because of the strength of the alumnae network and the connection many alums feel to their alma maters, alumnae interviewers are as invested as you are in making sure not just that you're the right choice for the school, but that their school is the right fit for you. I honestly believe that my interview with an alum is what clinched my acceptance at Wellesley. Yes, I had a strong transcript and good SAT scores, but without the alumnae interview I did (that ended with the interviewer saying "You're the most Wellesley applicant I've seen in a while"), I don't know how things would have turned out. And just as importantly, that interview made me realize "Oh. Yeah. This school seems like a really good fit for me." Bryn Mawr. Mark Goebel/Flickr. Tip 3: Research the School All the Seven Sisters schools have a "Why [school name]?" component to their application. The question of why you want to attend the school isn't there just to boost the schools' egos; it's there because the admissions officers genuinely care about your reasons for applying and wanting to be part of those schools' communities. Because of this requirement, you need to thoroughly research whichever of the Seven Sisters colleges that you apply to. Don't just write an essay for Barnard and expect it to work for every Seven Sisters school. Instead, look into what makes each school unique and highlight the aspects that you value in your "Why [school name]?" essays. As with setting up an alumnae interview, the benefits of researching the school are not just that you'll increase your chances of getting in because you'll demonstrate your interest to the college, but that you'll also learn more about whether or not the specific school is the right fit for you. For instance, if you research Vassar, you'll learn that the campus is a designated arboretum and also gorgeous. Adam Jones/Flickr. Tip 4: Embrace That You're Applying to a 7 Sisters School It might feel like you're being too enthusiastic or overselling it if you emphasize the fact that you're applying to one of the Seven Sisters and that that's important to you. While you don't want to overemphasize it ("I truly believe that Smith, one of the Seven Sisters, is a great fit for me. From the first time I visited the women's college Smith, I knew I wanted to attend it"), you should not shy away from directly stating that attending a historically women's college is something that appeals to you. It's not some big secret that the Seven Sisters colleges were traditionally women's colleges that promoted women's education and women's success in the world; the schools are well aware of their own history and what they stand for. Even for Vassar, stating that you value the history of the school and the long tradition of valuing women's education will only help you (assuming you don't come off as insincere). You can be honest about doubts you have about applying to a non-co-ed school, but you still need to show that you appreciate the value of attending a college with a tradition of high-quality education for women. For instance, I'm pretty sure that in my "Why Wellesley?" essay, I wrote that I hadn't considered applying to a women's college until I visited Wellesley, but that after I visited campus and learned more about it I knew I wanted to apply (which was all true). If you can't come up with a way that you value that the school you're applying to is a Seven Sisters school, then you shouldn't be applying to a Seven Sisters school. Mount Holyoke. Barry Stock/Flickr Tip 5: Don't Call It an All-Girls School When you write your personal statements or your "Why [school name]?" essays for one of the all-women's Seven Sisters, do not call the school an "all-girls school;" call it a women's college. This might seem like a relatively minor point compared to the other things I've mentioned, but it's actually a really useful tip to keep in mind if you're applying to any of the all-women's Seven Sisters schools. The term "all-girls school" is not one that the schools ever use to refer to themselves, so using that term demonstrates that you have done pretty much no research into the school. It also implies (even if you don't mean it to) a certain disdain for the school, as if attending a non-co-ed school is for children. So make sure to check all of your application materials and change any instances of "all-girls school" to "women's college." It's a simple change that will create a positive, or at least neutral impression if you do it, but will leave an extremely negative impression if you don't. Boston Public Library/Flickr. What's Next? Planning out your college visits but not sure where to go? Our guides on how to choose a college and what colleges you should apply to will help you organize your trip. What do I mean when I say that the Seven Sisters schools are top liberal arts colleges? Find out what a liberal arts college is with this article. Do you have what it takes to get into the most competitive schools? Get the inside scoop on the most selective colleges and which colleges have the highest SAT and ACT scores. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Monday, October 21, 2019

The Best Questions to Ask When Switching Careers

The Best Questions to Ask When Switching Careers When enthusiasm and passion for your career turns to apathy and discontent, it may be time to move on to the next opportunity. There are benefits to a job change- such as leaving your comfort zone, diversifying your skills, and taking a chance on your own ambitions- but it’s also important to consider the risks and determine whether it’s worth the trade-off. This is especially true if you’re switching careers, where you may need to take a demotion or step back, starting in a lower position to make your way back up the latter. Before jumping into your new career, ask yourself these five questions, all of which will help you figure out exactly what you want and need.â€Å"Do I Need More Opportunity to Grow?†A common cause of job dissatisfaction is boredom and lack of engagement because your experience or skills are underused. In this case, Fast Company suggests considering whether there’s still room for growth in your current position, or if youâ€⠄¢ve â€Å"maximized the opportunities for advancement.† To remain engaged, motivated and empowered in a career, you need responsibilities that can help you stretch and progress.This may be possible in your current position, avoiding the need to switch jobs or careers. Express concerns with your manager and see if there’s a promotion opportunity, or even a chance to step up or lead on a new project. If your current job doesn’t offer the potential for growth, it’s time to seek one that does.  Ã‚     Ã¢â‚¬Å"Am I Afraid to Do What I Really Want?† According to a 2016 fears survey, personal failure is the number one fear among Americans. This intense aversion to the idea of failing keeps you stagnant, detached, complacent and timid to make any change that disrupts the status quo- even when it’s a change that could improve your situation long-term, like a new job or career change.Instead of allowing fear and uncertainty to hold you back, be int entional about gaining both the confidence and courage to bet on yourself. Consider what you really want to do, and whether it’s feasible at this point in your career. In most cases, it is.Note that it may be helpful to find a mentor and learn how they got started and how your current experience could be valuable in this new career. They’re guidance will allow you to get started on the right foot and set reasonable expectations.â€Å"What Skills Do I Need?†A lack of formal training or experience in the career you want to pursue doesn’t mean you’re unqualified. Forbes points out that skills honed in your current position may also be transferable to your new role. The key is knowing how to present those skills on your resume to show you’re prepared for this new career or job. Here are a few tips from Resume Genius for making your skills stand out:Quantify when possible. Instead of â€Å"Types fast† say â€Å"WPM Typist.†Instead o f listing â€Å"Proficient with Adobe† list the specific tools: â€Å"Proficient with Illustrator and Indesign.†List most important skills for position first.Include examples of how you use those skills, if possible.Finally, consider whether you should list your technical skills at the top or bottom of your resume: â€Å"Most job seekers end up choosing a resume template  that places their relevant skills closer to the bottom, but  for some specific industries listing them at the top is very effective,† explains Resume Genius. These industries include:Information TechnologyGraphic DesignManufacturingTechnical WritingEngineeringâ€Å"How Can I Meet the Right People?†Professional contacts in your field of interest can be assets during the transition period, offering recommendations, answering questions, and introducing you to the right companies. If you don’t have these contacts already, the first step in switching careers is finding them by sett ing up meetings and attending networking events. It may sound like a lot of work, and it can be, but in the end, it’s worth it:â€Å"Finding people who challenge your ideas, push you to be better and give you developmental feedback- the trifecta for success and growth- requires hard work,† notes Ted Rollins, long-time entrepreneur recognized by Inc. 500. â€Å"So find events, both networking and otherwise, where you can connect with people who cross geographical, organizational and hierarchical lines, then you’ll be on a path to success.†Ã¢â‚¬Å"Am I Willing to Start from Scratch?†Regardless of your current rank in the pecking order, when switching to another industry, it’s often unavoidable that you’ll need to start from the bottom. If this new role requires a degree of expertise outside your wheelhouse, prepare to accept an entry-level position rather than overshooting based on your former credentials. Remind yourself that this will l ikely be challenging:â€Å"You might be leaving behind a reputation, and sets of skills that you worked hard to build. When you take a risk like that, it can be doubly frustrating when things don’t happen right away, or you don’t get the level of job or salary that you were hoping for. So as you go into it, take a deep breath and understand that there will be challenges,† says Kate Lopaze, another contributor for The Job Network.Besides, a positive attitude, eagerness to learn and diligent work ethic can help you advance faster than a sense of entitlement and inflated ego.Is it time to switch careers?If you feel that a career move would be in your best interest, after considering these questions, then embrace the change and trust in your own abilities to succeed. Form relationships with others who can point you toward actualizing your objectives, use resources like LinkedIn and job posting websites to make yourself visible to recruiters, and continue honing the skills and confidence needed to forge ahead on this next phase of your career.BIO: Jessica Thiefels has been writing for more than 10 years, is currently a full-time writer, content marketing consultant and business owner. She’s also no stranger to career changes, having gone through 5 jobs in 5 years. She’s been featured in Forbes and Business Insider and has written for Manta, Virgin, Glassdoor and more. Follow her on Twitter @Jlsander07 and connect LinkedIn.

Sunday, October 20, 2019

75 Idioms and Expressions That Include Break

75 Idioms and Expressions That Include Break 75 Idioms and Expressions That Include â€Å"Break† 75 Idioms and Expressions That Include â€Å"Break† By Mark Nichol Break and its various forms are found in a number of idioms and expressions. Here is an extensive but likely incomplete list of such usages. 1. All hell break(s) loose: chaos ensues 2. Break bad: defy authority 3. Break bread: to dine together, thus symbolizing peace and cooperation 4. Break a code: figure out a system for disguising communication 5. Break a law: do something illegal 6. Break a leg: an expression from the performing arts equivalent to â€Å"Good luck† 7. Break a/the record: exceed the previous best performance 8. Break a habit: stop doing something one does regularly 9. Break a story: be the first journalist to report on an incident or issue 10. Break away: separate from a group 11. Break (one’s) back: expend a great deal of effort for a result 12. Break (one’s) balls: overwhelm or overwork someone 13. Break camp: pack equipment at a campsite in preparation for departure 14. Break down: physically or emotionally collapse, or reduce something to its constituent parts 15. Break even: end up with the same amount of money one had before investing or gambling 16. Break faith: cease to support, or to abide by a promise 17. Break (one’s) fall: prevent a fall of one’s body that might have caused injury 18. Break for: pause for 19. Break formation: cease to operate in an established formation or pattern 20. Break free: release oneself from a literal or figurative restraint 21. Break (one’s) heart: suffer emotional distress 22. Break ground: begin construction 23. Break in (or into): enter by force 24. Break (one) in: introduce someone to something, or initiate someone into something 25. Break it up: an admonition to stop what one is doing, especially arguing or fighting 26. Break loose: separate from 27. Break into a gallop: suddenly increase one’s pace to a gallop while riding a horse 28. Break new ground: begin something new or do something different 29. Break (one) of (something): cause someone to stop doing something habitual 30. Break of dawn: beginning of the day 31. Break off: stop or cease 32. Break open: forcibly open 33. Break out: forcibly remove something from something else, literally or figuratively escape, burst forth suddenly, separate (as into groups), or develop pimples 34. Break out in a cold sweat: become suddenly nervous or frightened so that one literally or figurative perspires 35. Break out in a rash: suddenly develop a skin condition 36. Break out in tears: suddenly begin crying 37. Break ranks: cease to adhere to a certain opinion or cause 38. Break silence: cease to refrain from speaking about something 39. Break (one’s) stride: suddenly stop walking 40. Break the back of: reduce the power or end the domination of 41. Break the bank: use all of one’s funds 42. Break the fourth wall: address an audience directly rather than act as if there is no audience (said of an actor) 43. Break the ice: do something to alleviate awkwardness or nervousness 44. Break the mold: do something differently than it has been done before, or, in the case of a comment that â€Å"They broke the mold when . . . ,† a sentiment that someone or something has no equal 45. Break the news: share (often unpleasant) information 46. Break the silence: speak up about a topic previously avoided 47. Break the spell: end a period in which one experienced delight 48. Break through: overcome 49. Break (something) to (someone): provide (usually unpleasant) news or information 50. Break up: to separate into pieces 51. Break up with: to end a romantic relationship with 52. Break wind: create flatulence 53. Break with: end a relationship with 54. Break with tradition: deviate from custom or standard practice 55. Break (one’s) word: renege on a promise 56. Breaking point: the limit of physical or emotional endurance 57. Broke: out of money 58. Broken arrow: military jargon or code referring to an accident involving nuclear weaponry or to a request for air support for a threatened position 59. Broken dreams: unfulfilled aspirations 60. (Sound like a) broken record: sound repetitive, like a vinyl record that skips and therefore repeatedly plays a sound 61. Broken reed: unreliable person (on the analogy of the broken reed of a reed instrument) 62. Even break: even chance 63. (Make a) clean break: escape without complications, or start over again 64. Give me a break: said to express skepticism or exasperation 65. Go for broke: risk everything 66. If it ain’t broke, don’t fix it: don’t try to improve something that works well 67. Lucky break: fortunate occurrence 68. Make a break for it: attempt to escape or get away 69. Make or break: said of a critical action that will result in significant success or failure 70. Sticks and stones may break my bones but names will never hurt me: a child’s response to name-calling expressing that he or she is not injured by the name-calling 71. Take a break: pause while working 72. That’s the breaks/them’s the breaks: an expression of mild sympathy for bad luck 73. The straw that breaks the camel’s back: the final unfortunate or unpleasant incident that results in abandoning or rejecting a situation 74. Tough break: bad luck 75. You cannot make an omelet without breaking eggs: a saying referring to the fact that sacrifices must be made to obtain desirable results Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:How to Format a UK Business LetterThe Possessive Apostrophe5 Ways to Reduce Use of Prepositions

Saturday, October 19, 2019

Germany and the Germans Essay Example | Topics and Well Written Essays - 1250 words

Germany and the Germans - Essay Example This sense of commonality of the people fit the objectives for Hitler and the Third Reich. In speeches, they appealed to the betterment and welfare of the people seeking to bring back Volkish culture. Germans wanted a clearly defined distinction between Germans and the other peoples of Europe. This discussion analyzes the influence of nationalist thought in the shaping of Nazi policies beginning with a historical definition of the term ‘Volk’ and the reasons for its integration into German society of the 1800’s. It will also address how the Nazi party utilized these precepts as an idealistic tool, why they established these concepts and how effective this tactic was in congregating the people. The ideas intended to unify a nation advanced by nationalist philosophies evolved for over a century into a national impression of superiority. The Third Reich did not expose the German people to beliefs to which they were not originally pre-disposed. The regime had to be su pported by the German people for it to have experienced the heights of popularity that it achieved during the 1930’s and this support came from a nationalistic narcissism. Nazi ideology was not an overnight event. It had evolved for over a century with a beginning in Volkish beliefs. ... This draw to unify inspired a considerable interest in the German people’s common culture, myths, legends and folksongs. â€Å"This idea found many adherents, reacting to both the Napoleonic conquest of Germany from 1806 to 1811 and the rationalism and scientific advances of the English and the French later in the century† (Iggers 1988). Though still not politically united, Germans were learning to take pride in their cultural accomplishments. There was, unfortunately, a dark aspect to unification. The tendency for cultural nationalism produced cultural superiority and intolerance, which, when combined with racism, was a powerful political force of nineteenth-century Europe. Volkish writers, in-step with the people of the mid to late 1800’s Germany were becoming increasingly intolerant of cultures other than their own. In the mid-1800’s, the term ‘semitic’ became widely adopted by as a result of German philologist Wilhelm Marr’s foundat ion of the Anti-Semitic League. In 1879, he determined the Hebrew language was ‘semitic’ and not Indo-European (Wegner 2002 p. 2) â€Å"The mysticalized, Volkish linguistic foundation for the Aryan myth was a popular concept in the mid-1800s that both Friedrich and August Wilhelm Schlegel, among others, had argued vociferously for, to overflowing university classrooms and in their voluminous writings† (Wegner 2002 pp. 8-9). This linguistic difference provided a means for those of nationalist thought to further identify themselves as different from and superior to anyone of Jewish descent well before the Nazis came to power. It was widely held that the true German spirit was rooted in nature. The people perceived the rural culture

Project management Assignment Example | Topics and Well Written Essays - 750 words

Project management - Assignment Example Project Management Office (PMO) A Project Management Office (PMO) can be termed as a centralised organisational unit or body which is likely involve in different phases of a project. The body is the core entity that ensures to provide basic administrative along with advisory and consulting support to the overall operations of the project. Moreover, a PMO also involves in strategic and grievance services that are required to successfully achieve the desired goals and objectives of the project (Canfield University, 2004). With regard to the case scenario, Volkswagen (VW) Mexico had founded an effective PMO which was principally established in order to monitor and control operations performed in the Jetta component assembly line. The PMO of the company played a major role for the project in terms of coordinating an effective financial plan along with appropriate schedule for each project function. Moreover, the unit also contributed by playing a crucial role in terms of procuring and ma naging adequate resources to ensure effective performance within the Mexico project assembly line (Project Management Institute, 2012). Project Control System Project control system generally incorporates various steps performed by different operational and management groups which facilitate to successfully accomplish the ultimate objectives of a project (Public procurement Guide, 2008). With regard to the project control system of Jetta assembly line, VW Mexico had highly focused on six major steps including programming or estimation, identification, budgeting, cost control, scheduling of project activities and performance measurement. In relation to scheduling of project activities, VW Mexico component’s design strategy for installing Jetta assembly line would be completed within 21 months in a budget of around USD3.3 million. The work breakdown structure of the project is segregated into separate elements such as defining project which entails stage gate review and stakeho lder development. Subsequently, the planning stage would entail design and new suppliers along with preparing the blueprint of the entire work activities. In addition, the phase of training, implementation and risk assessment would be comprehensively followed to ensure complete success of the project. Moreover, risk assessment phase would facilitate to ensure optimisation of the undertaken project along with ascertaining proper commencement of the production of Axel, Motor and Corner module (Project Management Institute, 2012). In this regard, it can be said that one of the critical components of project control system is to mitigate situations when delay occurs in the project schedule. In relation to Jetta assembly line project as well, the project manager needs to remain cautious to avoid any kind of delays. The project manager in such scenarios can take control by preparing a work breakdown structure for each and every activity of the project. Moreover, the project manager needs to carefully and continuously monitor any delay creating activity and if by

Friday, October 18, 2019

Biblical 2 Essay Example | Topics and Well Written Essays - 500 words

Biblical 2 - Essay Example They became what we know now as the Twelve Apostles. This started with the calling of Peter and Andrew (Matthew 4:18-20). He told these two men and the ten after them that He’s going to teach them to become more than fishermen that catches fish in the sea. He taught these men how to become fishers of men inviting them to leave their families and the life that they know in order to help Jesus bring to the people the Kingdom of God. These Twelve Apostles were in parallelism with the Twelve Tribes of Israel of the Old Testament. His act of establishing the core of His Ministry showed He recognized His need of help. With them, Jesus started his Galilean Ministry, establishing the groundwork of working His way through preaching and healing people (Redford). With them, he made sure that His teachings will carry on even when He has gone from the earth. While gathering His Apostles, He was also gathering a public ministry which consisted of people who readily accepted His miracles and the doubtful who wanted to see more so they can believe in His works are the works of God and not of the Devil. Jesus loved to teach using parables, using the lessons and hidden messages to interpret and characterize the Kingdom of God and how the people should act to receive the blessing of being accepted in the Kingdom of God. One of His most famous teachings happened during the Sermon on the Mount or what is called The Beatitudes (Matthew 5:1-20, 38-48). The Beatitudes represented the standard of conduct of the people who would become the citizens of the Kingdom of God (Redford). It described how people should act in order to gain entry into the Kingdom and to maintain a life there. Jesus’ lessons described mainly how people should repent and act in order to cleanse themselves and be worthy of the Kingdom of God. His teachings, particularly the Beatitudes showed people that those who are

Romanesque Art Essay Example | Topics and Well Written Essays - 750 words

Romanesque Art - Essay Example The St.-Sernin Church in Toulouse utilizes architectural designs that evidently reference the crusade and the triumph of the Crusaders. It is a Romanesque design church located along boulevards that lead to the Santiago de Compostela in Spain. Apparently, the church is believed to have been built with a design that can accommodate a huge number of stray worshippers that were believed to flee the Islamic world after the successful execution of the crusade. Moreover, it has a transept and a long domed nave that was intended to circumvent the hazard of fire, which was a major factor threatening the existence of wooden churches during the 12th century. Apparently, the church is built in the design of a Latin cross connoting the raising of the Roman cross after successfully capturing areas that were under Islamic control prior to the crusade. The construction of the large basilica was in the perpetuation of a tradition that was initiated by early Christians and marks a revolutionary point in the Romanesque art as it reflects the incorporation of new, unique, strong and sustainable designs in that contributes to the wholeness of structures (Brommer 122). Additionally, the painting of Saint-Front has connoted the coming of a war as it made it apparent that it was the Christians authority to fight a war for the expansion of their kingdom and influence; building structures that could accommodate more of them and force more into the structures (Brommer 182).

Thursday, October 17, 2019

Teenagers using steriods Essay Example | Topics and Well Written Essays - 750 words

Teenagers using steriods - Essay Example S is suggested to be ddictive in some users nd especilly in teengers. In ddition, teengers often use other illicit drugs nd there is the risk for spred of heptitis nd HIV to originlly low-risk popultions through shring needles in S injection (DuRnt et l., 2003). S use in teengers my cuse premture closure of the growth pltes over the bones resulting in permnent short. The initition of S use hs mostly been found to tke plce sometime during teengers. The prevention of S use should therefore be considered n importnt tsk not only within sports but lso for the public t lrge. The serch for risk nd protective fctors for S use in teengers is vitl. Rte of lifetime use mong United Sttes high-school students vries between 4% nd 12% for mles nd 0.5% nd 2% for femles (Bhrke et l., 1998). Lower figures hve been reported in other countries; rtes vry between 1.2% nd 3.2% for mles nd 0.2% nd 2.0% for femles in ustrli (Beel et l., 1998), for exmple. One report showed firly similr rte (12-month) in Cnd (4.1% in mles nd 1.5% in femles) (Cndin Centre for Drug-Free Sports, 2003). Prevlence of S use mong frikns-speking sport prticipnts hs been reported to be in the sme rnge (e.g., 2.5%), wheres much lower rtes were found in the generl dolescent student popultion in South fric. Studies from different regions in Sweden hve provided vrying lifetime estimtes for dolescents: 5.8% for mles nd 1.0% for femles versus 2.1% nd 0.2%, respectively (Kindlundh et l., 1999). Substntil regionl differences hve lso been found in the U.S. s well s in South fric. With the exceptions of Cnd, ntionl dt re lcking. The current knowledge bout S use, therefore, need s to be supplemented by lrge-scle nd ntionlly representtive smples from sites outside North meric. S reserch hs been mostly descriptive in nture. There hve been some ttempts t more theoreticlly driven reserch, but differing theoreticl perspectives hve rrely been contrsted. Theories of S use hve hd t lest three different viewpoints. First, mny studies hve tken sports perspective, nd these studies hve noted such motives s winning nd performing well in thletics. Thus, the prevlence of S use mong top thletes hs been reported to be high in such sports s footbll, trck nd field, weight lifting, body building nd possibly lso self-defense sports nd mrtil rts (Fields et l., 2004). High rtes of use hve been found t subelite levels nd mong college nd high-school thletes (Bhrke et l., 1998). Second, muscles not only mke you win, they fit the present-dy body idel. For men, this body idel implies upper torso strength nd mesomorph body type. For women, this is defined s slimness, prticulrly from the wist down, coupled with lrge brests (Wichstrom, 2000). To look good or to be big re the prime motives for S use mong gym-bsed weight triners nd mong the top two motives in the generl dolescent popultion. Eting problems nd concerns hve been found in mle body-builders nd S users. Possibly "reverse norexi" (Pope et l., 2000) nd hence S use hve prtly the sme etiology s eting disorders, including poor self-concept nd poor body stisfction. However, mong norml dolescents one of the prime motives for looking good is to enhnce one's chnces with the opposite gender, nd one could therefore

Catheter Related Blood Stream Infection Essay Example | Topics and Well Written Essays - 1500 words

Catheter Related Blood Stream Infection - Essay Example Guidelines for the prevention of (CRBSIs) have been formulated by CDC. These are targeted at the intensive care personnel who are involved in the insertion of these catheters and post insertion management and care of these catheters, particularly the nursing staff. It is proposed that in addition to the existing guidelines, this study will provide ample evidence for the use of PICCs in ICU setting to reduce the rate of CRBSI. Almost 12 years back, the use of PICCs was highly favored for cost and safety considerations by a study (Ng et al, 1997). The advantages of PICCs include ease of bedside placement, placement even by non-physicians and a relatively lower risk of complications. Complications of PICCs were studied in 351 patients and were identified to be infection related, phlebitis, vein thrombosis, PICC occlusion, broken or leaking catheter or dislodgement of the catheter (Walshe et al, 2002). However, even the authors concluded that because of their convenience and easily managed complications they should be continued to use. 200 prospective studies were analyzed systematically and it was determined that PICCs used in inpatients (2.1/ 1000 catheter days) had a slightly lower rate of CRBSIs than standard non cuffed and non medicated CVC s placed in subclavian or internal jugular vein(2.7 BSIs /1000 catheter days)(Maki, Kluger, & Crinch, 2006). Whereas, Safdar and Maki (2005) found that CRBSI with PI CCs was higher than some of the other CVCs. Thus, more studies are warranted to compare CRBSI rates of PICCs and CICCs and establish a lower rate of infection of PICCs. Study Design and Population The study utilized a central-line database retrospectively, one year prior to and 3 years after the introduction of hemodynamic monitoring with PICCs in a closed, medical-surgical, 20-bed intensive care unit and a 10-bed intermediate care unit of a tertiary-care academic medical institution. CRBSI rates were compared for a 12-month control period and a 36-month intervention period with open-ended PICCs. Thus, it was a retrospective analysis of an interventional study (Patel et al, 2007). 2,474 central vascular catheters were inserted in 1788 critically ill patients (21,919 catheter-days). ). A total of 6210 CICC catheter-days and 15,709 PICC catheter-days were analyzed (Patel et al, 2007). The primary outcome variable was the rate of CRBSI and this was defined as "isolation of the same organism (defined by species and antimicrobial susceptibility pattern) from the colonized catheter (>15 colony-forming units) and one or more peripheral blood cultures within 48 hours in a patient with no alternative source of bacteremia" (CDC, 2002). Since, the primary outcome measure was clearly defined, changes in the values were analyzed statistically and reliability was ensured. However, the blinding status so far as the group allocator or the body who assessed the results is not clear. What indicated the use of PICCs in most of the patients while some still had CICCs in the later years of the study is also not clear. Was

Wednesday, October 16, 2019

Teenagers using steriods Essay Example | Topics and Well Written Essays - 750 words

Teenagers using steriods - Essay Example S is suggested to be ddictive in some users nd especilly in teengers. In ddition, teengers often use other illicit drugs nd there is the risk for spred of heptitis nd HIV to originlly low-risk popultions through shring needles in S injection (DuRnt et l., 2003). S use in teengers my cuse premture closure of the growth pltes over the bones resulting in permnent short. The initition of S use hs mostly been found to tke plce sometime during teengers. The prevention of S use should therefore be considered n importnt tsk not only within sports but lso for the public t lrge. The serch for risk nd protective fctors for S use in teengers is vitl. Rte of lifetime use mong United Sttes high-school students vries between 4% nd 12% for mles nd 0.5% nd 2% for femles (Bhrke et l., 1998). Lower figures hve been reported in other countries; rtes vry between 1.2% nd 3.2% for mles nd 0.2% nd 2.0% for femles in ustrli (Beel et l., 1998), for exmple. One report showed firly similr rte (12-month) in Cnd (4.1% in mles nd 1.5% in femles) (Cndin Centre for Drug-Free Sports, 2003). Prevlence of S use mong frikns-speking sport prticipnts hs been reported to be in the sme rnge (e.g., 2.5%), wheres much lower rtes were found in the generl dolescent student popultion in South fric. Studies from different regions in Sweden hve provided vrying lifetime estimtes for dolescents: 5.8% for mles nd 1.0% for femles versus 2.1% nd 0.2%, respectively (Kindlundh et l., 1999). Substntil regionl differences hve lso been found in the U.S. s well s in South fric. With the exceptions of Cnd, ntionl dt re lcking. The current knowledge bout S use, therefore, need s to be supplemented by lrge-scle nd ntionlly representtive smples from sites outside North meric. S reserch hs been mostly descriptive in nture. There hve been some ttempts t more theoreticlly driven reserch, but differing theoreticl perspectives hve rrely been contrsted. Theories of S use hve hd t lest three different viewpoints. First, mny studies hve tken sports perspective, nd these studies hve noted such motives s winning nd performing well in thletics. Thus, the prevlence of S use mong top thletes hs been reported to be high in such sports s footbll, trck nd field, weight lifting, body building nd possibly lso self-defense sports nd mrtil rts (Fields et l., 2004). High rtes of use hve been found t subelite levels nd mong college nd high-school thletes (Bhrke et l., 1998). Second, muscles not only mke you win, they fit the present-dy body idel. For men, this body idel implies upper torso strength nd mesomorph body type. For women, this is defined s slimness, prticulrly from the wist down, coupled with lrge brests (Wichstrom, 2000). To look good or to be big re the prime motives for S use mong gym-bsed weight triners nd mong the top two motives in the generl dolescent popultion. Eting problems nd concerns hve been found in mle body-builders nd S users. Possibly "reverse norexi" (Pope et l., 2000) nd hence S use hve prtly the sme etiology s eting disorders, including poor self-concept nd poor body stisfction. However, mong norml dolescents one of the prime motives for looking good is to enhnce one's chnces with the opposite gender, nd one could therefore

Tuesday, October 15, 2019

Management Accounting Assesssment Coursework Example | Topics and Well Written Essays - 2000 words

Management Accounting Assesssment - Coursework Example On the basis of such information, management formulates the future strategy to be followed to retain its competitiveness in the industry. In the contemporary environment, organisations are paying special attention to two main factors. The first one is associated with incorporation of continuous improvement in the operations of the organisation and the second one is monitoring the cost with help of an advanced and flexible accounting system. In this given project, both these factors will be discussed, drawing examples from Corus. At the beginning, a brief introduction about Corus will be given and later on issues associated with continues improvement and flexible costing system will be discussed. Finally, a conclusion will be drawn to summarise the information gathered in the project. About Corus Corus is the second largest steel producer in Europe with its main operations in UK and Netherlands. It is a subsidiary of Tata Steel, one among the world’s top ten steel manufacturers . ... The company pays special attention towards the changing needs of its international customer base. Tata is an Indian conglomerate that operates in chemical, telecommunication, consumers goods, automotive and leisure industry. The Corus exclusively consumes 6.5 million tonnes of iron ore and 2 million tonnes of coal each year to produce 4.3 million tonnes of steels. Its principle production site is at Scunthorpe that alone employees 5,500 people who work in 2,000 acres of area. The steel produced by Corus is used for production of rail, steel products, steel rods and steel plates. The production units of Corus are highly conscious about sustainable development; hence the company is making investments to minimise emission of carbon and other greenhouse gases. With time, demand for steel in developing nations like China and India will grow further. On the other hand, international organisations are constantly increasing pressure on the steel producers to minimise the negative impact on t he environment. Therefore, while formulating the future strategy for the Corus, its management is likely to pay special attention to these vital issues. Benefit of continuous improvement in Corus What is Continuous Improvement- The term ‘continuous improvement’ is derived from the Japanese word â€Å"Kaizen† which means making changes that bring about betterment in the overall processes in an organisation. This comprises of IT, engineering, financial, commercial, customer services and manufacturing related processes. It essentially involves making small changes in the process instead of making big changes intermittently. This calls for a close supervision of the overall business processes and exercising a tight control. Parties

Monday, October 14, 2019

Personal Responsibility Essay Example for Free

Personal Responsibility Essay Personal responsibility means that I have the discipline to put a plan together. This allows me, to create achievable goals. In order to succeed during each of my college courses. My overall success in my college courses is very important to my end goal. My end goal is to attain my degree in Psychology. The psychology degree is to be able to better work with and help children in the child protective services system. Time and stress management are the two biggest obstacles, which I must overcome. To manage my stress; I need to utilize a calendar to create a schedule. Utilizing a calendar, in which I make a schedule will not only overcome my stress and time obstacles, but also my procrastination. The utilization of a calendar will allow myself the time break down each part of my day and week, I can effectively devote time to my family, homework and working around the house by dividing up my day accordingly without wasting or losing time. Dave Ellis, author of becoming a Master Student, said it best â€Å"Time is an equal opportunity resource. All of us, regardless of gender, race, creed, or national origin, have exactly the same amount of hours in a week. No matter how famous we are, no matter how rich or poor, we get 168 hours to spend each week-no more, no less. Time is something I cannot afford to lose when it comes to my family or school and in some cases there is not a do over button I can press. Time and stress management will be the two biggest hurdles I must master for the sake of my success at the college level. Not only will must I master these hurdles for the sake of my college success but also my professional goals. My team mates must attempt to master these goals as well. As a student I will be working with teams throughout the entire time I am in college. Working in teams is a part of the fundamental, we are taught as children to work together with others to complete a task. The one way I see to succeed with a team is by creating a network of activity as outlined in chapter 8 of Project Management written by Jack R. Meredith and Samuel J. Mantel The way the authors talk about a project and are creating a network of activity which shows the activity and event relationships between the tasks in a project. This shows what specific task each individual will undertake, who they will coordinate with and what resources they will use. It ensures that proper communication takes place and identifies when the project will be completed to include which processes will take the longest and how long each person can take without delaying the project. This will ensure that my team and I keep our personal responsibilities in perspective without failing the class and ourselves. By using this method, everyone will know what the expectations are while completing an assignment. When it comes to being a responsible student, I know that my own personal responsibility is important to how well I do in college. I have to make a plan from the start. This plan I make will include all of my long term goals as well as my short term goals. I will be able to keep my long term goals, in sight while making small changes to my short term goals to keep myself on course. I will begin my plan by using a yearly calendar for each year along with each college year. This way I can write down all of my long term goals up to graduation on the calendars. The calendars will break down into daily increments of time. I can use the days or weeks to mark down short term goals or make changes to them as I need. These calendars will also allow me to include time out of my day to devote to my family and other activities. The use of calendars and reminders will also assist in my team projects when communication is necessary I can pencil in the time I need to set aside for team work projects. The use of daily planners is will assist me beyond my college responsibility. They will also help to keep me on time for personal events with my family and court hearings for my foster children. Using calendars will keep all of my planned times with homework and other activities from bleeding over into each other. This plan of action will allow me to achieve all of my goals and keep me on course so I can complete my degree. The completion of my degree is my responsibility so that I may complete my goal to become a child psychologist. It is my personal responsibility to pay for my college classes and materials and study for the courses I take. Responsibility is essential for my success as a student, so that I do not take my education lightly and waste the time of my instructors of class mates. I must take into account that my instructor and class mates depend on my personal responsibility to attend class and complete my assignments in a timely fashion. In conclusion by taking personal responsibility of my actions in my education and professional and personal life I will become a successful individual. I will be able to complete my short term and long term goals and commitments, when taking responsibility. I can translate these small victories and experiences into college success for my class mates, team mates and myself. I must keep in mind and never forget that it is my personal responsibility to attend class and complete all my course work for my degree. Once I have the personal pride in knowing and seeing the achievements of my personal responsibility, I will be able to share this with my family. Finally, once I have passed each and every one of my college courses this will also lead to my attaining my long and short term goal and also lead to becoming a college graduate.

Sunday, October 13, 2019

Saving behaviour of Malaysian university students

Saving behaviour of Malaysian university students The purpose of doing this research is to determine the factors that influence the saving behavior towards private and public university students in Malaysia. There is an introduction regarding the research background about the factors influence the saving behavior towards private and public university students in Malaysia. For information, it determines the objectives of entire research and also justifies significant of research which outlines the purpose of this research. In addition, it also provided the definition for important terms throughout the research. With the rapid development of the financial system and the broader array of financial products and services available to consumers, there is an increasing need for Malaysians to make wise savings and investment decisions that will have lasting implications for their financial well-being. Due to the many peoples lack of the skill to manage their financial status, financial problems increase day by day. As a result, the understanding of the important of saving behavior and a clear picture of this matter is an important element to us. We are required to get a full answer from the problem. Previously there are a lot of researches had been done by other researcher. However, the studied is not well enough to give an insight or the key for the problem. The research is going to identify research problems by gathering all relevant and appropriate sources to support the statements and see how other researchers have perceived regarding the topic area. All data collected from previous studies are used to demonstrate the relationship between independent and dependent variables and it will show how independent variables make impact on the dependent variable. Chapter 2 Literature Review 2.2 Independent Variables 2.2.1 Demographic Factors Soo (2009) explained that demographic variables played a significant role in explaining attitude toward saving. However, when demographic variables were not considered, characteristics of saving goals and individual regulatory orientation were significantly related to attitude toward saving. In addition, the effect of saving goals was moderated by a households regulatory orientation. Moreover, it was concluded that saving goals affect attitude towards saving and saving behavior among peoples. Based on Jehad (2007), understanding the demographic problem behind the saving patterns is benefits for designing effective public policy. Age According with Joe, Hadley Balasundram (2002), many college students were unworried about their own financial status, future wealth, and retirement planning. Thus, the attitudes of the preschool children toward saving can consider an important personal characteristic because it may give an impact to them for their future life. (John Andrew, 2002). Nowadays young generation have low level of financial literacy, which due to their uncontrolled expenditure behavior. In the advancing ages, it would be quite difficult for an individual to develop the habit of systematic manage their financial planning (Pillai, Rozita Rachel, 2010). Due to the age factor, youth lack of the skill of financial literacy compared to middle-aged and older adults who have more experienced in financial planning (Pillai et. al., 2010). Besides, based on Elsa, Annamaria Chiara (2009), older individuals may have little discretionary saving the reason is because the amount of saving is already providing for their future retirement needs. From the research of Mohamad Maurice (2010), students who had late enrolled in their childhood consumer experience were considerably less likely to report financial problems. Moreover, Students are never required to educate themselves on personal finance. Once they enter the workforce, they will likely not take the time to become more financially literate and will not adequately prepare for their retirement (Chris Oliver, 2011). In contrast, the younger generation and the elderly save very little primarily due to their lower income, respectively. Thus, the life cycle hypothesis implies that private saving rises with a higher percentage of the working population, and falls with a higher percentage of the younger generation and aging population .According to the life cycle hypothesis, the middle age groups were categories to be the best in managing their saving. The life cycle hypothesis also suggests that young and old groups are the least likely to save because of their situation (Jehad 2007). A positive relationship between age and saving has been reported in many studies (Chang, 1994; Johnson Widdows, 1985; Browning Lusardi, 1996). Browning andLusardi documented a complex relationship between age and saving. Using crosssectional data, they concluded that elderly savings can be complicated by a cohort effect. Generally, people reaching maturity at different times might vary their attitude toward risk and borrowing, consequently affecting their saving rate. Using panel data, Hurd (1990) reported a decline in wealth among the elderly, suggesting a negative relationship between age and saving. Other studies compared the actual saving rate of different age groups with the expected saving rate based on economic models. Browning and Crossley (2001) concluded that while the elderly dissave, their actual dissaving rate is not as large as that predicted by an economic model. Avery and Kennickell (1991) found that age groups older than 65 saved more than what would be expected ba sed on an economic model. Gender According with Maria Stephanie (2002), studies in the field of psychometrics had found out that female attitude toward risk differs from male and demonstrates that gender is a powerful determinant of risk attitudes and judgments. The Study of John Andrew (2002) had show that the mothers attitudes are systematically both more important and than man. It can be said that female students were more likely to engage in savings behavior than male students (Maria et. al., 2002) In addition, according from Mohamad, Maurice, Jariah, Tahira Mohd (2008), female students had greater financial well-being than male students. From Angela, Urvi Erik (2008), it stated that women wealth has historically been lower than men. Moreover, the results of the current study had showed that there has an existing of the differences within saving behaviors between men and women (Angela et. al., 2008). Patti (2010) had reported that women who were in poor health condition were seldom to make their saving in the short period, while poor health condition did not significantly influence the short term saving of men. Furthermore, Patti et. al., (2010) has shown that the economic wellbeing and financial behaviors of male and female differ significantly. Female hold lower levels of wealth and have significantly lower earnings than male. Gender based differences in behavior that are systematic and widespread can influence consumptions, savings, investment and the level of risk taking at aggregate level were mentioned by (Szekeres et. al., 2010). The researches on developing countries proved that women may have a stronger preference than men for buying goods and services that contribute to the human capital of their children, such as food, education, and health care (Valeria, 2010). The study of Szekeres (2010) show that the term of gender refers to socially learned behaviors that are associated with females and males. Parents Marital Status David (2010) the analysis indicates that marital-status transitions play an important role that can impacts on personal saving decisions especially in the cases of widowhood and divorce. It stated that, when people get married, form a family, or separate through divorce or widowhood, they can experience dramatic changes in their financial positions. Therefore, the marital status and children almost certainly affect household resources, preferences, and background risk, and these elements lie at the heart of any analysis of optimal asset allocation and wealth buildup over the life cycle. In addition, households experience an increase in wealth due to the merging of the spouses assets after they marriage. Moreover, household heads of each gender must engage one of five states at the beginning of each age. They can be married, divorced, widowed, never married, or deceased. According to Berkay (2010), it suggested that the legalization of divorce led to a significant increase in the propensity to save by married individuals, which is consistent with individuals saving more as a response to the increase in the probability of marital breakup. Moreover, from the same research, some theoretical work has made a challenge to introduce marriage and divorce explicitly in a model of savings. It argued that different channels through which marital transitions can have an effect on consumption and savings. Avery and Kennickell (1991) reported that during a three-year period the wealth of those married or single (for the entire period) increased, which indicated saving. However, wealth decreased for those whose status changed between 1983 and 1986. Rha, Montalto, and Hanna (2006) discovered that households with single heads and children, households with married heads and children, and households with single female heads without children were less likely to save, relative to households with single male heads without children. Households with children tend to save less (Douthitt Fedyk, 1989; Bosworth et al. 1991; Browning Crossley, 2001; Freyland, 2004; Deaton, 2005). Ethnicity According to Yusof, Erik Bart (2000), there were large fraction of the ethnic Malay work in low-wage industries, whereas the ethnic Chinese and Indians frequently work in high-wage industries. For information, Mohamad Maurice (2010) were found that it has a negative coefficient indicating that Chinese students were substantially less likely to have effective financial behavior than the reference category such as Malay, Indian and others. Perry and Morris (2005) used data from the 1999 Freddie Mac Consumer Credit Survey to examine responsible financial behaviors, such as saving money. They found low-income African Americans were more likely to engage in responsible financial behaviors than their low-income White counterparts. The research did not find a significant interaction effect between race and income with respect to responsible financial behaviors for the Asian and Hispanic groups. Rha, Montalto, and Hanna (2006) found that households with a White respondent were more likely to save than those with Black or Hispanic respondents. They also found that Black households were significantly less likely to save than White households. However, Hogarth and Anguelov (2003) found that Hispanics were more likely than Whites to be savers. Their results showed no differences among Blacks, Whites, and other races in likelihood of being a saver. 2.1.2 Family Structure An additional child might cause a negative influence on a familys ability to save while. On the other hand, it may boost up the parents desire to save more (Tim, Sandra, Roslyn, Robert, 2006). The studies of Kathy (2009) had mentioned that the geographical redistribution of financial infrastructure, away from lower income communities, has resulted in geographical pockets of financial exclusion, economic decline, poverty and deprivation, as low-income households often do not have access to financial institutions and savings incentives. Additionally, low-income consumers often have to suffice with lower quality goods and services. They may have no choice but to purchase second hand goods, an option that is almost always viewed as second best (Joseph et. al., 2009). Besides, Additionally one can speculate about whether students from wealthy families might have had more and earlier consumer experience and greater financial socialization, so that those who scored higher on those predictors might also be able to rely more on their parents to assist them after graduation (Mohamad Maurice,2010) From the research of John Andrew (2002), it shows that parents wealth residuals are correlated to childrens wealth residuals. In other words, parents who save more than expected are more likely to have children who also save more than expected even after controlling for parental wealth. In addition, the first prediction of the model of the research were the savings behavior of children should be similar to that of their parents, controlling for income, age and other demographic variables. Thus, children observe parents consumption and planning behavior and may learn, or simply absorb, particular attitudes that affect savings behavior. Furthermore, homogeneity within communities and heterogeneity across communities could lead to relationships between parents and childrens behaviors. In between, the parental wealth may have direct effects on childrens behavior. Household income or lifetime earnings are positively associated with increases in household savings (Browning Lusardi, 1996; Chang, 1994; Rha, Montalto, Hanna, 2006; Hurd Zissimopoulus, 2003). Perry and Morris (2005) found that people with higher incomes were more likely to engage in responsible financial management behaviors, such as saving money. Avery and Kennickell (1991) reported that individuals with incomes more than $50,000 saved more than economic theory would suggest. Chang (1994) noted that income had a positive effect on saving. Rha, Montalto, and Hanna (2006) found a positive relationship between household income and the probability of saving. Browning and Lusardi (1996) noted that households with greater income uncertainty possessed higher savings from current income. 2.2 Spending Pattern Pillai et. al., 2010 With availability of generous pocket money, personal credit cards, access to credit cards of family members or high-paid jobs at prime age, young people are faster becoming impulsive spenders and prove reckless often. Moreover, strategic marketers are designing products and services targeting young generation. With the ease of information access through the Internet and web technology, marketers have managed to capture a significant market of youth through online store sales. In the Asian subcontinent, new trends in fashion, electronic gadgets, sports, video games, mall culture and music are important contributors to wasteful spending among the youth. Most of todays young adults, although smart and independent, scarcely understand the value of money because of the desire to adopt extravagant lifestyles, in addition the above mentioned factors. Young adults under the age of 30 are now the fastest growing age group filing for bankruptcy. Besides, evidences show tha t college students tend to spend their discretionary income on instant gratification of their wants rather than save money for their further education. Hibbert, Beutler Martin (2004) examine the influence of parental financial prudence on the attitude and behaviors of the next generation toward their finances. The study underscores the importance of family atmosphere to inculcate the necessity of being rational in personal financial management from the very early life of a person. Moreover, keeping personal financial records makes one to keep track of his or her various expenses and also develop the qualities of a cautious spender because one is constantly aware of how much he/she has spent probably during the last week, month or year. For information, spending in excess of their earnings is one of the most common problems faced by young adults today. The youth are following the I want philosophy, that is, they are more interested in accumulating material possessions than saving money and this leads to the domino effect of making impulsive purchasing decisions resulting in overspending and shortage of money. In addition, credit car d use habit has grown phenomenally among young adults. This increase in the number of youth holding credit cards and incurring credit card debt has generated concern that these young people are over extended and unaware of the long-term consequences associated with severe indebtedness. Moreover, John Andrew (2002) had mentioned that children are always be able to observe parents spending and planning behavior and learn the behavior from them. Mohamad Maurice (2010) stated that more than half of the respondents did not save any money when they received their scholarship or education loan. More than half of the students used their money for shopping. The data showed that 45 percent of them spent all their money before the end of the semester. 2.3 Educational Qualification It is obvious that people who are educated would be more aware about their future life. Thus, the important on saving might be one of the factors that make them taking into their consideration (Joseph, Clifford Annette, 2011). In addition, Masud, Husniyah, Laily, Sonya (2004) had pointed out that it is possible for educators to offer a course that teaches the financial skills necessary to overcome the financial problems among university students. For information, John Marco (2000) explored that the parents education levels would have a causal effect on childs education. Moreover, Mohamad Maurice (2010) stated that those students with higher financial knowledge were more likely to engage in saving behavior. Furthermore, the research said that the college-educated parents are strongly associated with higher residuals, it may effect that survives controlling for wealth (John Andrew 2002). Angela, Urvi Erik (2008) predictable a bargaining model of household saving behavior and found out those households where the husband had more education than the wife had lower levels of net worth. Higher rates of tertiary education which could perhaps be counted as another form of investment have also contributed to increasing debt (Janice,2007) 2.4 Sibling Rank Keister (2003) found that the number of siblings a person has is a significant predictor of the importance one places on saving for retirement. The more siblings one has, the less time each child has devoted exclusively to them from their parents. Parents with more children tend to save less and have less time to educate each child about saving. Also, the more siblings one has the less likely their parents are to pay for college, give them a car, or put the down payment on their first home. This causes them to have to pay for these items with no financial assistance from their parents. They are forced to start their finances off in debt and once someone is in debt, they often remain there for the rest of their lives. In addition, the more siblings one has the less likely they are to receive an inheritance when their parents pass away. In addition, it also finds that overall, the more siblings one has the less wealth accumulation they are likely to achieve. 2.5 Place of Origin Masud, Husniyah, Laily Sonya (2004) had mentioned that when the place of origin was compared, a higher percentage of those from rural areas reported experiencing more problems compared to those from urban areas. Students from rural areas may have a limited amount of resources in comparison to urban area students. Soo(2009). A students residential status can also influence the problems he or she faces. A higher percentage of those living off campus did not have sufficient money to last until the end of semester compared to those living on campus. Students living off campus spend more money on items that students on campus do not have to pay for, such as gasoline for commuting. Yet, a higher percentage of students living on campus reported skipping meals to save money. Since their money was not sufficient to last until the end semester, several students have to borrow money from friends. Thirty percent of males and no females indicated that they plan to pay off their debt when they get the money.