Characteristics of a Real Number

What is a number? Well that depends. There are a variety of different kinds of numbers, each with their own particular properties. One sort of number, upon which statistics, probability, and much of mathematics is based upon, is called a real number. To learn what a real number is, we will first take a brief tour of other kinds of numbers. Types of Numbers We first learn about numbers in order to count. We began with matching the numbers 1, 2, and 3 with our fingers.  Then we and kept going as high as we could, which probably wasnt that high. These counting numbers or natural numbers were the only numbers that we knew about. Later, when dealing with subtraction, negative whole numbers were introduced. The set of positive and negative whole numbers is called the set of integers. Shortly after this, rational numbers, also called fractions were considered. Since every integer can be written as a fraction with 1 in the denominator, we say that the integers form a subset of the rational numbers. The ancient Greeks realized that not all numbers can be formed as a fraction. For example, the square root of 2 cannot be expressed as a fraction. These kinds of numbers are called irrational numbers. Irrational numbers abound, and somewhat surprisingly in a certain sense there are more irrational numbers than rational numbers. Other irrational numbers include pi and e. Decimal Expansions Every real number can be written as a decimal. Different kinds of real numbers have different kinds of decimal expansions. The decimal expansion of a rational number is terminating, such as 2, 3.25, or 1.2342, or repeating, such as .33333. . . Or .123123123. . . In contrast to this, the decimal expansion of an irrational number is nonterminating and nonrepeating. We can see this in the decimal expansion of pi. There is a never ending string of digits for pi, and whats more, there is no string of digits that indefinitely repeats itself. Visualization of Real Numbers The real numbers can be visualized by associating each one of them to one of the infinite number of points along a straight line. The real numbers have an order, meaning that for any two distinct real numbers we can say that one is greater than the other. By convention, moving to the left along on the real number line corresponds to lesser and lesser numbers. Moving to the right along the real number line corresponds to greater and greater numbers. Basic Properties of the Real Numbers The real numbers behave like other numbers that we are used to dealing with. We can add, subtract, multiply and divide them (as long as we dont divide by zero). The order of addition and multiplication is unimportant, as there is a commutative property. A distributive property tells us how multiplication and addition interact with one another. As mentioned before, the real numbers possess an order. Given any two real numbers x and y, we know that one and only one of the following is true: x y, x y or x y. Another Property - Completeness The property that sets the real numbers apart from other sets of numbers, like the rationals, is a property known as completeness. Completeness is a bit technical to explain, but the intuitive notion is that the set of rational numbers has gaps in it. The set of real numbers does not have any gaps, because it is complete. As an illustration, we will look at the sequence of rational numbers 3, 3.1, 3.14, 3.141, 3.1415, . . . Each term of this sequence is an approximation to pi, obtained by truncating the decimal expansion for pi. The terms of this sequence get closer and closer to pi. However, as we have mentioned, pi is not a rational number. We need to use irrational numbers to plug in the holes of the number line that occur by only considering the rational numbers. How Many Real Numbers? It should be no surprise that there are an infinite number of real numbers. This can be seen fairly easily when we consider that whole numbers form a subset of the real numbers. We could also see this by realizing that the number line has an infinite number of points. What is surprising is that the infinity used to count the real numbers is of a different kind than the infinity used to count the whole numbers. Whole numbers, integers and rationals are countably infinite. The set of real numbers is uncountably infinite. Why Call Them Real? Real numbers get their name to set them apart from an even further generalization to the concept of number. The imaginary number i is defined to be the square root of negative one. Any real number multiplied by i is also known as an imaginary number. Imaginary numbers definitely stretch our conception of number, as they are not at all what we thought about when we first learned to count.

Fences by August Wilson Essay - 977 Words

Fences by August Wilson We all lead lives filled with anxiety over certain issues, and with dread of the inevitable day of our death. In this play, Fences which was written by the well known playwright, August Wilson, we have the story of Troy Maxson and his family. Fences is about Troy Maxson, an aggressive man who has on going, imaginary battle with death. His life is based on supporting his family well and making sure they have the comforts that he did not have in his own childhood. Also, influenced by his own abusive childhood, he becomes an abusive father who rules his younger son, Cory?s life based on his own past experiences. When the issue comes up of Cory having a bright future ahead of him if he joins the football team,†¦show more content†¦The main character of this play, Troy Maxson, considers death to be a part of the baseball game of life. In one part of the book he gives a description of how death came to him when he was in the hospital, and he told it to return another time. Death is one of his main insecurities. As he gets older he feels death coming closer and closer. It seems as if, just to hold death in abeyance by trying to feel young again, he has an affair with this other woman named Alberta. Death strikes closer to home base for Troy, when his mistress dies while giving birth to a baby girl. At this point in the book he makes a deal with death. He says to it, ? Ain?t nobody else got nothing to do with this. This is between you and me. Man to man. You stay on the other side of that fence until you ready for me.? (page 77). The fence is very symbolic in this situation. It symbolizes his insecurity about death and how he has put up these imaginary fences for protection. It leaves us with a very clear image of this agressive man who fears nothing in life, except death. Rose?s childhood was also filled with uncertainity. Her father was a drifter who went from place to place starting a new family every where he went, so that it got to the point where each of her step brothers and sisters had a different mother. This was the basis for her insecurity and possessiveness of her own family. In her case also,Show MoreRelatedFences : Fences By August Wilson1541 Words   |  7 PagesName: Alejandro Ahmed Date: 12/6/16 Unit: American Drama Title: Fences Author: August Wilson Year of Publication: 1986 Fences Study Guide Descriptive i. Overview: â€Å"Fences†, was a play written by August Wilson in 1986. The play communicates the story of the son of an unsuccessful sharecropper, Troy Maxson, who has lived most of his life independently due to his father’s abuse during his childhood. The play focuses on Troy’s interactions and conflicts with other characters, and the complicated relationshipsRead MoreFences by August Wilson791 Words   |  3 Pageshave built fences to keep enemies out and keep those they want to protect inside. In society today, people create metaphorical fences in order to fence in their feelings, while others create literal fences in order to keep the unwanted away. In the play Fences, the Maxon family lives in 1950’s America whose love for sports and one another are questioned at times when they need to be together the most. In the play Fences by August Wilson, two main characters Troy and Cory Maxon build a fence, literallyRead MoreFences, By August Wilson1104 Wor ds   |  5 PagesAfrican-Americans during the middle of the twentieth century were treated differently than those of the white population. Fences, a play by August Wilson, demonstrates the frustration of white dominance during a time when African-Americans were secluded from society. The Maxson family are the main characters of the play, showing the life they lived in their black tenement in Pittsburg in the 1950s. The setting demonstrates the drama of their struggle, frustration, rebellion, and the predicamentsRead MoreFences, By August Wilson807 Words   |  4 PagesFences â€Å"Some people build fences to keep people out...and other people build fences to keep people in† (61). In the play, Fences, by August Wilson who displays how fences symbolize different situations to represent different characters. The story takes place in Pittsburgh, Pennsylvania in the 1950’s, and in the play fences gives an outlook of providing an obstacle or barrier that is intended to keep something out or in. It shows through the protagonist character, named Troy Maxson and his wifeRead MoreThe Fences By August Wilson1813 Words   |  8 PagesIn the Fences, by August Wilson shows that life of African Americans in the U.S. in the 1950s with the story of Troy and his family. Wilson uses the symbol of the fence to show the desires of each character like Rose’s desire is to keep her family together, Troy’s desire is to keep death out and to be not bound forever, and Bono’s desire is to follow Troy, his best friend, as an example of the rig ht way to live and to be with Rose and Troy who are basically his family. Rose and the other seen charactersRead MoreAugust Wilson Fences984 Words   |  4 Pagesbecause in order to get what you want you have to fight for it. Two literary works that reflect this quote are Fences, a play about the struggles of African American before and during the Civil Rights Era in the 1950s and 60s, by August Wilson and â€Å"The Yellow Wallpaper† a short story that shows the difference between women and men during that time, by Charlotte Perkins Gilman. ‘Fences’ shows the revolution the characters face, their actions and what is the result of those choices. Whereas, ‘TheRead MoreFences by August Wilson883 Words   |  4 PagesFences, written by August Wilson, is a play about a man, named Troy, struggling to support his family during the late 1950’s. In this play, we see that Troy hurts the people closest to him. He has been uncaring towards his wife, Rose, his brother Gabriel and his son, Cory. This is because Troy had nothing to go on but the harsh example set by his father. In Fences, Troy has felt like he has been fenced in all of his life, which causes him to fence others in. Troy has felt fenced in all of his lifeRead MoreFences, By August Wilson895 Words   |  4 PagesFences written by August Wilson is an award winning drama that depicts an African-America family who lives in Pittsburg, Pennsylvania during the 1950’s. During this time, the Mason’s reveal the struggles working as a garbage man, providing for his family and excepting life as is. The end of segregation began, more opportunities for African American people were accessible. Troy, who’s the father the Cory and husband of Rose has shoes fill as a working African America man. He is the family breadwinnerRead MoreFences, August Wilson1835 Words   |  8 PagesAs illustrative of the kind of analysis I would bring to Fences, by August Wilson, if my bid to direct is successful, O prose to take direction for a part of Act 1, Scene 3 of the play. This will include possible blocking, camera work, music, and what the actor should be feeling and experiencing while acting the par t. I will examine how crucial it is that the actors portray their characters effectively, and I will offer commentary to assure just that. On the basis of these findings I will determineRead MoreSymbolism In Fences By August Wilson1460 Words   |  6 PagesKeep Love in or Lock it Out?: An Analysis of Symbolism in Fences Symbolism is defined as an artistic and poetic movement or style using symbolic images and indirect suggestion to express mystical ideas, emotions, and states of mind. In Fences by August Wilson, symbolism is used heavily throughout the play in order to represent deeper meanings and add to the emotion of the storyline. In order for the play to have so much depth and emotion, symbolism is crucial to the work itself and the heavy topics

Mini-Case - Finance free essay sample

In this scenario, we will continue the company’s growth rate of 5%, with no change in plowback or dividends. In this scenario, price per share is determined by the current dividends, divided by (r-g) The value of the company will be equal to the present value of all future cash flows ( i. e. dividend payments) that investors expect to receive. Constant growth scenario: EPS 2013 = $ 12,000,000 / 400,000 shares = $ 30. 00 Book equity per share in 2013 = $80,000,000 / 400,000 shares = $200. 00 per share Dividends paid out per share in 2013 = $ 8,000,000 / 400,000 shares = $ 20. 00 per share Payout ratio in 2013 = $ 20. 0 (DIV2013) / $ 30 (EPS 2013) = 0. 67 Plowback ratio 2013 = $10. 00 (RE per share 2013) / $ 30. 00 (EPS 2013) = 0. 33 Sustainable growth rate = 0. 15 (rate of return) x 0. 33 (plowback ratio) = 5 % Price per share 2012 = DIV2013/(r-g) = $20/(11%-5% ) = $ 333. 33 $ 333. 33 price per share x 400,000 shares = $ 133,333,333 value of the company in 2012 P/E ratio = $ 3 33. 33( price per share) / 30 (EPS) = 11. 11 Rapid Growth Scenario: Since Price = DIV / r-g, and there are no dividends paid in the years 2013 – 2016, we can calculate the value of the company in 2016 and discount it to obtain the Present value in 2012. EPS 2017 = $21,000,000 / 400,000 shares = $52. 50 Book equity per share 2017 = $139,900,000 / 400,000 shares = $349. 75 Dividends paid out per share 2017 = $14,000,000 / 400,000 shares = $35. 00 Payout ratio in 2017 = $ 35. 00 (DIV per share 2017) / $ 52. 50 (EPS 2017) = 0. 67 Plowback ratio in 2017 = $ 17. 50 (RE in 2017) / 52. 50 (EPS in 2017) = 0. 33 Sustainable growth rate = 0. 15 (rate of return) x 0. 33 (plowback ratio) = 5 % Price per share in 2016= $35. 00 (DIV 2017) / 0. 06 (r g)= $583. 33 Let’s discount it to 2012 value: Financial calculator: FV = 583. 33 N = 4, I/Yr = 11% PV = 384. 5 – price per share in 2012 384. 25 x 400,000 shares = 153,700,000 – value of the company in 2012 under rapid growth Conclusion: Rapid growth scenario promises higher stock price, so it should be chosen. PVGO between the previous example and this one: 153,700,000 – 133,333,333 = 20,366,667 Under both scenarios, current price per share is more than $200. Now here†™s my calculations: Constant growth scenario: Assuming a 15% required return: P0 = DIV1 / (r-g) = $20 / (. 15 . 05) = $20/. 1 = $200 Assuming an 11% required return, we’ll have: P0 = DIV1 / (r-g) = $20 / (. 11 . 05) = $20/. 06 = $333. 33 In the constant growth scenario, the stock is valued at $200 if we assume a 15% expected return, and $333. 33 if we assume 11% expected return. Now, in the rapid growth scenario, things get even more exciting. I think that 2017/2020 is the horizon year, because it’s AFTER that point when the growth goes down to 5%. In paragraph 6, the problem states â€Å" would require reinvestment of all of Prairie Home’s earnings from 2016 to 2019. After that the company could resume its normal dividend payout and growth. † your book’s years:20122013201420152016201720182019 my book’s years:20152016201720182019202020212022 year #01234567 arnings growth from previous year4. 6%15%15%15%15%5%5% dividend0000$35$36. 75$38. 59 todayH NB: neither book shows 2019 or 2022, but we know that the beginning of the year figures are the same as the end of year figures for the previous year, so that’s where I got those. Ultimately, it doesn’t really matter Iâ€℠¢m just reinforcing the point that we turn into a constant growth scenario beginning with year 6. Our non-constant growth model says this: PV = D1/(1+r)1 + D2 / (1+r)2 + †¦ + DH / (1+r)H + PH / (1+r)H and we get PH with this formula: PH = Dt+1 / (r-g) The dividends for the foreseeable future (years 1 4) will all be 0, so hose first numbers will add up to 0. We know that the dividend at the horizon year year 5 is $35. The expected future price of the stock at year 5 will be: P5 = D6 / (r-g) Plugging in numbers there, we have: P5 = $36. 75 / (. 15 . 05) = $36. 75/. 1 = $367. 50 Again, that’s assuming a 15% required return. Then the third part of the process is to add up all of those numbers, discounting them to the present value: P0 = D1 + D2 + D3 + D4 + D5 / (1. 15)5 + P5 / (1. 15)5 = 0 + (35 + 367. 5) / (1. 15)5 = 402. 5/(1. 15)5 Or on the calculator: FV = 402. 50, I/YR = 15, N=5, PV = $200. 11 Then we go to the 11% required return. There, we’ll see that: P5 = D6 / (r-g) = $36. 75 / (. 11 . 05) = $612. 50 And then: P0 = D1 + D2 + D3 + D4 + D5 / (1. 11)5 + P5 / (1. 11)5 = 0 + (35 + 612. 50) / (1. 11)5 = †¦ (Calculator: FV = 647. 50, I/YR = 11, N = 5, PV = $384. 26) In the rapid growth scenario, the stock is valued at $200. 11 if we assume a 15% expected return, and $384. 26 if we assume 11% expected return. This is the point where I defer to you, or we can talk about this more tomorrow. Our math says to price the stock somewhere between $200 and $384, but how do we choose? I get the sense that you understand that better than I do, so I can use your input for sure. We believe that Prairie Home Stores should value the stock at $384. xx because we should choose the We recommend choosing the rapid growth scenario, plowback more earnings into growing the company, and set the IPO price as $384. whatever. Our prospectus will show that we intend to invest more of our earnings into growing the company over the next 4 years, and as a result investors and the market will support a price of $384. We chose to use 11% as our expected rate of return, because this is the rate shown in the Journal of Finance as being the rate offered by other, equally risky stocks in the same industry as Prairie Home Stores. The PVGO is $153,700,000 – 133,333,333 = $20,366,667. This indicates that the company has room to grow, which will be attractive to investors. Investors believe that under the rapid growth scenario. According to our calculations, Mr. Breezeway was wise to counsel his son( ) to not sell the stock for $200, as we believe that the company is worth more than current BOOK VALUE PER SHARE include something about this. $200 per the current values (this is what the whoever dude offered the son), but our calculations show that the company is more valuable than the $200 price indicates.

Research Paper on Twitter Essay Example

Research Paper on Twitter Essay Twitter is a social networking service and microblogging where people can leave their messages, called tweets, with a limit size of 140 characters. These are published on the user profile page. Users can subscribe to other users’ message flow, which is called â€Å"to follow,† subscribers are called â€Å"followers.† All users can post (tweet) and read tweets via the Twitter website, but many choose instead to use third party applications, as these are designed to work on a cell phone, or as a standalone application that gives better view than the Web browser does. It costs nothing to use Twitter, but mobile operators may also send you the bill for using text massage service for reading and posting your tweets. Twitter’s headquarters is in San Francisco, but offices and server rooms are also available in San Antonio, Texas, and Boston. We will write a custom essay sample on Research Paper on Twitter specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Paper on Twitter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Paper on Twitter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is known that Twitter was created by Jack Dorsey in March 2006 and launched in July of that year. The service had 200 million registered users worldwide (September 2011). Of these, half (100 million) who log into their account at least once a month, while 50 million do so daily (September 2011). In 2010, they sent over 25 billion tweets. In addition to individual users, there also are many companies, services, artists, and organizations presenting themselves on Twitter as a way to reach out to their users, customers, and fans. The service received much attention during the presidential elections in the U.S. in 2008, when the presidential candidate Barack Obama’s campaign used Twitter and other social media to reach out to their constituents. Twitter is also a tool for dissidents in totalitarian regimes to communicate with the outside world, as well as during natural disasters, conflicts and the like when the individuals in place are immediately able to report on events. People who use Twitter use some special expressions. One of these conventions is to type the pound sign ) in front of a word or acronym to make it easy to find messages about this. Such words are called a â€Å"hashtagg.† Large organizations, events, and social movements often have their own hashtagg to gather information about them. Twitter accounts are referred to in a similar manner with an at sign (@) before the username. Disseminating or forwarding someone else’s tweet is called â€Å"to re-tweet.† An early way to â€Å"re-tweet† was made by typing RT followed by an at sign and the original author’s account name. The current built-in way to â€Å"re-tweet† was introduced in November 2009. Students, who are looking for the help in writing their research proposal on twitter, can use free research papers on different topics. These free example papers can be an excellent source of relevant data, if properly written. Are you looking for a top-notch custom research paper on Twitter topics? Is confidentiality as important to you as the high quality of the product? Try our writing service at EssayLib.com! We can offer you professional assistance at affordable rates. Our experienced PhD and Master’s writers are ready to take into account your smallest demands. We guarantee you 100% authenticity of your paper and assure you of dead on time delivery. Proceed with the order form: Please, feel free to visit us at EssayLib.com and learn more about our service!

Love in university life Essays - Battle Of Stone Corral, Visalia

Love in university life Essays - Battle Of Stone Corral, Visalia Love in university life ALI 150-04 Prof. C. Stammler February 13th , 2014 Love in university life Having always lived in India, I spent the first seventeen years of my life under my parents guidance until I had to leave for a country on the side of the globe, literally. After my parents came to Long Beach and got me settled in my room, they went back to India leaving me here with two boys whom I had never known in my life, who were now going to be my roommates for the coming 10 months. This essay is a summary of me, a young introverted boy experiencing love for the first time in my new university life and how I dealt with it. I had no idea that in this hustle of settling down at a new university in a new country, I would start liking a girl so much that I would be thinking of her all day, every day. But I didnt know what I had to do about it. I did not know if should man up and voice my liking for her to her before its too late or just keep quiet and leave this on our destiny. Living in the dorms introduced me to the concept of sharing a room with people of my age. I had never cohabitated in such a small space with three people before. I didnt know my roommates or anyone in this university. I had thought that my roommates were shy of talking to new people of completely different background. But I started attempting to talk to them as I did not know anybody else apart from them then. I got to know about their interests, their likes and dislikes. However, I did not like their sleeping habits. They would sleep in the day and stay awake all night when everyone else was sleeping. This was a pain at times because I couldnt study properly in the dark. I wanted to talk to him about the problems I have been having with them but I was too afraid to talk to them. The fact that I was a shy person only added to the communication barrier that already existed because of our cultural differences. They were different from me and because of the difference in our cultures and religion, it was difficult for us to get along. I had never imagined I would have deal with racist behavior after having heard about such good things about the American culture prior to coming to the United States. However uncomfortable I was, I never voiced my opinions to them about their messiness and about them having thoughts about me just because I was an Indian. Anyway, so after a few weeks of solitary confinement with just my roommate for company, I had started hanging out in the multi-purpose hall, or known as the common hall. Initially, I was just a person sitting awkwardly in a room full of people. Then slowly when I started talking to people I learnt that its not too difficult to make new friends in a different country. Its just the first urge that is difficult. Slowly and steadily I got more and more conformable with people here. I also got to know that most of the people here actually love Indians and wished to know more about them and their culture. This made me more confident because I knew that it was just my roommates that were slightly hesitant to talk to Indians and it was not something that everyone else followed too. I then started talking to new people and would just walk up to them and start talking to them because I started to know how things work here. I wouldnt have got to know about social etiquettes as much as I did, had I been living off campus with my cousin who studies at the same university. Dorm life has its own advantages and disadvantages. Its way easy to make friends while living the dorm life as compared to living off campus because the dorms built me a good circle of friends by the end of my first semester that I would have been unlikely to meet on a campus of

Streams, Streams, TStream in Delphi

Streams, Streams, TStream in Delphi What Is a Stream? TStream? A stream is what its name suggests: a flowing river of data. A stream has a beginning, an end, and youre always somewhere in between of these two points. Using Delphis TStream objects you can read from or write to various kinds of storage media, such as disk files, dynamic memory, and so on. What Data Can a Stream Contain? A stream can contain anything you like, in the order you like. In the example project accompanying this article, fixed-size records are used for simplicity purposes, but you can write any mix of variable-sized data to a stream. Remember however, that _you_ are responsible for the householding. There is no way Delphi can remember what kind of data are in a stream, or in what order! Streams Versus Arrays Arrays have the disadvantage of having a fixed size that must be known at compile time. Ok, you can use dynamic arrays. A stream on the other hand, can grow up to the size of available memory, which is considerably large size on todays systems, without any householding chores. A stream cannot be indexed, as an array can. But as youll see below, walking up and down a stream is very easy. Streams can be saved/loaded to/from files in one simple operation. Flavors of Streams TStream is the base (abstract) class type for stream objects. Being abstract means that TStream should never be used as such, but only in its descendant forms. For streaming any kinds of information, choose a descendant class according to the specific data and storage needs. For example:   TFileStream (for working with files)TMemoryStream (for working with a memory buffer)TStringStream (for manipulating in-memory strings)TBlobStream (for working with BLOB fields)TWinSocketStream (for reading and writing over a socket connection)TOleStream (for using a COM interface to read and write) As youll see, TmemoryStream and TFileStream are remarkably interchangeable and compatible. Download  sample project!

Clinical Synthesis 5 and 6 Assignment Example | Topics and Well Written Essays - 500 words

Clinical Synthesis 5 and 6 - Assignment Example Moreover, from the ministry there exist a number of government agencies, which are responsible for conducting research and coming up with new technological mechanisms for fighting disease-causing microorganisms (Lombardi, Schermerhorn, & Kramer, 2007). The government governs hospitals and health care facilities through boards, which are chaired by senior doctors who are responsible for the daily running of the facilities. The entire health care department is financed by the government, and it also receives grants and donations from non-governmental organizations that endeavor to promote quality health care services in those institutions (Buchbinder & Shanks, 2012). That notwithstanding, clients who visit these health centers pay up some fee for their treatment; this also goes on to finance the day to day running of the facilities. However, monies charged on clients is not the main source of financing for the health care sector because the services that are offered are subsidized in a manner that makes them cheaper and affordable to the common citizens thus, whatever is collected as service charge is not enough to finance the daily operations of health facilities (Lombardi, Schermerhorn, & Kramer, 2007). Commonly, the health care sector is a not for profit initiative by the government, it is established mainly to give quality and affordable services to the citizens to get rid of any kind of disease outbreak, which may claim the lives of the citizens. Thus, business principles do not apply in the health sector as the health facilities cannot be self-sufficient by depending on the monies charged on the services that are offered as the main source of financing for their daily operations (Buchbinder & Shanks, 2012). Businesses are founded with the sole intention of making profit, but the case of health care sector is totally different since it is a not for profit project, which is mainly funded by the government to help its citizen’s access affordable health care

Forensic case portfolio Study Example | Topics and Well Written Essays - 2750 words

Forensic portfolio - Case Study Example The field of digital forensic analysis has various techniques that are critical in the identification, preservation, extraction, and documentation of digital evidence. The process of digital forensic is useful in solving criminal activities that touch on the use of computers (Casey, 2011). As a computer forensic, handling criminal involving computers is process of applying various procedures and practices that constitute best practices in digital forensics. This paper outlines the process of collecting digital evidence from the crime scene after the police called the digital forensic investigators. The paper outlines the digital forensic process applied on the photo show appendix A. the photo represents the area where the police officers believe a suspect took part in viewing and distribution of child pornography. On 10 December 2012, our computer forensic department received a request for computer forensic analysis. The local district police had sent the request to the head of the d epartment after they had a suspect in custody. The suspect was behind the bars after the police received two complains from the suspect neighborhood that the suspect, Lee Oswald Havey, took part in distribution of child pornography. The request from the police was usual since the police also rely on the work of digital forensic analyst to collect digital evidence that is admissible before the courts of law. While computer forensic is of great value to investigators dealing with digital crime, such as seen in appendix A, there are many legal issues that are critical in any crime scene. Before working on the request, the department had to verify that the police had filled the appropriate forms requesting for the service. In addition, the department requested the police to furnish a copy of the warrant allowing for the seizure of computer hardware and other evidence that could link the Havey to the crime. The role of the warrant was critical since the Fourth Amendments protect all Amer ican citizens’ seizure or search unless police officers have probable cause of committing crime. As per the request, the request was in order and the investigators proceeded to carry the investigation at the crime scene. The investigators arrived at the home of the suspect the police showed them the room they suspected Havey to have used in watching and distributing child pornography. The room was dark with lights that were dim, but the investigators could still see the room. The room had two tables on the right and both had computer and other material. The first table had two computers under the desk with one being a Dell Vostro and another generic computer. The system units of these two computers were under the desk, but the user had switched them off. On the left desk were two sony 17’’ TFT screen. Both screens were connecting to the computer, but switched off. The same table also had a keyboard and a mouse. Beside the mouse were a USB thumb drive, mouse, and a notebook with a pen beside the book. Just beside the Sony TFT screen was some pieces of paper with some writings. There was a digital disk on the table, which appeared to have been in use. In addition, one of the screens had a sticky note attached to it with the note having some writings. The other screen also had some cables placed besides the base of the screen. The cables were the ends a microphone that was hanging off the table (the picture does not show the microphone hanging from the table). The second table had several items, as well. The

The attempt by the government Essay Example for Free

The attempt by the government Essay A Slum refers to informal settlements within urban areas or cities. The informal settlements depict inadequate housing and miserable condition with reference to living standards (Meade p 43). In the slums, numerous individuals seek housing facilities within small living spaces. The slums also lack basic local authority services such as sanitation, collection of waste, water, drainage systems, street lighting, and emergency roads. Most slums also lack schools, hospital, and public places that might offer adequate environment for social amenities. The experience of France illustrates the essence of slums within the modern society (Oberti p 58). Crime and unemployment are on the rise within the slums because of the poor living conditions and inaccessibility of the municipal services. UN-HABITAT offers a clear definition of the slum household as the group of individuals who live under the same roof in a city experiencing lack of durable housing facilities, enough living space, and access to clean water, sanitation, and security of tenure to prevent evictions that are forceful in nature. Development of Slums Development of slums in France results from two factors: population growth and governance. The modern society experiences almost half the population of the world within the cities. Migration of people from the rural areas to the cities in France arises from several factors. These factors include low income in relation to agriculture, push and pull migration forces, prospects of better jobs, survival strategy for the rural households, and accessibility of transport and communication facilities in urban areas. The other factor that contributes to the development of slums in France is poor governance. This is in relation to inadequate planning and distribution of resource consequently growth and development of slums. Development of slums is a reflection of the crime and unemployment within the nation creating an opportunity for the government to stamp its authority in enhancing the living condition for the citizens (W. L p 412). Preventing of Development of the new Slums Several activities are in place in France towards prevention of further development of slums. The first measure is acknowledging the fact that urbanization would continue to occur. This addresses the infective approach that involves the development of the rural areas a way of limiting the migration of people to the cities. The government needs to put measures in place to ensure an improvement of living condition of the citizens in the cities. This involves planning effectively and efficiently to address the inadequacies within the cities. Authorities should identify the essence of free land and plan on how to erect housing facilities to serve the overwhelming population growth in the cities. This would reduce criminal activities and unemployment thus the overall growth and development of the nation (Sheuya p 303). In Thailand, the political commitment, strategic planning, and constant monitoring of the economic development are crucial factors towards prevention of slums. The presence of active civil society in most parts of the world is an element that contributes in the prevention of slums within the modern society. This is possible through adoption and implementation of slum policies. Slum Upgrading and its Importance Slum upgrading is the act of improving informal areas. The process of improvement involves formalization, incorporation, and extension of land. The authority also provides the essential services to the city dwellers in the form of safe water and effective sanitation process. Slum upgrading in France involves the provision of social, economic, institutional, and community services similar to other citizens. The main aim of upgrading of the slums in France is to develop dynamic society with elements of ownership, inward investment, and entitlement within the informal areas (Parkinson p 142). The attempt by the government to relocate the slum residents is not practical a factor that has led to the adoption of upgrading techniques. Relocation of the residents expresses elements of high economic and social costs with reference to disruptions. The main beneficial aspect of slum upgrading is that the citizens enjoy fundamental right to live under decent conditions. Slums upgrading enables the city to address crucial challenges such as legality and social protection. The act is also essential in encouraging the development of the economy. This is in relation to minimization of the unemployment elements within the urban areas. Upgrading of the slums is also noteworthy in relation to the achievement of quality life. Slum upgrading also aims at reducing the level of criminal activities and unemployment from the economy. The governments need to restructure and change social paradigms in order to maximize the outcome of slum upgrading. Conclusion Slums are hindrance to the achievement of economic growth and development. It is the duty of the government to plan effectively towards the achievement of quality life within the cities. Slums contribute towards the presence of criminal activities within the cities and unemployment hence a significant force towards the overall economic development. Upgrading of slums is vital in the process of offering economic, social, institutional, and cultural services to the city dwellers like other citizens. Works Cited Meade, Eric. Slums: A Catalyst Bed for Poverty Eradication. Futurist 46. 5 (2012): 43-45. W. L. The Factors That Create a Slum. American Journal of Economics Sociology 45. 4 (2006): 412.. Oberti, Marco. The French Republican Model of Integration: The Theory of Cohesion and the Practice of Exclusion. New Directions for Youth Development 2008. 119 (2008): 55-74. Jalivay, Nita. Look Left, Look Wright: Observations From The City Of Light. Papers on Language Literature 44. 4 (2008): 416. Sheuya, Shaaban A. Improving the Health and Lives of People Living In Slums. Annals of the New York Academy of Sciences 1136. (2008): 298-306. Parkinson, J. , K. Tayler, and O. Mark. Planning and Design of Urban Drainage Systems in Informal Settlements in Developing Countries. Urban Water Journal 4. 3 (2007): 137-149.

Gateway to the Smokies Essay example -- Observation Essays, Descriptive

Pigeon Forge, Tennessee, is the "Gateway to the Smoky Mountains." It is located approximately 120 miles southwest of the ETSU campus. Pigeon Forge is a highly recognized tourist town with many activities. Pigeon Forge, Tennessee contains many forms of entertainment, such as Dollywood, lodging, and restaurants for the average student tourists. The entertainment industry is the main reason why Pigeon Forge is such a well-known tourist town. Dollywood is usually the main attraction. Dollywood is an Appalachian theme park that draws in thousands of tourists each year. It is located at the next-to-last traffic light in Pigeon Forge and to the left. The admission prices vary between adult and children. Price for an adult admission is $34.25 and for a children’s it is $24.30 (http://www.dollywood.com). If you would like to visit Dollywood more frequently, then you can purchase a Season Pass for $61.85 for an adult or children’s for $46.40 (http://www.dollywood.com). When you are at Dollywood you can also watch craft workers build random novelties and purchase them. One such craft shop sells glass bottles that you can see formed and blown by a glass worker. Also there are live shows throughout the week such as "Let the Good Times Roll" (http://www.dollywood.com). This is a musical show about the 50’s. I did not get to see it but I have heard it is really good. Dollywood also houses David Tallent, who performs in a magic and comedy show. He was invited to Hollywood’s Magic Castle by the Academy of Magical Arts, which was a great honor for the magician. There are also dozens of rides such as water, family, thrill, and children rides. Some of the rides are the "Thunder Road," and "Smoky Mountain Rampage" (http://www.dollywood.com). "T... ...esides the possible bad food. Pigeon Forge has a common problem each year, the massive amounts of traffic. It is nearly impossible to get anywhere during the tourist season. The city has been working on the roads though. Hopefully this will resolve the traffic problem. Also it is kind of difficult to find a parking place if you just want to get out of your car and walk through Pigeon Forge. Pigeon Forge is an easy city to get to. You drive toward Knoxville and take Exit 407 off of I-40. From then on you just follow the signs to the Smoky Mountains. Considering the distance it might be easier and less costly to drive back to ETSU for the night. The average college student would most likely end up spending more money on lodging than in gas. Overall, Pigeon Forge, Tennessee is a great tourist town for people that are local to East Tennessee, such as ETSU students.

How to Study for an Exam Process Essay Essay

A cumulative exam, or final is a test given to students at the end of a course of study. Studying for a final cumulative exam can be both a stressful and scary time. Most high schools, colleges, and universities have final exams at the end of a particular academic term, semester, or more traditionally at the end of a complete course. These tests can be worth high percentages of your grade and can determine how well you do in a class. There are many steps to being able to take these tests well but they begin long before the studying for the test actually begins. To be successful on a final exam but ultimately in a class the first thing you must do is attend class. It is important you attend class so that you don’t miss out on anything important. The class time you spend listening to your instructor is one of the most essential ways of retaining information on the subject you’re going over. I’m not saying you must attend every single class in a semester but try your hardest to. If for some reason you do miss class, the next step you would follow is to be sure to get anything you’ve missed from a classmate. I never have an issue when it comes to getting information off classmates because you’ll find that everyone needs a friend in a class one day. The next thing you must do is take good notes. I use a variety of methods when I’m taking notes. I color-code things and use different ways of pointing out information such as stars, bullets, and arrows. These different things are a useful way to indicate different types of information. It makes it easier to pick out key points when you’re studying for your final. The next thing you do is keep up with your homework. In high school you typically get your homework the day before it is due so it is a lot easier to make sure you keep everything up to date. As a college student you receive a syllabus at the beginning of the semester that lists all assignments, tests, and readings for the class. I list all of these things in a planner and keep that planner with me at all times. You must keep up with everything on time because if you get behind you will fall further and further behind until you can’t catch up anymore. This could lead to doing poorly in your classes. You must continue with these steps for months leading into the end of the semester. Then, once it gets close to the final exam there are many things you must do. There are things you have to specifically do the week before, the night before, and then the morning of. If you follow certain steps then you’re surely to do just fine. First, a week or so before your exam compile all your materials in one place. I use a small binder of folder just so it’s easily carried around for studying. I go back through old notebooks and folders and collect any article that contains information I will need for the exam, all homework, handouts, quizzes, and tests. Get your syllabus and make sure you have notes covering everything you’ve done in the semester. Final exams contain information from the entire class so it is very important you collect everything. The next thing you must do is re-read all the information you have collected. As you read gather important points, make flashcards, study guides, and other study materials that could be of use to you. While making study guides it is often helpful to use different means of labeling things like arrows, stars, and color-coding things. Afterward, you must spend a large amount of time studying your material using many different methods. Personally I use practice tests, highlight, and re-take notes. Using many ways allows you to make sure you know the material and are not just memorizing it in a certain order. Be sure to spend extra time on any material you feel will either be a large part of the test or anything you are still unsure about. There are many steps to follow the night of the exam as well. First, get rid of all your distractions. Turn your phone on silent, log out of everything and put yourself in a non-distracting environment. The next step is to not spend too much time studying material you already know. Review and spend the majority of your time on things you are still unsure of. Your last step the night before your exam is simply, get some sleep. Your brain will be completely useless if you are exhausted so the smartest thing to do is to study early on, avoid the all-nighters, and get some rest. Finally, you must take your exam. Do not rush. Take your time on every question. If you do not know the answer to a  question do not panic, simply breathe and give it your best effort. After you have answered everything go back over your exam and make sure you have at least attempted every question. Make sure to check your answers and if any seem wrong change them. Then, turn your exam in and continue on your way. It is important to know how to study for and act the day of a final because every type of student goes through it. Whether you are in high school, college, or graduate school all scholars must be able to do well on these tests. Finals can determine how well you do in your classes and can ultimately determine parts of your future. You must receive good grades to be able to continue on an education path and obtain a good career. If you follow the steps I have provided for you then you are surely to do just fine.

Crouching Orwell, Hidden Diddion (a Contrast Between the Authors)

Orwell and Didion, two distinguished authors that each had their own reasons for writing. Both Orwell and Didion each took time breaking down parts of their lives to give examples of the nature of their writing and how it developed through their lives. Some have taken it upon themselves to classify Orwell and Didion as similar. While it is true that they have some slight similarities, that's only to be expected of two individuals in the same profession. When you start to dig through their words it soon becomes overwhelming on just how different they are as both writers, authors, and people. Orwell had a lonely childhood. He however had a notion that he would be a writer. He even described it like it was an inescapable destiny. â€Å"I knew when I grew up I should be a writer†¦ I tried to abandon this idea, but I did so with the consciousness that I was outraging my true nature†¦ †. (90) This forever looming moment of self discovery stayed with him through his childhood through young adulthood where he later tried to rebel against his ever apparent nature. Orwell sensed that he had a power over words, learning to harness his gift as he toiled through the process of learning exactly what kind of writer he wanted to be. Orwell soon was ruling the literary power that he then strengthened with exercising his imagination. (91) Didion didn't seem to do these types of mental exercises until later. Giving Orwell a distinct advantage over the the world that she was finding herself breaking into. She didn't have Orwell's uncanny insight into what she was going to be. In fact from what she mentioned, she didn't have any insight into her own mind much less her driving ambition. Just the opposite of Orwell, instead of her controlling her imagination, Didion was experiencing the sensation of words and simple images having a power over her. (225) As they defined their styles, the differences only increased. Especially as Orwell gained his new political purpose infused writing style. â€Å"Using the word ‘political' in the widest possible sense. Desire to push the world in a certain direction. † This new element of his writing drew a iron line in the sand between himself and Didion. This is one of the most distinct contrasts in their writing. Didion's writing was for herself, about herself, to cope with herself. It was her passion and her sickness. She was the primary benefactor of her writings, It was a way to be able to sort things out in her head. (225) Orwell wrote for entirely different reasons. He didn't write for himself through artistic pursuit alone. He instead started to imprint his writings with purpose and meaning, to get his own ideas into the heads of others. Orwell wanted to change their minds on subjects he felt passionate about. This was the core of his writing, to write for others; to influence others. He wanted to make an impact on their thoughts and their views; To change them and subsequently change the world around him. Didion in her essay never referenced Orwell besides an opening statement about ‘stealing' the title of said essay from him. She didn't point out any similarities between them at all, how could she? They had nothing in common except for both of them being writers. Orwell's reasons for writing is driven, fueled and dragged with two primary concepts that he listed: Political Purpose and Aesthetic enthusiasm. Orwell's dream and goal is to make political writing into an art. Didion's reasons were self discovery to formulate her thoughts and to get out the images she see's in her head. This was not a want for her, it is a need. She needs her writing to figure out her own fears, wants, likes, dislikes She sights the reason behind this was not having access to her own mind, as if writing was a key to open the door. For if she had a clear mental pathway â€Å"There would have been no reason to write. † (225) In conclusion Orwell and Didion have been different from the beginning to the end. They have different approaches to their writing, different reasons and different outcomes. I feel almost as if they are opposites rather then reflections of one another. As my eyes scan the essays both of them have written I do not find myself thinking back to the others writing. I'm lost in each picture that they paint of themselves and the world. One is in red, the other in blue, they are both colors, but are nothing alike. They sound different, feel different, portray themselves and their basis-es and reasons differently. They are in one word: different.

Adopt A Dad essays

Adopt A Dad essays Who says that men cant raise children? According to the American society, single fatherhood is almost unheard of. We, as society, are so accustomed to seeing women with children and no father figure that we begin to think that single motherhood is the status quo. But isnt this considered one-sided in todays world? There are men that raise their own kids or adopt to raise by themselves. A great example of single fatherhood is displayed in the movie Big Daddy (1999). Although rated as a comedy with lots of childish antics performed, this movie is at the top of the list as proof that men too can raise children without a mother around. The movies father character, Sonny, is left alone to raise a child. In an effort to impress his girlfriend, he adopts a five-year-old boy. He has no clue of what fatherhood entails except for what he saw as a child. Yet, his childhood alone isnt enough to aid him in knowing the ins and outs of caring for a kid. Although he adopts Julian for the wrong reason, he follows all the right paths to be a Big Daddy to this little boy and show him what being a man is all about. Big Daddy clearly illustrates what I mean when I say that men too can raise children alone. Women have been known to be the backbone in most families but in this case, Sonny is all Julian has and is the only person Julian can look to for guidance. This role makes Sonny not only the backbone but the role model and leader in Julians eyes. The American society looks down upon men raising children alone, thinking that it is practically impossible for a man to do what has been considered for so long, a womans job. But when will the wall between these sexist iniquities be torn down? When will society be free of the misconception that childcare duties are exclusively for mothers? In todays world, there are rules to protect single mothers in times of hardship...

Stereographic Photography

Stereographic Photography Stereographs were a very popular form of photography in the 19th century. Using a special camera, photographers would take two nearly identical images which, when printed side by side, would appear as a three dimensional image when viewed through a set of special lenses called a stereoscope. Millions of stereoview cards were sold and a stereoscope kept in the parlor was a common entertainment item for decades. Images on the cards ranged from portraits of popular figures to comical incidents to spectacular scenic views. When executed by talented photographers, stereoview cards could make scenes appear extremely realistic. For example, a stereographic image shot from a tower of the Brooklyn Bridge during its construction, when viewed with the proper lenses, makes the viewer feel as if they are about to step out on a precarious rope footbridge. The popularity of stereoview cards faded by about 1900. Large archives of them still exist and thousands of them can be viewed online. Many historic scenes were recorded as stereo images by noted photographers including Alexander Gardner and Mathew Brady, and scenes from Antietam and Gettysburg can seem particularly vivid when viewed with the proper equipment that shows off their original 3-D aspect. History of Stereographs The earliest stereoscopes were invented in the late 1830s, but it wasn’t until the Great Exhibition of 1851 that a practical method of publishing stereo images was introduced to the public. Throughout the 1850s the popularity of stereographic images grew, and before long many thousands of cards printed with side-by-side images were being sold. Photographers of the era tended to be businessmen fixated on capturing images that would sell to the public. And the popularity of the stereoscopic format dictated that many images would be captured with stereoscopic cameras. The format was especially suited to landscape photography, as spectacular sites such as waterfalls or mountain ranges would appear to jump out at the viewer. In typical use, stereoscopic images would be viewed as parlor entertainment. In an era before films or television, families would experience what it was like to see distant landmarks or exotic landscapes by passing around the stereoscope. Stereo cards were often sold in numbered sets, so consumers could easily buy a series of views related to a particular theme.   Its apparent by viewing vintage stereoscopic images that photographers would try to choose vantage points which would emphasize the 3-dimensional effect. Some photographs that might be impressive when shot with a normal camera can seem thrilling, if not terrifying, when viewed with the full sterescopic effect. Even serious subjects, including very grim scenes shot during the Civil War, were captured as stereoscopic images. Alexander Gardner used a stereoscopic camera when he took his classic photographs at Antietam. When viewed today with lenses that replicate the three-dimensional effect, the images, especially of dead soldiers in poses of rigor mortis, are chilling. Following the Civil War, popular subjects for stereoscopic photography would have been the construction of the railroads in the West, and the construction of landmarks such as the Brooklyn Bridge. Photographers with stereoscopic cameras made considerable effort to capture scenes with spectacular scenery,   such as Yosemite Valley in California. Stereoscopic photographs even led to the founding of the National Parks. Tales of spectacular landscapes in the Yellowstone region were discounted as rumors or wild tales told by mountain men. In the 1870s stereoscopic images were taken in the Yellowstone region and they were shown to members of Congress. Through the magic of stereoscopic photography skeptical legislators could experience some of the grandeur of Yellowstones majestic scenery, and the argument to preserve the wilderness was thereby strengthened. Vintage stereoscopic cards can be found today at flea markets, antique stores, and online auction sites, and modern lorgnette viewers (which can be purchased through online dealers) make it possible to experience the thrill of 19th century stereoscopes.   Sources: Stereoscopes.  St. James Encyclopedia of Popular Culture, edited by Thomas Riggs, 2nd ed., vol. 4, St. James Press, 2013, pp. 709-711. Brady, Mathew.  UXL Encyclopedia of World Biography, edited by Laura B. Tyle, vol. 2, UXL, 2003, pp. 269-270.   Photography.  Gale Library of Daily Life:  American Civil War, edited by Steven E. Woodworth, vol. 1, Gale, 2008, pp. 275-287.

Statistics assignment Project Example | Topics and Well Written Essays - 500 words

Assignment - Statistics Project Example where X1 , X2 , X3 are the three test scores and X is the final score. Assume that your test scores are (integer) values between 1 and 10 with equal probability 1/10, independently from each other. What is the probability mass function of the final score? Q6. (10) The metro train arrives at the station, always on time, near your home every quarter hour starting at 6:00 AM. You walk into the station every morning between 7:10 and 7:30 AM, with the time in this interval being a uniform random variable. The mean is the most commonly-used measure of central tendency in a distribution. The mean is valid only for interval data. Since it uses the values of all of the data points in the populations or sample, the mean is influenced by outliers that may be at the extremes of the data set. On the other hand, the median can be determined for ordinal data as well as interval data. Unlike the mean, the median is not influenced by outliers at the extremes of the data set. Q8. (10) A system consists of 3 components arranged in series. The lifetime (in days) of each component follows approximately an exponential distribution with a mean lifetime of 100 days. The lifetimes of the components are independent. Where p1(x, ï  ¬), p2(x, ï  ¬), p3(x, ï  ¬) are three independent exponential distributions in parallel. After some algebra and if we take q as any of the three independent exponential distributions, q = p1 or q = p2, q = q3, q = ï  ¬

Consumer Behavior. Answer 4 Questions Coursework

Consumer Behavior. Answer 4 Questions - Coursework Example All over the globe, the use of these status goods is observed and its abuse is also rather evident. Medieval ages definitely did not have status symbols, however their emergence rather proceeded from the 19th century (Denselow, 2010). Now in 2013, the idea of a status symbol somewhat differs from the one before it, and correspondingly 2012 showed an additional side of these symbols and as far as we can go, every year the ranks of these symbols changed, from nice ties, pleasant coats, gold rings to posh cars and houses. Even braces today are a part of the status symbols! Crazy as it sounds, that’s how it goes. Every year brings new modifications which also alter the current trends and fashion proceeding into newer trends every season. Yes, these symbols have no end to their existence. They have existed for years and years, if today wearing a Rolex watch and owning a sumptuous car is the idea of a status symbol, tomorrow maybe a nice villa in Miami would be the part of an ideal lifestyle. It has now become a matter of prestige to own these goods; their fewer occurrences in somebody’s life depict the non-existence of money and low status, which by the upper classes is exceedingly detested. According to them, a person without these status symbols should be led to a scaffold to be punished. It is tormenting to observe such detestation for the people who cannot afford these things. But people even believe in running around in ugly clothes, bad shoes, live without food but NOT without these luxuries. By these explicit reactions, it is rather a matter of prestige now and the denial of this statement by a few would not really matter. The universities, colleges and schools have become a status exhibiting conventional area where people come and compete to win the rank of the classiest, rich and elite person in the whole vicinity. Aren’t these places meant to increase educational programmes; they surely are but the current inclination towards status ha s changed this course into a posh museum of ranking. Modern generation sermonizes this stuff to look more up-to-date, rich and stylish. It is a matter of perception though. To look stylish and gain confidence, you can also get yourself educated, be honest and not practice chicaneries observed by a huge lot: ‘The cult of luxury shopping is spreading’ (Day, 2011). But if the youth prefers to hold on to the status symbols and not the dignified ways, then it is clearly their choice. 1) Do you believe that your peer group value â€Å"status symbols†? Status symbols are the objects of luxuries which are preached all over the world for their high demand. Definitely, with no doubt, not just my peers value them but people all over the world with access to money, or even the ones who aren’t that wealthy, are in a hunt for them to flaunt their monetary status in the society and build a brawny influential image in front of the ones around them. Status symbols do not m ake sense on any intellectual level but they have a lot to do with the social hierarchy. Society here is divided into two sectors the haves and the have-nots. Possessing a status symbol is considered to be a must have and the ones who fail to do so is considered insignificant in today’s age. It is very imperative in today’s world, because the possession of a status symbol signifies your social status, that whether you have crossed the dividing line between rich and poor and how well suited you are to the current

Heamatology ( The effect of the environmental pollution in the Literature review

Heamatology ( The effect of the environmental pollution in the development of Acute lymphoblastic leukaemia - Literature review Example Steffen et al (2004) anticipated Belson et al’s finding about the weak link between exposure to hydrocarbons and acute lymphoblastic leukaemia among children. Their study investigated the impact of maternal occupational exposure to hydrocarbons when pregnant and leukaemia and found a weak link. According Steffen et al, residential traffic density has a significant association with child leukaemia. This manifested in the places where child leukaemia victims lived near a petrol station or a repair garage. The association suggested a causal association between exposure to benzene emitting sources and acute childhood lymphocytic leukaemia. Behren et al (2008) did not find a significant association between living in high traffic density areas and child acute lymphocytic leukaemia. They argued the resultant inconsistency between their findings on the topic and other studies’ findings could have been because of methodological differences. However, they brought in a plausible explanation to the inconsistency when they cited that different places and regions have varying traffic volumes and emission profiles. Traffic volumes and emission profiles of different places also vary with time and are therefore never stable. Behren et al also explained that the critical time for an environmental exposure to that is enough to cause the development of leukaemia in children is not known. Raaschou-Nielsen et al (2001) investigated the impact of exposure to traffic-related air pollution on the risk of developing childhood cancer. They concluded that traffic-related air pollution in residences does not cause leukaemia in children. This finding further supported the suppressed association between the two variables. However, these authors explained that their selection of cancer cases and control children from registries that were population-based could have been a source of bias in their study. They cited that there was a

Pepsico And Coca Cola Company Economics Essay

Pepsico And Coca Cola Company Economics Essay I chose these companies because I have an interest in the way that they are profitable in the global market. PepsiCo was founded in 1932 by the merger of the then known Frito-Lay Company. The founders of PepsiCo are Donald M. Kendall, President and CEO and Herman W. Lay, Chairman and CEO of Frito-Lay. However Pepsi-Cola was formulated in 1898 by a Caleb Bradham, a pharmacist. Coca-Cola was formulated in 1886 by Dr. John Pemberton. In downtown Atlanta Pemberton sold the syrup with carbonated water for five cents a glass. Both companies grew dramatically since their humble beginnings. Thesis Statement The purpose of this paper is to compare PepsiCo and Coca-Cola Companys financial standing between the two companies using ratios and financial analysis from five ratio categories. Liquidity The methodology used is the ratios for liquidity. Liquidity is the ability to quickly turn assets in to cash. Liquidity is also characterized by high levels of trading activity. Assets that can be easily obtained and sold are known as liquid assets. A business with a decent amount of liquidity can mean that the business can pay off its expenses. Current Ratio Calculation: Current Ratio = Current Assets/ Current Liabilities PepsiCo Current Ratio PepsiCo current ratio = 0.95 Coca-Cola Current Ratio Coca-Cola current ratio = 1.05 Conclusion: When comparing PepsiCo and Coca-Cola current ratio in 2011 both are successful at easily converting assets into cash. Coca-Cola has a greater ratio than PepsiCo by .10. It can be said that from this ratio that one can invest in either company and they will make a return if dividends are declared. Asset Turnover: Asset turnover shows how the amounts of sales that can are generated for every dollar worth of assets. The higher a firms asset turnover the more efficiently its assets have been turned in to cash. Investors went to invest in companies that can turnover assets easily. Asset Turnover Calculation: Asset Turnover = Total Revenue/ Total Assets PepsiCos Asset Turnover PepsiCo asset turnover = 0.9 Coca-Colas Asset Turnover Coca-Cola asset turnover = 0.7 Conclusion: In the comparison between PepsiCo and Coca-Cola; PepsiCo has a greater turnover than Coca-Cola. PepsiCo turnover is 0.2 higher than Coca-Cola. This means that PepsiCo is more successful in turning sales in dollars. Debt Ratios A debt ratio measures how well a firm can pay off its debt. The larger the debt ratio the more likely that a creditor was used to create a profit for the business. The greater the debt the greater the risk for the business to pay off its debt. Debt Ratio Calculation: Debt Ratio = Total Liabilities/ Total Assets PepsiCo Debt Ratio PepsiCo = 0.93 Coca-Cola Debt Ratio Coca-Cola = 0.41 Conclusion: The comparison with PepsiCo and Coca-Cola shows that Coca-Cola has a smaller debt ratio than PepsiCo. PepsiCo has a greater risk than Coca-Cola does by 0.52 or 52%. PepsiCo has a greater risk of not being able to pay back its debt. Profitability: There are different ways to measure the profitability of a business. Using Profit Margin is just one of the many measurements that can be used. Knowing how profitable a company is allows investors the chance that they will turn a profit from investing in that company. Investors may also want to look at the companys income statement to evaluate a companies profitability along with a companys profit margin. Profit Margin Profit Margin = Operating Profit/ Revenue PepsiCos Profit Margin: PepsiCo = 9.69% Coca-Colas Profit Margin: Coca-Cola = 18.42% Conclusion: In comparing Coca-Cola and PepsiCo One can see that Coca-Cola have more profitability than PepsiCo does by almost double. Investors would most likely invest in Coca-Cola based on these results. Marketability: Market ratios convey the market value of a firm. The valuation of a firms current share price compared to the firms pre-share earnings. High P/E proposes that investors are expecting a growth in earnings in the future. It shows how investors see the firm whether its a risk or reward. Price/Earnings Ratio Formula: P/E Ratio = Market Price per share/ Earnings per share PepsiCos P/E Ratios: Current P/E Ratio = 15.7 P/E Ratio 1 Month Ago = 16.4 P/E Ratio 26 Weeks Ago = 16.1 P/E Ratio 52 Weeks Ago = 16.3 Coca-Cola P/E Ratios: Current P/E Ratio =18.7 P/E Ratio 1 Month Ago = 18.4 P/E Ratio 26 Weeks Ago = 12.8 P/E Ratio 52 Weeks Ago = 12.7 Conclusion: It is clear that Coca-Cola has a higher price/earnings ratio that PepsiCo. Coca-Colas Ratio was a drastic change from a month ago to 26 weeks ago it jumped to 6.5. Investors would see a better turn out from this output of information from Coca-Cola. Conclusion: According to this information I would advise an investor to invest in Coca-Cola based on the information that was provided. I would however be reluctant to advice investors to invest in PepsiCo based on factors presented such as; lower profitability, lower Price/Earnings, and higher debt ratio than Coca-Cola.

Understanding Themewriting and Someones Pain :: Communication Language Essays

Understanding Themewriting and Someone's Pain Trying to break free from the hold that themewriting has on me is getting to be hard. I never knew that it had such a grip. What is especially difficult is that I need to break free from its grip for this class but yet it is pretty much demanded for the psychology research articles that I am writing. I find that it's difficult to juggle both trying to break free and trying to hold on because of another class. Where does a person incorporate both themewriting and non-themewriting or can a person even think of such a thing? But then to say that I cannot, or possibly have to, incorporate both gives me a rule that I have to follow and wouldn't that constitute themewriting once again? And aren't we supposed to be breaking free of the rules that we have to follow for writing? Themewriting has become so complex to me that I have yet to come up with a definition of what themewriting is. It seems to me that for a person to say "we need to break free of themewriting" or "we need to learn to not write like that" would give me rules to follow in my writing which would constitute themewriting. It's almost like the professor who, on the first day of class, wrote "the is no absolute truth" on the blackboard. The statement itself becomes an absolute truth. I understand how it feels to not be able to write down the feelings that I have. To not be able to express the feeling that I have in words. That may be a result of themewriting, I don't know. When I was in high school I used to write poems, not very good ones I must admit, but none the less, I was able to put my feelings down on paper. But after high school, I lost it or it got replaced by what has come to be called themewriting. All I know is that writing the poems that I once did is difficult to do and I seldom do it. Can I blame that on my high school teachers? When they told me how to write and what to write? Or must the blame fall on me? Or is there no one to blame? I've been reading much about voice. I've read that we shouldn't stereotype, or look for the gender of, the author. Understanding Themewriting and Someone's Pain :: Communication Language Essays Understanding Themewriting and Someone's Pain Trying to break free from the hold that themewriting has on me is getting to be hard. I never knew that it had such a grip. What is especially difficult is that I need to break free from its grip for this class but yet it is pretty much demanded for the psychology research articles that I am writing. I find that it's difficult to juggle both trying to break free and trying to hold on because of another class. Where does a person incorporate both themewriting and non-themewriting or can a person even think of such a thing? But then to say that I cannot, or possibly have to, incorporate both gives me a rule that I have to follow and wouldn't that constitute themewriting once again? And aren't we supposed to be breaking free of the rules that we have to follow for writing? Themewriting has become so complex to me that I have yet to come up with a definition of what themewriting is. It seems to me that for a person to say "we need to break free of themewriting" or "we need to learn to not write like that" would give me rules to follow in my writing which would constitute themewriting. It's almost like the professor who, on the first day of class, wrote "the is no absolute truth" on the blackboard. The statement itself becomes an absolute truth. I understand how it feels to not be able to write down the feelings that I have. To not be able to express the feeling that I have in words. That may be a result of themewriting, I don't know. When I was in high school I used to write poems, not very good ones I must admit, but none the less, I was able to put my feelings down on paper. But after high school, I lost it or it got replaced by what has come to be called themewriting. All I know is that writing the poems that I once did is difficult to do and I seldom do it. Can I blame that on my high school teachers? When they told me how to write and what to write? Or must the blame fall on me? Or is there no one to blame? I've been reading much about voice. I've read that we shouldn't stereotype, or look for the gender of, the author.

Shatterer of Worlds

Kildare Dobbs Before that morning in 1945 only a few conventional bombs, none of which did any great damage, had fallen on the city. Fleets of U. S. bombers had, however, devastated many cities round about, and Hiroshima had begun a program of evacuation which had reduced its population from 380,000 to some 245,000. Among the evacuees were Emiko and her family. â€Å"We were moved out to Otake, a town about an hour's train-ride out of the city,† Emiko told me. She had been a fifteen-year-old student in 1945. Fragile and vivacious, versed in the gentle traditions of the tea ceremony and flower arrangement, Emiko still had an air of the frail school-child when I talked with her. Every day, she and her sister Hideko used to commute into Hiroshima to school. Hideko was thirteen. Their father was an antique dealer and he owned a house in the city, although it was empty now. Tetsuro, Emiko's thirteen-year-old brother, was at the Manchurian front with the Imperial Army. Her mother was kept busy looking after the children, for her youngest daughter Eiko was sick with heart trouble, and rations were scarce. All of them were undernourished. The night of August 5, 1945, little Eiko was dangerously ill. She was not expected to live. Everybody took turns watching by her bed, soothing her by massaging her arms and legs. Emiko retired at 8:30 (most Japanese people go to bed early) and at midnight was roused to take her turn with the sick girl. At 2 A. M. she went back to sleep. While Emiko slept, the Enola Gay, a U. S. B-29 carrying the world's first operational atom bomb, was already in the air. She had taken off from the Pacific island of Iwo Jima at 1:45 A. M. , and now Captain William Parsons, U. S. N. ordnance expert, was busy in her bomb-hold with the final assembly of Little Boy. Little Boy looked much like an outsize T. N. T. block-buster but the crew knew there was something different about him. Only Parsons and the pilot, Colonel Paul Tibbets, knew exactly in what manner Little Boy was different. Course was set for Hiroshima. Emiko slept. On board the Enola Gay co-pilot Captain Robe rt Lewis was writing up his personal log. â€Å"After leaving Iwo,† he recorded, â€Å"we began to pick up some low stratus and before very long we were flying on top of an undercast. Outside of a thin, high cirrus and the low stuff, it's a very beautiful day. † Emiko and Hideko were up at six in the morning. They dressed in the uniform of their women's college-white blouse, quilted hat, and black skirt-breakfasted and packed their aluminum lunch-boxes with white rice and eggs. These they stuffed into their shoulder bags as they hurried for the seven-o'clock train to Hiroshima. Today there would be no classes. Along with many women's groups, high school students, and others, the sisters were going to work on demolition. You can read also  Similarities and Conflicts in † a Streetcar Named Desire† The city had begun a project of clearance to make fire-breaks in its downtown huddle of wood and paper buildings. It was a lovely morning. While the two young girls were at breakfast, Captain Lewis, over the Pacific, had made an entry in his log. â€Å"We are loaded. The bomb is now alive, and it's a funny feeling 1 From Reading the Time (1968). knowing it's right in back of you. Knock wood! † In the train Hideko suddenly said she was hungry. She wanted to eat her lunch. Emiko dissuaded her: she'd be much hungrier later on. The two sisters argued, but Hideko at last agreed to keep her lunch till later. They decided to meet at the main station that afternoon and catch the five-o'clock train home. By now they had arrived at the first of Hiroshima's three stations. This was where Hideko got off, for she was to work in a different area from her sister. â€Å"Sayonara! † she called. â€Å"Goodbye. † Emiko never saw her again. There had been an air-raid at 7 A. M. , but before Emiko arrived at Hiroshima's main station, two stops farther on, the sirens had sounded the all clear. Just after eight, Emiko stepped off the train, walked through the station, and waited in the morning sunshine for her streetcar. At about the same moment Lewis was writing in his log. â€Å"There'll be a short intermission while we bomb our target. † It was hot in the sun; Emiko saw a class-mate and greeted her. Together they moved hack into the shade of a high concrete wall to chat. Emiko looked tip at the sky and saw, far up in the cloudless blue, a single B-29. It was exactly 8:10 A. M. The other people waiting for the streetcar saw it too and began to discuss it anxiously. Emiko felt scared. She felt that at all costs she must go on talking to her friend. Just as she was thinking this, there was a tremendous greenish-white flash in the sky. It was far brighter than the sun. Emiko afterwards remembered vaguely that there was a roaring or a rushing sound as well, but she was not sure, for just at that moment she lost consciousness. â€Å"About 15 seconds after the flash,† noted Lewis, 30,000 feet high and several miles away, â€Å"there were two very distinct slaps on the ship from the blast and the shock wave. That was all the physical effect we felt. We turned the ship so that we could observe the results. † When Emiko came to, she was lying on her face about forty feet away from where she had been standing. She was not aware of any pain. Her first thought was: â€Å"I'm alive! † She lifted her head slowly and looked about her. It was growing dark. The air was seething with dust and black smoke. There was a smell of burning. Emiko felt something trickle into her eyes, tested it in her mouth. Gingerly she put a hand to her head, then looked at it. She saw with a shock that it was covered with blood. She did not give a thought to Hideko. It did not occur to her that her sister who was in another part of the city could possibly have been in danger. Like most of the survivors, Emiko assumed she had been close to a direct hit by a conventional bomb. She thought it had fallen on the post-office next to the station. With a hurt child's panic, Emiko, streaming with blood from gashes in her scalp, ran blindly in search of her mother and father. The people standing in front of the station had been burned to death instantly (a shadow had saved Emiko from the flash). The people inside the station had been crushed by falling masonry. Emiko heard their faint cries, saw hands scrabbling weakly from under the collapsed platform. All around her the maimed survivors were running and stumbling away from the roaring furnace that had been a city. She ran with them toward the mountains that ring the landward side of Hiroshima. From the Enola Gay, the strangers from North America looked down at their handiwork. â€Å"There, in front of our eyes,† wrote Lewis, â€Å"was without a doubt the greatest explosion man had ever witnessed. The city was nine-tenths covered with smoke of a boiling nature, which seemed to indicate buildings blowing up, and a large white cloud which in less than three minutes reached 30,000 feet, then went to at least 50,000 feet. Far below, on the edge of this cauldron of smoke, at a distance of some 2,500 yards from the blast's epicenter, Emiko ran with the rest of the living. Some who could not run limped or dragged themselves along. Others were carried. Many, hideously burned, were screaming with pain; when they tripped they lay where they had fallen. There was a man whose face had been ripped open from mouth to ear, another whose forehead was a gaping wound. A young soldier was running with a foot-long splinter of bamboo protruding from one eye. But these, like Emiko, were the lightly wounded. Some of the burned people had been literally roasted. Skin hung from their flesh like sodden tissue paper. They did not bleed but plasma dripped from their seared limbs. The Enola Gay, mission completed, was returning to base. Lewis sought words to express his feelings, the feelings of all the crew. â€Å"I might say,† he wrote, â€Å"I might say `My God! What have we done? ‘† Emiko ran. When she had reached the safety of the mountain she remembered that she still had her shoulder bag. There was a small first-aid kit in it and she applied ointment to her wounds and to a small cut in her left hand. She bandaged her head. Emiko looked back at the city. It was a lake of fire. All around her the burned fugitives cried out in pain. Some were scorched on one side only. Others, naked and flayed, were burned all over. They were too many to help and most of them were dying. Emiko followed the walking wounded along a back road, still delirious, expecting suddenly to meet her father and mother. The thousands dying by the roadside called feebly for help or water. Some of the more lightly injured were already walking in the other direction, back towards the flames. Others, with hardly any visible wounds, stopped, turned ashy pale, and died within minutes. No one knew then that they were victims of radiation. Emiko reached the suburb of Nakayama. Far off in the Enola Gay, Lewis, who had seen none of this, had been writing, â€Å"If I live a hundred years, I'll never get those few minutes out of my mind. Looking at Captain Parsons, why he is as confounded as the rest, and he is supposed to have known everything and expected this to happen At Nakayama, Emiko stood in line at a depot where rice-balls were being distributed. Though it distressed her that the badly maimed could hardly feed themselves, the child found she was hungry. It was about 6 P. M. now. A little farther on, at Gion, a farmer called her by name. She did not recognize him, but it seemed he came monthly to her home to collect manure. The farmer took Emiko by the hand, led her to his own house, where his wife bathed her and fed her a meal of white rice. Then the child continued on her way. She passed another town where there were hundreds of injured. The dead were being hauled away in trucks. Among the injured a woman of about fortyfive was waving frantically and muttering to herself. Emiko brought this woman a little water in a pumpkin leaf. She felt guilty about it; the schoolgirls had been warned not to give water to the seriously wounded. Emiko comforted herself with the thought that the woman would die soon anyway. At Koi, she found standing-room in a train. It was heading for Otake with a full load of wounded. Many were put off at Ono, where there was a hospital; and two hours later the train rolled into Otake station. It was around 10 P. M. A great crowd had gathered to look for their relations. It was a nightmare, Emiko remembered years afterwards; people were calling their dear kinfolk by name, searching frantically. It was necessary to call them by name, since most were so disfigured as to be unrecognizable. Doctors in the town council offices stitched Emiko's head-wounds. The place was crowded with casualties lying on the floor. Many died as Emiko watched. The town council authorities made a strange announcement. They said a new and mysterious kind of bomb had fallen in Hiroshima. People were advised to stay away from the ruins. Home at midnight, Emiko found her parents so happy to see her that they could not even cry. They could only give thanks that she was safe. Then they asked, â€Å"Where is your sister? † For ten long days, while Emiko walked daily one and a half miles to have her wounds dressed with fresh gauze, her father searched the rubble of Hiroshima for his lost child. He could not have hoped to find her alive. All, as far as the eye could see, was a desolation of charred ashes and wreckage, relieved only by a few jagged ruins and by the seven estuarial rivers that flowed through the waste delta. The banks of these rivers were covered with the dead and in the rising tidal waters floated thousands of corpses. On one broad street in the Hakushima district the crowds who had been thronging there were all naked and scorched cadavers. Of thousands of others there was no trace at all. A fire several times hotter than the surface of the sun had turned them instantly to vapor. On August 11 came the news that Nagasaki had suffered the same fate as Hiroshima; it was whispered that Japan had attacked the United States mainland with similar mysterious weapons. With the lavish circumstantiality of rumor, it was said that two out of a fleet of six-engined trans-Pacific bombers had failed to return. But on August 15, speaking for the first time over the radio to his people, the Emperor Hirohito announced his country's surrender. Emiko heard him. No more bombs! she thought. No more fear! The family did not learn till June the following year that this very day young Tetsuro had been killed in action in Manchuria. Emiko's wounds healed slowly. In mid-September they had closed with a thin layer of pinkish skin. There had been a shortage of antiseptics and Emiko was happy to be getting well. Her satisfaction was short-lived. Mysteriously she came down with diarrhea and high fever. The fever continued for a month. Then one day she started to bleed from the gums, her mouth and throat became acutely inflamed, and her hair started to fall out. Through her delirium the child heard the doctors whisper by her pillow that she could not live. By now the doctors must have known that ionizing radiation caused such destruction of the blood's white cells that victims were left with little or no resistance against infection. Yet Emiko recovered. The wound on her hand, however, was particularly troublesome and did not heal for a long time. As she got better, Emiko began to acquire some notion of the fearful scale of the disaster. Few of her friends and acquaintances were still alive. But no one knew precisely how many had died in Hiroshima. To this day the claims of various agencies conflict. According to General Douglas MacArthur's headquarters, there were 78,150 dead and 13,083 missing. 2 The United States Atomic Bomb Casualty Commission claims there were 79,000 dead. Both sets of figures are probably far too low. There's reason to believe that at the time of the surrender Japanese authorities lied about the number of survivors, exaggerating it to get extra medical supplies. The Japanese welfare ministry's figures of 260,000 dead and 163,263 missing may well be too high. But the very order of such discrepancies speaks volumes about the scale of the catastrophe. The dead were literally uncountable. This appalling toll of human life had been exacted from a city that had been prepared for air attack in a state of full wartime readiness. All civil defense services had been overwhelmed from the first moment and it was many hours before any sort of organized rescue and relief could be put into effect. It's true that single raids using so-called conventional weapons on other cities such as Tokyo and Dresden inflicted far greater casualties. And that it could not matter much to a victim whether he was burnt alive by a firestorm caused by phosphorus, or by napalm or by nuclear fission. Yet in the whole of human history so savage a massacre had never before been inflicted with a single blow. And modern thermonuclear weapons are upwards of 1,000 times more powerful and deadly than the Hiroshima bomb. The white scar I saw on Emiko's small, fine-boned hand was a tiny metaphor, a faint but eloquent reminder of the scar on humanity's conscience.

What Were the Main Problems and Issues Facing the Allies at the 1943 Teheran Conference (Eureka) and How Were They Dealt with?

What were the main problems and issues facing the Allies at the 1943 Teheran Conference (Eureka) and how were they dealt with? Intro The Teheran conference was the meeting of Joseph Stalin, Winston Churchill and Franklin D. Roosevelt between November 28th and December 1st 1943. It was the first World War 2 (WW2) meeting amongst ‘The Big Three’ (Stalin, Churchill and Roosevelt) in which Stalin was present. The principal aim of the Teheran conference was to firmly establish a global allied strategy for the duration of the war, and basic plans for the post war era. Throughout the meeting the big three addressed many issues which were deemed to be preventing a global allied strategy. Chief discussion at the conference was centered on ‘Operation Overlord’ which incorporated the opening of a second front in Western Europe which the Big Three believed would be a decisive step to allied victory over Nazi Germany. At the same time the conference discussed how to deal with the escalating Mediterranean conflict, the territorial disputes on the Soviet/Polish frontier as well as discussing operations in Yugoslavia, relations with Turkey and Iran, and a separate protocol pledged to recognize Iran’s independence. The varying success the Big Three had in resolving these issues at the Teheran conference is arguable. Issues concerning the swift conclusion of the War were often agreed upon mutually as it benefited all three nations, however issues which conflicted the self-interest of the Big Three often forced them to compromise on a successful resolution, one that was often questionable, but necessary for the development of the Grand Alliance and to achieve the primary objective of creating a global allied strategy. The main problems faced at the Teheran conference were primarily concerned with the sole objective of defeating the Nazi and bringing the war to a rapid end. It is evident that conflict occurred in areas were hidden agendas and self-interest was bought by the Big Three. With hindsight the success of these resolves is questionable, it is clear that many issues which were deemed to be resolved at the Teheran conference in fact resurfaced in future conferences; such as Yalta and Potsdam. Operation Overlord 700 One of the chief focuses of the Teheran conference was the prospect of a second Western front in Europe. The matter was known as ‘Operation Overlord’, and would entail the allied invasion of German-occupied Western Europe. The issue at the conference was not whether the Allies would launch Operation Overlord, but rather when it would be launched, as it conflicted with Winston Churchill’s wishes to invade Italy through the Mediterranean. The reason for Operation Overlord’s conception varied among the leaders but had the primary objective of ending the war as soon as possible. For Stalin one of the most fundamental reasons for creating a second front was to ease pressure on the Soviet army which were being pressed [†¦] Page 356 The Big Three. Churchill’s priorities throughout the beginning of the Teheran conference remained with his operations in the Mediterranean. He believed that continuing operations in the Mediterranean would not jeopardise the success of Operation Overlord, Churchill’s demands at the Conference were clear, he demanded landing craft for two divisions in the Mediterranean which could be used to facilitate the operations in Italy or to aid in the invasion of the Rhode Islands if Turkey would enter the war. Churchill believed that from here Italy could be employed in support of Overlord. Roosevelt’s enthusiasm for the Mediterranean operations differed greatly from that of Churchill’s. For Roosevelt the dilemma was that in order to give enough landing craft to aid Churchill in the Mediterranean would mean delaying Overlord six to eight weeks, he insisted that increasing Anglo-American activities in Italy and the Mediterranean would cause a conflict in the build-up for a successful cross-Channel invasion (OVERLORD) in 1944. [†¦] Page 91 Major problems of WW2. At the Teheran conference it was concluded that, despite Churchill’s wishes, the cost of invading Italy via the Mediterranean would delay Overlord far more than both Stalin and Roosevelt thought was acceptable. Stalin gladly recognised the outcome of Overlords negotiation as it would guarantee his army the support they needed to fight off the German advance into the Soviet Union. Likewise Roosevelt embraced the outcome, his main priority was to find the quickest solution to the War’s end and he was advised by his Chiefs of staff; Operation Overlord was by far the quickest means of achieving this. Churchill had never been against Overlord; his argument was simply that Overlord should not take away the importance of operations in the Mediterranean, Churchill accepted the resolution which was reached at the Teheran Conference and pledged full British support to any future Allied operations. Soviet involvement in Japan 400 One of Roosevelt’s main objectives whilst attending the Teheran conference was to gain Stalin’s support for the War in Japan. Roosevelt felt that with the intervention of Stalin not only would it bolster his resources in the far east but it would also speed up the inevitable allied victory in Japan (Click) Stalin however would only consider invading Japan once Germany had been defeated as he did not want to risk spreading his army in addition. Stalin pledged to assist in the war against Japan after Germany was defeated and expressed his wish that, after the war, the 1941 USSR borders with Finland and Poland be restored; he also requested many War reparations such as key railroads in Manchuria to compensate his intervention in Japan. Click) it was agreed that Stalin would declare war on japan 3 months after the defeat of Germany. Post War Germany 400 Turning to the question of the division of post-war Germany the discussion centred on whether or not to split up Germany. (Click) Churchill was primarily more interested in seeing Prussia, the core of German militarism, separated from the rest of Germany. (Click ) On the other hand Roosevelt had a plan for the division of Germany in six parts. These six parts were: 1. All Prussia to be rendered as small and weak as possible. 2. Hanover and Northwest section. . Saxony and Leipzig area. 4. Darmstadt 5. South of the Rhine 6. Bavaria, Baden, and Wurttemberg Roosevelt’s proposal stated that these six areas should be self-governed and that there should be two regions under some form of International control. These were: 1. The area of the Kiel Canal and the City of Hamburg. 2. The Ruhr and the Saar, the latter to be used for the benefit of all Europe. (Click) Stalin agreed with both Churchill and Roosevelt as he felt that to contain military threat Germany may pose in the future the only solution would be to completely divide it. However, Stalin felt that Churchill’s idea to divide Germany into 2 large states would merely offer an opportunity for Germany to revive as a great State and therefore preferred Roosevelt’ plan to dissect Germany into 6 self-governed areas and 2 areas under allied control. Yugoslavian partisans 400 After an attack by German, Italian and Hungarian forces against Yugoslavia on the 6th April 1941, the kingdom of Yugoslavia collapsed. This resulted in King Peter and his government to flee the country. On 27 June 1941, the Central Committee of the Communist Party of Yugoslavia appointed Tito Commander in Chief of all project national liberation military forces. Originally two groups emerged in the Yugoslavian resistance movement, the chetniks commanded by Draza Mihailovic and the partisans commanded by Tito. (Click) Initially both resistance movements operated in parallel, but by late 1941 began fighting each other in the attempt to gain control of the area following the end of the war. Stalin, who already supported Tito, wanted Roosevelt to recognize the partisans as the official resistance in Yugoslavia, rather than support Mihalovic. Click) Roosevelt up to this point had continued to aid the Chetniks as they fought against Germany but also against the partisans. (Click) Churchill advised Roosevelt that all support should go to Tito and that â€Å"complete chaos† would ensue if the Americans also backed Mihailovic. (Click) Stalin and Churchill were able to gain Rooseveltâ €™s support for Tito and the partisans in the form of supplies and equipment and also by commando operations. Soviet/Polish border disputes 400 A key reason for Stalin to attend the Teheran conference was his hope to gain Roosevelt and Churchill’s support for his territorial disputes with Poland. Stalin believed that the Polish Government in exile were closely connected with the Germans He stated that Russia, probably more than any other country was interested in having friendly relations with Poland, since the security of Soviet frontiers was involved. He said the Russians were in favour of the reconstitution and expansion of Poland at the expense of Germany and that they make distinction between the Polish Government in exile and Poland. (Click) Roosevelt said it was his hope that negotiations could be started for the re-establishment of relations between the Polish and Soviet Governments. He felt that the re-establishment of relations would facilitate any decisions made in regard to the questions at issue. He said he recognized the difficulties which lay in the way. (Click) Churchill said he would like to obtain the views of the Soviet Government in regard to the frontier question, and if some reasonable formula could be devised, he was prepared to take it up with the Polish Government in exile, and without telling them that the Soviet Government would accept such a solution, would offer it to them as probably the best they could obtain. If the Polish Government refused this, then Great Britain would be through with them and certainly would not oppose the Soviet Government under any condition at the peace table. (Click) To solve the issue Churchill suggested that Poland’s western borders would be extended east into Prussia to compensate for their eastern borders being reduced. Future of Iran 250 Future of Finland 250