Prelude no 15 in Db major by Chopin

The song Prelude no.15 by Chopin, also known as the raindrop prelude is written in ternary form, which means it's an ABA structure. It's structure unlike many other preludes has a very clear Ternary form structure with a coda at the end to finish the piece nicely. Section A is written in Db, while section B is written enharmonically in C# minor. Although it is in Ternary form the piece can be split into 4 parts. The Coda, A, B, and A again. Melody and Rhythm Just like the name of the piece, Raindrop, throughout the piece sustained notes are used to act as the continuous raindrops falling. During the piece such as in the first bar, Chopin uses descending notes and arpeggio's to represent falling raindrops. He also uses septuplets and turns to create similar effects. He changes to the relative minor and dominant keys to create variation within the melody. Tonality The Raindrop Prelude is written in Db major with 5 flats. Bb, Eb, Ab, Db and Gb. The piece is generally tonal and uses many different relative keys to create variation throughout the piece. Texture. Although the Raindrop Prelude is written and played on one piano the texture is generally quite thick throughout. Chopin, in the B section, uses a technique called doubling to create a powerful and a build up of the texture. This is where a note is played in octaves in both hands creating a more emotional feeling as well, as a feature of romantic music. The texture could be described as both polyphonic and homophonic as the melody above the pedaled notes is more complex but fits in with many of the sustained notes. Use of Piano. Because Prelude no. 15 is written for piano Chopin uses the abilities of the piano very well to create variation among sections. For example, in section B the melody is played in the Left hand rather than the Right which created a low forceful and powerful sound. Also by using pedaled notes in both the harmony and melody the sound of the piano created the feel of raindrops. Chopin also wrote Prelude no. 15 because many pieces of music were created for the piano in the Romantic era as the instrument was developed and made bigger which enables it to create Cantabile sounds and sustained slurs with pedals. Also piano's were now able to make larger ranges of dynamics, articulation and pitches because of the use of hammers on strings and the extension of octaves.

Family Law Reflecting Moral and Ethical Issues

The legal system continuously endeavours and reforms to provide effective legislative remedies and modify existing legislation to reflect the changing nature of the Australian family structure. Family law has always been a colossal aspect of Australian society with many effective measures in place for family matters. Numerous values and their effectiveness have been debated through various features of family law, and these debates continue to the present day. Divorce is the legal dissolution of a marriage by an official court decision and was once frowned upon within society, and prior to 1974, married couples who wished to divorce had to apply under the Matrimonial Causes Act 1959 (Cth) on the ground of â€Å"fault† – that is, on the basis that one or both spouses admitted to acting in a way that undermined their marriage (for example, adultery, cruelty, insanity and desertion). However, the first major change to family law in Australia occurred when the law took reform in this aspect with the Family Law Act 1975 (Cth), which states that the only ground for divorce is the â€Å"irretrievable breakdown of the marriage†, such as the case in the marriage of Todd (1976), one or two of the spouses must consent for divorce. The declining influence of religion and the idea that marriage does not always â€Å"last for life† were social factors that influenced this change. The erosion of the concept of fault and the establishment of a single ground for divorce thus demonstrates changing societal values and how law is changed over time. Australian society believes that it is important to protect the disadvantaged, or those who cannot act to preserve their own rights – particularly children. After a marriage has been dissolved, it is the responsibility of both parents to provide financial support for their children as the case of Campbell and Campbell (1998) established that it is in the best interests of the child to maintain the lifestyle to which they have grown accustomed. The Australian Bureau of Statistics Marriages and Divorces 2011 Media release indicates there are 44,000 children under 18 affected by divorce. As such, the Child Support (Assessment) Act 1989 (Cth) requires that children receive a proper level of financial support from their parents and the Child Support (Registration and Collection) Act 1988 (Cth) ensures that periodic amounts payable by parents towards the maintenance of their children are paid on a regular and timely basis. Prior to the Acts, only 40% of claims for child maintenance were being met, whereas after the Acts were passed, approximately 70% of claims are being met. The new emphasis on children’s rights and parental responsibility reflects the social perception that children are vulnerable members of our society and thus require greater legal protection. Another important change in social attitudes has been the increasing acceptance of same-sex relationships, and recent law reforms have centred on providing same-sex couples with the same rights as de facto heterosexual relationships, and removing discrimination based on sexuality. At the State level, the De Facto Relationships Act 1984 (NSW) was amended to the Property (Relationships) Act 1984 (NSW), for the growing acceptance of heterosexual and homosexual relationships highlighted by news article ‘Partners who just can’t wait (2010)‘ which states the growth in unmarried couples living together. It now recognises same-sex relationships as having the same legal standing as heterosexual de facto relationships, and thus provides protection to people in same-sex de facto relationships in property division, inheritance and decision-making in illness and after death. The Miscellaneous Acts Amendment (Same Sex Relationships) Bill 2008 (NSW) creates amendments to 57 pieces of state legislation to ensure de facto couples (including same-sex couples) are treated equally with married couples. This Act also creates amendments to the Anti-discrimination Act 1977 (NSW) to ensure that same-sex couples are protected from discrimination on the basis of their â€Å"marital or domestic status† in employment, accommodation and access to goods and services, articulated in the Daily Telegraph ‘Gay couple win foster care case (2008)’, after a gay couple won $10,000 in damages when their application to become foster carers was refused. However in terms of federal laws at present, same-sex couples are unable to marry. The Marriage Act 1961 (Cth) defines marriage as â€Å"the union of a man and a woman to the exclusion of all others voluntarily entered into for life†, a definition established by the case of Hyde v Hyde and Woodmansee (1866) and repeated in the Family Law Act 1975 (Cth). In 2004, the Commonwealth Government reconfirmed the traditional concept of marriage as the â€Å"union of a man and a woman† when it passed the Marriage Amendment Act 2004 (Cth) meaning same-sex marriage is automatically void in Australia, ncluding overseas marriages. Over time, both State and federal governments in Australia have enacted legislation to encourage and enforce practices which are not only in the public interest, but also reflect the moral and ethical standards of society. While legislative mechanisms have been reasonably successful in achieving this goal with regard to the introduction of â€Å"no-fault† divorce and the protection of children, there is the need for further review and reform of legislation concerning same-sex couples.

An Inspector Calls Essay Questions Example For Students

An Inspector Calls Essay Questions Mr Birling is a pompous and an arrogant person. He is pompous because he wants to let people know that he mixes with upper class people. He was pleased to let the Inspector know that his daughter has just become engaged to, Mr Gerald Croft son of Sir George Croft you know, Crofts limited. He is also complacent because he doesnt like to worry about what other people are saying. I say there isnt a chance of war, he says to his family, these are all silly little war scares. Mr Birling refuses to believe the scaremongers that are predicting war. Hes living in his own protective world and doesnt realise whats really going on. Mr Birling shows that the upper classes gets on very well with the police. When Mr Birling and the inspector are talking about the chief inspector Mr Birling announces to Inspector Goole that, perhaps I ought to warn you that hes an old friend of mine, and that I see him fairly frequently. We play golf together up at the West Brumley. The upper class also love talking about their achievements. When Mr Birling is talking to Gerald he boasts that, there is a fair chance that I might find myself into the next honours list. Just a knighthood, of course. This shows that Mr Birling is proud of him self and loves to brag to others of his successes, so that others will respect him more for these outward signs of success. Mr Birling shows us in the play that he is a hypocrite and very worried about his reputation. Mr Birling shows us that he is a hypocrite trying to tell the future. When he is talking to Gerald about the fact that he might be getting a knighthood he says, I gather there is a very good chance if a knighthood so long as we behave ourselves, dont get into the police court or start a scandal. This shows that he is very worried about his reputation because if he does something wrong then hell lose his chance of a knighthood. Mr Birling doesnt believe in the inspectors quote, we are all members of one body. He thinks that we should just fight our own battles and not look after or help others. When talking to Gerald and Eric, Mr Birling says, but the way some of these cranks talk and write now, youd think everybody has to look after everybody else, as if we were all mixed up together like bees in a hive community and all that nonsense. And, I cant accept any responsibility. If we were all responsible for everything that happened to everybody wed had anything to do with, it would be very awkward, wouldnt it? Mr Birling aims to make as much money as possible to enable him to live his upper class life. When discussing business with Gerald, his daughters fianci , Mr Birling says lower costs, higher prices. Mr Birling wants the highest prices for the goods produced in his factory but is determined to pay the lowest wages to the lower class that work for him. At the beginning Sheila is exactly like her mother and father: pompous, spoilt, and arrogant. She expects a lot because of her wealth and social class. Sheila always dresses well in elegant and posh clothes; she speaks extremely well and reveals her background when speaking to others of her class, for instance her mother and father. When speaking to her mother she says, yes, go on mummy, you must drink to our health. She also says, Milwards? We go there, in fact, I was there this morning. And, she was lucky to get taken on at Milwards. When these sentences are put together it shows that she shops at very exclusive shops. This is proving that she has a lot of money because she shops at Milwards. Her attitude at the beginning is snobbish here because she believes that only the best should shop and work there and the employees of Milwards should respect the clients.

Sistine chapel as a religious art piece Term Paper

Sistine chapel as a religious art piece - Term Paper Example al events, Roman Catholics preserved many of the ancient paintings from the ancient history of Christianity and renovated them through the medieval periods till the modern era of architecture and art. Majority of the paintings found from the history of civilization process of Europe during the Renaissance period show an indisputable integration of religion and art that passed through Christianity and Jewish art and culture. This paper will make an appreciation of the Sistine Chapel at the Apostolic Palace in the Vatican City as a monumental evidence of the relationship between art and religions in the medieval Europe. The Sistine Chapel is one of the most reverent and oldest religious monumental buildings owned by the Christian community. The present day’s appearance of the chapel has travelled a long way of multiple transformation processes during the regimes of various Popes ever since its creation. The Sistine Chapel carries the glory of being a unique construction by the historical integration of Christian ideologies with the Jewish artistic skills. Located at the Papal Palace, the primary function of the Sistine Chapel is to be the venue of the Papal Conclave which conducts the elections for the pope. This monumental construction also functions as the center for Papal Chapel, the organized body of clerics and priests of the pope’s palace. This chapel works as the stage for conducting the collective masses in the palace to celebrate the reverence of the pope on distinguished occasions. The chapel has a historical tradition of observing the Sunday mass under the priesthood of the pope. However, these masses are limited to the service of the elite group of Vatican City and to the invitees from special classes of Rome. In other words, these masses are exclusively open to the special guests and are not open to the common public. Moreover, the chapel has the conservative follow up of a system that sees the closure of the religious functions on the occasion of

The media and American politics Essay Example | Topics and Well Written Essays - 6000 words

The media and American politics - Essay Example US media has been often criticised as being manipulated by the government and ends up serving biased and distorted news to the general people. My article will examine the role of the US media in the political scenario, in the context of the 2000/2004 elections, and will examine to find out as to whether the media does really have a slant/bias, and whether it really acts as a propaganda vehicle for the political party in power. The Media and American politics 1 Introduction â€Å"Balanced coverage [is what] plagues American journalism and ...leads to utterly spineless reporting with no edge. The idea seems to be that journalists are allowed to go out to report, but when it comes time to write, we are expected to turn our brains off and repeat the spin from both sides..."Balanced" is not fair, it's just an easy way of avoiding real reporting...and shirking our responsibility to inform readers† (Ken Silverstein, 2008). ... esidential speeches, various TV ads, press meetings, or even through the normal routine daily news, which creates a form of ‘virtual reality’ for its viewers. Though the results, as have been observed in the various elections, are quite far from being virtual, and are indeed real and turning out to be critical too, for the political parties. In the context of conducting political campaigns, the magnitude and scale of the US elections in the recent years, is something which would have been unimaginable even 60 years back. These transformations in the political field can be to a large extent laid at the door of the media and press coverage of the political policies.. John Zaller summarily defines this slowly evolving new process in the arena of US media and politics as, â€Å"the attempt to govern on the basis of words and images that diffuse through the mass media† (2009, 389). There is no denying the fact that in this twenty first century modern world, the news me dia does indeed play a pivotal role in the functioning of the political regimes, and the shaping of a nation’s democracy. In a modern democratic country, the right to information forms a vital criterion for its citizens to assess the functioning of the political party in power, and to receive this information they rely on different various news distributing agents like the television, newspapers, amongst many others. This free access to the media for information related to the actions of the political leaders, in terms of various policies and legislations and their consequential aspects, are essential for the proper functioning of a democratic country. â€Å"It ensures that citizens make responsible, informed choices... [While] information serves a â€Å"checking function† by ensuring that elected

Marketing Case Study Essay Example | Topics and Well Written Essays - 500 words - 1

Marketing Case Study - Essay Example The push strategy involves manufacturers selling to the customers directly rather than through retailers. For the guard strategy, the product categories should have a loyalty that is low towards the brand. The substitutes in the market should be acceptable by the customers. This is a strategy by Keyman’s and Guard. Launching of new products is efficient using the push strategy. The plan is essential where there is no planning of the product to purchase. The customer needs to be knowledgeable about the product. There is consideration of the current situation of the business in terms of working and business scenario. There is also consideration of the sales figure of past periods, where more money is given for promotion for projects that show high sales figure from the past so as to increase sales. Department that build many products should be given more promotion money than small product departments to enable them tab the whole market. Promotion money is given depending on the level of competition the product in question is facing. Thus, the more the competition, the more the money given to ensure the product competes favorably. In the introduction of new products, there is allocating promotion money on the bases of all it can afford. This is to avoid losses that arise due the product, not picking up in the market. In case of short term sales, there is less promotion money to that product. To increase distribution, more promotion money should be given to ensure that the product is able to get customers and maintain the current customers. In giving cash for promotion, there is a reduction in the budget of other products so as to favor other products, which require promotion. To stimulate trial, money should be given. This is because the product requires money for promotion because it is already in the market. It is essential to first test the market before introducing a

What is the proper role for public schools in the promotion of Essay

What is the proper role for public schools in the promotion of democracy - Essay Example Apart from this, there are characteristics of a democratic society which public schools have to assist the public in developing and maintaining. Such are the ability to accommodate and resolve disagreements, accommodation of people with different beliefs and views, and respect for others with differing opinions. Because of these characteristics, a society only maintains such a state if the citizens are able to deal with disagreements and resolve them, respect people with differing views and understand a society composed of different people, with different perceptions about various things in life. Education promotes all these characteristics through provision of knowledge and wisdom: To deal with the disagreements and resolve the; to understand how to treat people with different beliefs and views; to understand the consequences of empathy and flexibility in dealing with other perspectives, and to respect for others with differing positions. The proper role of public schools is through provision of knowledge and wisdom. With these two, the individuals will be able to understand the meaning of civil rights and liberties in the society. The civil rights and liberties define a democratic society. Democracy: From our group discussion, there are common characteristics to what members thought about democracy; freedom, equality, and protection of people’s rights. Democracy is a state in a society where everyone has a right to his or her social and political views, has equal rights to the management of the society. It is a state, in which everyone can present a voice, and everyone is allowed to participate in political, social and economic activities of the society (Discussion Group Dialogue). All the group members agreed that the primary good of public education is public. The reasons given for this argument is that public education provides an equal opportunity for everyone

Finance and Growth Strategies Assignment Example | Topics and Well Written Essays - 3500 words

Finance and Growth Strategies - Assignment Example The internal rate of return is the cost of capital that will equate the present value of future cash flows to zero. In other words, it is the required rate of return which will yield a zero NPV. Thus, equation 1 can be modified such that NPV is replaced by 0. NPV calculations can be done manually but the process is tedious as it requires calculating the NPV by using different values of cost of capital. Another is the use of software like Microsoft Excel to generate a more accurate figure. The decision about whether the project should be accepted or not will be based on the results of the financial and strategic analyses using techniques like NPV and IRR. In using NPV as a tool, the general rule is to accept projects or investments which generates a positive NPV while rejecting those which yields negative NPV. The result of the NPV has a direct implication on the value of IRR relative to the required rate of return. Accordingly, a project is pursued if the IRR is equal to or higher than the required rate of return. In contrast, a project with a lower IRR than the cost of capital is turned down. It should be noted that a positive NPV is indicative of an IRR which is higher than the required rate of return. Â  Accordingly, a project is pursued if the IRR is equal to or higher than the required rate of return. In contrast, a project with a lower IRR than the cost of capital is turned down. It should be noted that a positive NPV is indicative of an IRR which is higher than the required rate of return. The project considered by Fujisawa, which is the expansion of its product line should be accepted based on the quantitative analyses using NPV and IRR techniques. The investment yields a relatively high NPV of 9,235,200. The IRR of 33.996% is very high compared to the required rate of return of 9%. Thus, Fujisawa will reap higher benefits than its capital outlay in the proposed project. However, it should also be noted that quantitative analyses are often not enough in ascertaining whether an investment should be pursued or not. Though expansion of the product is quantitatively profitable, qualitative factors like consumer demand and others should also be taken into account. Â  

Finance Problems Speech or Presentation Example | Topics and Well Written Essays - 1250 words

Finance Problems - Speech or Presentation Example In order for the company to have the credit standing â€Å"comfortably within the A range,† the target range to be chosen should be at the lower end of the ranges, or the upper limit of the lower rating as its lower limit, and the upper limit of the A rating for the upper limit. Thus, for the fixed charge, the company must choose 3.40x – 4.30x; the lower limit is the upper limit for the Baa rating. For the funds from operations/total debt, the range should be 55-65; 55 being the upper limit for Baa. For the long-term debt/capitalization, the range should be 22-30; the 30% being the lower limit for the Baa rating, rating below the A rating. One of the factors to be included in the decision include the companys research and development spending, which as mentioned in the question can be assumed as capitalized and part of the intangible asset of the company. Because this is an intangible, other investors may not buy into it as a security in terms of providing higher amounts of loans to the company, compared to its competitors. While it has higher than average spending for R&D, this is not a tangible cost that could back up any claims for insolvency, which is also a concern to the investors. Also, the companys ability to use other tax credits is another consideration for settling with the target ranges, because these has effect on the three key figures for the company to qualify for a certain credit rating. Because R&D is capitalized, the additional tax credits by increasing the leverage may not be so significant to the company when R&D is capitalized into intangibles. Because it invests in higher than average R&D, and has higher foreign credits, if these are not affected by increasing the financial leverage of the company, it does not give huge benefit to the company in the process. II. (18-A10 Dividend adjustment model) Regional Software has made a bundle selling spreadsheet software and has begun paying cash

Confucianism and Daoism Essay Example for Free

Confucianism and Daoism Essay The idea of the religion of Confucianism was developed by the Chinese philosopher Confucius. The idea of Confucianism is teaching a person to be able to have the power to make the most logical decisions on their own. It teaches its followers a greater meaning for life which then helps them to better understand death. As a religion it is a different kind of religion. It is taught to followers that there should be harmony between the ancestors, humanity and Heaven, and the secular and the sacred. For me, the idea of Daoism is much easier to understand. A way to explain Daoism is fallowing the way. The way is actually translated into the idea of Dao. Fallowing the way is just letting go and letting the force take over and control what needs to be done. In class we related the way of the Dao to Star Wars when Luke lets all technology go and lets the force take control of his actions and comes out successful. Trusting the way is trusting that the world will not lead you down the wrong path. One way that the traditions of the two religions are similar is that they both show great respect for their elders and believe that they are able to help out in their future. Both religions spend time worshiping the deceased because they believe that when they die they will be able to help them in their later lives. Both religions also have their own view of behavior and how people should be conducted. Being this way people of both religions both believe that they can co exist in peace. One major difference of the two religions is how Confucius believed that humans are naturally social beings and our abilities to be good people is naturally imbedded within us. He believed that everyone could exist in harmony if they all allowed themselves to. He believed that men who were superior to other men were able to conform to what society expected of them. Daoism has the idea that living in harmony come far less naturally than it does in Confucianism. Daoism puts much more importance on the relationship with oneself than it does with others. Another way they are different is the way they are passed down and the traditions are told to one another. Confucianism is passed down and taught through the texts of Confucius’ texts are mostly sessions between him and his students while Daoism texts are mostly writings from its creator. One thing that both religions have in common is that they believe in improvement of self. Confucianism believes that in order to live in harmony you have to be at harmony with yourself and they believe that conforming yourself to be the way that society wants you to is the best for yourself. Daoism believes that trusting the way will guide you in the right direction. By letting it take control you will be able to do make all the decisions that you are supposed to. Callie Rogus Intro to World Religions 10/19/2011.

Management and Leadership

Management and Leadership Effective Management and Leadership The most powerful and successful business organizations have understood the importance of a key attribute in their achievements and accomplishments. This is the importance and significance of efficient management and leadership. Empirical and theoretical studies have found evidence that the prevailing notion about leadership and management was masked in air of secrecy (Mulec, 2006: Pg 67). Such an attitude has persisted until recently when research has found that a set of competencies and skills are essential for effective management and leadership. Leadership requires the maximum utilization of innate and intrinsic potential. Business leaders must be dynamic and proactive with their ability to inspire confidence in their followers. They must have a clear vision and mission statement in order to achieve business and organizational goals. They should make everyone part of the organizational process. Leaders focus on the broad aspects of acquiring operational excellence. The democratic system of leadership calls for respecting the initiative and feedback of employees. The ability to enhance the productivity and output of the business organization has been identified as a major competency of leadership. The advantages of such an approach are that the leaders can distribute and allocate tasks to different team members. Each team member will work towards the achievement and accomplishment of the major business goal. Empirical and theoretical studies have identified transformational leadership as being effective and efficient as opposed to other leadership styles (Trevino, Hartman Brown, 2000: Pg 129). Transformational leadership seeks to apply innovation and creativity in order to achieve business and organizational goals. It also seeks to provide an honest and simple appraisal and performance of the employees. Management is another important skill which must be present in order to achieve business and organizational goals. The basic competency of managers is their ability to engage in systematic and methodical planning. This involves identifying barriers to progress and setting targets. A target oriented approach helps management to achieve business and organizational goals. Another important competency for managers is that of organization (Watson, 2001: Pg 386). They must systematically understand the various work processes and requirements. Each task should be divided and distributed to the work force. Further managers are successful by their ability to delegate and receive reports from employees. This is a multi level approach which seeks to achieve business and organizational goals. Management must be able to use strategic management in order to create vision and direction for the guidance of the organization. They must be able to understand the external and internal factors that affect the performance and success of business organizations. They must be able to apply innovation and creativity in order to resolve problems. Effective manag ement also requires a system of checks and controls to monitor the work process (Watson, 2001: Pg 386). This provides the managers with real time information about the success or failure of any business process. From the list of skills that you have generated, select three personal skills and three professional skills a manager needs to be effective in their role (support with personal examples where you can). Explain how these skills contribute to meeting both organisational and personal goals. Discuss what methods you can use to improve both your personal as well as professional skills. Personal and Professional Skills Managers need to have different personal and professional skills in order to accomplish the goals and objectives of the business organization. They must be able to successfully implement these skills for resolving business problems (Wilson Holton, 2003: Pg 123). Further managers should seek to integrate and coordinate various skills to produce optimum solutions. At the basic level, management should have clear idea and vision about the organizational goals. This is necessary because it identifies and recognizes the external and internal factors affecting the business organization. As a manager, I sought to improve our market access to China. This was done through a systematic audit and analysis of the business environment. Managers should also be able to inspire confidence and trust amongst their employees. This is done by directly linking employee growth with the organizational growth. The ability to motivate and inspire team members is now considered a vital component of effective management (Wilson Holton, 2003: Pg 124). At the professional level, managers should be able to work with teams. They should apply intuition and critical thinking skills in order to achieve business and organizational goals. Finally the management must have superior levels of planning, organization, and coordination (Wilson Holton, 2003: Pg 126). Accomplishing Organizational and Personal Goals Managers must seek to work with teams by motivating and inspiring them. Such a process helps to create an atmosphere of collaboration and cooperation. It also can resolve potential conflicts in the work place. It also leads to exchange of information. Further the tasks are divided in order to prevent some employees from being overburdened. Advice and initiative from employees should be appreciated in order to promote efficiency and effectiveness (Wilson, Lenssen, Hind, 2006: Pg 134). Management must also empower employees to apply innovation and creativity in resolving business and organizational problems. A multi level approach in management helps to resolve business problems. It also assists in maintaining the competitive edge of the business organization. Improvement of Personal and Professional Skills Management development is a crucial and significant element of the entire business process. This is because managers are the agents of change and dynamism in the business organization. The improvement of personal and professional skills requires the constant application of intuition and critical problem solving skills. Managers should frequently use a number of techniques like brainstorming, analogizing, and discussions in order to improve their skills (Wilson, Lenssen, Hind, 2006: Pg 135). Analogizing refers to the use of personal experiences in solving business problems. A practical and scenario based approach will assist the management in boosting and upgrading their skills. This is a multi level approach that seeks to optimize the various competencies of business managers. Personal Skills Audit Rating Your Management and Leadership Skills Skill Very Good Satisfactory Needs Improvement Poor Not Tested Teamwork Requires some enhancement Resolving Problems Needs to be proactive and dynamic Motivate and inspire others This is the core competency Planning and preparation Knowledge of key planning concepts required Organizing Unable to effectively and efficiently organize Coordination Can coordinate and integrate various work processes Critical problem solving Ability to identify problems in a proactive and dynamic manner Communication skills Requires knowledge of basic communication skills Present an analysis of the various personal and professional skills of which you have carried out a self-assessment in the class including an assessment of your learning style. Based on the rating and the results of the self-assessments write a brief overview of your leadership and management skills in terms of strengths and weaknesses. Analysis of Personal and Professional Skills My personal skills as a manager involve the use of teamwork and resolving problems in an efficient and effective manner. It also involves the use of smart and prudent strategies that can analyze and audit the business environment. Managers need to have strategies which can assist the organization in achieving its targets (Hickman, 2006: Pg 67). This involves the application of robust and energetic strategies. It also seeks to identify the appropriate actions and thoughts that enable managers to have high levels of perception and awareness about the dynamics of the business organization. Further there should be a management model in the organization that identifies and recognizes the skills required. My personal and professional skills seek to accomplish high levels of transparency and fairness in the business organization. Personal and professional skills should be enhanced and boosted in order to produce superior business outcomes. Managers should be able to generate motivation and stimulus in the work force instead of attempting to discipline and intimidate them. This is the management style of twenty first century that seeks to produce flexible, open, and dynamic business models. This should be the context in which personal and professional skills should be developed and enhanced. Strengths and Weaknesses Motivating and inspiring the work force is my core competency in the field of management. This involves providing adequate and competent instructions to the work force regarding the targets and goals. It also seeks to address employee concerns and take feedback from them. Motivation and inspiration are the main attributes that are identified in empirical and theoretical studies about modern management styles (Jung, 2001: Pg 21). It helps to transform rigid and inflexible hierarchies within organizations into dynamic and robust business models. Another core competency is coordination which seeks to interrelate and interlink the various business processes. It seeks to achieve business goals in a prudent and smart manner. Organization of work processes and communication skills need to be boosted and augmented. This is a major weakness of my management skills which needs to be effectively and efficiently remedied. Organization of the work processes is identified as a major competency whi ch seeks to distribute and allocate the work processes. There is a need to upgrade and augment various business and organizational skills in order to achieve efficiency and effectiveness. Personal Development Plan Establish your career goals and objectives and the skills required to meet these objectives. Put together a realistic Personal Development Plan to demonstrate how you intend to address the learning and development needs that you have identified. Consider your preferred learning style when establishing learning actions. Establishment of Career Goals and Objectives My career goals and objectives are to improve and augment my management and leadership skills. Management should seek to improve productivity and output while reducing the administrative and structural costs (Bass, 2005: Pg 26). It also seeks to identify and recognize the changes in the business and market environment. Developing and boosting skills requires the use of innovative and creative learning methods. Problems and scenarios should be used in order to augment and develop management skills. Further there needs to be significant improvement in communication and organization skills. Managers need to have efficient and effective planning, organization, coordination, and preparation skills. These objectives and goals can be achieved through a systematic and methodical appraisal and audit of the various factors. This calls for the development of team work, interpersonal, monitoring, checking, and evaluation skills. A comprehensive and broad system of checks and balances should exis t which would provide managers with real time information. It helps to them to modify or change strategies that are not achieving their targets. Further career goals and objectives should be implemented in a systematic and methodical manner in order to produce superior outcomes. This will also increase the chances of producing better business outcomes. Such a strategy adopts a multi level approach towards the resolution of business problems. Personal Development Plan Given the rapidly evolving business landscape, it is essential that any personal development plan take into account the new variables and factors affecting management. The personal development plan involves transforming management into a role model that can be successfully emulated by subordinates. It should seek to empower employees by making them owners of the work process. Further management should implement a system of appraisal and evaluation which would assist in streamlining and automating the work process. A personal development plan can be achieved if assessment instruments are used to test and gauge the levels of efficiency and effectiveness. Such instruments would create benchmarks that need to be modified and altered in order to produce superior outcomes. Further the personal development plan should utilize strengths in order to overcome weaknesses and limitations. It should also use appropriate strategic management skills in order to effectively assess the business probl ems. Communication skills need to be upgraded in order to reduce communication gaps. Further it should also focus on resolving conflicts in teams. Communication skills can assist in the development of competencies that seek to improve interaction and interface with upper management, colleagues, subordinates and customers. It seeks to apply proactive and dynamic approaches in order to achieve business and organizational goals. Evaluation and Review Implement your personal development plan and maintain a reflective record on ongoing basis. At the end of the term present an evaluation of the whole learning process including the effectiveness and impact of the learning on your career path as well as the impact of learning styles on personal development Implementation of Personal Development Plan The personal development plan should clearly identify and recognize objectives and goals. It should seek to break the objectives into long term, medium term, and short term. Further the goals should be realistic and accurate based upon the strengths. It should seek to utilize these strengths in overcoming limitations and hurdles. After this it is vital to conduct research into the various strategies that can help accomplish these objectives. The barriers and hurdles to progress should be highlighted in order to achieve efficiency and effectiveness (Burns, 2005: Pg 154). Skills should be divided and prioritized in order to achieve maximum results. The skills that are in immediate need of improvement and augmentation should be applied in order to produce superior outcomes. Further there is also the concern that some strategies might not work. In this case, the personal development plan should have contingency plans which can respond to unforeseeable circumstances. An important componen t of personal development plans is the division of large tasks into small ones. This helps to motivate and stimulate the manager in learning new competencies and skills. Further it also seeks to facilitate and assist in the process of learning and development. The use of a multi level approach will help the manager in achieving efficiency and effectiveness (Kuhnert, 2004: Pg 649). Personal development plans should integrate and utilize creativity and innovation. This calls for the use of critical thinking skills which produce solutions to business and personal issues. Further the personal development plan should take into account the ground realities. The manager should study new literature on management and business. They must also attend short trainings, seminars, and workshops which focus on improvement of vital skills. Further the business environment provides ample ground for the manager to test and upgrade skills. Making extra efforts will enable the managers to develop their business and personal skills. The personal development plan should be smart and prudent to understand the manager limitations and weaknesses. It should seek to adopt a formal and informal method of ensuring that business goals are accomplished and achieved. It should seek to rationalize the various strategies that are used to boost and upgrade the skills and competencies. Any personal development plan can succeed only if the management has motivation and stimulus to perform at optimum levels. Managers should be able to forecast any changes in the business or work environment. They should have contingency plans which can reduce or mitigate adverse circumstances. Also it is essential that a proactive management philosophy be adopted in order to achieve organizational and business objectives. References: Mulec, K. (2006), Positive professional leaders: aspects to consider in leadership development, Leadership and Organizational Development Journal, Vol. 27 No. 1, pp. 66-81. Trevino, L.K., Hartman, L.P. and Brown, M. (2000), Moral person and moral manager: how executives develop a reputation for ethical leadership, California Management Review, Vol. 42, pp. 128-42. Watson, T.J. (2001), Beyond managism: negotiated narratives and critical management education in practice, British Journal of Management, Vol. 12, pp. 385-96. Wilson, A. and Holton, V. (2003), Changing Manager Mindsets Report of the Working Group on the Development of Professional Skills for the Practice of Corporate Social Responsibility, Department of Trade and Industry/The Corporate Responsibility Group, London. Wilson, A., Lenssen, G. and Hind, P. (2006), Leadership Qualities and Management Competencies for Corporate Responsibility, Ashridge/EABIS, Berkhamsted. Hickman, Gill Robinson. â€Å"Transforming Organizations to Transform Society.† In Kellogg Leadership Studies Project, Transformational Leadership Working Papers, The James MacGregor Burns Academy of Leadership, 2006. Jung, Dong I. â€Å"Perceptions of Transformational Leadership Among Asian Americans and Caucasian Americans: A Level of Analysis Perspective.† The Journal of Leadership Studies 8, no. 1 (2001): 3-21. Bass, B. M. (2005). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, (Winter): 19-31. Burns, J. M. (2005). Leadership. New York: Harper Row Kuhnert, Karl W. â€Å"Transactional and Transformational Leadership: A Constructive/Developmental Analysis.† Academy of Management Review 12, no. 4 (2004): 648-657.

The Simplicity of Raymond Chandlers The Big Sleep :: sleep

The Simplicity of Raymond Chandler's The Big Sleep Raymond Chandler would like us to believe that The Big Sleep is just another example of hard-boiled detective fiction. He would like readers to see Philip Marlowe, Vivian Regan, Carmen Sternwood, Eddie Mars, and the rest of the characters as either "good guys" or "bad guys" with no deeper meaning or symbolism to them. I found the book simple and easy to understand; the problem was that it was too easy, too simple. Then came one part that totally stood out from the rest of the book &emdash; the chessboard. Marlowe toyed with it whenever he got the chance, and it probably helped him think of a next move in a particular case. I found it odd that Chandler made such a brief mention of chess, but I did not realize why until I finished the book and had time to think about what I had read. In a very interesting sense, the entire novel resembles the game of chess. Each character is a piece, and the name of the game is survival. Though the ultimate goal in chess is to take poss ession of the king, the underlying strategy is to eliminate as many pieces as one possibly can. This serves as insurance in the overall goal. Being that the characters/pieces determine the direction of the goal, let us look at them to begin. I have chosen to examine two characters in-depth and then put them on the board with the rest of the people in the novel. Philip Marlowe does not correspond to the knight of the chessboard. Chandler assumes that the reader will fall into the easy trap of assigning Marlowe to the role of the knight. After all, he is the main man in the novel, the one who needs to solve the case. His self-description in the opening chapter lures the reader into believing he is a typical white knight hero. "I was neat, clean, shaved and sober, and I didn't care who knew it. I was everything the well-dressed private detective ought to be" (3). This is a fitting description of a knight only because knights must possess similar qualities in order to be heroes. The Simplicity of Raymond Chandler's The Big Sleep :: sleep The Simplicity of Raymond Chandler's The Big Sleep Raymond Chandler would like us to believe that The Big Sleep is just another example of hard-boiled detective fiction. He would like readers to see Philip Marlowe, Vivian Regan, Carmen Sternwood, Eddie Mars, and the rest of the characters as either "good guys" or "bad guys" with no deeper meaning or symbolism to them. I found the book simple and easy to understand; the problem was that it was too easy, too simple. Then came one part that totally stood out from the rest of the book &emdash; the chessboard. Marlowe toyed with it whenever he got the chance, and it probably helped him think of a next move in a particular case. I found it odd that Chandler made such a brief mention of chess, but I did not realize why until I finished the book and had time to think about what I had read. In a very interesting sense, the entire novel resembles the game of chess. Each character is a piece, and the name of the game is survival. Though the ultimate goal in chess is to take poss ession of the king, the underlying strategy is to eliminate as many pieces as one possibly can. This serves as insurance in the overall goal. Being that the characters/pieces determine the direction of the goal, let us look at them to begin. I have chosen to examine two characters in-depth and then put them on the board with the rest of the people in the novel. Philip Marlowe does not correspond to the knight of the chessboard. Chandler assumes that the reader will fall into the easy trap of assigning Marlowe to the role of the knight. After all, he is the main man in the novel, the one who needs to solve the case. His self-description in the opening chapter lures the reader into believing he is a typical white knight hero. "I was neat, clean, shaved and sober, and I didn't care who knew it. I was everything the well-dressed private detective ought to be" (3). This is a fitting description of a knight only because knights must possess similar qualities in order to be heroes.

of mice and men :: essays research papers

Why do we have dreams? We have dreams because that is what we want in life. With out a dream we would have no reason to live. In the book Of Mice And Men there is lennie an george who share a dream of copanionship. Lennie is a large, mentlly handicapped man. Lennie need George because of his handicap. He would be all alone and probably grow up to be ignorant and may hurt other people. For example in the beginning of the book he drinks some water out of a rivver that isn't running. George tell him he shouldn't drink water that isnt running because it may have bacteria in it. Lenny had no response to George. This prove lennies ignorance. He is because he had killed Curly's Wife, a mouse, and a puppy. Lennie killed Curly's Wife because she asked him if he want edth feel her soft hair. Lennie felt her hair and got carried away. She had gotten frightend and started screaming. lennie got frieghtend and started to shack here and then ended up breaking her neck. George is a small man. He to ok care of Lennie since Lennie was a little boy. George needs Lennie because George gets Lennies paycheck. He get Lennies paycheck to help them get closer to their dream. George also needs Lennies freindship. In the book George says "Guys like us, that work on ranches are the lonliest guys in the world. They got no family. They dont belong no place." and Lennie says "But not us! an' why? Because I got you to look after me an' you got me to look after you and thats why." This quotation tells us why they have their dream and why it is so importantto them. George and Lenny's dreamis to own a ranch. George in the book, says, "We'll have a big vegtable patch an' rabbit hutch an' chickens. And when it rains in the winter we'll just say "The hell with goin to work" and we'll biuld up a fire in the stoveand set around it an' listen to the rain come down on the roof.

Essay --

A true friend is someone you can confide in without fear of being judged or betrayed... It is always good to have a friend in whom you can confide. A true friend is a good listener – one with whom you can share your thoughts and feelings without worrying whether they will judge you or tell other people about you. You should be able to trust a friend, particularly when you are in need of someone to share your problems with..... In â€Å"The Boy in the Striped Pyjamas† by John Boyne, Bruno, the main character is in need of a good friend. He is unhappy, having being forced to move away from his home in Berlin and ‘his three best friends for life’ because his father has a new job. Bruno, his mother and sister accompany the new commandant to the new house at â€Å"Out-With,† as Bruno calls it. This new house is small, dark, and strange. Bruno spends long days gazing out the window of his new bedroom, where he notices people dressed in striped pyjamas and rows of barracks surrounded by a barbed wire fence. With nobody except his sister ‘The Hopeless Case’ to talk to, bored and lonely, and not really understanding the circumstance of his new existence, Bruno sets out to explore the area, despite being forbidden to do so by his parents. He discovers Shmuel, a very thin Jewish boy who lives on the other side of the fence and an unlikely friendship between the two boys is form ed. Over the next few months the two children swap life stories through the wire fence. Shmuel explains how he and his family have been transported here from a ghetto in Poland. Unable to comprehend the gravity of Shmuel’s situation, Bruno is simply content to have found a playmate. In particular he finds it amazing that they are the same age and born on exactly th... ...d hegathers himself and makes a clear decision to face his fear in order to help his friend.... Even when the two boys have been herded into the gas chambers about to face their death, Bruno stands by his friend, holding Shmuel’s hand, forgetting even the names of his friends in Berlin and saying that Shmuel is one true friend for life. To conclude, Bruno and Shmuel’s friendship is both strange and genuine. Bruno confides in Shmuel, at first, because he is lonely and innocent. However as the novel develops their friendship grows into something authentic which crosses the boundaries of race, religion and culture. Over the course of the novel there are times when the friendship is tested, threatened and almost betrayed but Bruno and Shmuel remain true to their friendship even in the darkest and devastating of endings...At the end they died together...

Literary Elements Essay

The following paper will discuss how symbolism and characters relate and contribute to the overall theme behind the story, â€Å"The Necklace.† Those symbols and characters suggest that just because something is perceived to be beautiful and worthy, that deception could be the reality. The theme of a story is basically the idea behind the story (Clugston 2010). In Guy de Maupassant’s â€Å"The Necklace,† the theme could be concluded as being the idea that appearances are deceptive. For most people, appearances are the most important aspects in life. Social stature, wealth, and physical appearances can conflict with a person in regards to importance as seen by one ’s self and by others leading to deception. In the story Madame Loisel perceives herself as something she is not. She believes that she should be that of wealthy and lavished with material items. In reality she is of the middle class coming from a family of employees, not rich at all. To her, material items, looks, and social status are what make a person â€Å"wealthy.† The fact of having a loving husband, a comfortable home, and dinner on the table is of no importance because she does not have the diamonds, furs, or the extravagant house, which to her are the most important as pects of life. A symbol is something that has literal meaning, but stands for something else (Clugston 2010). Symbolism is used numerous times in the story. When Matilde visits her friend that she envies, she is told to look through what seemed to be the most luxurious box housing numerous expensive pieces of jewelry. She did not realize that the box, in fact, housed a worthless piece of deception. Madame Loisel had a hard time deciding which would be the most affective when flaunting her so-called beauty at the party containing all the higher class people. The one that radiated the most was the one that best suited her. She was ignorant of the fact that such an appearance could be as deceptive as the appearance she would display in the crowd. The necklace itself symbolizes the true meaning of deceptive appearances. It shimmers and shines and changes in the story. That change goes unnoticed by Madame Forestier. It changes from worthless to precious and that suggests that the true value of something only depends on the perception of the appearance. Those perceptions and appearances can be easily deceivable. For Madame Loisel, the appearance of a diamond necklace from a box containing numerous pieces of jewelry was precious and can only be seen as such. Characterization is used in the story by the author to describe the overall appearance of Madame Loisel and her thoughts and feelings about her appearance and her thoughts on the appearances of others. She is described as being a beautiful woman on the outside, but not as beautiful on the inside, adding to the theme of deceptive appearances. Her appearance at the party seems like that of higher class being she is wearing a nice dress with an â€Å"expensive† piece of jewelry. She is noticed by many while socializing and dancing forgetting about the reality that waits for her in the other room. Being unappreciative of what she has makes her beautiful appearance deceivable because beauty if more than just physical appearance. Her actions lead to harsh results that make her poor in physical appearance and assets. The characters and symbols in the story contribute to the theme in ways of defining the true meaning of deceptive appearances. The appearance of the jewelry box is illustrated as giving the jewelry a sense of richness. The necklace is viewed as a source of power and gives the main character feelings of higher self-worth even though it is worthless. Madame Loisel is a beautiful woman at the beginning of the story, but the readers know the lack of true beauty she has. She tries to mislead the higher class with her appearance after buying the new dress and borrowing the diamond necklace. This in turn leads to her misfortune and leaves the audience in shock when the truth about the necklace is brought to light. Reference Clugston, R.,W. 2010. Journey into literature. Retrieved from: https://content.ashford.edu/ Books/AUENG125.10.2

Ell Assessments Essay

With the rise in immigrant students comes a rise in students who do not speak English. Schools are facing the need to not only teach these students their regular academics but also a new language. In Guthrie, Oklahoma, there may seem like there would not be as much need for such programs but the fact is that English language learners are also here. ELL students need assistance from the schools they attend in order to master their English skills and be able to become productive citizens when they graduate. Schools have had to come up with procedures to identify ELL students, assess and monitor their learning and proficiency, keep teachers informed, and ensure ELL students access to grade-level content and develop language simultaneously. When a new student enters school in Guthrie, Oklahoma first they are required to fill out a home language survey form, (Oklahoma Department of Education, 2012). This form basically asks what the primary language spoken at home is. If another language other than English is spoken then students are required to take the WIDA placement test, (Miles, 2013). If a student scores below a 5. 0 they are considered to be an English language learner, (Miles, 2013). That is how they identify ELL students at Guthrie Public Schools. Parents also need to be informed of these tests wither 30 days before school starts or within two weeks of school starting, (Oklahoma Department of Education, 2012). Throughout the school year schools have to assess ELL students to determine their progress. At Guthrie public schools ELL students in elementary school are monitored for progress every quarter by a bilingual tutor, (Miles, 2013). In junior and high school students are monitored daily by their teachers for progress, (Miles, 2013). The tutor and teacher monitor students social activities, their regular classroom environment, their activity in class, behavior, learning comprehension, as well as formal assessments. Formal assessments are tests done every quarter to see how much a student has progressed from the previous quarter. If a student is being social with other students during recess, actively participating in class, and learning the curriculum being taught then the ELL student is considered to be learning and comprehending English. ELL students are exempt from taking standardized tests for two years so they can become proficient in how to read, write, speak, and understand English, (Miles, 2013). Students must show proficiency in English in order to not be considered ELL anymore, (Oklahoma Department of Education, 2012). Another important part of ensuring the progress of ELL student is keeping their teachers informed of ELL student’s status. The way Guthrie public schools inform teachers of the ELL’s status is by sending them and email or letter with a copy of their test scores, (Miles, 2013). Teachers need to make accommodations for the students because they want the ELL students completely immersed in English. ELL students attend regular classes with regular peers, (Miles, 2013). Teachers assess ELL students daily just like they assess non ELL students. They do informal assessments like how they participate and communicate in the classroom to assess how they are progressing in English language proficiency and comprehending the curriculum. Formal assessments teachers may do would be homework sheets where students need to fill in the blank with the correct word or a spelling test. Teachers take the grades ELL students make in their class and assess if students need extra help like a tutor to better their English proficiency skills, (Miles, 2013). The way a school helps an ELL student achieve proficiency will vary depending on the requirements of the school district and state. Guthrie public schools is located in central Oklahoma. In the 2009-2010 Guthrie public schools had 108 English language learners out of 3,309 total students enrolled in the school district, (USA. com, 2011). They have adapted all of the state requirements which meet the federal No Child Left Behind act. Regardless, of the number of ELL students or location of the school, there school always be a way to identify, assess progress and proficiency level, keep teachers informed of ELL’s language proficiency and ensure ELL students have access to grade-level content and develop new language skills simultaneously. Schools should always be prepared to receive new students into their school and welcome them with a positive school spirit. REFERENCES Miles, S. (2013). Phone interview, Head of ELL department for Guthrie Public Schools. Oklahoma Department of Education. (2012). Identification and Exit Criteria for Oklahoma’s English Language Learners. Retrieved from: http://ok. gov/sde/sites/ok. gov. sde/files/Bilingual-ID-ExitCriteria. pdf.

How Is Love Presented in Romeo and Juliet and Two Poems from the Shakespeare Literary Heritage

How is Love presented in Romeo and Juliet and two poems from the Shakespeare Literary Heritage Love is presented in a variety of different ways in Romeo and Juliet and my chosen poems from the Literary Heritage: Stop All the Clocks and Sonnet 130. For instance, in Romeo and Juliet Shakespeare is attempting to challenge the tradition of courtly love that was prominent in the Elizabethan era. He is suggesting that the tradition of courtly love is artificial and essentially false. Courtly love was a hidden love between the nobility in medieval times.In Sonnet 130 Shakespeare has a different goal; he is attempting to challenge the traditional Petrarchan sonnet that was popular at the time. These sonnets were grand declarations of love but also seemed rather overblown and unnecessarily dramatic. W. H. Auden’s poem Stop All the Clocks is dramatic and very emotional, however this is justified in this instance as his lover has died. This would undoubtedly be an exceedingly traumatic e xperience. In Act 1 Scene 1 of Romeo and Juliet love is presented as being like a poison that can infect a person.Shakespeare uses a metaphor in a very interesting manner in this scene to show this. For instance, when Montague is describing how his son Romeo is acting due to Romeo’s unreturned love for Rosaline he states, â€Å"As is the bud bit with an envious worm, Ere he can spread his sweet leaves to the air, Or dedicate his beauty to the same. † He is suggesting that Romeo is like a flower â€Å"bud† that won’t open itself up to the world because it’s been poisoned from within by parasites. Just like the flower has been poisoned by parasites, Romeo has been poisoned by love.Romeo only goes out at night and shuts himself away in a darkened room during the day. This metaphor helps the audience to see that love can be a dangerous force that causes people to act in unusual ways. Shakespeare uses this dramatic metaphor to show the intensity with wh ich Romeo seems to love Rosaline, however he does this to raise questions about how real Romeo’s love is for Juliet when he meets her later in the play. Shakespeare is depicting the lovesickness stage of courtly love and challenging how real it is by his use of this over the top metaphor.Additionally, in Act 1 Scene 1, love is presented as a complicated and contradictory thing. Shakespeare uses oxymorons effectively to show this idea. For example, when Romeo is describing the love he feels for Rosaline to his cousin Benvolio he states, â€Å"O brawling love, O loving hate†, amongst a series of other oxymorons. Shakespeare here uses oxymorons to show that the love Romoe feels for Rosaline is something that gives him great joy but also great pain at the same time. He is in love with Rosaline and that is wonderful but he hates the fact that she will not return his love.This allows the audience an insight into the intensity with which it appears Romeo loves Rosaline. This reinforces Shakespeares goal of setting up a situation in which the audience will doubt Romeo’s love for Juliet later in the play. In Act 1 Scene 5 love is presented in an over the top and overly dramatic way. Shakespeare uses hyperbole extremely well here to show this. In this scene Romeo and his friends have crashed Capulet’s party and he catches his first glimpse of Juliet. When he does so he states that she â€Å"doth teach the torches to burn bright! This is hyperbole because obviously Juliet cannot literally teach the torches to burn bright. The hyperbole is used to show that Romeo thinks that Juliet’s beauty overshadows everyone and everything in the room. The audience is supposed to once again feel the intensity with which Romeo can love, however the audience is left with doubts about how real this love is because just a few scenes earlier he was in the depths of despair over Rosaline. Shakespeare uses Romeo’s hyperbole and Romeo’s quick s witch from Rosaline to Juliet to question how real courtly love is.Furthermore, this over the top dramatic presentation of love continues through Romeo’s description of Juliet’s beauty. Shakespeare switches to using a simile to continue this trend. For example, he continues his description of Juliet by saying â€Å"It seems she hangs upon the cheek of night, Like a rich jewel in an Ethiope’s ear. † Again, this shows that Romeo feels that Juliet beauty stands out from the crowd just like an shiny earring would stand out in an African person’s ear. This encourages the audience to further doubt how real Romeo’s love for Juliet is as his language becomes more and more over the top.If Romeo can so quickly forget Rosaline is his love for Juliet genuine or just another infatuation? Shakespeare is attempting to drive his point home that courtly love is a false and unrealistic version of love through his depiction of Romeo’s descriptions of Ju liet. This over the top overly dramatic depiction of love is continued before Romeo and Juliet kiss for the first time. Shakespeare uses the sonnet form to show their conversation leading to their first kiss as this was the traditional form of exaggerated love poetry at the time. Within the sonnet he uses extended Christian metaphor to great effect.As Romeo is trying to flirt with Juliet he states â€Å"(taking  JULIET’s hand)  If I profane with my unworthiest hand, This holy shrine, the gentle sin is this. † Basically as he takes her hand he states that her hand is like a holy place that his sinful hand is not worthy to touch. He is using a religious metaphor to put Juliet up on a pedestal as a thing of purity. This further adds to the audiences doubt about how real Romeo’s love for Juliet is as they are left wondering has Romeo simply switched his attention to Juliet because she is returning his affection whereas Rosaline didn’t want to.Shakespeare is continuing to show the falseness and fickleness of courtly love through Romeo’s over the top language. The sonnet form is perfect to use here as it was a form often used to depict courtly love. Furthermore, the overly dramatic depiction of love continues through this sonnet. Again this is within the extended Christian metaphor of the sonnet. When Romeo is just about to kiss Juliet he says â€Å"O, then, dear saint, let lips do what hands do. They pray; grant thou, lest faith turn to despair. † Here his â€Å"prayer† is the kiss he is about to give to Juliet.The metaphor is once again intended to show the purity of Romeo’s love for Juliet as his kiss is not sinful but is more like a thing of purity: a prayer. At this stage, the audience should be completely doubtful of how real Romeo’s love for Juliet is as he continues to use overly cliched and over the top language to show his devotion to her in combination with the fact that he has completely forgotten about Rosaline. Shakespeare’s use of Christian metaphor is intended to further mock the courtly love tradition as he is saying that courtly love is false and not in fact pure at all.

Sensitivity Analysis

Linear Programming Notes VII Sensitivity Analysis 1 Introduction When you use a mathematical model to describe reality you must make approximations. The world is more complicated than the kinds of optimization problems that we are able to solve. Linearity assumptions usually are signi? cant approximations. Another important approximation comes because you cannot be sure of the data that you put into the model. Your knowledge of the relevant technology may be imprecise, forcing you to approximate values in A, b, or c. Moreover, information may change.Sensitivity analysis is a systematic study of how sensitive (duh) solutions are to (small) changes in the data. The basic idea is to be able to give answers to questions of the form: 1. If the objective function changes, how does the solution change? 2. If resources available change, how does the solution change? 3. If a constraint is added to the problem, how does the solution change? One approach to these questions is to solve lots of l inear programming problems. For example, if you think that the price of your primary output will be between $100 and $120 per unit, you can solve twenty di? rent problems (one for each whole number between $100 and $120). 1 This method would work, but it is inelegant and (for large problems) would involve a large amount of computation time. (In fact, the computation time is cheap, and computing solutions to similar problems is a standard technique for studying sensitivity in practice. ) The approach that I will describe in these notes takes full advantage of the structure of LP programming problems and their solution. It turns out that you can often ? gure out what happens in â€Å"nearby† linear programming problems just by thinking and by examining the information provided by the simplex algorithm.In this section, I will describe the sensitivity analysis information provided in Excel computations. I will also try to give an intuition for the results. 2 Intuition and Overvie w Throughout these notes you should imagine that you must solve a linear programming problem, but then you want to see how the answer changes if the problem is changed. In every case, the results assume that only one thing about the problem changes. That is, in sensitivity analysis you evaluate what happens when only one parameter of the problem changes. 1 OK, there are really 21 problems, but who is counting? 1To ? x ideas, you may think about a particular LP, say the familiar example: max 2Ãâ€"1 subject to 3Ãâ€"1 x1 2x 1 + + + 4Ãâ€"2 x2 3Ãâ€"2 x2 + + + + 3x 3 x3 2x 3 3x 3 + + + x4 4x 4 3x 4 x4 x ? ? ? 12 7 10 0 We know that the solution to this problem is x0 = 42, x1 = 0; x2 = 10. 4; x3 = 0; x4 = . 4. 2. 1 Changing Objective Function Suppose that you solve an LP and then wish to solve another problem with the same constraints but a slightly di? erent objective function. (I will always make only one change in the problem at a time. So if I change the objective function, not onl y will I hold the constraints ? ed, but I will change only one coe cient in the objective function. ) When you change the objective function it turns out that there are two cases to consider. The ? rst case is the change in a non-basic variable (a variable that takes on the value zero in the solution). In the example, the relevant non-basic variables are x1 and x3 . What happens to your solution if the coe cient of a non-basic variable decreases? For example, suppose that the coe cient of x1 in the objective function above was reduced from 2 to 1 (so that the objective function is: max x1 + 4Ãâ€"2 + 3Ãâ€"3 + x4 ).What has happened is this: You have taken a variable that you didn’t want to use in the ? rst place (you set x1 = 0) and then made it less pro? table (lowered its coe cient in the objective function). You are still not going to use it. The solution does not change. Observation If you lower the objective function coe cient of a non-basic variable, then the solution does not change. What if you raise the coe cient? Intuitively, raising it just a little bit should not matter, but raising the coe cient a lot might induce you to change the value of x in a way that makes x1 > 0.So, for a non-basic variable, you should expect a solution to continue to be valid for a range of values for coe cients of nonbasic variables. The range should include all lower values for the coe cient and some higher values. If the coe cient increases enough (and putting the variable into the basis is feasible), then the solution changes. What happens to your solution if the coe cient of a basic variable (like x2 or x4 in the example) decreases? This situation di? ers from the previous one in that you are using the basis variable in the ? rst place. The change makes the variable contribute less to pro? . You should expect that a su ciently large reduction makes you want to change your solution (and lower the value the associated variable). For example, if the coe cient of x2 in the objective function in the example were 2 instead of 4 (so that the objective was max 2Ãâ€"1 +2Ãâ€"2 +3Ãâ€"3 + x4 ), 2 maybe you would want to set x2 = 0 instead of x2 = 10. 4. On the other hand, a small reduction in x2 ’s objective function coe cient would typically not cause you to change your solution. In contrast to the case of the non-basic variable, such a change will change the value of your objective function.You compute the value by plugging in x into the objective function, if x2 = 10. 4 and the coe cient of x2 goes down from 4 to 2, then the contribution of the x2 term to the value goes down from 41. 6 to 20. 8 (assuming that the solution remains the same). If the coe cient of a basic variable goes up, then your value goes up and you still want to use the variable, but if it goes up enough, you may want to adjust x so that it x2 is even possible. In many cases, this is possible by ? nding another basis (and therefore another solution).So, intuitively, t here should be a range of values of the coe cient of the objective function (a range that includes the original value) in which the solution of the problem does not change. Outside of this range, the solution will change (to lower the value of the basic variable for reductions and increase its value of increases in its objective function coe cient). The value of the problem always changes when you change the coe cient of a basic variable. 2. 2 Changing a Right-Hand Side Constant We discussed this topic when we talked about duality. I argued that dual prices capture the e? ct of a change in the amounts of available resources. When you changed the amount of resource in a non-binding constraint, then increases never changed your solution. Small decreases also did not change anything, but if you decreased the amount of resource enough to make the constraint binding, your solution could change. (Note the similarity between this analysis and the case of changing the coe cient of a non-bas ic variable in the objective function. Changes in the right-hand side of binding constraints always change the solution (the value of x must adjust to the new constraints).We saw earlier that the dual variable associated with the constraint measures how much the objective function will be in? uenced by the change. 2. 3 Adding a Constraint If you add a constraint to a problem, two things can happen. Your original solution satis? es the constraint or it doesn’t. If it does, then you are ? nished. If you had a solution before and the solution is still feasible for the new problem, then you must still have a solution. If the original solution does not satisfy the new constraint, then possibly the new problem is infeasible. If not, then there is another solution.The value must go down. (Adding a constraint makes the problem harder to satisfy, so you cannot possibly do better than before). If your original solution satis? es your new constraint, then you can do as well as before. I f not, then you will do worse. 2 2 There is a rare case in which originally your problem has multiple solutions, but only some of them satisfy the added constraint. In this case, which you need not worry about, 3 2. 4 Relationship to the Dual The objective function coe cients correspond to the right-hand side constants of resource constraints in the dual.The primal’s right-hand side constants correspond to objective function coe cients in the dual. Hence the exercise of changing the objective function’s coe cients is really the same as changing the resource constraints in the dual. It is extremely useful to become comfortable switching back and forth between primal and dual relationships. 3 Understanding Sensitivity Information Provided by Excel Excel permits you to create a sensitivity report with any solved LP. The report contains two tables, one associated with the variables and the other associated with the constraints.In reading these notes, keep the information i n the sensitivity tables associated with the ? rst simplex algorithm example nearby. 3. 1 Sensitivity Information on Changing (or Adjustable) Cells The top table in the sensitivity report refers to the variables in the problem. The ? rst column (Cell) tells you the location of the variable in your spreadsheet; the second column tells you its name (if you named the variable); the third column tells you the ? nal value; the fourth column is called the reduced cost; the ? fth column tells you the coe cient in the problem; the ? al two columns are labeled â€Å"allowable increase† and â€Å"allowable decrease. † Reduced cost, allowable increase, and allowable decrease are new terms. They need de? nitions. The allowable increases and decreases are easier. I will discuss them ? rst. The allowable increase is the amount by which you can increase the coe cient of the objective function without causing the optimal basis to change. The allowable decrease is the amount by which y ou can decrease the coe cient of the objective function without causing the optimal basis to change. Take the ? rst row of the table for the example. This row describes the variable x1 .The coe cient of x1 in the objective function is 2. The allowable increase is 9, the allowable decrease is â€Å"1. 00E+30,† which means 1030 , which really means 1. This means that provided that the coe cient of x1 in the objective function is less than 11 = 2 + 9 = original value + allowable increase, the basis does not change. Moreover, since x1 is a non-basic variable, when the basis stays the same, the value of the problem stays the same too. The information in this line con? rms the intuition provided earlier and adds something new. What is con? rmed is that if you lower the objective coe cient of a non-basic ariable, then your solution does not change. (This means that the allowable decrease will always be in? nite for a non-basic variable. ) The example also demonstrates your value wil l stay the same. 4 that increasing the coe cient of a non-basic variable may lead to a change in basis. In the example, if you increase the coe cient of x1 from 2 to anything greater than 9 (that is, if you add more than the allowable increase of 7 to the coe cient), then you change the solution. The sensitivity table does not tell you how the solution changes, but common sense suggests that x1 will take on a positive value.Notice that the line associated with the other non-basic variable of the example, x3 , is remarkably similar. The objective function coe cient is di? erent (3 rather than 2), but the allowable increase and decrease are the same as in the row for x1 . It is a coincidence that the allowable increases are the same. It is no coincidence that the allowable decrease is the same. We can conclude that the solution of the problem does not change as long as the coe cient of x3 in the objective function is less than or equal to 10. Consider now the basic variables. For x2 t he allowable increase is in? ite 9 while the allowable decrease is 2. 69 (it is 2 13 to be exact). This means that if the solution won’t change if you increase the coe cient of x2 , but it will change if you decrease the coe cient enough (that is, by more than 2. 7). The fact that your solution does not change no matter how much you increase x2 ’s coe cient means that there is no way to make x2 > 10. 4 and still satisfy the constraints of the problem. The fact that your solution does change when you increase x2 ’s coe cient by enough means that there is a feasible basis in which x2 takes on a value lower than 10. 4. You knew that. Examine the original basis for the problem. ) The range for x4 is di? erent. Line four of the sensitivity table says that the solution of the problem does not change provided that the coe cient of x4 in the objective function stays between 16 (allowable increase 15 plus objective function coe cient 1) and -4 (objective function coe cie nt minus allowable decrease). That is, if you make x4 su ciently more attractive, then your solution will change to permit you to use more x4 . If you make x4 su ciently less attractive the solution will also change. This time to use less x4 .Even when the solution of the problem does not change, when you change the coe cient of a basic variable the value of the problem will change. It will change in a predictable way. Speci? cally, you can use the table to tell you the solution of the LP when you take the original constraints and replace the original objective function by max 2Ãâ€"1 + 6Ãâ€"2 + 3Ãâ€"3 + x4 (that is, you change the coe cient of x2 from 4 to 6), then the solution to the problem remains the same. The value of the solution changes because now you multiply the 10. 4 units of x2 by 6 instead of 4. The objective function therefore goes up by 20. . The reduced cost of a variable is the smallest change in the objective function coe cient needed to arrive at a solution in which the variable takes on a positive value when you solve the problem. This is a mouthful. Fortunately, reduced costs are redundant information. The reduced cost is the negative of the allowable increase for non-basic variables (that is, if you change the coe cient of x1 by 7, then you arrive at a problem in which x1 takes on a positive 5 value in the solution). This is the same as saying that the allowable increase in the coe cient is 7.The reduced cost of a basic variable is always zero (because you need not change the objective function at all to make the variable positive). Neglecting rare cases in which a basis variable takes on the value 0 in a solution, you can ? gure out reduced costs from the other information in the table: If the ? nal value is positive, then the reduced cost is zero. If the ? nal value is zero, then the reduced cost is negative one times the allowable increase. Remarkably, the reduced cost of a variable is also the amount of slack in the dual constraint associated with the variable.With this interpretation, complementary slackness implies that if a variable that takes on a positive value in the solution, then its reduced cost is zero. 3. 2 Sensitivity Information on Constraints The second sensitivity table discusses the constraints. The cell column identi? es the location of the left-hand side of a constraint; the name column gives its name (if any); the ? nal value is the value of the left-hand side when you plug in the ? nal values for the variables; the shadow price is the dual variable associated with the constraint; the constraint R. H. ide is the right hand side of the constraint; allowable increase tells you by how much you can increase the right-hand side of the constraint without changing the basis; the allowable decrease tells you by how much you can decrease the right-hand side of the constraint without changing the basis. Complementary Slackness guarantees a relationship between the columns in the constraint table. The di? erence between the â€Å"Constraint Right-Hand Side† column and the â€Å"Final Value† column is the slack. (So, from the table, the slack for the three constraints is 0 (= 12 12), 37 (= 7 ( 30)), and 0 (= 10 10), respectively.We know from Complementary Slackness that if there is slack in the constraint then the associated dual variable is zero. Hence CS tells us that the second dual variable must be zero. Like the case of changes in the variables, you can ? gure out information on allowable changes from other information in the table. The allowable increase and decrease of non-binding variables can be computed knowing ? nal value and right-hand side constant. If a constraint is not binding, then adding more of the resource is not going to change your solution. Hence the allowable increase of a resource is in? ite for a non-binding constraint. (A nearly equivalent, and also true, statement is that the allowable increase of a resource is in? nite for a constraint w ith slack. ) In the example, this explains why the allowable increase of the second constraint is in? nite. One other quantity is also no surprise. The allowable decrease of a non-binding constraint is equal to the slack in the constraint. Hence the allowable decrease in the second constraint is 37. This means that if you decrease the right-hand side of the second constraint from its original value (7) to nything greater than 30 you do not change the optimal basis. In fact, the only part of the solution that changes when you do this is that the value of the slack variable for this constraint changes. In this paragraph, the point is only this: If you solve an LP and ? nd that a constraint is not binding, 6 then you can remove all of the unused (slack) portion of the resource associated with this constraint and not change the solution to the problem. The allowable increases and decreases for constraints that have no slack are more complicated. Consider the ? rst constraint.The informa tion in the table says that if the right-hand side of the ? rst constraint is between 10 (original value 12 minus allowable decrease 2) and in? nity, then the basis of the problem does not change. What these columns do not say is that the solution of the problem does change. Saying that the basis does not change means that the variables that were zero in the original solution continue to be zero in the new problem (with the right-hand side of the constraint changed). However, when the amount of available resource changes, necessarily the values of the other variables change. You can think about this in many ways. Go back to a standard example like the diet problem. If your diet provides exactly the right amount of Vitamin C, but then for some reason you learn that you need more Vitamin C. You will certainly change what you eat and (if you aren’t getting your Vitamin C through pills supplying pure Vitamin C) in order to do so you probably will need to change the composition of your diet – a little more of some foods and perhaps less of others. I am saying that (within the allowable range) you will not change the foods that you eat in positive amounts.That is, if you ate only spinach and oranges and bagels before, then you will only eat these things (but in di? erent quantities) after the change. Another thing that you can do is simply re-solve the LP with a di? erent right-hand side constant and compare the result. To ? nish the discussion, consider the third constraint in the example. The values for the allowable increase and allowable decrease guarantee that the basis that is optimal for the original problem (when the right-hand side of the third constraint is equal to 10) remains obtain provided that the right-hand side constant in this constraint is between -2. 333 and 12. Here is a way to think about this range. Suppose that your LP involves four production processes and uses three basic ingredients. Call the ingredients land, labor, and capi tal. The outputs vary use di? erent combinations of the ingredients. Maybe they are growing fruit (using lots of land and labor), cleaning bathrooms (using lots of labor), making cars (using lots of labor and and a bit of capital), and making computers (using lots of capital). For the initial speci? cation of available resources, you ? nd that your want to grow fruit and make cars.If you get an increase in the amount of capital, you may wish to shift into building computers instead of cars. If you experience a decrease in the amount of capital, you may wish to shift away from building cars and into cleaning bathrooms instead. As always when dealing with duality relationships, the the â€Å"Adjustable Cells† table and the â€Å"Constraints† table really provide the same information. Dual variables correspond to primal constraints. Primal variables correspond to dual constraints. Hence, the â€Å"Adjustable Cells† table tells you how sensitive primal variables and dual constraints are to changes in the primal objective function.The â€Å"Constraints† table tells you how sensitive dual variables and primal constraints are to changes in the dual objective function (right-hand side constants in the primal). 7 4 Example In this section I will present another formulation example and discuss the solution and sensitivity results. Imagine a furniture company that makes tables and chairs. A table requires 40 board feet of wood and a chair requires 30 board feet of wood. Wood costs $1 per board foot and 40,000 board feet of wood are available. It takes 2 hours of skilled labor to make an un? nished table or an un? ished chair. Three more hours of labor will turn an un? nished table into a ? nished table; two more hours of skilled labor will turn an un? nished chair into a ? nished chair. There are 6000 hours of skilled labor available. (Assume that you do not need to pay for this labor. ) The prices of output are given in the table below: Produ ct Un? nished Table Finished Table Un? nished Chair Finished Chair Price $70 $140 $60 $110 We want to formulate an LP that describes the production plans that the ? rm can use to maximize its pro? ts. The relevant variables are the number of ? nished and un? ished tables, I will call them TF and TU , and the number of ? nished and un? nished chairs, CF and CU . The revenue is (using the table): 70TU + 140TF + 60CU + 110CF , , while the cost is 40TU + 40TF + 30CU + 30CF (because lumber costs $1 per board foot). The constraints are: 1. 40TU + 40TF + 30CU + 30CF ? 40000. 2. 2TU + 5TF + 2CU + 4CF ? 6000. The ? rst constraint says that the amount of lumber used is no more than what is available. The second constraint states that the amount of labor used is no more than what is available. Excel ? nds the answer to the problem to be to construct only ? nished chairs (1333. 33 – I’m not sure what it means to make a sell 1 chair, but let’s assume 3 that this is possible) . The pro? t is $106,666. 67. Here are some sensitivity questions. 1. What would happen if the price of un? nished chairs went up? Currently they sell for $60. Because the allowable increase in the coe cient is $50, it would not be pro? table to produce them even if they sold for the same amount as ? nished chairs. If the price of un? nished chairs went down, then certainly you wouldn’t change your solution. 8 2. What would happen if the price of un? nished tables went up? Here something apparently absurd happens.The allowable increase is greater than 70. That is, even if you could sell un? nished tables for more than ? nished tables, you would not want to sell them. How could this be? The answer is that at current prices you don’t want to sell ? nished tables. Hence it is not enough to make un? nished tables more pro? table than ? nished tables, you must make them more pro? table than ? nished chairs. Doing so requires an even greater increase in the price. 3. What if the price of ? nished chairs fell to $100? This change would alter your production plan, since this would involve a $10 decrease in the price of ? ished chairs and the allowable decrease is only $5. In order to ? gure out what happens, you need to re-solve the problem. It turns out that the best thing to do is specialize in ? nished tables, producing 1000 and earning $100,000. Notice that if you continued with the old production plan your pro? t would be 70 ? 1333 1 = 93, 333 1 , so the change in production plan 3 3 was worth more than $6,000. 4. How would pro? t change if lumber supplies changed? The shadow price of the lumber constraint is $2. 67. The range of values for which the basis remains unchanged is 0 to 45,000.This means that if the lumber supply went up by 5000, then you would continue to specialize in ? nished chairs, and your pro? t would go up by $2. 67 ? 5000 = $10, 333. At this point you presumably run out of labor and want to reoptimize. If lumber supply decreased , then your pro? t would decrease, but you would still specialize in ? nished chairs. 5. How much would you be willing to pay an additional carpenter? Skilled labor is not worth anything to you. You are not using the labor than you have. Hence, you would pay nothing for additional workers. 6. Suppose that industrial regulations complicate the ? ishing process, so that it takes one extra hour per chair or table to turn an un? nished product into a ? nished one. How would this change your plans? You cannot read your answer o? the sensitivity table, but a bit of common sense tells you something. The change cannot make you better o?. On the other hand, to produce 1,333. 33 ? nished chairs you’ll need 1,333. 33 extra hours of labor. You do not have that available. So the change will change your pro? t. Using Excel, it turns out that it becomes optimal to specialize in ? nished tables, producing 1000 of them and earning $100,000. This problem di? ers from the original one because t he amount of labor to create a ? nished product increases by one unit. ) 7. The owner of the ? rm comes up with a design for a beautiful hand-crafted cabinet. Each cabinet requires 250 hours of labor (this is 6 weeks of full time work) and uses 50 board feet of lumber. Suppose that the company can sell a cabinet for $200, would it be worthwhile? You could solve this 9 problem by changing the problem and adding an additional variable and an additional constraint. Note that the coe cient of cabinets in the objective function is 150, which re? cts the sale price minus the cost of lumber. I did the computation. The ? nal value increased to 106,802. 7211. The solution involved reducing the output of un? nished chairs to 1319. 727891 and increasing the output of cabinets to 8. 163265306. (Again, please tolerate the fractions. ) You could not have guessed these ? gures in advance, but you could ? gure out that making cabinets was a good idea. The way to do this is to value the inputs to th e production of cabinets. Cabinets require labor, but labor has a shadow price of zero. They also require lumber. The shadow price of lumber is $2. 7, which means that each unit of lumber adds $2. 67 to pro? t. Hence 50 board feet of lumber would reduce pro? t by $133. 50. Since this is less than the price at which you can sell cabinets (minus the cost of lumber), you are better o? using your resources to build cabinets. (You can check that the increase in pro? t associated with making cabinets is $16. 50, the added pro? t per unit, times the number of cabinets that you actually produce. ) I attached a sheet where I did the same computation assuming that the price of cabinets was $150. In this case, the additional option does not lead to cabinet production. 10

Systematic Review on Is the Effect of Physical Activity on Cognitive Research Paper

Systematic Review on Is the Effect of Physical Activity on Cognitive Function a Risk Factor for alzheimer's in Older Adults - Research Paper Example The risk of suffering from Alzheimer disease is evidently higher among adults suffering from Mild Cognitive Impairment with lack of frequent physical exercise. The main purpose of this paper is to examine the published literature from peer articles on Alzheimer disease in Older Adults. Precisely, the paper will explore the question: Is the Effect of Physical Activity on Cognitive Function a Risk Factor for Alzheimer in Adults? The risk factor is anything that affects possibility of a person in getting an illness, in this case Alzheimer in Adults. However, being exposed to a risk factor does not necessarily mean that a person will be affected by a specific disease. A risk factor in this case alludes to the probability of one getting harmed due to the level of exposure. It can also allude to the likelihood that an individual is harmed due to the level of exposure to a hazardous condition. Physical activity has been cited by many health researchers as one way of keeping one healthy; some research in regard to mental functioning have also asserted that the proper functioning of various aspects of the brain can be facilitated with performing ph ysical exercises. With regard to Alzheimer in Adults, various results from researchers have indicated that physical activity on cognitive function a risk Factor for Alzheimer in Adults. Relevant peer articles have been used in support of these results. In order to conduct this research a variety of eight peer reviewed journals addressing issues ascribed to the relationship between physical activities, cognitive functioning and Alzheimer disease were explored. They basically provide information regarding the specific research question addressed herein. The content of these articles include past researches that have been undertaken to determine of lack of physical exercise could be a cognitive risk factor to Alzheimer. Important information was extracted from the article in order to