Battle of Guilford Court House in the American Revolution

Battle of Guilford Court House in the American Revolution Battle of Guilford Courthouse - Conflict Date: The Battle of Guilford Court House occurred on March 15, 1781, and was part of the southern campaign of the American Revolution (1775-1783). Armies Commanders: Americans Major General Nathanael Greene4,400 men British Lieutenant General Lord Charles Cornwallis1,900 men Battle of Guilford Court House - Background: In the wake of Lieutenant Colonel Banastre Tarletons defeat at the Battle of Cowpens in January 1781, Lieutenant General Lord Charles Cornwallis turned his attention to pursuing Major General Nathanael Greenes small army. Racing through North Carolina, Greene was able to escape over the swollen Dan River before the British could bring him to battle. Making camp, Greene was reinforced by fresh troops and militia from North Carolina, Virginia, and Maryland. Pausing at Hillsborough, Cornwallis attempted to forage for supplies with little success before moving on to the forks of Deep River.   He also endeavored to recruit Loyalist troops from the region. While there on March 14, Cornwallis was informed that General Richard Butler was moving to assault his troops. In actuality, Butler had led the reinforcements that had joined Greene. The following night, he received reports that the Americans were near Guilford Court House. Despite only having 1,900 men on hand, Cornwallis resolved to take the offensive.   Detaching his baggage train, his army began marching that morning. Greene, having re-crossed the Dan, had established a position near Guilford Court House. Forming his 4,400 men in three lines, he loosely replicated the alignment used by Brigadier General Daniel Morgan at Cowpens. Battle of Guilford Court House - Greenes Plan: Unlike the previous battle, Greenes lines were several hundred yards apart and were unable to support each other. The first line was comprised of North Carolina militia and rifleman, while the second consisted of Virginia militia situated in a thick forest. Greenes final and strongest line was comprised of his Continental regulars and artillery. A road ran through the center of the American position. The fighting opened approximately four miles from the Court House when Tarletons Light Dragoons encountered Lieutenant Colonel Henry Light Horse Harry Lees men near Quaker New Garden Meeting House. Battle of Guilford Court House - Fighting Begins: After a  sharp fight which led the 23rd Regiment of Foot advancing to aid Tarleton, Lee withdrew back to the main American lines. Surveying Greenes lines, which were on rising ground, Cornwallis began advancing his men along the west side of the road around 1:30 PM. Moving forward, British troops began taking heavy fire from the North Carolina militia which was positioned behind a fence. The militia was supported by Lees men who had taken a position on their left flank. Taking casualties, the British officers urged their men forward, ultimately compelling the militia to break and flee into the nearby woods (Map). Battle of Guilford Court House - Cornwallis Bloodied: Advancing into the woods, the British quickly encountered the Virginia militia. On their right, a Hessian regiment pursued Lees men and Colonel William Campbells riflemen away from the main battle. In the woods, the Virginians offered stiff resistance and fighting often became hand-to-hand. After half and hour of bloody fighting which saw a number of disjointed British attacks, Cornwallis men were able to flank the Virginians and force them to retreat. Having fought two battles, the British emerged from the wood to find Greenes third line on high ground across an open field. Charging forward, British troops on the left, led by Lieutenant Colonel James Webster, received a disciplined volley from Greenes Continentals. Thrown back, with heavy casualties, including Webster, they regrouped for another attack. To the east of the road, British troops, led by Brigadier General Charles OHara, succeeded in breaking through the 2nd Maryland and turning Greenes left flank. To avert disaster, the 1st Maryland turned and counterattacked, while Lieutenant Colonel William Washingtons dragoons struck the British in the rear. In an effort to save his men, Cornwallis ordered his artillery to fire grapeshot into the melee. This desperate move killed as many of his own men as Americans, however it halted Greenes counterattack. Though the outcome was still in doubt, Greene was concerned about the gap in his lines. Judging it prudent to depart the field, he ordered a withdrawal up Reedy Creek Road towards Speedwell Ironworks on Troublesome Creek. Cornwallis attempted a pursuit, however his casualties were so high that it was quickly abandoned when Greenes Virginia Continentals offered resistance. Battle of Guilford Court House - Aftermath: The Battle of Guilford Court House cost Greene 79 killed and 185 wounded. For Cornwallis, the affair was much bloodier with losses numbering 93 dead and 413 wounded. These amounted to over a quarter of his force. While a tactical victory for the British, Guilford Court House cost the British losses they could ill-afford.   Though unhappy with the result of the engagement, Greene wrote to the Continental Congress and stated that the British have met with a defeat in a victory. Low on supplies and men, Cornwallis retired to Wilmington, NC to rest and refit. Shortly thereafter, he embarked on an invasion of Virginia. Freed from facing Cornwallis, Greene set about liberating much of South Carolina and Georgia from the British. Cornwallis campaign in Virginia would end that October with his surrender following the Battle of Yorktown. Selected Sources Guilford Court House National Military ParkBritish Battles: Battle of Guilford Court HouseUS Army Center for Military History: Battle of Guilford Courthouse

How to Say Any in Spanish

How to Say Any in Spanish The English word any has no single equivalent in Spanish, and when it is used to mean an uncountable noun or a plural noun, it is usually left out completely.  There are a few cases where you can use the word any to mean some, none or whatever, and in those cases, there is a translation for the word. When Any Can Be Omitted in Translation In many cases, any as an adjective is superfluous in Spanish, adding little independent meaning and can be omitted without much change in how the sentence is understood. Under those circumstances, and especially in questions, the word can usually be left untranslated in the Spanish equivalent.   English Sentence Spanish Translation If you have any additional questions about this product, you can check the label. Si tienes preguntas adicionales sobre este producto, puedes consultar la etiqueta. Are there any books about the National Museum in English?  ¿Hay libros sobre el Museo Nacional en inglà ©s? If we don't make any progress this week, a huge job will be left for us next week. Si no hacemos progresos esta semana, nos quedar una tarea monumental para la semana prà ³xima. Do you want any more carrots?  ¿Quieres ms zanahorias? I don't feel any pain. No siento dolor. Remember, there are times when any can or should be translated. There are a few ways to express the idea of any when it can mean some, none, whichever, or whatever in a sentence. When Any Means None Double negatives are common and acceptable in Spanish. In negative sentences, any can often be translated as ninguno, which varies according to number and gender. Note that ninguno is shortened to ningà ºn when it comes before a singular masculine noun. Like any, ninguno and its variations can function as both adjectives and pronouns. English Sentence Spanish Translation If you don't have any of these documents, you can submit one of the following. Si no tiene ninguno de estos documentos, puede someter uno de los siguientes. I don't see any advantages for the citizens. No veo ningunas ventajas para los ciudadanos. I don't feel any pain. No siento ningà ºn dolor. By using a double negative, in Spanish, it can allow the speaker to be emphatic. As is the case with the example, I dont feel  any  pain. The speaker can simple state,  No siento dolor.  However, when using the double negative and stating,  No siento  ningà ºn  dolor.  The speaker is emphasizing a state of being that is extremely pain free. It is similar to an English speaker saying, I dont feel any pain, not a one. When Any Means Some When any is used in a sentence and it stands in as a pronoun meaning some, it can be expressed in two ways as alguno  or algunos for the singular and plural masculine pronoun and  alguna or algunas  for the singular and plural feminine pronoun. An example of this would be,  I have two dogs. Do you have any? In the second sentence, you can replace the word any with alguno.  Tengo dos perros  ¿Tienes alguno? When Any Means Whatever or Whichever When any is used to mean that a variety of choices will do, such as whatever or whichever in English, you can use cualquiera, which is shortened to cualquier when used as an adjective before a masculine or feminine noun.   English Sentence Spanish Translation I am looking for any Harry Potter book. Busco cualquier libro de Harry Potter. Any mother can distinguish her child from all other children. Cualquier madre puede distinguir a su hijo de todos los dems nià ±os. "Which meal do you want to eat?" Any one. It doesn't matter." Cualquiera. No importa. It is absolutely prohibited to provide syringes or hypodermic needles in any way. Es absolutamente prohibido suministrar de cualquier modo jeringuillas o agujas hipodà ©rmicas.

Four Allied Leaders Essay Example | Topics and Well Written Essays - 750 words

Four Allied Leaders - Essay Example Only the strongest survived in the war, and for that reason most countries formed military units in used both their scientific, economic and industrial capability to rally behind their soldiers for support and defence. The principal antagonist were the Axis powers- Germany, Italy, and Japan- and the Allies- France, great Britain, the united states, the soviet union, and to a lesser extent china. A German dictator Adolf Hitler wanted to invade and occupy Poland. But Poland had been assured military support from French and British should it be attacked by Germany. Hitler therefore needed to neutralize the possibility of resistance from the Soviet Union (Laver & Matthews, 2008). They engaged in negotiations that led to the signing a treaty to divide Poland between them, with the western third of the country going to Germany and the two- thirds being taken by the U.S.S.R. he become sure to invade Poland without interference from soviet or British. Hitler ignored the diplomatic efforts th at were put to stop him, instead he ordered invasion. As a result, Great Britain and France declared war on Germany respectively. That marked the beginning of World War II that proclaimed lives, destruction and lose of property. Different Allies of World War II were formed by countries that were against to the Axis powers. Their main aim was to advance alliances as seeking to stop wars of aggression being waged by the Western and Eastern powers associated with the Axis (Laver & Matthews, 2008). The first one was anti-Germany coalition (France, Poland, United Kingdom, and British Commonwealth), â€Å"the big three â€Å"(Britain, the Soviet Union and United States) and the United Nations. These alliances had different leaders who contributed greatly to the World War II in a number of ways. In August 1940, Reinhardt Heydrich was appointed and served as president of Interpol. He was the one who was in charge of the Wannsee Conference, where all plans they come up with the idea of dep orting and excommunicating all Jews in Germany occupied territory therefore he was seen as the father of holocaust, and organized co-ordinate a number of attacks against the Jews (Ramen, 2001). He is regarded as the darkest figure within the Nazi elite; Adolf Hitler is remembered to have referred to him as ‘The man with the iron heart† because of his evil acts that only was aimed at loosing lives of innocent citizens. Heydrich is remembered to be the founding head of intelligence organization that was charged with the responsibility of seeking out and neutralizing resistance to the Nazi Party via arrests, detentions as well as killing. Heydrich acted as the protector of the industrial workers and farmers, whose productive capacity was necessary to the German war effort. This not only helped in the bid to win in an event of war, but also it ensured the Germany economy was boosted. Since the war, he was the man who felt it was his duty â€Å"to save the world from intelle ctual and moral decay†. After his assassination, his monument was erected in his owner. Another key personality in the World War II is Hideki Tojo. He was Japanese Prime Minister during the World War II; he led Japan through the war and was later executed as a war criminal. He was an esteemed administrator and skillful field commander and become noted as a stern disciplinarian. Hideki fought in the Sino-Japanese war, leading

Deconstruction of Robert Frost's The Road Not Taken Essay

Deconstruction of Robert Frost's The Road Not Taken - Essay Example The road truly taken is the most popular one, not the road less taken, because people have no autonomy. They cannot choose the road they want, when they grow up living that only one road is acceptable, the masculine road to severe individualism, rationalism, and domination of the American Dream. The masculine speaker pursues the rough road of individualism. Individualism follows the ideals of independence. The speaker of the poem observes the two roads: â€Å"TWO roads diverged in a yellow wood,/And sorry I could not travel both† (Frost 1-2). The word â€Å"I† indicates the individualistic voice, wherein he is sorry that he cannot travel both, which means he will make the decision on his own. He does not consider other people or consequences because he thinks that he can do everything on his own. Moreover, individualism emphasizes individual reflection. The speaker thinks about his decision: â€Å"And be one traveler, long I stood/And looked down one as far as I couldà ¢â‚¬  (Frost 3-4). He stood on his own, and this is not only individualism because he is alone, but because he thinks for his own interests. He looks as far as he can, but he does so using his own thoughts and ideas. He appears to be focused on his own interests only. Furthermore, the speaker sees the undergrowth depicts the masculine-feminine binary. He says: â€Å"To where it bent in the undergrowth† (Frost 5). The undergrowth or bushes stand for women, through symbolizing fertility because of its ability to give life through food, but it is described as â€Å"undergrowth,† inferior to other kinds of plants. The speaker’s individualism leads him to seeing the road in one way, instead of multiple ways. He does not open himself to the possibility that the undergrowth is more than what it appears to be, that it is in its development, or maybe even developed, but undeveloped to the eyes of the dominant group. Individualism takes away people’s ability to se e the strength of numbers, numbers of ideas and analyses. Aside from individualism, the speaker is masculine in that it emphasizes rationalism over emotions. Rationalism indicates finding the best way among all ways. The speaker describes one of the roads: â€Å"Then took the other, as just as fair,/And having perhaps the better claim† (Frost 6-7). The fair one is beautiful, so it is better to be walked on, but he chooses another side. But does he truly take the road less taken? He knows that the fair one is the better claim. It is what he wants to walk on, not the more difficult one. The word â€Å"Perhaps† does not show his reluctance for the easier road; it shows his hesitation for not taking the fairer road. Rationality emphasizes the better choice that gives the most rewards. The speaker depicts the beauty of this road: â€Å"Because it was grassy and wanted wear;/Though as for that the passing there/Had worn them really about the same† (Frost 8-10). The gr ass is inviting; it wants to be worn down. People are passing there, and it is the obvious choice with the least risks. Why would the speaker choose the other one, when people have passed one road and enjoyed it? It is irrational to not follow the road that the majority pursues. It is the best because it is the safest and most popular. Rationality judges this road as the winning road- the popular and convenient road of the American Dream. The rational speaker does not take the road les

Situating the Situationist International Essay Example | Topics and Well Written Essays - 1000 words - 1

Situating the Situationist International - Essay Example ench faction started to adopt the concept of â€Å"constructed situation.† The members of the S.I were outraged by cultural capitalizations and economic markets. These were perceived to be the hijackers of aesthetic experience. In 1958, S.I co-founder Guy Debord and a section of the rest of the group decided to sabotage the International Assembly of Art Critics which was taking place in Belgium. They condemned the commercialization and institutionalization of art by the event, and called for subversive and new aesthetic ideologies. The approaches used by the S.I included the use of protesting text, hand-out copies, forcing themselves into press meetings and clubs, and throwing of pamphlets into crowds. They also used to throw leaflets from buildings into cars and over windows. These approaches still live with the present day representation and politics. Situationism has, however, evolved. In the middle of the 20th Century, situationism aimed at redesigning its context and the attitude of the public with the purpose of achieving integration and to have anyone enjoy the art world. Newer methods and re-appropriations of situationist methods are both aesthetically and politically successful. The devised methods have been more successful in exposing or opposing deceptions of capitalism than the ill-fated earlier methods where artists found themselves ignored, crushed or scorned. The interventions of the Situationist international have a mild impact both aesthetically and politically. Newer methods and re-appropriations have been, however, more successful than the historically devised ones. The author of this anthology seeks to emphasize on the S.I’s engagement with cultural politics and art of their time during the 20th Century. He builds majorly on their activist and political stance and the interaction of Guy Debord with other members of the group. Published in 2004, this book supplements both political and aesthetic sections. It also provides some hard-to-find

Economic Growth Determinants And Models | Literature Review

Economic Growth Determinants And Models | Literature Review Introduction Economic growth is one of the most important fields in economics. Since sustained economic growth is the most important determinant of living standards, there is no more important issue challenging the research efforts of economists than to understand the causes of economic growth. Human capital has been identified as a key stimulus of economic growth. In fact, it can never be overemphasized that human capital is the engine of growth of an economy. No nation can develop beyond its investment in education in particular. Growth economists in affirmation have explained that the differences in the per capita income of countries cannot be explained in isolation from the differences in human capital development. Health and education are both components of human capital and contributors of human welfare. Numerous economists research their relevance in the economic growth and tried to incorporate human capital in the growth model. While some researchers take a Keynesian route and stress on the demand factors, other researchers follow the neoclassical route and emphasis the role of factor supplies in growth. Human Capital in the form of education It is equally important to effectively and efficiently measure the human capital with the perceiving importance of human capital. Since, human capital is considered as a synonym of knowledge embedded in all levels such as an individual, an organizations and a nation, education is the primary element in the measurement of human capital. Some economists attempted to measure the stock of human capital utilizing â€Å"school enrollment rates† as a proxy of human capital. Through the study of 129 countries for a time period 1960 to 1985, Barro and Lee, 1993 concluded that female education stimulates the acquisition of human capital through children. A fact is in accordance with the findings of De Tray, 1773 and Becker and Lewis, 1973. Barro and Lee reconcile their findings with the conclusion of De Long and Summers (1992) with the belief that â€Å"perhaps the true key is to have educated women working with machines†. (Barro and Lee, 1991, p29). However, the study of Kyriacou in 1991 concluded a negative and insignificant correlation between years of schooling in labour force and future growth. One of the possible explanations for this result is the link between human capital and subsequent growth of technology was ignored. The method of using school enrollment rates is criticized as student’s effec tiveness can be recognized after participating in production activities. Nehru, Swanson, and Dubey (1993) attempted to measure relationship between human capital and studentsà ¢Ã¢â€š ¬Ã… ¸ â€Å"accumulated years of schooling† in the employable age as educational attainment. Their approach to measure human capital is similar to that of Lau, Jairison, and Louat( 1991), Psacharopolous and Arriagada (1986,1992). The results show a positive relationship between education stock and its influence on income per capita. They also concluded that there is a high correlation between education stock and other human capital indicators and hence justify the usage of this variable as a proxy for human capital. Nevertheless, they note that there is a problem with the estimates of education stock due to repeaters and dropout rates. The weakness in the study pertains to education stock estimation as they are â€Å"based on sparse data of uneven quality†( Nehru, Swanson, and Dubey,1993, p8). Romer (1990) suggested the ratio between skilled-adults and total ad ults to measure the stock of human capital in the national economy. Another approach to measure human capital is through the returns which an individual obtains from a labour market throughout education investment. Mulligan and Sala-i-Martin (1995) defines that aggregate human capital is the sum of quality adjustment of each individual’s labor force, and presents the stock of human capital utilizing an individual’s income. Their belief was that the â€Å"quality of a person would be related to the wage rate he receives in the marketplace†( Mulligan and Sala-i-Martin, 1995, p.2). This measure called the Labour –Income –Based is a measurement of human capital calculated through wage rate. Though this study, it was noted that the usage of average years of schooling as a measurement could be misleading since economists could interpret the increase in income in 1980s independent of human capital accumulation due to the dispersion of average years of schooling. Human capital in the form of Health A large body of literature has established that investment in education pay off in the form of higher future earnings. However, the demerit of the conventional measurement of the human capital is the disregard to qualitative benefits of human capital such as health, fertility rate, child mortality. Given the importance of â€Å"health capital† for education and earnings (Grossman, 2000; Case, Fertig, and Paxson, 2005; Currie and Madrian, 1999; Smith, 1999), it is possible that poor health has an impact on education and hence on economic status. Many health shocks can affect human capital and productivity, both in the short-run (Strauss and Thomas, 1998; Currie and Stabile, 2006) and the long-run (Cunha and Heckman, 2007; Currie and Hyson, 1999)( Joshua Graff Zivin and Matthew Neidell, 2013). The World Health Organization’s Commission on Macroeconomics and Health (2001) claims the following. â€Å"Improving the health and longevity of the poor is an end in itself, a fun damental goal of economic development. But it is also a means to achieving the other development goals relating to poverty reduction. The linkages of health to poverty reduction and long-term economic growth are powerful, much stronger than is generally understood.† Despite the importance of health capital, the empirical literature of the effects of health on economic growth is relatively thin. Recent experimental or quasi-experimental studies, such as Thomas and Frankeberg (2002) and Thomas et al. (2003) have found that specific health sector interventions help recipients raise earnings significantly, and general indicators of health and nutrition status are significant predictors of economic success. At macroeconomic level, several researches support the positive contribution of health on economic growth. Barro (1996b), Bloom and Canning (2003), Bloom, Canning, and Sevilla (2004) and Gyimah-Brempong and Wilson (2004) find that health capital indicators have desirable influence on aggregate output. For the countries in their sample, about one-fourth of economic growth was attributable to improvements in health capital, and improvements in health conditions equivalent to one more year of life expectancy are associated with higher growth of up to 4 percentage points per year. The following table summarises the finding of macroeconomic studies with health. Source: J. Hartwig / Journal of Macroeconomics 32 (2010) 314–325 According to Weil (2007, p. 1295 and 2005, pp. 153–161), health’s positive effect on GDP is strongest among poor countries. The existing evidence on whether health capital formation has an impact on economic growth gives a mixed response. Some papers such as Heshmati (2001), Rivera and Currais (1999a, 1999b, 2003, 2004) accept the significance of health capital formation for economic growth in OECD countries. However, Knowles and Owen (1995, 1997) as well as McDonald and Roberts (2002) reject the hypothesis that life expectancy is a statistically significant explanatory variable for productivity growth in high income countries. IN fact, Bhargava et al. (2001) and Acemoglu and Johnson (2007) estimated a negative effect of adult survival rate on economic growth for US, France and Switzerland. Some studies have associated fertility rate and child mortality with human capital. The best known study between population growth and development is Kuznets (1967). His study found a positive correlation between growth rates of population and income per capita within broad country groupings, which he interpreted as evidence of a lack of a negative causal effect of population growth on income growth. However, Kelley (1988) found no correlation between population growth and growth of income per capita, and similarly no relationship between population growth and saving rates. Summarizing many other studies, he concluded that the evidence documenting a negative effect of population growth on economic development was weak or nonexistent. Becker et al. (1990) associated endogenous fertility and a rising rate of return on human capital as the stock of human capital increases. Their analysis discusses the importance of investment of human capital and the impact of family sizes and birth rates. They concluded that â€Å"societies with limited human capital choose large families and invest little in each member; those with abundant human capital do the opposite † ( Becker et al., 1990, p.35). Weil et al.(2012) found that a reduction in fertility rate will increase GDP per capita income by an economically significant amount. This result is similar to the findings of Bloom and Canning (2008) who have regressed the growth rate of income per capita on the growth rate of the working-age fraction of the population, and have gotten a positive and significant coefficient. The high growth of working age fraction is the result of fertility reductions; it can be seen as showing the economic benefits of reduced fertility. Growth Models Being one of the most important determinants of living standards, economic growth is among the most important issue challenging the research efforts of economists. Many adopted the neoclassical growth approach to study economic growth. The neoclassical growth model emphasizes the role of factor supplies in growth as it seeks to undermine the long-run economic growth rate determinant through the accumulation of factor inputs such as physical capital and labour. Over time, human capital was introduced in the growth model. The concept of capital in the neoclassical model has been broadened from physical goods to include human capital in the form of education, training and experience. In the early 1960s, Schultz initiated the human capital revolution in economic thought. He claimed that â€Å"This knowledge and skill are in great part the product of investment and, combined with other human investment, predominantly account for the productive superiority of the technically advanced countries. To omit them in studying economic growth is like trying to explain Soviet ideology without Marx.†(Schultz, 1961, p.3). Exogenous growth model In general, there are two basic frameworks that seek to understand the relationship between human capital and economic growth. The first approach is through the exogenous growth model adopted by Nelson and Phelps (1966). The exogenous growth model has its origin form the Solow growth model. The crux of this model is the aggregate production function written in the general form: Y = F (A, K, L), Where output is explained as being a function of technology, A in addition to capital (K) and labour (L). In 1957, after a study of 40 years of growth, Robert Solow concluded that â€Å"it is possible to argue that about one-eighth of the total increase is traceable to increased capital per man hour, and the remaining seven-eighths to technical change† (Solow 1957, p316). The Solow growth model assumes a constant growth rate of productivity, g Y = A0 egt KÃŽ ± L1-ÃŽ ±. This implies that the growth in income in income is determined by productivity growth, g and growth of capital per worker. However, Solow left technological progress unspecified. Moreover, the model assumption of market competitiveness, constant returns to scale lead to further study of the model. In his seminal paper, Nelson and Phelps (1966) related how level of human capital stock is an indirect determinant of economic growth. They concluded that â€Å"the usual, straightforward insertion of some index of educational attainment in the production function may constitute a gross misspecification of the relation between education and the dynamics of production.† (Nelson and Phelps, 1966, p.75) They believe that stock of human capital determines the economic capacity of a nation to innovate, which in turn lead to economic growth. Education and training facilitate the implementation and usage of new techniques makes an economy technologically progressive and more productive. Henceforth, incentives to innovate and market structures necessary for research and development have become important in theories for growth. The Schumpeterian growth literature revived this doctrine. The Schumpeterian theory explains that â€Å"current innovators exert positive knowledge spillovers on subsequent innovators as in other innovation-based models, but where current innovators also drive out previous technologies-, generates predictions and explains facts about the growth process that could not be accounted for by other theories.†(Aghion et al, 2013, p.35) The empirical literature on technical diffusion has been growing. The role of human capital in facilitating technological is supported by Welch (1975), Bartel and Lichtenberg (1987) and Foster and Rosenzweig (1995). The significant spill-overs are documented by the survey of Griliches (1992). Benhabib and Spiegel (1994), using cross-country data, investigate the Nelson-Phelps hypothesis and conclude that technology spillovers flow from leaders to followers, and that the rate of the flow depends on levels of education. As a matter of fact, a great deal of study seeks to analyse the relationship between level of education and technological diffusion and this affects economic growth. Some examples will be Islam (1995), Temple (1999), Krueger and Lindahl (2001), Pritchett, Klenow and Rodriguez-Clare (1997), Hall and Jones (1999), Bils and Klenow (2000), Duffy and Papageorgiou (2000), and Hanushek and Kimko (2000). (Jess Benhabib and Mark M. Spiegel, 2002) Endogenous growth model The second approach is the endogenous growth model inspired by Gary Becker’s human capital theory (1964) which directly links human capital to economic growth. The basic idea behind Becker’s view is that growth is driven by human capital accumulation. Nobel laureate Robert Lucas presented an endogenous growth model in which the engine of growth is the human capital. He added â€Å"what Schultz (1963) and Becker (1964) call human capital to the model, doing so in a way that is very close technically lo similarly motivated models of Arrow (1962), Uzawa (1965)and Romer (1986)† ( Lucas, 1988. p.17). He assumed that individuals choose to allocate time to current production or schooling based on increases in productivity and wages in the future due to the current investment of time in education. Lucas model can be summarized in Y = Kß(UH)1-ß, Where H represents the current human capital stock of the individual and U is the fraction of time allocated to current production and K is the per capita stock of physical capital. Human capital growth model Over time, with numerous studies on human capital, different variables were included in the growth equation as a measurement of human capital. Drawing upon Mankiw et al. (1992), Barro (1996a, 1996b), Bassanini and Scarpetta (2001), Bloom et al. (2004) and Gyimah-Brempong and Wilson (2004), the following growth equation was modelled in the Baldacci, Clements, Gupta and Cui (2008) paper on Social Spending, Human Capital, and Growth in Developing Countries. The growth equation is based on the framework of neoclassical growth augmented by the inclusion of education capital, ed, health capital, he, investment ratio, sk and denotes the set of macro and institutional control variable such as the fiscal balance, inflation rate, trade openness, and governance that augment the baseline specification of the model. Moreover, it is assumed that there is a relationship between the initial stock and increment in human capital with per capita GDP growth, g. The baseline growth model was as follows: Where git is real capita per income growth, 1i and 1t denote the country-specific effect and period-specific effect, respectively, Ln (yit-1) is the lagged logarithm of per capita income to control for the expected reduction in growth rates as per capita incomes rise and there is convergence to steady growth rates; Skit denotes the investment ratio, Edit refers to the stock of education capital, which is proxy by the sum of the gross primary and secondary enrollment rate, Ed refers to changes in education capital, Heit refers to the stock of health capital, and he refers to changes in health capital, mit consists of control variables and uit is the error term.   Ã‚   Japanese in Brazil: Asian-zing Brazil Japanese in Brazil: Asian-zing Brazil Wendy Do   As a country of a very diverse population, Brazil has experienced the influx of a variety of races and ethnicities throughout the course of history. As a result, Brazil continues to experience extreme cultural syncretism and assimilation. Nearing the end of the nineteenth century, the world saw Brazil as a country with a high degree of miscegenation (Schwarcz 3); immigration is one of the major cause for this. From the discovery of Brazil in the 16th century to its colonization by Pedro Alvares Cabral and onward, Brazil has been a country of immigrants. One country in particular, Japan, started emigration to Brazil in the early 20th century. Most people would not expect Brazil to contain the largest Japanese immigration population. My thesis is that: Japanese immigrations initially sought relief from the Meiji Restoration and chose Brazil due to their increasing demand for laborers, but over time established a huge community which to their settlement. In this essay, I will discuss th e initial reason for the Japaneses immigration to Brazil, the impacts of these migrants, and the reaction of the Brazilians and Japanese to the migrants. This will demonstrate the impact of an Asian immigration society in Brazil and how it contributed to the diverse population due to racial formation. Before the Portuguese settled in Brazil, the majority of the population was of indigenous groups. As described in detail in Schwartzs work, when the Portuguese first arrived, they encountered various Indian groups and made an agreement where they decided that they needed to civilize the indigenous (Graham, W1D2). While the two groups of the Jesuits and the Portuguese settlers disagreed in ways to civilize the indigenous, they both believed in slavery. As indigenous groups were forced into slavery, they faced many risks including, overcrowding in their communities called aldeais and diseases that killed them at alarming rates (Graham, W1D2). Before the Portuguese arrived, the population of Indians capped around five million but by the 1950s, the population decreased to one hundred twenty thousand (Graham, W1D2). This not only led the devastation of the ingenious population, but increased the demand for labor. This trend would later contribute to the Japanese immigration to Brazil. How ever, before the Japanese, the substitution of indigenous slavery with African slave labor made its way. Brazil had a slave economy where one product dominated Brazils export for most of the slave period from 1550-1888 (Graham, W2D2). This began with the Donatorio Captaincies which were awarded by the crown in Portugal in order to protect interests in Brazil. The awards gave the Portuguese courtiers and soldiers, who bore the title of captain, to have the right of taxation, justice, administration, and the privileges to promote settlement and economic development (Schwartz 13) in Brazil. This marked the beginning of the Portuguese settlement which would evolve into plantations. The Coffee Cycle, is the period we will be focusing on, which took place from the 1830s to the 20th century. Coffee was expanding and slavery was abolished in the 1880s (Graham, W2D2) which led to a need for laborers. According to Schwarcz, from the beginning of the coffee plantations, the owners have contracted with workers in their home countries and engaging in acts such as loaning them money for travel costs, housing, or other expenses (8). With this being said, it can be noted that the Japanese were viewed more as an indentured servant, but eventually grew in status and recognition. The previous events mentioned have contributed to the diverse population in Brazil through: the indigenous already living there, the settlement of the Portuguese, the African slavery, and immigration from other countries. Many intellectuals, politicians, and cultural and economic leaders saw [] immigration as improving an imperfect nation that has been tainted by the history of Portuguese colonialism and African slavery (Lesser, 2013, 2). With the end of slavery, planters have encouraged their state and federal government to seek Europeans in order to replace their slaves in the massive coffee economy. By 1888, thousands of immigrants poured into Sao Paul (the largest group being the Italians); however, these white immigrants believed the elites of Brazil had created a system that gave them an inability to move out of low status. This created immigrant-led protests against labor and social conditions and the deportation of Italian for anarchism (Lesser, 1999, 82), so Brazil sought fo r a more submissive group. Japanese diplomat, Sho Nemoto mentioned in a later signed treaty that Brazil would be a country where Japanese immigrants could be perfectly settled and we could improve our standard of living, buy property, educate our children, and live happily' (Lesser, 1999, 82). Correlating with the Meiji governments interest in emigration of Japan, this seemed like the perfect option for the Japanese to immigrate to Brazil. The reasons for Japaneses immigration are laid out as: Brazilians needed more labor due to the abolishment of slavery, Japans Meiji government created a period of modernization where peasants become hungry and restless; the encouraged emigration in Japan, and the establishment of colonies by previous Japanese. The first reason why the Japanese migrated to Brazil was because Brazil was seeking a new labor group to fill in as laborers. They saw Japanese immigrants as a ready solution from their previous disappointment with the European replacements; in addition, this could also help foster a relationship between Japan and Brazil in relation to trading. The first Brazil-Japanese treaty was then signed in 1895, where Brazil would see a rapid increase in Japanese labor (Lesser 84). In addition between 1908 and 1941, about one-hundred ninety thousand Japanese immigrants would settle in Brazil (Lesser, 1999, 83). A ship containing the first 781 members of the newly founded Japanese community called the Kasato-Maru arrived after its fifty-one day journey from Japan in June 1908 (Lesser, 2012, 153). The results of the Japanese led the Brazilian government to later promote immigration to other Asian countries, such as China. The Japanese were described as an intelligent and energetic force and this people is amazing us with their power to assimilate everything from European civilization in letters, in science, in art, in industry and even in political institutions (Lesser, 1999, 83). The expectations of the Japanese to the Brazilians were very low, but what the Japanese contributed to this society made them realize that they were definitely not inferior. The second reason for Japanese migration was due to their expectations of Brazil. The Japanese workers felt tricked due to the belief that they would become rich. In turned, similar to previous immigrants, the Japanese revolted against the Brazilian elites. Some of them fled to Argentina, where the salary was higher; or other urban areas such as Minas-Gerais, Parana, and Sao Paulo (Lesser, 2012, 155). One Japanese boy, Riukiti Yamashiro summarized his experience in Brazil as the following: It was a lie when they said Brazil was good the emigration company lied (Lesser, 2012, 156). Japanese propaganda had led the Japanese to believe that Brazil would rich in five years and that they would be able to return home wealthy. However, this was just a proportion of the feelings that Japanese had of Brazil. The Japanese also faced a problem from their home country due to the modernization and industrialization of the Meiji period from 1868 to 1912 (Carvalho 3). Japanese sought escape from poverty, overpopulation, heavy taxes and numerous socioeconomic problems. While some Japanese immigrated to Manchuria or Korea, other fled to Australia or Hawaii. Emigration that was prohibited during the Tokugawa period (1603 1867) was solved when Japan faced these economic problems. The Japanese government gave permission to emigration companies to recruit emigrants, Brazil being the primary destination as immigrants faced strong resistance from other countries (Carvalho 4). The first group of immigrants was a failure because the Japanese rebelled against the emigration companies and deserted the population due to poor treatment and no form of payment. In addition, most had no experience in farming. However, all hope was not lost for the Japanese in Brazilians, because the Japanese would continue to enter the country for the next fifty years (Carvalho 7). The third reason was that Japanese were able to create a community within Brazil. In order to create solutions to the land and labor problems, law were established which required immigrants to come as family units (Carvalho 7) and Japanese-run colonies were allowed to be established. In addition, the Japanese did hold a more powerful protector regime than other immigrants since they were able to establish regular school schedules for children and allow adults to participate in various every day activities such as gymnastics and moral boosting (Lesser 2012 156). Schooling allowed children of the immigrants to move up into more dominant positions in Brazilian societies. In addition, foreign government-sponsored colonies allowed Japanese to be relived from the worry of landowners which allowed them to focus on settlement. This discouraged them from returning to Japan and encouraging more emigration as the success in Brazil news spread back to their home country (Lesser, 2012, 157). There were many opportunities for the Japanese to assimilate into Brazilian culture. Most Japanese arrived at a time where the acquisition of land was easy, allowing them to produce new crops such as cotton, rice and potatoes (Carvalho 8). The social structure of Japanese communities mirrored those of traditional Japanese communities where the social order also followed traditional Japanese patterns. If a Japanese were to disturb the social order, they would be [ostracized] (Carvalho 10). The Japaneses primary goal was to accumulate as much capital as possible in order to return to their country of origin, so they worked hard and saved; however, the years they spend on Brazilian soil allowed them to bring their traditions and customs. This included their practices of incense money, gosembetsu (farewell gifts), and emphasis on social relationships between children and parent and society in addition to holidays as well (Carvalho 11). Their economic and cultural success allowed them to negotiate a position in the Brazilian society to the extent where Brazilian Indians and Japanese immigrants were of the same biological stock (Lesser, 2012, 160). Japanese immigration has contributed a great deal to Brazils national identity. The Meiji era created changes in the economic structure of Japan which led to relief through emigration. At the same time, Brazilians believed that Japanese immigrations would solve the problem of rural work, yet the same result due to poor treatment led to the revolt. However, the difference of the Japanese lied in the fact that they were able to form their own communities. This led to the population being able to culturally sustain themselves in Brazil. Currently, about 1.5 million Brazilians claim Japanese descent (Lesser, 1999, 174). The Japanese migration highlights the differences in immigration to Brazil. The Japanese and their descendants are among some of the best Brazilians and the cultural attitude they developed has allowed them to move into the upper-class of society. Today, Japanese-Brazilians can be found amongst every area of Brazilian society, from politics to economy to arts and industry (Lesser, 1999, 174). Even so, the pattern of emigration and immigration differ according to the economy of Brazil. For most of the last two hundred years, Brazil has been a destination for immigration (Lesser, 1999, 190). However, even with an improved economy, Brazil has been faced with the problem of emigration rather than immigration. A statistic from 2010 shows that about four million Brazilians live abroad which means the population is slowly decreasing. Many Japanese are involved in a phenomenon called dekasegui which means working away from home which is used to those who are descendants of Japanese who migrated to Japan (Lesser,2012, 191). With the amendment to Japans Immigration Control and Refugee Recognition Law in 1990, the Japanese were allows to have work visas up to the generation (Lesser, 2012, 191). This trend fluctuated for various years, for example, when Brazils economy grew strong in the 2000s and the Japanese economy weakened, the migratory trends reversed. As opposed to in the 19th century, Brazilian-Japanese immigrants believed they were temporarily migrating to Brazil to become wealthy (Lesser, 1999, 192). In conclusion, Brazil has and still is a country of immigration. Despite traditional views of Brazil as a country of mestizo and African slavery, the Japanese population outside of Japan is highest in Brazil. I chose to write this essay on the reason for Japanese immigration to Brazil because Asian immigration is typically viewed as the Chinese immigration to America in the 1800s. However, the Japanese is not a country that is really talked about. This relates to the course theme of the Racial Formation of Brazil because it discusses the reasons for the Japanese immigration and how it contributed to Brazils diverse population. Initially, the Japanese immigrations initially sought relief from the Meiji Restoration which paralleled the Brazilian need for laborers. However, the Japanese were allowed to create a settlement and community which in turned allowed for the mass emigration from Japan to Brazil. This contributed to the existing community today and despite reverse changes, Brazi l is able to add onto its extremely diverse and vast culture. Works Cited Carvalho, Daniela De. Migrants and Identity in Japan and Brazil: The Nikkeijin. 1st ed. Place of Publication Not Identified: Routledge, 2015. Print. Graham, Jessica. Arrival of Enslaved Africans. HILA 121A W1D2. Warren Lecture Hall, Rm. 2115, La Jolla. 19 Jan. 2017. Lecture. Graham, Jessica. History of Brazilian Indios. HILA 121A W2D2. Warren Lecture Hall, Rm. 2115, La Jolla. 12 Jan. 2017. Lecture. Lesser, Jeffrey. Immigration, Ethnicity, and National Identity in Brazil, 1808 to the Present. Cambridge: Cambridge UP, 2013. Print. Lesser, Jeffrey. Negotiating National Identity: Immigrants, Minorities, and the Struggle for Ethnicity in Brazil. (1999): Pp. 13-39 (Chapter Two); Pp. 81-94 (part of Chapter Four); Pp. 147-57 (Chapter Six).+. Duke University Press. Web. 21 Mar. 2017. Schwarcz, Lilia Moritz. Introduction. The Spectacle of the Races: Scientists, Institutions and the Race Question in Brazil, 1870-1930. New York: Hill and Wang, 1999. 3-20. Print. Schwartz, Stuart. Early Brazil: A Documentary Collection to 1700. (2010): 117-40. TED. Cambridge University Press. Web. 21 Mar. 2017.

Culture of the Near East :: Ancient World Culture

From the Near East comes the Old Babylonian account of the life and death of GILGAMESH. There was a real Gilgamesh, a king who ruled some 2700 years before Christ lived and the Romans consolidated their vast empire. The character and the exploits of this king were preserved in the form of stories that circulated for many years after the king's death. Some of these tales -- more than 600 years after Gilgamesh's rule -- were collected by a story teller and were put down in the form of an epic poem. This poem is what we know today as The Epic of Gilgamesh. Who knows how many versions The Epic of Gilgamesh went through before consolidation in its written form? Who knows how many translations the stories underwent before their reworking in the Babylonian language? Who knows how many parts of the story might have offended or misrepresented the eponymous king? Who knows how many story-tellers made more (or less) of Mashu, the mountainous gateway to the other world, as they kept their audiences spellbound with fantastical details of this greatest of human adventures -- the struggle to find (and retain) eternal life? What is known is no less intriguing. How curious is the parallel between the story of Utnapishtim and the Hebrew account of Noah. How symbolic is the description of Enkidu, the prototypical natural man, as he sheds his animalistic behaviors in preference for the pleasures of human society. How extraordinary is the description of the snake, whose stealing of the essence of immortality from Gilgamesh results in the snake's rebirth each time it sheds its skin. Of course the Hebrew iteration of the Flood story is not coincidence. For a time, the HEBREWS lived in SUMER, home to Abraham's people. Nomadic people, they left the fertile river valleys and headed for CANAAN and later EGYPT, taking with them ancient accounts of floods and righteous people whose obedience and wisdom helped them to survive the consuming waters.

Lord of the Flies Essay

Statement Ladies and gentlemen of the jury, the prosecution will prove beyond the shadow of a doubt that the defendant, Jack Merridew, is guilty of two counts of murder. We will show that Mr. Merridew was fully responsible for the deaths of Simon and Piggy when the boys were stranded on an island without adult supervision. We will show that Jack quickly became a sadistic savage who believed that the rules and laws of civilization did not apply to him. He constantly fought against and disobeyed Ralph who was the democratically elected leader of the boys. He valued killing above all other activities and constantly tried to convince the other boys to follow him and not listen to Ralph. Although the circumstances surrounding Simon’s death were accidental, the prosecution will show that Jack’s behavior caused the boys to act as killers. Jack ruled his boys through fear and he made them follow him because they believed that he could protect them. We will show that Jack knew that the beast was not real but he pretended it was so that all the boys would continue to be afraid. One of Jack’s strategies to make the boys feel braver was that he created the death chant, â€Å"kill the beast, cut his throat, spill his blood. † Also Jack created the dance where a boy pretended to be a pig while all the other boys stood around him and pretended to spear him to death. It was in the middle of this crazed dance that Simon stumbled out from the jungle and all the boys fell upon him and killed him. The prosecution will also present evidence that shows that Jack was responsible for Piggy’s death. Shortly after the boys crashed, Jack broke Piggy’s glasses making Piggy even more helpless than he already was. Then Jack raided Ralph’s camp and stole Piggy’s glasses. This final act was a death sentence for Piggy because without his specs he could not see the rock tumbling down the mountain towards him that killed him. The prosecution will also show that from the very beginning Jack’s hatred of Piggy influenced all the boys. Jack hated Piggy because Piggy was fat and physically weak. Jack believed in the law of the jungle, which states that only the strong survive. Jack makes up the chant â€Å"kill the pig† and this chant always causes the boys to be frenzied, crazed, unthinking savages. â€Å"Kill the pig† could be seen as being close to â€Å"kill the piggy† so it’s not a surprise when Piggy is finally killed. Piggy wants Ralph to remain the leader because he knows that he is protected and won’t be hurt by Jack as long as Ralph is the leader. When Piggy is killed, Ralph is no longer the leader and after Piggy dies Jack screams â€Å"that’s what you’ll get† and he throws his spear at Ralph. Questions for Witnesses Ralph 1. When Jack threw his spear at you and then hunted you, did you think that he was going to kill you? 2. Were you afraid of Jack? 3. Was Jack a bully? Sam and Eric 1. Did Jack’s boys ever hurt you? 2. Were you afraid of Jack? 3. When Jack kidnapped you and tied you up did you want to be part of his tribe? Piggy’s Auntie 1. How well could Piggy see without his glasses? 2. If Piggy had been wearing his specs could he have seen the rock coming towards him and gotten out of the way? 3. Since Jack stole his glasses do you believe that Jack is responsible for Piggy’s death? Naval Officer 1. When you arrived on the beach what was Ralph doing? 2. How did all the boys look? 3. Do you think that they were playing a game or was the hunt real? Roger 1. What do you admire about Jack? 2. When you pushed the rock down the mountain and killed Piggy how did you feel? 3. When you were torturing Wilfred and Sam and Eric did you believe that this was wrong? Jack’s Parents 1. Did Jack ever get in trouble at school for being a bully? 2. When Jack played with other boys what kinds of games did he like to play? 3. Did Jack ever steal anything? Percival 1. Were you afraid of Jack? 2. Why did you choose to join Jack’s tribe? 3. Do you think that Ralph or Jack was the better leader? Maurice 1. Why did you choose to go with Jack to steal Piggy’s glasses? 2. Why didn’t you just ask Piggy if you could borrow his glasses? How did you feel when you knocked over the littluns’ sandcastles? Robert 1. When you pretended to be the pig, were you hurt? 2. Were you afraid during this activity? 3. Were you afraid of Jack? Closing Statement Ladies and Gentlemen of the jury, we believe that the constitution has proven beyond a shadow of a doubt that the defendant, Jack Merridew, is a sadistic bully without conscience or regard for the laws and appropriate behavior that are part of civilized society. Jack chose to be a savage criminal on this island. He disobeyed Ralph’s rules that provided structure and order. Ralph was the elected leader and Jack intentionally broke away from this group and formed his own tribe of savage hunters. He ruled this group through fear and physical violence. The boys of Jack’s tribe paid no attention to morals or good behavior. They simply did what they wanted to do and never stopped to say to themselves, â€Å"Is this a good way to behave? † or â€Å"is this right? † From the beginning Jack was a boy who was obsessed with hunting and killing pigs. Then he became a complete savage and the sport of hunting pigs became boring. He needed more excitement so he invented the sport of hunting and killing human beings. You the jury have the responsibility to render a verdict of guilty for two counts of murder. Jack is responsible for the deaths of Simon and Piggy. It is true that he did not push the rock down the mountain that killed Piggy. But he was responsible for creating a tribe of boys who no longer had good moral behavior and who didn’t value human life. It is true that Jack alone that Jack did not kill Simon. But he was responsible for creating the frenzied crazed behavior through his chant and dance that led to Simon’s death. Jack is guilty of murder. The prosecution rests.

Explain the different data structures that are avaliable to computer programmers, giving examples of their use, and reasons why they would be chosen instead of others Essay Example

Explain the different data structures that are avaliable to computer programmers, giving examples of their use, and reasons why they would be chosen instead of others Essay Example Explain the different data structures that are avaliable to computer programmers, giving examples of their use, and reasons why they would be chosen instead of others Essay Explain the different data structures that are avaliable to computer programmers, giving examples of their use, and reasons why they would be chosen instead of others Essay Essay Topic: The Chosen Dats structures are one of the most common principles computer operation, the ability to locate, add or delete data is common and used as soon as you turn on your computer system. The fundamental reason for using data structures is that it uses efficient ways of carrying out the above operations when large amounts of data are involved in the calculations. Lists, string, stacks, queues, arrays trees are some of the most common data structures. They have been adapted from many pre-computing methods, as a queue in its principal is exactly the same as a queue in a shop for items, for example. Linear List A linear list could be considered a one-dimensional array. The list of numbers form what is called a linear list, ie. 5.1, 1.2, .5.9, .3.6, .4.7. Those numbers on themselves are meaningless data, however with a context it becomes information, for example 5.1 is the 0-60 time of a car would be a suitable context. The data in the list has to have a numeric amount of =0. Data can be stored inside computers as a linear list. If an item has to be added, then the item of data in the middle of the list, then all the data after the item needs to be inserted after the item to make way for the new item of data. Algorithms could be developed to do this, however in reality they would not be used, and would prove to be not efficient if large amounts of data were involved. The pointer system is the preffered system to be used, which shows how newer data structures enable the user to insert and delete items of data without having to move any existing data. However this is not the most efficient way of dealing with large amounts of data. Stacks A stack is a method used to insert and delete items from a linear list. The concept of a stack is of fundamental importance in computing as it is used in so many different applications, adnt hius principle of a stack is illustrated. E.g. The numbers in the list: 23, 54, 10 90. If the numbers were set out vertically, the list would look like: 23 54 10 90 If 77 was added to the stack when it is pushed on top of the stack. The stack now looks like this: 77 23 54 10 90 If an item is to be removed, is it said to be popped off the stack in the last number in first number out (LIFO last in first out). Often machine code programming involved push and pop as mnemonics for the same purpose. In reality this system works within a computer memory using a pointer system, so that is points to a memory location inside the computer that indicates the top of the stack. If the pointer is ued iin this way then it gains the name stack pointer. Queues A queue is very simmilar I principle to how a stack operates. A queue is often called a FIFO stack (First in First out). The operation of the queue is the same as the operation of a normal queue. (if you were first into a shop you would get server first). When the data has been processed and the first operation has been used (start pointer) the stack does not shift up, just the pointers are moved. This therefore acts as a circular list, so when all the items have been popped and some more pushed on, the procedure is started again from the top using three pointers. The pseudocode to delete some data from a queue could be shown as the following: PROCEDURE INSERT(Size, Start_Pointer, Stop_pointer, Data) (*is queue full?*) IF start_pointer = 1 AND Stop_Pointer = Size OR Start_Pointer = Stop_Pointer + 1 THEN PRINT Queue is already full EXIT PROCEDURE ENDIF (*Check to see if queue is empty*) IF Start_pointer = 0 THEN (*initialise queue*) SET Start_pointer = 1 and SET Stop_pointer = 1 (*Queue not empty, update pointers*) ELSE IF Stop_pointer = Size THEN SET Stop_pointer = 1 (*Put stop_pointer back to beginning*) ELSE SET Stop_pointer = Stop_pointer + 1 (*Update stop_pointer*) ENDIF ENDIF QUEUE(Stop_pointer) = Data (*Store data in queue*) END PROCEDURE Arrays An array is ordering of data elements so that information can be extracted from them. The size of an array depends on the number of rows and columns. Most high level languages allow many more than two or three dimensional arrays, however much memory is consumed for multi-dimensional arrays. Eg. A 5-D array containing 10 elements in each D would require: 10 X 10 X 10 X 10 X 10 = 100,000 locations. (if each number could be scored in one location). Arrays must be represented in computers as a linear list ( a 1-D array). To represent an array in a computers memory requires mapping of each element of the array to the corresponding locations that will score the array. The 3 X 4 array with an identifies, T. eg. 10 21 37 31 T = 35 22 14 66 13 82 26 94 Using row-by-row mapping, this array is shown as: (1,1) (1,2) (1,3) (1,4) (2,1) (2,2) (2,3) (2,4) (3,1) (3,2) (3,3) (3,4) T 10, 21, 37, 31, 35, 22, 14, 66, 13, 82, 26, 94 Linked Lists In a linked list the structure of the data does not necessarily reflect the way in which the data is stored in the computers memory locations. A linked list uses pointers, where a pointer is simply a number stored in memory which points to another locations where another item of data can be located. When data is required to be added or deleted to a list, it becomes a valuable function of a linked list that additions or deletions can be operated without having to move other items of data. The only parts which actually change are the pointers within the list. The end pointer is usual to be known as a free space pointer at at least one location, which will be where new data is added in the list. The deletion of an item of data will cause a change of pointer location, not of the actual data itself. The procedure for adding a new node. The process for this is shown in five simplied steps below: 1. Determine where in the list the node is to be inserted 2. Store data at the position indicated by free storage pointer 3. Alter free storage pointer to point to the next free location. 4. Alter the files on either side. Eg. 1-2-3 (with 2 being the new node, 1 is linked to 2 and 2 to 3 via changing the current 13 pointer locations. The same principal can be used for circular (ring) lists with the start and end pointer being attached to the same node. Tree Structures Data can not exactly fit into a list structure, and other structures (eg hierarchial data structure) are used. Such a data structure is useful for a related objects, for example a vehicle parts list with the car as a whole taking the primary hierarchial postion. At the bottom of the tree there is a child node which is said to have no children (most commonly called a leaf node or terminal node). Although this is easier to quickly locate data in this way, it is more difficult to add and delete nodes compared with that of linear lists. It is usual to use some form of stack, so that the route though the tree can be tracked to the previously visited nodes. Binary Trees These are a kind of the parent node is only allowed two terminal nodes. Binary tree structures are implemented using pointer systems in similar ways to the node pointers used with linked lists. Once the child node from the parent node is chosen, the further choices exist in a sub-tree because the root node is no longer entirely accessible. Hash tables A hash funtion is a set of rules when applied to a five digit key field creates a suitable address in the table. The has function is simmialr to a pointer that is used to point to a location where the necessary data is located. A generalised has function is used simmialry to the following example Address = Hash function (key field) Hash function = key field is squared, then taken right- hand digits and finally add 1. Using the hashing function for the following number: (12345) we get: Original Number|Number squared|Right-hand three digits|Right-hand three digits ADD 1 12345 152399025 025 26 One disadvantage of the hashing function is their ability to create the same address within the table for different key fields. This is known as a collision.

Free Essays on Self Portrait With Cropped Hair

Significance of Frida Kahlo’s â€Å"Self Portrait with Cropped Hair† Frida Kahlo became an important figure in the women’s movement not because she fought for women’s rights in an organized way, but because of the way she lived her life. Her experiences, the things that happened to her in her life combined with her nature and strength of character made her famous and known world wide as a modern woman. She would come to represent many complex qualites and behaviors: strength and resilience in the face of tragedy and continous phyisical pain, her own bisexuality, her passionate and difficult relationship with her husband as well as her ability to create herself and her daily life through her art. (Barnet-Sanchez, 2) This revolutionary Latino painter was born July 6, 1907, in Mexico. She was an independent charming child with a fiery temper. She suffered from polio when she was 6, and this left her right leg permanently smaller. Her determination and strong will helped her to built up her strength to overcome this difficulty. Frida adored her father and they were very close and it was with his help that she overcame her obstacles to become a pre-medical student at the prestigious National Preparatory School, where she was one of only 35 girls out of 2,000 students. Later, she falsified her date of birth by 3 years. Her birthday now happened to coincide with the birth of the Mexican Revolution, as Frida always considered herself a child of the revolution and she wanted to be known as a woman of modern Mexico. (Tuchman, 2) A devastating bus accident irreversibly altered Frida’s life in 1925 when she was only 18. She was riding with her boyfriend when the bus collided with a trolley car, killing several people and seriously injuring many others. Frida was found in the wreck, covered in blood and severely injured. A metal rod caused a deep abdominal wound and leaving her unable to have children. This would fact would ... Free Essays on Self Portrait With Cropped Hair Free Essays on Self Portrait With Cropped Hair Significance of Frida Kahlo’s â€Å"Self Portrait with Cropped Hair† Frida Kahlo became an important figure in the women’s movement not because she fought for women’s rights in an organized way, but because of the way she lived her life. Her experiences, the things that happened to her in her life combined with her nature and strength of character made her famous and known world wide as a modern woman. She would come to represent many complex qualites and behaviors: strength and resilience in the face of tragedy and continous phyisical pain, her own bisexuality, her passionate and difficult relationship with her husband as well as her ability to create herself and her daily life through her art. (Barnet-Sanchez, 2) This revolutionary Latino painter was born July 6, 1907, in Mexico. She was an independent charming child with a fiery temper. She suffered from polio when she was 6, and this left her right leg permanently smaller. Her determination and strong will helped her to built up her strength to overcome this difficulty. Frida adored her father and they were very close and it was with his help that she overcame her obstacles to become a pre-medical student at the prestigious National Preparatory School, where she was one of only 35 girls out of 2,000 students. Later, she falsified her date of birth by 3 years. Her birthday now happened to coincide with the birth of the Mexican Revolution, as Frida always considered herself a child of the revolution and she wanted to be known as a woman of modern Mexico. (Tuchman, 2) A devastating bus accident irreversibly altered Frida’s life in 1925 when she was only 18. She was riding with her boyfriend when the bus collided with a trolley car, killing several people and seriously injuring many others. Frida was found in the wreck, covered in blood and severely injured. A metal rod caused a deep abdominal wound and leaving her unable to have children. This would fact would ...

Apple vs. Samsung Research Proposal Example | Topics and Well Written Essays - 1000 words

Apple vs. Samsung - Research Proposal Example The comparison between the Apple and Samsung companies is their uniqueness that makes them lead the technological market. The book value of Apple Inc. has never been witnessed in any of the corporations. After Apple trading with XOM (Exxon Mobil Corporation), its share has risen while that of XOM has fallen. This has seen Apple Inc. getting an advantage of approximately $ 200 billion. The gap created by Apple, has made it that even combination of 15 corporations’ market capitalizations cannot defeat it. On the other hand, Samsung contributes approximately 1/6 of South Korea’s Gross Domestic Product. Samsung has got into so many distinct businesses leaving only a few businesses that might be termed as irrelevant. An example of the main businesses that Samsung has ventured in includes life insurance (colossal), ship building and construction. All these are additional to what it is best known of; Samsung Electronics (McFarlane, 2015). The results of this research are to compare the companies: Apple and Samsung. The comparison will be based on the employment potential of the two companies in terms of number and quality (Edwards, 2014). The research will also help determine which of the two companies have better investment prospects (Ante and Connors, 2013). This will assist in the determining the companies that one can best invest in. It will also help in the finding of which company gives its employees the best benefits (Kasewurm, 2006; Apple, 2015; Samsung, 2015). This research will also help determine the environmental practices that are practiced by Apple and Samsung and compare them (Batra, 2013). My qualification as a writer is that I have a great experience in writing having written several reports. My writings normally focus on questions that are anticipated by the instructor and the readers. I always base my work on the data and it is always applied logic in it (Thonney, 2003). My experience will enable the

Michael Jackson Term Paper Example | Topics and Well Written Essays - 750 words

Michael Jackson - Term Paper Example The other four members of this group were his brothers, Sigmund ‘Jackie’, Toriano ‘Tito’, Jarmaine, and Marlon. They began playing at local bars and clubs in Indiana. They later moved to compete in bigger competitions. The Jackson five were discovered by the Vancouver and the Bobby Taylor in 1968 and got an audition for Berry Gordy. They later signed for Motown, hence moving to California. It was here that their first four singles made US number one hits. During this time, Jackson with Motown recoded four solo albums. The group stayed in Motown until 1976, when they needed more artistic freedom and decided to move on (Pratt 81). They dropped the name Jackson Five, since it was owned by Motown and adopted the name The Jacksons. At this time, they had a number of records and made six albums altogether between 1976 and 1984. Michael later teamed up with his producer for his first solo album. The album was titled Off The Wall, and was a tremendous success all ov er the world. It was the first album ever released that produced the four number-one singles in the United States. The world’s largest selling album was released by Michael in 1982. It was titled Thriller. It produced seven hit singles, once again breaking more previously established records (Pratt 81). It has been documented to have sold over fifty million copies across the world. Jackson was careful, as well as skillful, in using the music videos to promote his singles from the album. His success has, nevertheless, been attached to his directors and producers. They were the best, and made use of the latest technology coupled with choreography and fantastic dancing. The short film, Thriller, incorporated latest artists in the make-up technology to produce a video which lasted 14 minutes, with the beginning, the middle part and the end. This video was so successful that it became the world’s largest selling video. At the Motown 25-years anniversary show, Jackson perfor med his legendary moonwalk for the first time. It was this performance that set him into the realms of a superstar (George 98). Michael broke a record by winning 8 Grammy awards in a single night in the year of 1984. These awards were for his narrative for the ET Storybook and the Thriller album. On 9th December 1984, during his final performance of The Jackson’s Victory Tour, he declared that he was quitting the group and going solo. His third, and much awaited solo album titled Bad, was released in 1987. It was during this time that he launched his first solo world tour that was significantly record-breaking (Josh 1). He wrote his first autobiography, Moonwalk, where he talked for the first time about his career and childhood. Michael was soon to turn thirty when significant changes were observed in his outlook. He seemed to have undergone a facial surgery, which not only changed his facial features, but also his skin color and jaw line. This did not, however, affect his mu sic career. By the end of 1980s, Michael was commonly known as the Artist of The Decade. This was as a result of his success in the Thriller and Bad albums. Michael signed the biggest ever recording agreement with Sony Music in 1991. It was during that time that he released his fourth album Dangerous. Touring the world in 1992, he brought his performances to the countries that had never received a pop artist. Other than his success in the