The No Child Left Behind ( Nclb ) Act Of 2001 Essay

The United States Constitution is silent on the role of the federal government in public education. Thus, each state and locality has assumed the responsibility of educating their children. The role of the federal government is largely to support the states in this extremely important endeavor, as long as each state does their job effectively. Several events, such as Sputnik and the A Nation at Risk report, have led to the federal government increasing their role in public education. The disparity in the quality of education among states and deficiencies in equitable learning among sub groups has amplified the involvement of the United States government in public education. This trend reached its climax with the implementation of the No Child Left Behind (NCLB) Act of 2001. Over a decade has passed since the full implementation of this landmark legislation and many involved in education and pondering the true success of the program. Has the NCLB agenda improved the quality o f learning in America or created a culture of failure that is hindering the efforts of educators? The primary goal of NCLB was to create a unified set of standards that would provide an equal measuring stick for each and every student, regardless of their ethnicity or educational classification. This structure, in theory, should clearly define the content and level of comprehension expected for each child. High stakes assessments would be the gauge to determine adequate levels ofShow MoreRelatedThe No Child Left Behind Act Of 2001 ( Nclb )1007 Words   |  5 PagesGeorge W. Bush is the No Child Left behind Act of 2001 (NCLB). This is a landmark educational reform designed to improve student achievement and drastically change the culture of American’s schools. In fact, President Bush describes the law as the â€Å"cornerstone of his administration.† Because children are our future, President Bush wanted to ensure our neediest children were not left behind. This paper will discuss pros, cons, and impact on students, teachers, and parents of NCLB. www.ed.gov In thisRead MoreThe No Child Left Behind Act Of 2001 ( Nclb )1227 Words   |  5 PagesThe No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government s flagship aid program for disadvantaged students. No Child Left behind was enacted with the intent to become a government aid program for disadvantaged students, and eventually raise the general education standards for the United States. This act was created with the idea to â€Å"close the achievement gap withRead MoreEffectiveness Of The No Child Left Behind Act Of 2001 ( Nclb )1613 Words   |  7 PagesThis study will focus on the effectiveness of the No Child Left Behind Act of 2001 (NCLB). The NCLB Act of 2001 was a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) (www.newamerica.org). The Elementary and Secondary Education Act of 1965 was a Great Society program that alloc ated federal funds for education and looked to hold schools accountable (www2.ed.gov). The NCLB Act of 2001 was passed through Congress in 2001 with bipartisan support and greatly increased the FederalRead MoreNo Child Left Behind Act Of 2001 ( Nclb ) And It Mandates882 Words   |  4 PagesIntroduction What is No Child Left behind? This author discusses the No Child Left Behind Act of 2001(NCLB) and it mandates that every student in K-12 public schools will reach basic proficiency in math and reading by 2014. The goals of the accountability component of NCLB place emphasis on closing the achievement gap for all public school students, regardless of their socioeconomic status, ethnicity, or disabilities. The Federal Government mandates annual testing of all students in grades threeRead MoreHas the No Child Left Behind Act of 2001 Been Successful?959 Words   |  4 PagesIn every school in the United States has students that fall behind in classes or don’t get proper education for them to be taught effectively. The No Child Left Behind Act of 2001 was created to push students of all grade levels to keep up in their classes, homework and grades so they could become an idol citizen to society. Even though this act is supposed to keep students on the same page as others, research shows that isn’t th e case; that students Adequate Yearly Progress (AYP) test scores areRead MoreHigh School and Act1525 Words   |  7 PagesNo Child Left Behind Act of 2001 The No Child Left Behind Act is designed to raise the achievement levels of subgroups of students such as African Americans, Latinos, low-income students, and special education students to a state-determined level of proficiency. However, since its introduction in 2001, it has received a lot of criticism. Some argue the ulterior motives of the Act while others commend its innovation and timing. With the Bush administration coming to an end, it is difficultRead MoreThe No Child Left Behind Act1670 Words   |  7 PagesStudent Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of its passage, NCLB was the most dramaticRead MoreEssay on The No Child Left Behind Act1440 Words   |  6 PagesInitiated in 2002, the No Child Left Behind Act (NCLB) of 2001 intended to prevent the academic failures of educational institutions and individual students, as well as bridge achievement gaps between students. This act supports the basic standards of education reform across America; desiring to improve the learning outcomes of America’s youth. No Child Left Behind has left many to criticize the outcomes of the Act itself. Questions have risen concerning the effectiveness of NCLB, as well as the implicationsR ead MoreEducation Is A Central Need Of All People Around Over The World1543 Words   |  7 Pageswe will find some development projects. However, some of these succeed while others failed in achieving their goals. â€Å"The federal government instituted a number of other reforms, including a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), to little or no avail† (Ginsburg Jill, 2013). Furthermore, policymakers do not take a rest from struggles to develop the education system. They continue to argument and make main education reforms such as new academic standards, newRead MoreEducation Is A Central Need Of All People Around Over The World1543 Words   |  7 Pageswe will find some development projects. However, some of these succeed while others failed in achieving their goals. â€Å"The federal government instituted a number of other reforms, including a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), to little o r no avail† (Ginsburg Jill, 2013). Furthermore, policymakers do not take a rest from struggles to develop the education system. They continue to argument and make main education reforms such as new academic standards, new

Guerrilla Warfare The Vietnam War - 1171 Words

No 7. The guerrilla wins if he does not lose, and the conventional army loses if it does not win. We Fought a military war; Opponents our Fought a political one. We sought physical attrition, Opponents Aimed for our psychological exhaustion. In the process, we lost sight of one of the cardinal maxims of guerilla war. The guerilla wins if he does not lose, the conventional army loses if it does not win. The North Vietnamese used their forces the way a bullfighter uses its cape - to keep us lunging into areas of marginal political importance. (Kissinger, 1969, 214) When I first read the statement above, actually a bit confusing for personnel and soldiers who does not understand the tactics and strategy of guerrilla and†¦show more content†¦1 . Meaning of Victory in War of words ...... 261 War is a way to achieve political goals of a country . Where the decision for war was not in the hands of politicians dtangan military commander . But the tactics and strategy used is certainly a decision of the military commander . Here, the role of a commander to determine what strategy or tactics to use in order to win the battle so that the war can be won by his party . The definition of the word win and a victory in guerrilla warfare and conventional war means different things both literally and under the conditions and situation of late . As said by Kissinger in his book ...... that the guerilla wins if he does not lose ; The conventional army loses if it does not win ( Kissinger 1969 , 214 ) . based on my understanding of the book , Kissinger tried to convey his opinion that the guerrilla war if the parties can continue to launch guerrilla operations / battles that they have implemented to erode and destroy the morale of enemy troops on an ongoing basis or until the opponent gave up or lost the will to fight , then this is where the guerrillas declared victory in the battle . In contrast to the definition of the word win in a conventional war although the goal in every battle it has the same goal , but different definition of victory itself . This is because the unconventional warfare tactics and strategy that takes precedence is conquering the realShow MoreRelatedModern History : The Vietnam War854 Words   |  4 PagesBackground: The Vietnam War began, because of Indochina (Vietnam, Laos and Cambodia) being conquered by the Japanese, in 1941. This led to the creation of the Vietnamese nationalist movement, formed by Ho Chi Minh to resist the Japanese. The Vietnamese national movement also known as the Vietminh, was a communist front organization. To stop the spread of communism through Asia, the United States intervened. The war lasted for 19-20 years, and involved countries such as South Vietnam, North Vietnam, UnitedRead MoreHow Peoples Army of Vietnam Was Able to Defeat French at Indochina1414 Words   |  6 PagesThe People’s Army of Vietnam was able to defeat the French in the first Indo-china war due a variety of reasons. It was a combination of Vietnam’s strong sense of nationalism, strong leadership led by Ho Chi Minh and Vo Nguyen Giap, the Viet Minh’s strengths and military tactics and the weaknesses of the French which would contribute to the Viet Minh victory at Dien Bien Ph u. Vietnam’s strong sense of nationalism was a major contributor why Vietnam was able to defeat the French in Indochina. NationalismRead MoreA Comparison Of The American And Vietnam Revolutionary Wars And The Use Of Insergency1500 Words   |  6 PagesAND VIETNAM REVOLUTIONARY WARS AND THE USE OF INSERGENCY CW4 Joseph, Stephen E WOSSE: 16-006B 26 September 2016 Table of Contents A Nation for Change 1 A Revolutionary War 1 Liberating a Revolutionary War 4 BIBLIOGRAPHY 6 A Nation for Change No one person wakes in the morning and decides to tackle years of institutional rule without thinking certain doom, discomfort, or in some cases, death. Citizens living during the times within the United States (1775 – 1784) and Vietnam (1955Read MoreEssay on Conflict in Indochina1156 Words   |  5 Pagesand self-nationalism in Vietnam was evident as early as the 15th century, when historian Nguyen Trai stated â€Å"although we have been at times strong, and at times weak, we have always been Vietnamese and this will never change.† The importance and significance of nationalism and establishing a sense of self-determination was of vital concernment to the Vietnamese, in both the North and South of the country. The Democratic Republic of Vietnam (North) and the Republic of Vietnam (South) were both drivingRead MoreThe Vietnam War And The United States872 Words   |  4 PagesThe Vietnam War was unlike any other war in which the United States has participated. The Vie tnam War has many unique attributes, beginning with the unclear reason as to why the U.S. became involved in a war that presented no threat to U.S. citizens or national security. Three unique attributes of the Vietnam War that are very interesting are the U.S. combat strategy, the Vietnamese guerrilla warfare, and the MIA issue. The first interesting attribute is the combat strategy used by the American soldiersRead MoreUnited States Involvement in Vietnam Essay1302 Words   |  6 PagesUnited States Involvement in Vietnam The end of World War Two was the beginning of Americas worries about Communism. They feared that it would spread throughout the countries of the world. Because of this President Truman made the Truman Doctrine. This said that America would help any nation threatened by Communism. He said that he would lead containment in the spread of Communism and the Soviet Unions expansion. The doctrine came from the USA believing thatRead MoreVietnam War Essay944 Words   |  4 PagesHow effective were the Vietcong tactics of underground tunnels and booby traps in the Vietnam War? The Vietnam War was a war that started during the late 1950s and ended during the late 1970s. The Vietnam War ended in the Vietcong victory over America. I believe that this was due to the underground ‘labyrinth’ of tunnels and the vast usage of guerrilla warfare used by the Vietcong. Their usage of the tunnels and booby traps were in my opinion ingenious. The variety of the booby traps that wereRead MoreTechnology And Information Warfare During World War II1034 Words   |  5 PagesWarfare Will Be Determined By Electronic Means In A Few Decades, Either On The Ground Or In Cyber Space. Since the end of World War II, the instruments of war have been completely upgraded during the war; from motorization to mechanization. The powerful attack capability of mechanized troops was fully demonstrated during World War II. Thus, the degree of mechanization in the army became an important indicator to measure a country s defense capabilities. This standard has become a popular standardRead MoreThe Cold War Times : A Theory Of Containment904 Words   |  4 PagesQuestion 1: During cold war times, the US’ had a theory of containment. Containment made to stop the spread of communism, because it was thought that if the US could not stop communist countries than it could work on stopping communism from spreading. In 1954, Vietnam was able to become independent from France. The country was divided along the 17th parallel, and North Vietnam and South Vietnam were created. Ho Chi Minh led North Vietnam and it had a communistic government, which was supported byRead MoreAmerica s Involvement Of The Vietnam War1008 Words   |  5 Pagesâ€Å"Why? Why was America involved in such brutal war to stop a brand new country from forming? Shouldn t we support that because that s what happened to us.† That was my very first question when my grandfather first told me about the most brutal and longest wars America has ever been in, the Vietnam War. America’s involvement in the conflict was to stop the evil and corrupt system of Communism. French force s were dead meat unless America teamed up with them. Unfortunately, this didn t stop the nonmoral

Christopher Wren, the Man Who Rebuilt London

After the Great Fire of London in 1666, Sir Christopher Wren designed new churches and supervised the reconstruction of some of Londons most important buildings. His name is synonymous with London architecture. Background Born: October 20, 1632, at East Knoyle in Wiltshire, England Died: February 25, 1723, in London (age 91) Tombstone Epitaph (translated from Latin) in St. Pauls Cathedral, London: Underneath lies buried Christopher Wren, the builder of this church and city; who lived beyond the age of ninety years, not for himself, but for the public good. If you seek his memorial, look about you. Early Training Sickly as a child, Christopher Wren began his education at home with his father and a tutor. Later, he attended school outside of home. Westminster School: Wren may have done some studies here between 1641 and 1646.Oxford: Began astronomy studies in 1649. Received B.A. in 1651, M.A. in 1653 After graduation, Wren worked on astronomy research and became a Professor of Astronomy at Gresham College in London and later at Oxford. As an astronomer, the future architect developed exceptional skills working with models and diagrams, experimenting with creative ideas, and engaging in scientific reasoning. Wrens Early Buildings In the 17th century, architecture was considered a pursuit that could be practiced by any gentleman educated in the field of mathematics. Christopher Wren began designing buildings when his uncle, the Bishop of Ely, asked him to plan a new chapel for Pembroke College, Cambridge. 1663-1665: New chapel for Pembroke College, Cambridge1664-1668: Sheldonian Theatre, Oxford King Charles II commissioned Wren to repair St. Pauls Cathedral. In May 1666, Wren submitted plans for a classical design with a high dome. Before this work could proceed, the fire destroyed the Cathedral and much of London. When Wren Rebuilt London In September 1666, the Great Fire of London destroyed 13,200 houses, 87 churches, St. Pauls Cathedral, and most of Londons official buildings. Christopher Wren proposed an ambitious plan that would rebuild London with wide streets radiating from a central hub. Wrens plan failed, probably because property owners wanted to keep the same land they owned before the fire. However, Wren did design 51 new city churches and the new St Pauls Cathedral. In 1669, King Charles II hired Wren to oversee the reconstruction of all the royal works (government buildings). Notable Buildings 1670-1683: St. Mary Le Bow, at Cheapside, London, UK1671-1677: Monument to the Great Fire of London, with Robert Hooke1671-1681: St. Nicholas Cole Abbey, London1672-1687: St. Stephens Walbrook, London1674-1687: St. James, at Picadilly, London1675-1676: Royal Observatory, Greenwich, UK1675-1710: Saint Pauls Cathedral, London1677: Rebuilt St. Lawrence Jewry, London1680: St. Clement Danes, at Strand, London1682: Christ Church College Bell Tower, Oxford, UK1695: Royal Hospital Chelsea, with John Soane1696-1715: Greenwich Hospital, Greenwich, UK Architectural Style Classical: Christopher Wren was familiar with the 1st Century Roman architect Vitruvius and the Renaissance thinker Giacomo da Vignola, who outlined Vitruviuss ideas in The Five Orders of Architecture. Wrens first buildings were inspired by the classical works of English architect Inigo Jones.Baroque: Early in his career, Wren traveled to Paris, studied French baroque architecture, and met the Italian Baroque architect Gianlorenzo Bernini. Christopher Wren used baroque ideas with classical restraint. His style influenced Georgian architecture in England and the American colonies. Scientific Achievements Christopher Wren was trained as a mathematician and scientist. His research, experiments, and inventions won the praise of the great scientists Sir Isaac Newton and Blaise Pascal. In addition to many important mathematical theories, Sir Christopher: built a transparent beehive to help study beesinvented a weather clock similar to the barometerinvented an instrument for writing in the darkdeveloped improvements in the telescope and the microscopeexperimented with injecting fluids into the veins of animals, laying the groundwork for successful blood transfusionconstructed a detailed model of the moon Awards and Achievements 1673: Knighted1680: Founded the Royal Society of London for Improving Natural Knowledge. Served as president from 1680 to 1682.1680, 1689 and 1690: Served as a Member of Parliament for Old Windsor Quotes Attributed to Sir Christopher Wren A time will come when men will stretch out their eyes. They should see planets like our Earth. Architecture has its political Use; public buildings being the ornament of a country; it establishes a nation, draws people and commerce; makes the people love their native country, which passion is the origin of all great actions in a Commonwealth...architecture aims at eternity. In things to be seen at once, much variety makes confusion, another vice of beauty. In things that are not seen at once, and have no respect one to another, great variety is commendable, provided this variety transgress not the rules of optics and geometry. Sources Architecture Buildings. Royal Hospital Chelsea, 2019. Barozzi da Vignola, Giacomo. Canon of the Five Orders of Architecture. Dover Architecture, 1st edition, Dover Publications, February 15, 2012. Christopher Wren 1632–1723. Oxford Reference, 2019. Geometry quotes. MacTutor History of Mathematics archive, School of Mathematics and Statistics, University of St Andrews, Scotland, February 2019. Geraghty, Anthony. The Architectural Drawings of Sir Christopher Wren at All Souls College, Oxford: A Complete Catalogue. Reinterpreting Classicism: Culture, Reaction Appropriation, Lund Humphries, December 28, 2007. Greenwich Hospital. Great Buildings, 2013. Jardine, Lisa. On a Grander Scale: The Outstanding Life of Sir Christopher Wren. Hardcover, 1 Edition, Harper, January 21, 2003. Schofield, John. St Pauls Cathedral: archaeology and history. 1st Edition, Oxbow Books; 1st edition, September 16, 2016. Tinniswood, Adrian. His Invention So Fertile: A Life of Christopher Wren by Adrian Tinniswood. Paperback, Pimlico, 1765. Whinney, Margaret. Wren. Paperback, Thames Hudson Ltd, May 1, 1998. Windows. St Lawrence Jewry.

Childhood Autism Rating Scale, Second Edition By Schopler

Amanda Hafker Personality. Childhood Autism Rating Scale, Second Edition by Schopler, Eric; Van Bourgondien, Mary E.; Wellman, G. Janette; Love, Steven R. Published by Western Psychological Services, 625 Alaska Ave., Torrance, CA, 90503-5124. The test is geared for ages 2 through 5 but can be administered to older individuals if their estimated IQ is below 79. The test is administered in a group and takes 5-10 minutes. The 2012 price data estimates $158 per complete test kit including 25 Standard Version rating booklets, 25 High-Functioning rating booklets, 25 Questionnaires for Parents or Caregivers, and manual; $37 per 25 Standard Version rating booklets; $37 per 25 High-Functioning rating booklets; $26 per 25 Questionnaires for Parents or Caregivers; $74 per manual. The first review of the Childhood Autism Rating Scale, Second Edition was authored by KORESSA KUTSICK MALCOLM, School Psychologist, The Virginia School for the Deaf and Blind, Staunton, VA. The second edition of the Childhood Autism Rating Scale was developed for use a wider array of health care professionals as well as to establish general characteristics of children with autism who exhibit higher intellectual ability. They also made slight changes to the format of the rating book. The test comes in three forms; The Childhood Autism Rating Scale, Second Edition–Standard Version, the Childhood Autism Rating Scale, Second Edition–High-Functioning Version and the Childhood Autism Rating Scale, SecondShow MoreRelatedAutism Spectrum Disorder ( Asd )2430 Words   |  10 Pages Autism Spectrum Disorder F84.0 [299.00] Literature Review Psychopathology 620Z0 January 30th, 2015 Bay Path College Autism Spectrum Disorder (ASD) F84. 0 [299.00] is a heterogeneous neurodevelopmental disorder with varying degrees and manifestations that has both genetic and environmental causes, in which the symptoms are usually recognized in early childhood, which progress into adulthood. The three primary areas affected by ASD are communication, socialization, and motor behavior,Read MoreRett Syndrome Essay3003 Words   |  13 PagesRett Syndrome Abstract Rett syndrome is considered one of the autism spectrum disorders. Rett syndrome is a developmental disability disorder resulting in severe mental and physical deficits in female children. Rett syndrome is grouped as a pervasive developmental disorder (PDD) in which conditions are severe and pervasive, and that begin in early life and influence multiple areas of development. Rett syndrome, including the age of onset and the severity of symptoms, varies from child to

Application Of The Uclse Principles Of System Engineering...

Evaluation of the application of the UCLse Principles of System Engineering on NASA â€Å"Space Network Ground Segment Sustainment â€Å"(SGSS) project Abstract The Mullard Space Science Laboratory at University College London (UCL) identified five principals as the guideline of a successful project. The five principals are: ‘principles govern process’, ‘seek alternative systems perspectives’, ‘understand the enterprise context’, ‘integrate systems engineering and project management’, and ‘invest in the early stages of projects’. In this article, the application of the principals on NASA SGSS project is being evaluated. About SGSS project NASA Space Network has been providing a global communication service from early 1980’ [1]. The main function of the space network is providing tracking and data transfer service between user platform and the mission operation center . The Space network consists of two segments, which are the space segment and the ground segment [3]. Due to the existing ground segment are based on technology from 1980s, the difficulty and the cost for maintenance and operation of the ground segment were getting higher. Thus, the Space Network Ground Segment Sustainment (SGSS) Project was derived in March 2008 Space Network modernization concept Study and started the formulation on November 2011. The SGSS project was aim to reduce the life cycle cost of ground segment operations and maintenance, as well as to continue safe and reliable operations for the next

Gertude Stein And The Art Of Cubism Essay Example For Students

Gertude Stein And The Art Of Cubism Essay The Cubist painter renounced the work of artists who drew only what society wanted to view as art. Instead of painting for the appraisers of conventional art, Cubist painters assembled shapes and movement from different angles to create a completely innovative artistic perspective. Like the Cubist artist, Gertrude Stein, a modernist writer of the 20th century, rejected the expectations of a society that required writing to model the speech of the English language just as it required art to model the visions and still life images of everyday situations and experiences. Steins writing is often compared to the visual art of modernist painting, such as Duchamps work from the 1913 Armory Show, Nude Descending a Staircase No. 2, in which he uses Cubist techniques. Duchamp and Stein rely heavily on illusion to move audiences from the constraints of conventional art to a modernist mindset of viewing art for what it is instead of a representation of something else. These two artists accomplish this idea through the speed and rhythm contained in each work, unlikely associations made between the elements of each piece, and the creation of multiplicity and simultaneity within each work. Duchamps Nude Descending a Staircase No. 2 maintains a constant speed through the illusion of movement. Duchamp used the technique of overlaying phases of the movement of a figure descending a staircase to create angles that do not present a still-life frame of a figure posed in one specific movement, but instead create a scene of constant movement that is not halted within the frame of the painting. Similarly, in Steins Tender Buttons, she creates a rhythm within the text by overlapping disconnected words and thoughts into separate sections. This technique maintains a stable pace for the reader, although it never moves out of the present moment. Steins writing does not contain a past or a future; it maintains a tone and speed that do not move out of the present time. In the section entitled A Waist, Stein uses anaphora and begins each of three separate, disconnected thought patterns in the same manner: A star glide, a single franctic sullenness, a single financial grass greediness. Object that is in wood. Hold the pine, hold the dark, hold in the rush, make the bottom. A piece of crystal. A change, in a change that is remarkable there is no eason to say that there was a time. A woolen object gilded. A country climb is the best disgrace, a couple of practices an of them in order is so left (1171). A pattern is maintained within this section that creates the rhythm between the separated thought patterns, but at the same time does not permit the reader to move out of the present, thus forcing the reader to continue moving through the section. The disconnected thought patterns within Steins work are created mainly by the construction of unlikely associations between the words within each phrase, and also between the sections and their corresponding headings. Duchamps painting also uses unlikely associations between what is seen initially when glancing at his work, and what the disjointed shapes and angles are meant to represent according to the title of the painting. Stein and Duchamp both place labels on their pieces that initially implant an idea of what the viewer may be intended to see, such as the association between a nude anatomy and Duchamps abstract lines and planes and the association between one of Steins headings, such as A Fire, and the following phrases that lack any conventional association with the heading: What was the use of a whole time to send and not send if there was to be the kind of thing that made that come in. A letter was nicely sent (1171). Steins passage lacks any obvious connection to a fire. However, readers may draw conclusions independently and associate the passage and the individual words within the passage to the idea of a fire either literally or figuratively. Steins intention, as with Duchamps, was to guide audiences to a level of independent thinking which would ultimately lead to the viewing of art as an autonomous interpretation, rather than a conventionally constructed representation of a familiar idea. .u2de78854332a8cb7c5b83aab4d448799 , .u2de78854332a8cb7c5b83aab4d448799 .postImageUrl , .u2de78854332a8cb7c5b83aab4d448799 .centered-text-area { min-height: 80px; position: relative; } .u2de78854332a8cb7c5b83aab4d448799 , .u2de78854332a8cb7c5b83aab4d448799:hover , .u2de78854332a8cb7c5b83aab4d448799:visited , .u2de78854332a8cb7c5b83aab4d448799:active { border:0!important; } .u2de78854332a8cb7c5b83aab4d448799 .clearfix:after { content: ""; display: table; clear: both; } .u2de78854332a8cb7c5b83aab4d448799 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2de78854332a8cb7c5b83aab4d448799:active , .u2de78854332a8cb7c5b83aab4d448799:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2de78854332a8cb7c5b83aab4d448799 .centered-text-area { width: 100%; position: relative ; } .u2de78854332a8cb7c5b83aab4d448799 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2de78854332a8cb7c5b83aab4d448799 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2de78854332a8cb7c5b83aab4d448799 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2de78854332a8cb7c5b83aab4d448799:hover .ctaButton { background-color: #34495E!important; } .u2de78854332a8cb7c5b83aab4d448799 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2de78854332a8cb7c5b83aab4d448799 .u2de78854332a8cb7c5b83aab4d448799-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2de78854332a8cb7c5b83aab4d448799:after { content: ""; display: block; clear: both; } READ: The Impact Of War On Art EssayFinally, the work of each artist stands alone, provoking the interpretation of the individual through the incorporation of multiplicity and simultaneity. Duchamp includes a multitude of angles and shapes, in various overlapping forms, to create an illusion of an idea formed by each of the paintings audiences. Those who view the painting are searching for the idea of a nude anatomy descending a staircase and ultimately form a picture of a standard nude anatomy and what a staircase should be perceived to look like in everyday life. However, because Duchamp included a multitude of simultaneously occurring phases, color combinations, and angles in the painting, these mentally constructed images of what a staircase a nude anatomy should appear to be are not found within the painting. Only the idea of constant movement, and the combination of brown, white, yellow, and tan shading provide minimal support for the visual construction of a nude human and a perhaps a wooden staircase within the mind of the viewer. In this way, Duchamp used multiplicity and simultaneity to provide a general base from which the viewer can then self-construct an appreciation for the painting as its own entity without any type of concrete representation of a specified scene or image. As with Duchamps inclusion of multiplicity and simultaneity within his work, Stein also uses these techniques in her writing to construct a work that provokes an individual thought process. Steins combination of disconnected words and inclusion of repetition provides the sense of simultaneity in her work. In the various sections of Tender Buttons, Stein often uses repetition to emphasize that all of the separate written angles she constructs using extraneous vocabulary are all occurring in the present moment. Stein uses techniques such as anaphora and the repeated inclusion of the colors red, white, and grey to provide the reader with a simple base of consistency with which to further independently draw conclusions about her work, such as in the line A dark grey, a very dark grey, a quite dark grey is monstrous ordinarily, it is so monstrous because there is no red in it (1168). In this line found in a section entitled A Red Hat, the sentence does not provide a base out of which the reader can form a concrete conclusion, but rather creates a consistency using the simultaneous occurrence of repetition and colors that were mentioned in earlier sections. The reader can then mentally construct his/her own angles from the consistency in Steins passage. Similarly, Stein uses multiplicity to generate self-constructed ideas about the work from the reader. The inclusion of numerous passages preceded by various headings to each passage that lack any significant connection to one another makes up the multiplicity in Tender Buttons. Steins variety of vocabulary and structure within each separate passage also build the multiplicity of the poem. The vocabulary used throughout Tender Buttons is immensely vast and disjointed. The length of each of the numerous sections also tends to differ throughout the work. In the section entitled Red Roses, the passage is merely one sentence long. However, the following passage is two sentences long, but each sentence is significantly longer than the sentence found in the previous section. Through the separation by differing headings, the difference in length of each passage, and the plentiful vocabulary used within Tender Buttons, Stein provides a starting point, just as Duchamp created a visual base, with which audiences can draw their own conclusions about Steins writing. Gertrude Stein artistically designed her literature to resemble the paintings of the Cubist movement. The work of Cubist painters such as Marchel Duchamp is stylistically paralleled to Steins writing. The Cubist movement stressed the power of the individual mind to create an artistic image separate from the expectations society had for art. The work of Gertrude Stein, in the same way, aims to channel the reader into a self-directed interpretation of words in order to form a personalized image found in Steins art just as the Cubist artists used techniques to remove the mind of the viewer from social constraints.

Cooperative Microeconomics Game Theoretic

Question: Discuss about the Cooperative Microeconomics for Game Theoretic. Answer: Behavioural economics deals with the economic decisions made by an individual because of certain psychological, social, cognitive and emotional factors (Rader 2014). In the provided case study, my friend, Joe and I, have similar tastes. I had already booked for AFL ticket from the local Ticketmaster in advance. This would provide me with the incentive of getting good seats (Rios, McConnell and Brue 2013). Yet, my friend Joe planned to attend the same game whereas, would buy the ticket at the game itself. He did not want to pay extra money for advance bookings. This shows that my friend Joe is not inclined to obtain the tickets for the match as much as I do. It does not matter to Joe whether he gets the seats for the match or not. The news of an unexpected hailstorm would on the day of the game to be held, would instigate a feeling of not attending the match in Joe. As he had not booked his tickets in advance, it would not lead to any loss for him. Moreover, I would be more affected. Hence, among the two of us, I am more likely to attend the game than Joe. According to the case study provided, Nancy and Lucy are the two candidates who are studying economics. They either indulge themselves in writing an assignment or complete set of tutorial questions. According to the time taken by both the candidates referred to in the case study, a table could be created as follows: Candidates Assignment Tutorial questions Nancy 4 hours 2 hours Lucy 6 hours 2 hours According to the above-mentioned table, it could be stated that both Nancy has an absolute advantage in making assignments as she uses less number of hours to complete one assignment than Lucy. Whereas, both Nancy and Lucy are indifferent in solving tutorial questions as both of them take 2 hours in solving the questions. From the above table it could be stated that for nancy, in an hour she can either make of the assignment or solve of the tutorial questions. Hence, it could be stated that in order to complete one assignment nancy has to sacrifice solving 2 tutorial questions whereas, in order to complete one tutorial assignment, she has to sacrifice half of her assignment. Hence, nancy has a comparative advantage in solving tutorial questions. In the case of lucy, it could be stated that in an hour lucy can complete 1/6 of her assignment or of her tutorial questions. Hence, it could be stated that in making one assignment, lucy has to sacrifice 3 tutorial question, whereas, in solving a tutorial question, she would just sacrifice 1/6th of her assignment. Hence, lucy has a comparative advantage in solving tutorial questions. In both the cases, both lucy and nancy has a comparative advantage in solving tutorial questions, hence, it would not be wise enough for the candidates to specialise in one product and exchange the other. croissant is = 2*12000 = $24000 The revenue attained by the producers at price 3 per croissant is = 3*9000 = $18000 Hence, it could be stated that when the producers raise the price of per croissant from $2 to $3, then their revenues fall by $6000. Among the two options of restaurants that has been presented to us, one is a expensive gourmet and the other is an inexpensive cafe. Both the restaurants provides two kinds of products, one is food and the other is service. Food is a necessity good, hence it could be stated that food would be indifferent to price of the product (Norman et al. 2013). Hence, the food in both the restaurants would be closely related to each other. Yet, services are considered as normal goods. When the income of the consumer increases, the demand for normal good among the consumer also increases. Hence, people get attracted towards products that are more expensive (Moulin 2014). From the above explanation its could be concluded that among the two restaurants, the service provided by the expensive gourmet restaurant would be better than that of an inexpensive cafe as it would be more costlier than the cafe. Reference Moulin, H., 2014.Cooperative microeconomics: a game-theoretic introduction. Princeton University Press. Norman, S., Schlaudraff, J., White, K. and Wills, D., 2013. Deriving the Dividend Discount Model in the Intermediate Microeconomics Class.The Journal of Economic Education,44(1), pp.58-63. Rader, T., 2014.Theory of microeconomics. Academic Press. Rios, M.C., McConnell, C.R. and Brue, S.L., 2013.Economics: Principles, problems, and policies. McGraw-Hill.