Architectural Criticism Essay Example | Topics and Well Written Essays - 1000 words

Architectural Criticism - Essay Example Conventionally, each structural designer would wish to demonstrate considerable styles of modernity in his or her work (Roper 13). This explains why modern buildings convey aspects of contemporary art and delusional creativity. Practically, ideologies motivating advancement in architecture result from dynamics within the consumer market. Public and private consumers need real estate assets with unique aesthetic value. In this regard, we will appraise a current architectural development within the public platform, and understand the depth and breadth of objective concerns underlying such developments. The London Olympic Stadium In the recent past, London 2012 Olympic Stadium featured as one of the most controversial architectural design in the world. The 80,000 capacity stadium is located in Stratford’s Olympic park, in England. Its sole purpose of construction was to host final track and field events for the concluded 2012 Olympic Games. It is famous for hosting numerous elite political and social personalities during the opening ceremonies, including the iconic sky fall of James Bond. This stadium was designed by Sir Robert McAlpine in 2007. McAlpine was previously known for playing a supportive role in designing the spectacular Wembley Stadium in England (Lewis 28). After completion of all design prospects, construction commenced in November 2008 and ended in February 2011. Upon completion, the stadium’s design capacity was estimated at 80,000, with 25,000 permanent seats and 55,000 temporary ones. Apart from the sitting space, the facility also housed numerous changing rooms, parking garages and toilets for participating athletes and spectators. Architectural Facts about the Stadium On completion, Olympic Stadium was identified as one of the most spectacular public structures in the world. Such credit results from the fact that the stadium has unique architectural designs, with significant touch of fantasy and modernity. All the 55,000 temporar y seats are located on the top tier, which is detachable from the main part of the stadium. After completion of the games, the top tier was removed leaving only 25,000 seats on the lower decks (Roper 16). The aspect of including a dismountable upper deck was meant to address the issue of rigidity or permanence of the structure after Olympics. It was possible that Stratford would not get another foreseeable opportunity to host major sporting events like the 2012 summer games. With respect to this premise, designers would dismantle the structure into a small stadium with a conventional capacity for local events. Above the removable tier was a cable-supported roof made of glass. According to the design specifications, transparency of the roof would eliminate the need of artificial illumination during daytime events. Both the upper tier and the roof were supported by lightweight steel frames and low-carbon concrete (Bullivant 01). Actually, concrete used contained approximately 40% less carbon compared to normal concrete. This technical specification was meant to enhance implementation of green energy principles in sporting events. Use of low-carbon concrete is in line with England’s goals of promoting use of renewable energy sources. Despite its role in addressing green energy objectives, low-carbon concrete offers less structural strength compared to normal concrete. In addition, lightweight steel frames used for support the roof compromised further on structural

The Road Taken Essay Example for Free

The Road Taken Essay Literature is the expression of thoughts, ideas, or feelings someone may have and can either be written or spoken. Often times we become part of the literature in a way to try to understand what the message is that the author is trying to provide to us. The literary work that I have chosen was a poem written by Robert Frost in 1916 titled, The Road Not Taken. There were a few reasons why this piece of literary work captured by interest and the first was that in High School we spent a week provided our analysis on this piece. It caught my interest based on the genre. Poetry is a type of literature that is open to interpretation and there is truly no right and wrong answer so it gives me the opportunity to analyze it without there truly being a right or wrong answer, I would have to back up my opinion with facts. What also caught my attention was the use of tone, symbolism, and imagination. My feelings on the tone over time have changed and I feel that the tone is more depressive. I can apply what I feel the meaning of the poem which to me means the journey we take in life and the choices we make and how we look back at them. Secondly the use of symbolism can be seen throughout the entire poem and can be applied to everyones life. Imagination can be tied with the symbolism, Robert Frost use of imagination gives the poem meaning and allows us to engage in identify with his meaning is and is trying to portray to us. One of the analytical approaches in Journey into Literature written by Clungston (2010), is a reader-response approach. It is a way to find a personal link with the poem but there is more to this approach, there are a few questions that we need to ask in order to develop a critical analysis of the work. What captured your imagination? Was it a feeling, an emotion, a  curiosity, or an aspiration? Did it involve a desire to escape a past or present association? What motivation or change did my connection with this piece of literature create in my thinking? In my relationships? What connections can I make between this piece of literature and others that I’ve read? Did my â€Å"connection† reinforce things I knew or add new insights? These are the questions that need to be answered prior to proceeding with a critical analysis essay of a particular piece of literature. The poem The Road Not Taken, written by Robert Frost is a poem which consist of four stanzas that each contain fives lines. What first drew me in was the symbolism and imagination which caused me to develop a personal and emotional connection to the poem. I developed a personal connection with the poem from the first stanza. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler (Frost, 1916). His use of symbolism can be seen in this verse meaning the decisions people make in life or the unique path we all travel in life. He then proceeds to tell us how he is thinking about his decisions prior to making it and trying to weigh the options and try to determine the outcomes. long I stood And looked down one as far as I could To where it bent in the undergrowth (Frost, 1916). In the poem Frost describes how he looks down both paths and how one looked better than the other but both are about the same. What I believe Frost is saying that both choices look good and that one may be better than the other but both have been followed. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference (Frost, 1916). In this his last stanza he tells us that in the future he knows that we would look back and with a sigh that he took the road less traveled meaning that he made a choice that many do not make but this made all the difference. Now when I read the line I took the one less traveled by, (Frost, 1916) and I look at the title I begin to wonder why the title is not The Road Less Traveled. The poem does leave a lingering sense of melancholy mystery in my mind and I think both the sigh and title express this. I believe that Frost regrets the decision he has made this is why he would refer back to the road he did take. Also with the title The Road Not Taken, Robert Frost se ems fixated on what is down that path that he did not  take. Robert Frost has left this poem open to many different interpretations. I believe that everyone can find their own meaning to this poem based on their life experiences. Based on his use of metaphors, symbols, and imagination, he leaves the meaning open to the reader. References Clugston, R. W. (2010). Journey into literature. San Diego, California: Bridgepoint Education, Inc. Frost, R. (1993). The road not taken, and other poems. New York: Dover Publications.

Essay --

The author George Elliot once said â€Å"don’t judge a book by its cover.† Appearance can be very misleading, and you shouldn't prejudge the worth or value of something by its outward appearance alone. This philosophical idea has been included in many works of literature, including the timeless classic To Kill a Mockingbird written by Harper Lee. The novel takes place in the town of Maycomb, Alabama during the 1930s. Many citizens of Maycomb tend to make judgements based on outward appearances alone. In the novel, Lee uses minor characters such as Boo Radley, Mrs. Dubose, and Tom Robinson to convey the book’s theme of prejudice. Boo Radley is thought to be a malevolent, soulless, deceitful person, but he proves to be a caring, good-natured person. In Chapter 1, Jem offers his perception of Boo Radley to Scout and Dill: " ‘Boo was about six-and-a-half feet tall, judging from his tracks; he dined on raw squirrels and any cats he could catch, that’s why his hands were bloodstained—if you ate an animal raw, you could never wash the blood off. There was a long jagged scar that ran across his face; what teeth he had were yellow and rotten; his eyes popped, and he drooled most of the time’ " (16). Jem perceives Boo Radley as being a â€Å"monster† instead of being a man. Jem comes to this conclusion despite having never even seen Boo Radley in person. Jem’s understanding of Boo Radley is based on the rumors that he has heard about him. In Chapter 8, after the fire at Miss Maudie’s house, Scout notices that she was wrapped in a blanket that she did not have with she l eft the house. Scout asks Atticus who was the person that put the blanket around her. Atticus tells Scout, "Boo Radley. You were so busy watching the fire you didn't know it when he... ...ir if they tried. In our courts, when it's a white man's word against a black man's, the white man always wins. They're ugly, but those are the facts of life† (295). From the very beginning of the trial, the jury was going to find Tom Robinson guilty since it was a black man's word against a white man’s word. The all-white jury never wanted to see a black person win against a white person. After he is found guilty, Tom is sent to a prison where he tries to escape but is shot to death by the prison guards. Mr. Underwood writes an editorial in which he compares Tom being shot to death to hunters shooting mockingbirds. Like a mockingbird, Tom never caused any harm to anyone. Tom is â€Å"shot† by the jury when they assume that he is guilty because he is a black man and his alleged victim is white. In the end, an innocent man was found guilty because of the color of his skin.

Rheumatoid Arthritis Essay -- essays research papers

Rheumatoid Arthritis or (RA) is an autoimmune disease that attacks the joints and connective tissue. The result is inflammation that produces permanent damage in the joints. Rheumatoid arthritis is a chronic syndrome that tends to be progressive and destructive as compared to Osteoarthritis or (OA), which is more of an age related disease caused by â€Å"wear and tear† of the joints. In contrast to (OA), rheumatoid arthritis is characterized by inflammation mostly of the joints, but is a general body disease. The type of joint that is chronically affected is the synovial joint. The bones that are at a synovial joint are covered by articular cartilage; which reduces friction and absorbs shock. The space between the articulating bones is called the synovial cavity, which is surrounded by an articular capsule. The outer layer of the capsule is called the fibrous capsule and consists of dense irregular connective tissue. The inner layer of the capsule is lined with the synovial membrane, which is composed of areolar connective tissue with elastic fibers and may also contain adipose tissue. In a healthy joint the synovial membrane produces synovial fluid. The fluid not only reduces friction and lubricates the joint, but it also supplies nutrients and removes debris, wastes, and microbes.   Ã‚  Ã‚  Ã‚  Ã‚   Rheumatoid arthritis affects twice as many women as it does men. It can develop in child hood, but in most cases it develops between the ages of twenty-five and fifty. Rheumatoid arthritis itself may not be inherited, but what can be inherited are the genes that may make someone more likely to develop the disease including those genes that control the immune system.   Ã‚  Ã‚  Ã‚  Ã‚  Normally the immune system protects your body against foreign proteins like bacteria, fungi, or viruses and it does this by attacking them and producing antibodies. In Rheumatoid arthritis the immune system loses it’s ability to tell the difference between these antigens and the bodies normal cells. The body begins to attack the normal cells by using its plasma cells to produce antibodies called serum rheumatoid factors (RF). The chemical messengers called cytokines control the inflammatory process. One of the key cytokines is called Tumor Necrosis Factor or TNF; which is part of the normal inflammatory process. People with rheumatoid arthritis have been foun... ...neumonitis, bone marrow suppression, and with long term use even malignancy. Treatment also consists of rest and a nutritious diet. Some supplements such as fish or plant oils can be taken to partially relief some of Cavezza 7 the symptoms because they can decrease the production of prostaglandins. Exercise and physiotherapy can restore muscle mass and help preserve the range of motion. This is recommended after the inflammation subsides. Another alternative if or when drugs fail is arthroscopic or surgical synovectomy, which temporarily relieves inflammation. Prosthetic replacement of joints is possible, but this greatly reduces the functionality.   Ã‚  Ã‚  Ã‚  Ã‚  Rheumatoid arthritis affects everyone differently. In most patients, joint symptoms develop gradually over several years. In some people, rheumatoid arthritis may progress rapidly. Other people may have rheumatoid arthritis for a limited period of time and then enter a period of remission. More than two million people in the United States alone have rheumatoid arthritis and with research and development of new drugs and gene therapy there may be a clearer picture of a patients future and quality of life.

Environmental Awareness Among Prospective Teachers

Environmental Awareness among Prospective Teachers of Himachal Pradesh Dr. Ajay Kumar Attri Lecturer, Deptt. Of Education, MLSM College Sundernagar, Mandi (HP) ABSTRACT The present study was undertaken to compare the environmental awareness of male and female, science and arts and rural and urban prospective teachers of Himachal Pradesh. The sample comprised 260 (130 male and 130 female) prospective teachers. For the study Environment Awareness Ability Measure (EAAM) was developed and standardized by Parveen Kumar Jha (1998) consisted of 71 items was used. It was found that environmental awareness of prospective teachers of Himachal Pradesh remains almost the same as far as effect of gender, stream and locale is concerned. This may be attributed to the fact that prospective teachers of Himachal Pradesh were studying ‘Education for Human Value, Environment and Human Right’ as a compulsory subject during their B. Ed course. INTRODUCTION: India is one of the first countries where the constitution recognized the need for harmonizing environmental concerns with development. Article 48A specifically directs ‘The state shall endeavor to protect and improve the environment and to safeguard the forest and wildlife in the country’ and Article 51A (g) enjoins upon Indian citizens a fundamental duty ‘to protect and improve the natural. The concept environment can be understood in totally of all components surrounding the man i. e. environment is the sum of all social, biological, physical and chemical factors which compose the surroundings of man. Each component of these surroundings constitutes a resource on which man draws with a view of promoting human welfare. According to a Report of a Conference of African Education at Nairobi (1968) â€Å"Environmental Education is to create an awareness and understanding of the evolving social and physical environment as a whole, its natural, manmade, cultural, spiritual resources together with the rational use and conservation of these resources for development†. CONCEPT OF ENVIRONMENTAL AWARENESS: The issue of environmental awareness is becoming global in nature. It has also drawn the attention of common people as environmental degradation and pollution are causing a serious threat to survival of mankind. There are several factors like thinning of ozone layer, creation of ozone hole, over population of many developing countries, the ever-increasing natural and technological disasters and threat of chemical and radiation hazards are threatening to wipe out the humanity from the earth. There are four major and integrating components of environmental awareness–knowledge, real life situation, conservation and sustainable development. Himachal Pradesh Government is trying to promote the development of an economically and environmentally sound eco-system while endeavoring to improve the living standards of the people in the state. The government is conscious of the intrinsic value of the environment and of ecological, genetic, social, economic, scientific, educational, cultural, recreational and aesthetic values there of further the government of Himachal Pradesh is trying to conserve and enhance the environment and follow a policy of sustainable development. Being aware of its central role in directing the development on a sustainable matrix, it calls upon people of Panchayatiraj, Local bodies, institutions and the organs of state for extending their full cooperation in this effort. REVIEW OF RELATED RESEARCH: The number of research studies has been undertaken by investigators on environmental awareness of students at various levels of education and findings of the same are as: Shahnawaj (1990) found that a very high level of awareness existed on the part of teachers and students and also found that environmental awareness was more in urban groups than in the rural group. Santipapwiwatana (1991) concluded that awareness of students was satisfactory with respect to environment. Gopalkrishan (1992) inferred that children were inspired from nvironmental education. Patel (1994) observed that the male teachers with long school experience of urban area are more aware about the environment education. Vashisht (1995) inferred that the level of awareness was found to be higher in case of boys as compared to girls. Bala (1996) indicated that level of awareness of university students especially university boys were satisfactory with respect to environment. Kumari (1999) fo und that private school teachers were more aware about environment as compared to government school teachers. Sharma (2000) indicated that urban students were more aware about their environment, about forests and environment component as compared to rural students. Owena (2000) concluded that the environmental literacy of urban middle school teachers were almost satisfactory. Thakur (2003) concluded that at primary stage both the rural and urban students are not much aware about environmental situation. Biasan (2005) concluded that both government and private school students have the same level of environmental awareness. Nagra and Dhillon (2006) inferred that Science teachers showed higher environmental education awareness than art teachers. Nagra, et. al. (2007) showed that secondary school teachers showed significant variation in environmental education awareness than elementary school teachers. The male and female secondary school teacher showed significant variation in environmental educational awareness. OBJECTIVES: 1. To find out the significant difference between mean scores of Male and Female prospective teachers of Himachal Pradesh on environmental awareness. 2. To investigate the significant difference between mean scores of Science and Arts prospective teachers of Himachal Pradesh on environmental awareness. 3. To study the significant difference between mean scores of rural and urban prospective teachers of Himachal Pradesh on environmental awareness. HYPOTHESES: 1. There will be no significant difference between mean scores of Male and Female prospective teachers of Himachal Pradesh on environmental awareness. 2. There will be no significant difference between mean scores of Science and Arts prospective teachers of Himachal Pradesh on environmental awareness. . There will be no significant difference between mean scores of rural and urban prospective teachers of Himachal Pradesh on environmental awareness. METHOD AND PROCEDURE: In the present study descriptive survey method of research was used and following method and procedure was used. POPULATION: All the prospective teachers of private B. Ed colleges of Himachal Pradesh constituted t he population of the study. SAMPLE: For the selection of 260 prospective teachers (130 male and 130 female) from the 8 private B. Ed colleges, method of convenient sampling was adopted. VARIABLE STRUCTURE: Gender, Stream and locale constituted the independent variables whereas Environmental awareness was the criterion variable. TOOLS USED IN THE STUDY: Environment Awareness Ability Measure (EAAM) was developed and standardized by Parveen Kumar Jha (1998) consisted of 71 items was used. The value of Reliability co-efficient varies between 0. 61 to 0. 84. It was quite valid as the items in it had already been treated and their content made relevant by incorporating the suggestions of the various experts. RESULTS AND DISCUSSION: To test the hypothesis of the study t-test was performed on the scores of environmental awareness. The summary of the obtained results has been presented in Table-1. It is evident from the table-1 that the ‘t’-value testing the significance of mean difference among the Male and Female prospective teachers was calculated as 0. 15, which is non-significant both at 0. 05 and 0. 01 levels of confidence, which reflects that mean scores of Male and Female prospective teachers of Himachal Pradesh do not differ significantly on environmental awareness. Thus, the null hypothesis that â€Å"There will be no significant difference between mean scores of total Male and total Female prospective teachers of Himachal Pradesh on environmental awareness† is accepted. Thus it may be concluded that Male and Female prospective teachers don’t differ significantly in their awareness toward environment. Table 1 Summary of the Statistical Calculations for Obtaining ‘t’-values with regard to Environmental Awareness among Prospective Teachers of Himachal Pradesh on Gender, Stream and Locale |Group |N |Mean |S. D. |t-value |Result | |(Prospective | | | | | | |Teachers) | | | | | | |Male |130 |44. 20 |4. 52 |0. 15 |Non-significant at | | | | | | |0. 05 level | |Female |130 |44. 12 |3. 91 | | | |Science |130 |44. 8 |4. 88 |0. 44 |Non-significant at | | | | | | |0. 05 level | |Arts |130 |44. 05 |3. 45 | | | |Rural |65 |43. 94 |5. 10 | |Non-significant at | | | | | |0. 66 |0. 05 level | |Urban |65 |44. 46 |3. 87 | | | Further, Table-1 indicates that the calculated ‘t’ value showing the significant difference in the mean scores of Science and Arts prospective teachers came out to be 0. 44, which is not significant even at 0. 05 level of confidence thereby, accepting the null hypothesis that â€Å"There will be no significant difference between mean scores of Science and Arts prospective teachers of Himachal Pradesh on environmental awareness†. Hence it may be concluded that Science and Arts prospective teachers of Himachal Pradesh don’t differ significantly on environmental awareness i. e. they have almost similar awareness toward environment. Table-1 further shows that the‘t’-value reflecting the significance of mean difference among the rural and rural prospective teachers of Himachal Pradesh was calculated as 0. 66, which is non-significant at 0. 05 level of confidence. Thus, the null hypothesis that â€Å"There will be no significant difference between mean scores of rural and urban prospective teachers of Himachal Pradesh on environmental awareness† stands accepted. Thus, it may be concluded from the above interpretation that rural and urban prospective teachers of Himachal Pradesh don’t differ significantly at environmental awareness i. . locale does not show much effect on environmental awareness of prospective teachers of Himachal Pradesh. Thus, on the basis of the conclusions, it is inferred that environmental awareness of prospective teachers of Himachal Pradesh remains almost the same as far as effect of gender, stream and locale is concerned thereby showing that gender, stream and loc ale do not show much impact on their environmental awareness. This may be attributed to the fact that environmental education has become the integral part of school as well as college curriculum. Same is the case with prospective teachers of Himachal Pradesh who study ‘Education for Human Value, Environment and Human Right’ as a compulsory subject. This gives them complete awareness about environment in relation to both stream and sex. Also, our findings get support from the study of Thakur (2003) which reflected that sex groups had equal awareness regarding the environment. REFERENCES: Bala, I. (1996) A Study of Environmental Awareness among University Students, M. Ed. Dissertation, Department of Education, Himachal Pradesh University, Shimla. Biasan, A. 2005) Comparative Study of Environmental Awareness Among Government and Private Secondary School Students in District Kangra of Himachal Pradesh, M. Ed. Dissertation, Himachal Pradesh University, Shimla,. Constitution of India (Part IV Directive Principles of State Policy) †¦ Article 48A Protection and improvement of environment and safeguarding of forests. Gopal Krishan, S. (1992) An Impact of Environmenta l Education on Primary School Children, Fifth Survey of Research in Education (1988-92), Vol. II, NCERT, New Delhi. Kumari, S. (1999) A Study of Environmental Awareness among Elementary School Teachers. M. Ed Dissertation, Department of Education H. P. U, Shimla. Maheswari, B. K. and Sharma, B. L. (2004) Education for Values, Environment and Human Rights. Merrut: Surya Publication, PP. 1-4. Ministry of Education, Government of India (1985) Challenge of education: a policy perspective. Document C06370 Nagra, V. and Dhillion, S. Jaiswinder (2006) Environmental Education Awareness among Secondary School Teachers. Perspective in Education, Vol. 21, No. 3 Nagra Vipinder and Dhillion, S. Jaiswinder (2007) Environmental Education Awareness among School Teachers in Relation to Level and Gender. Perspective in Education, Vol. 3, No. 2 Nairobi(1968), Third Conference of Ministers of Education in African Member States (MINEDAF III) Owena and Marcia, A. (2001) The Environmental Literacy of Urban Middle School Teachers. Dissertation Abstracts International, Vol. 61. No. 4 Patel, Delip, G. , (1994) Environmental Awareness of Primary School Teachers in the Progress of Education, Dissertation Abstract s International, Vol. 58 (10-11), P. 234. Santipapwiwatana, Winyoo (1991), Knowledge and Opinions Concerning Environmental Conservation of Prathomsuksa, Six Students in Amphur, Chaiangkham, Phayao Province, Dissertation Abstracts International, Vol. 2. Shahnawaj, (1990) Environmental Awareness and Environmental Attitude of Secondary and Higher Secondary School Teachers and Students, Fifth Survey of Educational Research, Trend Reports, vol. I, New Delhi: NCERT. Sharma, Rajeshwar. (2000) A Study of Environmental Awareness among Primary School Students, M. Ed. Dissertation, Himachal Pradesh University, Shimla. Vashisht, K. Narinder (1995) A Study of Environmental Awareness among Adolescent Students, M. Ed. Dissertation, Department of Education, H. P. U. , Shimla.

dinosaurs and birds essays

dinosaurs and birds essays Are birds really dinosaurs or are they simply related? That is a question that has gained new life in recent years due to the overwhelming facts the are pouring in from newly found fossils and studies from fossils that have been found in the past. Two groups have formed in the study of this question: those who believe birds are a direct result of dinosaurs and those who feel dinosaurs and birds must have had a common ancestor. Determining which view is correct is a matter of opinion based on fact. The main problem involves the use of cladistics or phylogenetic systematics to group organisms according to characteristics they share. When one looks at dinosaur fossils, he or she may feel that certain characteristics are used for something entirely different than someone else who has looked at the same fossil. One cannot talk about dinosaur and bird lineage without mentioning Archaeopteryx. Most paleontologists agree that Archaeopteryx was the first bird. Archaeopteryx thus represents what paleontologists would call a transitional form between two major groups of animals, the reptiles (dinosaurs) and birds. The main difference between the theropods and Archaeopteryx were the long arms of the Archaeopteryx, adapted as wings, the feathers, and the presence of a wishbone that the theropods did not have. All of these features tie it to birds and its other characteristics tie it to theropods. One might say it was the missing link between the two. Opponents of this idea say that the similarities between Archaeopteryx and theropods were due to convergence, with the birdlike dinosaurs appearing in the Cretaceous some 75 million years after Archaeopteryx. Also, support is gaining that Archaeopteryx was not in fact the first bird, but instead a descendent of an earlier bird ancestor t ...

Choosing a Short Story Setting that Matters

Choosing a Short Story Setting that Matters Mississippi native, Eudora Welty, was one of the most influential American short story writers of our times. She held this title because she understood the absolute and primary importance of setting within the genre. She said, Every story would be another story, and unrecognizable if it took up its characters and plot and happened somewhere else... Fiction depends for its life on place. Place is the crossroads of circumstance, the proving ground of, What happened? Whos here? Whos coming?...The importance of setting is often overlooked by amateur writers who delve so deeply into characterization that they forget to acknowledge the setting as one of the most necessary characters of them all. For this reason, the setting should be relevant and familiar to the author- a place he or she knows well and a place that can be described in detail to bring the reader there. The typical word count of short stories does not allow for the same extent of characterization that can be used in novels, so setting must add the additional layer. Who the characters are will inevitably be molded by the setting of the short story.What is included in setting?Setting is more than just place or geographical location. It also includes time period, time of year, and time of the day, as well as the temperature and weather conditions on that day. Beyond this, it includes the social conditions of the characters- the local color, mannerisms, customs, speech patterns and dialects. All of these added together are the framework of setting and all are important to allow your reader to understand the characters you have created.Since short stories are limited in their words, the tactics you use for creating setting and atmosphere should be chosen wisely. For example, while using the five senses is important (what the character is touching, hearing, seeing, etc.), you must still move the plot forward at a steady pace to reach the resolution within a lowered word count limit. What this means is you ca nt get lost in sensory detail, although it is important; your setting needs to pervade the story but not overpower it.Setting and contextSetting creates the context within which your characters will change and develop. Think of it this way: In real life, a persons context creates them. Their history, their economic situation, and their cultural background all play an integral role in shaping that person into who they are. The same is true for fictional characters. You must consider a characters context to understand them in depth and the setting creates much of that context for them. It is therefore an incredibly useful part of plot for a writer and much can be accomplished within the creation of it.The impact of settingAs mentioned above, the impact of setting in fiction works much the same way as the impact of setting in real life. How a character sees or interprets the scenes around him or her (and thereby, the setting) will tell the reader much about that character. Is the chara cter moved by the setting? Is the character afraid of the setting? Is the character attempting to escape the setting? All of these considerations will create a three-dimensional depth to your characters that would otherwise be absent if not for the revelations that the setting (and the characters reaction to it) provides.Authors goals in creating settingSo what should be the authors goals in creating a short story setting that does what it is supposed to do?Think about what elements of setting are essential to the story. If a character needs to view something in order to have a particular reaction, make sure youve created the space from which they can view it. If a landmark is a necessary element of the story, describe it in detail. Consider all of the thematic approaches that you wish to use and then think about how setting can relate them.Think about what is needed for characterization. Do you need to show a particular characters attachment to his or her family through photos on t he wall? Can you use objects to show a characters lack of responsibility instead of simply stating that he or she is irresponsible? Is the character poor, rich or middle class, and what possessions can they have to denote this?Think about the backstory you need to tell. What parts of your setting have been influenced by earlier events? What is the name of the street or town, and what previous events does that name suggest? What does a character have in his or her possession that tells us something about their past without overtly stating it? What does the character reveal through conversation about where he or she has been and where he or she is going?Think about how to reveal time, place and culture. The objects in the room or surrounding a character reveal the time period in which he or she is living. Street names or famous landmarks reveal location. Artifacts and symbols reveal the culture associated with the story and the characters within it. All of these elements of plot shoul d be shown rather than told.Only through careful consideration of all that your setting should reveal are you able to use setting the way it is meant to be used in writing a short story. Since the short story has such an abbreviated time to reveal a lot of information, using setting to say more than whats written is not only important- its necessary.

Pell Grant Eligibility and Requirements Do You Qualify

Pell Grant Eligibility and Requirements Do You Qualify SAT / ACT Prep Online Guides and Tips Pell Grants are awarded by the federal US government to help students pay for college or vocational school.Figuring out whether you're eligible can be confusing, but this post will guide you through all the eligibility requirements you should knowabout if you want to apply for a federal Pell Grant. If you need a basic intro to what the Pell Grant is, check out our overview guide. Students are automatically considered for the Pell Grant when they submit their Free Application for Federal Student Aid, or FAFSA. You can learn more about submission here. In this post, we'll cover the following: How to figure out whether you're eligiblefor federal student aid What the Pell Grant income limits are How to figure out whether you're eligible for the Pell Grant specifically Pell Grant award maximums What you can do to increase your chances of getting the Pell Grant What Are the Federal Student Aid Requirements? Because the Pell Grant is a federal aid program, you need to meet basic eligibility for federal student aid in order to be considered for the Pell.There are a lot of complicated-seeming requirements, so we put together two lists that describeeverything you need before applying for aid. You need to check off every item on List #1 and one item on List #2. List #1 In order to be eligible for all federal aid, including the Pell Grant, you must meet all the following eligibility criteria: Eligibility Requirement Do you meet this criterion? Have a high school diploma, GED, or approved homeschool education Be enrolled or accepted to enroll in an eligible degree/certificate program You can check with your school/program’s financial aid office if you want to confirm eligibility Be registered with Selective Service,if you are male and 18-25 years old If applicable,register on the SS website Have a valid Social Security Number (unless you’re from the Republic of the Marshall Islands, Federated States of Micronesia, or Republic of Palau) Sign statements on the FAFSA stating that (1) you’re not in default and do not owe refund money on a federal student loan, and (2) you’ll only use federal aid money to help pay for your education Access the FAFSA Maintain "satisfactory" progress in school If you’re concerned about your academic performance or have questions about what is considered "satisfactory," set up a meeting with your dean or other school administrator List #2 In addition to the items listed above, you must be able to check ONEof the following: Be a US citizen or US national Have a green card Have an Arrival-Departure Record (I-94) Have battered immigrant status Have a T-Visa These are all the requirements necessary to apply for federal financial aid.If you didn't have any issues with the items listed above, you're on the right track! Want to build the best possible college application and financial aid package? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Making sure you meet these requirements is a hassle, but it's worth it for free money, right? What Are the Pell Grant Requirements? There are a few eligibility requirements specific to the Pell Grant that you need to meet on top of the federal requirements we just discussed. Let's start by answering an important question: what are the Pell Grant income limits? The Pell Grant is meant primarily for low-income students who have not already received a post-secondary degree.There are some exceptions to this, but they're rare. For the purpose of this post, I'll be focusing onfuture and current college students. In a nutshell, to be considered eligible for the Pell Grant, you: Mustdemonstrate enough financial need (we'll get to the details of this shortly) Cannot already have a bachelor's or professional degree Easy enough, right? In the next section, I'll explain exactly what I mean when I say you need to demonstrate "enough financial need." What Are the Financial Need Requirements? This seems like a simple question, but the answer is actually somewhat complicated. Before I can answer this question, I need to briefly explain what financial information is considered important, and why. The Department of Education- the government department in charge of federal financial aid- takes a lot of factors into consideration when determiningwhether to award the Pell Grant. Put simply, the greater your family's financial need is, the greater the likelihood that you'll be awarded the grant. There's more to determining financial need than just looking at how much your parents make, however; your family's expenses are alsotaken into account. Lower income + more expenses = greater need. Allow me tobreak down what counts as income and what counts as an expense: Income: Your own personal income (if any) Your parents' income Assets belonging to you or your parents (e.g., savings or things they could own, such as a house) Expense: Number of people living in your household (more people = more expense) Number of family members (not including parents) who are attending college Your school's Cost of Attendance, or CoA- that is,how much you have to pay in tuition, room, board, and other expenses for one year Now that we've gotten through that information, I can better explain how your family's unique financial situation is analyzed when you're considered for a Pell Grant. All the above factors- income and expenses- are used to calculate yet another number called an Expected Family Contribution (EFC). If your EFC is at or below $5,140 for the 2019-20 academic year, you will be eligible to receive the Pell Grant. Each family's financial situation is different, and there's no one income cutoff that makes a student eligible or ineligible to receive the Pell. With that being said, here are some important facts to note: Most Pell Grants are awarded to students whose families make less than $30,000 annually Some Pell Grants are awarded to students whose families make $30,000-$60,000 annually It's possible but rare for students to be awarded the grant if their families make more than $60,000 annually What Are the Requirements After You Get Your Pell Grant? Do You Ever Need to Repay Pell Grants? After you have met the requirements for both FAFSA and the Pell Grant, and have been awarded your Pell Grant, it's pretty easy to remain eligible for the grant. All you need to do is stay in school. However, if you drop out of school while you're receiving a Pell Grant or change from full-time student status to part-time student status, you might be required to repay all or part of your Pell Grant for that year or semester. If your school determines that you need to repay your Pell Grant, they'll send you a notice informing you of how much you owe and when you'll need to pay it by. You'll typically have 45 days to either pay the amount in full or set up a payment plan. You might have to focus a little more than you'd like on the family finances. How Much Money Can You Get From a Pell Grant? For 2019-2020, the maximum Pell Grant award is $6,195.Factors such as the amount of your Expected Family Contribution and enrollment status (full-time vs part-time) will affect how much money you can get. You can learn more about calculating your EFC with our Pell Grant Calculatorguide. What If You Don't Qualify for a Pell Grant? If you're above the Pell Grant income limits, there's not much you can do to change your family's financial situation, which is the maincriterionused when you apply for a Pell Grant. There are certain factors under your control that might affect your eligibility. Here are some potential eligibility issues and solutions: If you don't have a high school diploma but would like to attend college, you can get a GED to meet federal financial aid requirements. Make sure you apply to and enroll in colleges or vocational programs that participate in the Pell Grant program. If you're unsure whether a school is involved in the program, you can check with that school's financial aid office. If you're not eligible for financial aid because you're in default on a federal student loan, focus on paying back that debt before applying for more federal aid. Summary: How Pell Grant Eligibility Works The Pell Grant is anannual award given out by the federal government to students who need help paying for college.If you apply for FAFSA, you'll be automatically considered for a Pell Grant. To meet the Pell Grant requirements, you'll need to meet all the federal eligibility requirements for financial aid and provethat your expected family contribution is at or below $5,140 for the 2019-2020 school year. Currently, the maximum Pell Grant award is $6,195. Once you receivea Pell Grant, you don't need to pay it back, unless you drop out of school or change from full-time to part-time student status, in which case you'll need to repay all or part of your Pell Grant. What's Next? If you're already looking at how to get a Pell Grant, you might already know about the program. If not, you can read about everything you need to know in our in-depthPell Grant guide. Are you still putting together your college applications? You might want to learn more about application strategy and versatility. For more information on getting into your top-choice schools, check out our step-by-step guide. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Search proposal ( 6 pages ) only Essay Example | Topics and Well Written Essays - 1500 words

Search proposal ( 6 pages ) only - Essay Example The process begins with research into e-learning in general and at Saudi universities and ends with the culmination of the final report. A realistic time period for this to take place is over the next several months. As much as the word 'e-learning' is tossed around, one would think that every aspect of the term has been thoroughly researched. That is not the case. There is a lack of literature focusing on e-learning in certain countries. One of these countries is Saudi Arabia. In order to prime the reader for this project, it is necessary to review some literature on the topic first. Below are several reviews that pertain to e-learning and that can be utilized for the purposes of this study. Through studying e-learning, one can quickly note that seemingly endless definitions exist. This website does a great job putting together an all-encompassing one that will be helpful to the research. According to them, it can be defined as: The use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere; The delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge, linking learners and practitioners with experts; A phenomenon delivering accountability, accessibility, and opportunity to allow people and organizations to keep up with the rapid changes that define the Internet world; and A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy. King Saud University Acquires ISI Web of Knowledge, by Thomson (http://scientific.thomson.com/press/2005/8285822/) This article reveals an important technological update for the oldest and largest Saudia Arabian University: King Saud University. The university signed a deal with Thomson Scientific to subscribe to "ISI Web of Knowledge - the integrated, Web-based platform designed to support all levels of scientific and scholarly research within academic, corporate, government or non-profit environments." According to the article, "ISI Web of Knowledge facilitates discovery by offering seamless navigation to high-quality, multidisciplinary journal, patent, and Web content; evaluation tools; and bibliographic management products. ISI Web of Knowledge combines this high-quality, evaluated content with the technologically-advanced tools necessary to analyze and manage the information." The ISI Web of Knowledge is a big step for King Saud University. It will allow students and college professionals to navigate to high-quality content with ease. "From a single point of entry, ISI Web of Knowledge integrates journal literature from Web of Science and Current Contents Connect with patent data (Derwent Innovations IndexSM), proceedings information (ISI ProceedingsSM), life

Business Environment Essay Example | Topics and Well Written Essays - 1750 words

Business Environment - Essay Example There are two distinct types of Business Environment (Kew and Stredwick 2005). a) Internal environment b) External environment The internal environment includes money, machinery, man, material and management, which are usually based under business control and the changes upon the performance of the enterprise or organizations. The external environment consists of factors that are beyond the manipulation of the enterprise and entails the governmental and legal factors, political factors, socio-cultural factors among other factors. External environment could be micro or operating environment or macro or general environment. Scenario 1 Working for Stepping Stones education publishing LTD involves the need to expound on the economic chapter of the Business Environment. Task 1; Book Chapter: Any ultimate decision that is made by a manager must always involve price and output. The price –output decisions are surrounded by three factors. These factors include cost, demand and market structure (Henry 2008). Market structure refers to competitive environment whereby any enterprise manages and dictates on how cost and demand should be featured in decision making. Although various firms operate within different market structures, there are five basic market structures namely: monopoly, duopoly, oligopoly, monopolistic and perfect competition. A market operates under perfect competition if it persuades numerous firms, freedom of entry and exit, homogenous output and perfect information. A market economy has competition between huge numbers of buyers and sellers who search for a chance to buy and sell goods and services (Kapstein 1996). Competition among sellers dictates that prices will always be on the lower side and that of the buyers dictates that prices will never be very low hence making a major impact on the market equilibrium. The element price is very essential in the market. Its prime purpose is to ensure that there is a clarification in the economic market . In addition, price contributes to market analysis with regard to the demand curve (Krugman 1996). A demand curve is the relationship between the price of the good and the amount or quantity the consumer is able or willing to part with in regard to its purchase in a specified period of time with consideration to income, tastes and prices of similar goods. The graph above explains the Supply /Demand curve in relation to production of Oil in Libya. In essence, the demand for crude oil increases when the price is low causing the supply for the product to decrease. According to Kew and Stredwick 2005 argues that pure monopoly ensures that there is the only one supplier in the market, there is no close replacement to the output good plus no threat of competition. Monopoly means that there is only one firm that is ruling the market. This kind of domination is not competitive because it is the only supplier in the market hence it as a downward sloping demand curve as it has the freedom to choose its prices and quality in the market. Duopoly is a market dominated by two firms, which are large enough to influence prices in the market. In addition, oligopoly is dominated by a small number of firms, which are large enough to manipulate prices in the market. A market structure that is monopolistic constitutes of several producers with various real or perceived difference in products. A perfect competiti

Pill Bug Lab Report Example | Topics and Well Written Essays - 3250 words

Pill Bug - Lab Report Example In this case, most of the pill bugs moved towards the moist chambers. The results were in line with the concept that the body structure of pill bugs is responsible for their response to environmental stimulus. Pill bugs breathe through gills, which make them to rely on moisture for survival; otherwise they have to rely on their crevices. Generally, the purpose of the lab was to study behavior of pill bugs in their environment. Animals exhibit orienting behavior by using compass directions to move in a specific direction to a given point when it reaches its desired destination. Intuitively, the direction in which they travel is a subject to features presented by their environment. This forms the basis for taxis and kinesis, in animals, given that an environment stimulus influences the direction of movement. Orienting behavior is of particular significance to animals in that it allows them to reach their desired destination (for food or escaping dangerous conditions). The case is best illustrated by pill bugs, which exhibit orienting behavior, when they escape from dry conditions to moist conditions. This happens because pill bugs have gills which make them prefer moist environments; otherwise, in dry conditions, they would be deprived. Further, the barely waxy outer shell of a pill bug diminishes its ability to prevent desiccation. Further, the barely waxy outer shell of a pill bug diminishes its ability t o prevent desiccation. Pill bug is in the family of woodlice and the order is isopoda. This identification is what gives pill bugs their ability to coil up into a ball hence their name roly polies. The case explains why when a pill bug is moved to a drier region it will start finding its way to underneath a log; otherwise, it will end up coiling and ultimately dying. Pill bug also prefers dark places, where there is no sunlight, to avoid drying out. Besides their gills, pill bugs also

Ernie Davis Essay Example | Topics and Well Written Essays - 250 words

Ernie Davis - Essay Example Ernie Davis also holds the honor of being the first athlete of the African American race to be selected in the NFL Draft. In the capacity of being an African American athlete popular for his exceptional performance in many sports in the south, Ernie Davis was racially discriminated against at several occasions. One such event was when Ernie Davis was chosen as the most valuable player (MVP) of the Cotton Bowl in the year 1960 (â€Å"Ernie Davis biography†). The organizers told him to collect his award at the banquet arranged after the game, and leave the facility immediately thereafter. Upon his refusal to accept this proposal, the entire team boycotted the post-game banquet. Ernie Davis died from cancer when he was only 23 years old. His fans continue to wonder what more Ernie Davis might have achieved had he been able to continue playing for the Cleveland Browns. Ernie Davis was young and ambitious, and no hurdle could stop him from earning the fame he has

Master Budget Essay Example | Topics and Well Written Essays - 1000 words

Master Budget - Essay Example The first and foremost step in developing the master budget is the sales forecast in terms of quantities and values of products. After considering the opening and closing inventory levels, the production quantities are determined which is known as the production budget. The production budget is further divided into the direct materials purchases and usage, direct labor and factory overhead budgets. Likewise the indirect material and labor, other factory overheads, cost of manufacturing, cost of goods sold, ending inventory of finished goods, selling, administrative and operating expenses are budgeted. Finally, the cash budget is prepared in which cash receipts and disbursements are determined. The process ends with the completion of the Pro Forma Income Statement, Pro Forma Statement of Cash flows and Pro Forma Balance Sheet. Zero based budgeting is a method of budgeting where all expenditures are justified and every department function is reviewed comprehensively rather than only gauging the increases. The reasons for adopting a zero based budget are that it results in efficient allocation of resources, it helps detecting inflating budgets, cost effective ways to improve operations are determined, it increases the staff motivation and provides an initiative for decision making, it is highly useful for departments where the output is not identifiable, it identifies outsourcing opportunities, removes wastage and outdated operations, communication and coordination within the organization becomes more efficient, and the task of cost centers and their relationship to the overall goals are identified. Question 2 Usually a budget also contains non-financial information. This information is used to explain the financial information, qualify it and divide the financial information into sub information. Types of Non-Financial Information Information like the quality of the resources, quantity of the resource required, procedure for calculation and the mechanism is generally included. In some cases the workload on the employees and the human resources required to do the job is often included. This information is used injunction with the financial details and helps to clarify the budget. Calculation of Financial Information using Non-Financial Information Non-Financial information is used commonly to calculate the financial information. For example the quality of a certain product can be divided into 4 classes and each class is allocated a weightage. The price of the product will be multiplied with the weighted average of the product to give the actual total price. Another example can be the quantity of wood required to manufacture 1000 units of chairs. This will be calculated by first finding the number of planks of wood a truck of tree gives. Then the quality of wood will be quantified to manufacture one unit of chair and finally the total cost will be found out. Thus non-financial information is usually necessary to calculate financial information. Advantages of Including Non-Financial Information in Budgets The benefit of using non-financial information in the budgets is that it makes the employees aware of the goals and objectives expected. These goals are set by using the non-financial inf

Ernie Davis Essay Example | Topics and Well Written Essays - 250 words

Ernie Davis - Essay Example Ernie Davis also holds the honor of being the first athlete of the African American race to be selected in the NFL Draft. In the capacity of being an African American athlete popular for his exceptional performance in many sports in the south, Ernie Davis was racially discriminated against at several occasions. One such event was when Ernie Davis was chosen as the most valuable player (MVP) of the Cotton Bowl in the year 1960 (â€Å"Ernie Davis biography†). The organizers told him to collect his award at the banquet arranged after the game, and leave the facility immediately thereafter. Upon his refusal to accept this proposal, the entire team boycotted the post-game banquet. Ernie Davis died from cancer when he was only 23 years old. His fans continue to wonder what more Ernie Davis might have achieved had he been able to continue playing for the Cleveland Browns. Ernie Davis was young and ambitious, and no hurdle could stop him from earning the fame he has

American reaction to the holocaust Movie Review Example | Topics and Well Written Essays - 500 words

American reaction to the holocaust - Movie Review Example As a result, several Germans had nowhere to run to, and endured the systematic persecution that characterized the Holocaust. America’s policy significantly reduced immigration into the country owing to the tough economic challenges the country faced at that time. Authorities continued to impose the restrictions after Franklin Roosevelt’s swearing in March 1933. The country genuinely lacked the required resources to accommodate more foreigners (Akbulut-Yuksel and Yuksel 3). Even so, most Americans did not hold Jews in good light and considered their presence in America as unfavorable. Sympathetic Americans and Jewish leaders imposed sanctions on German goods, with the assumption that economic pressure might compel Hitler to stop his anti-Semitic strategy (London Jewish Cultural Center 1). Following pressure the Roosevelt administration from influential American Jews concerning refugees, the government eased its stringent visa regulations. American press and news media failed to give the Holocaust the attention and extensive coverage it deserved. Reports about the Holocaust were often in the middle pages of the dailies (London Jewish Cultural Center 1). Several Germans had invested and made fortunes from the United States stock market before the crash, and the two regions did not have good media relations. Everybody tried to get their money back, but there were not enough reserves. America needed money too, but Germany could not afford to pay them back their money. Journalists gave atrocity reports a wide berth, as they feared reproach from the government after an erroneous publication about Germany during the First World War. The Bermuda conference, and several other meetings America held with other countries were fruitless. Germany was an influential military and economic power in Europe at the start of the nineteenth century (Nevick 35). Even so, warfare ruined the country’s economy and it restricted imports and exports. The 1929

Trustees of Indiana University Essay Example for Free

Trustees of Indiana University Essay Planning and building the landscape of education and the academic community is not an easy task or responsibility. There are various standards or guidelines that the academic institutions, its staff, teachers, communities, parents, and other stakeholders should adhere to in order to develop and provide educational programs and services that exceeds quality and excellence. At the heart of this imposing goal of education is the accomplishment of various research studies for the purpose of formulating, determining, and proving or debunking various theories, models, paradigms, frameworks, strategies, techniques, etc. that respond to various concerns for all the dimensions and aspects of education. For instance, several research studies conducted within the scope of the field of education were designed to address how Educational Philosophies are supposed to be drafted based on diverse viewpoints on learning and education, i. e. idealism, realism, existentialism, and so on. Moreover, theoretical perspectives that are being developed based on research studies and practical experiments lead to the development of various teaching strategies and techniques that address various problems from different angles of the learning situation. Under these pretexts, we realize why learning educational theories and models in different aspects of learning and education is important. The theories and models serve as a guide that helps government institutions, academic institutions, and teachers develop educational standards and guidelines, as well as specific programs, activities, learning content, and so on. In this way, the landscape of learning and education are well-planned and designed to accomplish, in the process, the genuine goals and objectives of education and the responsibilities of the academic institution, its staff, and the teachers, toward the nation, the government, the community, the parents, other stakeholders, and most importantly the learners. Developing an Understanding of Instructional Design One specific aspect or dimension of the teaching-learning process is Instructional Design. According to Jonassen, Tessmer, and Hannum (1999), Instructional Design may be considered initially as a process by which comprehensive information is obtained in order to determine how learning shall be best facilitated. The foundations of the Instructional Design shall be based on the nature of the learners, the features or characteristics of the learning environment, the availability of resources and information, the educational philosophy observed by the academic institution, the goals and objectives of education, rules and laws governing education, new trends or paradigms in education, and so on. These information shall be utilized to identify the processes, strategies, techniques, methods, materials, etc. that are to be used to facilitate learning and transmit knowledge to the learners. (Jonassen, Tessmer, Hannum, 1999) In order to develop sound, efficient, and appropriate practices in Instructional Design, various theories have been formulated to support the planning, implementation, and evaluation process. One of these theories includes the Instructional-Design Theory. The Instructional-Design Theory, according to Reigeluth (1983), is an outline that directs how learning shall be best facilitated. The Instructional-Design Theory constitutes three key concepts which help individuals, particularly teachers, as well as academic institutions, plan and design the content, the methods, strategies, techniques, etc. of instruction for the purpose of enhancing how learning takes place. In developing the landscape of education as the primary concern for the literature, several references, such as books, publications, and journals have been published over the years discussing the Instructional-Design Theory. However, not all information discussed in these references may be considered valid and reliable. Hence, reviewing references that shape the foundations of education, particularly in Instructional Design is important in order to obtain information that are relevant, appropriate, efficient, and advantageous for application to educational processes and operations. All about the Book Charles M. Reigeluth and Alison Carr-Chellman wrote the third volume of the â€Å"Instructional-Design Theories and Models† three-part series. The subtitle for this volume is â€Å"Building a Common Knowledge Base. † The main theme of the book still adheres to the concepts of the Instructional-Design Theory, however, in this third volume, there was much emphasis on solidifying the bases or foundations of Instructional Design founded on the vast scope of information on frameworks, models, paradigms, and so on, that build on how Instructional Design is viewed, planned, implemented and evaluated. Reigeluth and Carr-Chellman’s goals and objectives in coagulating the foundations of Instructional Design were realized through their discussion of the common knowledge or information shared by the variety of archetypes, standards, paradigms, etc. In addition, Reigeluth and Carr-Chellman may be highly regarded as reputable sources of information. Their experiences as members of the academe have made it possible for them to provide fitting contributions to the book. Reigeluth is a professor at Indiana University’s School of Education, Instructional Systems Technology Department. He has obtained a Ph. D. in Instructional Psychology at the Brigham Young University. (Indiana University, 2009) On the other hand, Carr-Chellman is also a professor at the Pennsylvania State University’s Department of Learning and Performance Systems. She has obtained a Ph. D. in Instructional Systems Technology (Indiana University) and a Master and Undergraduate Degree in Education (Syracuse University). (SAGE Publications, 2008) Central to the discussions and arguments in the book is the belief of the importance of establishing a common knowledge base that would fuse the bases and extract the essence of Instructional Design that will be the foundations of other models, theories, strategies, techniques, and planning or designing, implementation, and evaluation of Instructional Design as a process. This review primarily focuses on how Reigeluth and Carr-Chellman’s work is a great contribution to the field of education, particularly in shaping and developing the foundations of Instructional Design despite and even with the diverse changes to learning situations principally caused by concepts in constructivism. A SUMMARY OF THE BOOK The first unit of the book, â€Å"Frameworks for Understanding Instructional Theory,† provides generally common information, represented in specific contexts and structures, about the definition, dimensions, and mechanics of the Instructional Theory, the Instructional Design and Instruction, the philosophies that govern the process of instruction, and how instruction is being applied within various learning situations. This particular unit was developed in order to provide introductory information. It sets the stage for the succeeding discussions on the Instructional-Design Theories and Models by: (1) defining the features, conditions, conceptual framework, and delimitations of the Instructional-Design Theory, (2) discussing the importance of instruction and its role in facilitating learning and the transmission of knowledge, and (3) relating concepts and ideologies on the Instructional Theory and Instructional Design to practical situations that commonly occur within the setting of the teaching-learning process. The second unit of the book, â€Å"Theories of Different Approaches to Instruction,† constitutes five approaches to instruction with varied goals and expected outcomes. Each was written by different authors who contributed to complete the objectives of the book. The five approaches aforementioned are: (1) Direct Approach to Instruction which targets the fast and efficient transmission of knowledge through direct teacher-learner interaction, (2) Discussion Approach to Instruction which facilitates learning through discourse and interaction, (3) Experiential Approach to Instruction within learning environments that allow practical learning or the application of knowledge and skills, (4) Problem-Based Approach to Instruction wherein learning is facilitated by urging students to define problems and develop resolutions, and (5) Simulation Approach to Instruction which places the learners within an environment that represents reality. The third unit of the book, â€Å"Theories for Different Outcomes of Instruction,† addresses problems, challenges, and difficulties in the teaching-learning process as caused by diversity and the complexity of learning and the learners, which necessitates the realization of different outcomes from the learning process in order to promote holistic learning. These four theories, which seek to accomplish varied outcomes from the learners, include (1) Skill Development, (2) Understanding, (3) Affective Development, and (4) Integrated Learning. Apparently, these theories are responses to the need to diversify learning so as not to capitalize excessively on cognitive learning and instruction. These theories are based on the perspectives of holistic learning, which looks into other aspects of the person aside from his cognitive faculties. The fourth unit in the book, â€Å"Tools for Building a Common Knowledge Base,† tackles the practical aspect of developing a framework of Instructional Design, which is based on universal knowledge and information that withstands various changes and transformations in the landscape of education through time. There were various issues discussed in this particular chapter. The first issue has something to do with the conceptual framework of the Instructional Theory – that is the base knowledge or hypothesis for the theory, its goals and objectives, contributions to education, suggestions and recommendations, general points and ideas, and so on. Other issues constituted the design or process by which the academic institution is to undergo reformation. These designs or processes include the successful implementation of a Learner-Centered Education, the dimensions of learning and the Instructional Theory, how the Instructional Theory is to be applied to educational processes and operations appropriately considering the inception of the Information Age, and the necessity to apply common knowledge base to capture the genuine essence of Instructional Design as a process to facilitate the improvement of the educational landscape. ANALYSIS AND EVALUATION OF THE BOOK This book is the third installment in a three-volume set on Instructional-Design Theories and Models. The first volume of the book was set down by Reigeluth, the editor, with primary issues and concepts focused on narrating, defining, and describing the basic concepts that build on the theory of Instructional Design within the context of the existing landscape of education during that point in time. (Reigeluth, 1983) The second volume develops the major concepts and ideas in the first volume but with additions or contributions from paradigm shifts and newly discovered theories that seek to improve or enhance the framework of the Instructional Design Theory. (Reigeluth, 1999) Based on the concepts and ideas from the first and second volumes of the book, the fundamental features and contributions of the third volume are realized. The essence of this book lies in its undercurrent objectives of fusing the concepts and ideas from the first volume and the second volume in order to provide an improved source of information that builds on the core concepts of the Instructional Design Theory and the current trends integrated into the theory in order to develop or enhance its foundations as well as how it is applied with considerations on the modern issues and concepts. Reigeluth and Carr-Chellman have efficiently worked together in order to collate significant information that contributes to progressive knowledge of Instructional Design as a theory by focusing on how all the major and significant parts of the theory, whether traditional or modern, shall be put together to reconcile rational yet long-established theories with modern constructivist theories. We may consider the process of developing this book as gaining the best of both worlds – that is, the face of Instructional Design in the past and at present time – to provide a new paradigm of the Instructional Design theory that is deep-rooted on a secure and time-tested model but is also appropriate for current learning environments and situations. Under these pretexts, the contributions of this book to human knowledge was realized because it presented something new or innovative that is logical and sensible as well as practical. From the words of Reigeluth and Carr-Chellman (N. D. ), the maturity or development of knowledge in this particular context is only facilitated when theories are built on other theories. Reigeluth and Carr-Chellman’s vision in creating this book embodies innovation and development at the face of the necessity to continually improve one of the primary institutions in society that provides services in education. Delving into one of the many technical aspects of the book, Reigeluth and Carr-Chellman has also succeeded in providing a reputable or reliable and valid source of information based on the list of references used to complete this third volume. Reigeluth and Carr-Chellman were able to obtain information that was integrated into the book from the individuals who developed the various theories discussed in the second, third, and fourth chapters of the book. Gaining the original ideas and perspectives from the theorists themselves establishes its reliability and validity since information were obtained first hand. Moreover, Reigeluth and Carr-Chellman, as the editors of the book, have handpicked a variety of primary and secondary references to back-up their theses or main arguments in the book. This means that both editors made an effort to approach the matter impartially and evenhandedly. The book was consistently structured and organized from start to finish. It was topical in such a way that divisions were planned to categorize all similar ideas together, such that definitions were placed in the first unit, the theories for approaches in the second, and so on. In addition, the book was arranged chronologically in order to relay simple and singular information first before moving on to the complex ideas which have something to do with how the pioneers of education as a process are to synthesize information from the first units to develop a common knowledge base for the design and implementation of the Instructional Design Theory. Overall, the ideas were organized from general to specific and similar concepts or ideas were placed together in a single unit in order to prevent confusion on the part of the readers and to present a clear and concise conceptual structure. However, in the same way, the structure of the book solidified some of its flaws regarding how the main theme was covered and how the readers are expected to synthesize the information provided in order to come up with a common knowledge base to enhance the framework of current theories or models of Instructional Design. Mostly, Reigeluth and Carr-Chellman presented concepts and ideas on the approaches and expected outcomes of instruction. Although introducing new theories is relevant in the quest to develop or improve the structure of Instructional Design or theory, the arrangement of the ideas and the scope of the discussions do not sit well with the primary objectives of the book, let alone its subtitle that was supposed to define its content. I believe that Reigeluth and Carr-Chellman should have published two different books in order to secede the discussions in units two and three, and the fourth chapter, which genuinely captured the essence of the book. Furthermore, Reigeluth and Carr-Chellman should have given more thought on providing comprehensive and sufficient information on how individuals are to develop a common knowledge based on Instructional Design as a theory as it was the fundamental nature of the third volume of the three-part Instructional-Design book series. In terms of the content of the book, the number of sources, from books to journals, magazine articles, etc. that I have read over time has taught me that different types of information made available for readers are not meant to be technically and practically critiqued, but instead digested in order to determine whether they represent rational and exploitable ideas and concepts for the advancement of human knowledge and development of education. Reigeluth and Carr-Chellman decided to contribute something to the field of education by introducing this third volume of the Instructional-Design Theories and Model series and the time and effort placed to do so is entirely commendable. Moreover, the diversity of learning situations and the complexity of the various aspects of the teaching and learning process nowadays justifies the applicability or non-applicability of new theories, approaches, techniques, strategies, etc. being introduced to the academic institution. This means that some ideas presented would turn out to be effective in some learning situations and ineffective in some. The most important thing is to obtain the most important pieces of information that would be valid in all aspects and situations in order to establish a contingency plan that would prevent flaws and failures in education. This ideology represents what this book embodies as a bulk of knowledge. CONCLUSION By and large, the book is a significant piece of reference that contributes to the massive field of education, specifically in developing the foundations of Instructional Design as a response to the diverse changes in the learning situations and environments principally caused by concepts in constructivism. Although there were some flaws evident in the structure and organization of the book, it presents several pieces of information that meets the necessity for additional knowledge that expands Instructional Design. In addition, the book is an excellent reference for individuals who are exploring the variety of theories and models that build up Instructional Design. With the success of the book in fusing conventional ideas with contemporary ones in an attempt to solidify the generally accepted foundations of Instructional Design as a theory and reconcile it with innovative theories and models, the only inquiry that remains is what the future holds for Instructional Design in terms of how it is to be approached and how its current paradigm is to be modified. References Indiana University. (2009). Profile: Charles M. Reigeluth. Retrieved 14 Apr 2009, from The Trustees of Indiana University. Website: https://profile. educ. indiana. edu/Default. aspx? alias=profile. educ. indiana. edu/reigelut Jonassen, D. H. , Tessmer, M. , Hannum, W. H. (1999). Task Analysis Method for Instructional Design. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1983). Instructional-Design Theories and Models: An Overview of their Current Status, Vol. I. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1999). Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. II. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. Carr-Chellman, A. A. (N. D). A Common Language and Knowledge Base for ID?. Retrieved 15 Apr 2009, from the University of Georgia. Website: http://it. coe. uga. edu/itforum/paper91/Paper91. html Reigeluth, C. M. Carr-Chellman, A. A. (2009) Instructional-Design Theories and Models: Building a Common Knowledge Base, Vol. III. NY, USA: Routledge. SAGE Publications. (2008). Alison. A. Carr-Chellman. Retrieved 14 Apr 2009, from SAGE Publications. Website: http://www. sagepub. com/authorDetails. nav? contribId=530086 University of North Carolina. (N. D. ). Book Reviews. Retrieved 14 Apr 2009, from Creative Commons Attribution-NonCommercial-NoDerivs 2. 5 License. Website: http://www. unc. edu/depts/wcweb/handouts/review. html

How Will Bitcoin Impact Banks and Finance Structures?

How Will Bitcoin Impact Banks and Finance Structures? What is finance, and how does cryptocurrency fit in to our current understanding of it: At the start of the unit, one of the first concepts we were asked to consider was a point that is highly contended – a philosophical question which has never borne more significance than it does today, with the recent emergence and explosive growth of cryptocurrencies. We were asked to consider what finance was, and how it fit into society. Now it would be prudent to ask what finance is, and how cryptocurrencies fit in to our current understanding of it. Let me start to answer this with a brief description of ‘fiat’ currencies, or legal tenders, with no material value or value redeemable for commodities. Historically, the value of a nation’s currency was pegged against a commodity with well-established value, such as gold or silver. This was the case for the majority of currencies up until 1971, when Richard Nixon decoupled the US dollar from gold. Supply and demand determines the value of fiat currency. Governments can control how much is in circulation and control the value of money as well as inflation. One of the biggest downfalls of cryptocurrency according to its critics, is the inability of more tokens to enter circulation when demand is high. The total amount of Bitcoin, is limited by a digital production process analogous to precious metal mining, which can stop its value from being eroded by systematic over-production and debasement as has been the case with numerous fiat currencies historically.18 This inability to react to demand causes sharp volatility in the value of cryptocurrency, making them unreliable stores of value. This has been most evident with the steep spikes in Bitcoin value since the beginning of the year. Conversely, as fiat currencies are not linked to physical reserves, they risk becoming worthless due to  hyperinflation. If people lose faith in a nations paper currency, the money will no longer hold value. Fiat money serves as a good currency if it can handle the roles that an economy needs of its monetary unit: storing value, providing a numerical account and facilitating exchange. Because fiat money is not a scarce or fixed resource like gold, central banks have much greater control over its supply, which gives them the power to manage economic variables such as credit supply, liquidity, interest rates and money velocity. Cryptocurrencies on the other hand do not serve as a currency for one particular nation, and are not controlled by any government body either. Instead they employ what is known as blockchain technology, which is a form of digital ledger that is maintained by all the users of the network. An on-going record of all transactions is kept and added to, each time a new transaction occurs. Despite this however there is an inherently high level of anonymity, given that bitcoin, tezos etc. addresses are not linked directly to any person or entity. This also gives way to several problems for governments which are unable to control inflation or the amount of cryptocurrency in circulation, declaration of earnings and tax, prohibition of trading illegal goods and money laundering. There are several safe-guards in place to ensure against ‘double-spending’ and other fraudulent activities however which are built in to the blockchain technology. Further, as a result of this peer-to-peer network in which cryptocurrencies operate, there is no single point of failure, making it very difficult for the system to collapse.17 What potential effects will the use of cryptocurrency and decentralising of currency have, particularly on banks? The total value of all cryptocurrency in circulation is now  ~$200 billion USD3. Even though this is almost double the value it was in July, it is still trumped by the value of paper USD issued by the U.S. Federal Reserve, which alone amounts to about $1.4 trillion. We are therefore nowhere near the point yet where cryptocurrencies pose a credible threat of supplanting central-bank-issued money. Nonetheless it is worth thinking through some of the implications if something like Bitcoin (which has about a 45% market share of all cryptocurrencies) were to wholly or even partially supplant central bank fiat currency. The agreed protocols that govern Bitcoin, Tezos and other cryptocurrencies, are effectively their monetary policy. In exchange for mining blocks of bitcoins and consuming computing power to verify the legitimacy of transactions, Bitcoin â€Å"miners† get paid in Bitcoin. These rewards increase the supply of Bitcoin, though the increase in Bitcoin money supply is inhibited by the increasing difficulty of verifying transactions. Increasing computational power is required to verify each transaction and mine new blocks to create new Bitcoins, meaning that the total supply of coins is gradually approaching the limit of ~ 21 million coins (currently there are ~16.5 million in circulation). Fiat money has its own protocols that stabilise inflation using interest rates and bond-buying, and the money supply that results from this is generally ignored. With cryptocurrencies however, money supply does not respond to shifts in money demand and with a relatively fixed supply, large fluctuations in value and prices result (in the preceding 11 months the price of bitcoin has soared almost 8 fold5). This some argue, is specifically the reason Bitcoin and other cryptocurrencies will not take over2 and makes Bitcoin impractical as a money. Cryptocurrencies however have proven to be a useful alternative to traditional reserve currencies in places with poor monetary policy and weak banks. In Kenya for example, 1 in 3 people own a bitcoin wallet1, while in India, where recently there has been a significant shortage in cash supply, greater numbers of people have converted to the use of bitcoin.4 If a particular country were to adopt Bitcoin to replace its currency, the effects of doing so would likely be felt by others in a knock-on effect. A larger credit cycle in one country would mean larger booms and busts for its trading partners. Foreigners outside the country that adopted the cryptocurrency, may also opt to deposit directly within that country and desert their own country’s banks in doing so – this could affect the flow of capital into and out of a their home country, further amplifying the credit cycle. The latest difficulties with Bitcoin make the prospect of a crypto currency takeover seem fanciful at the moment, but if solutions to these problems were found or a new currency were devised with better protocols, central banks would have to resolve these dilemmas one way or another. Financial history – what can we learn from historical bubbles and is it reasonable to foresee the current growth as sustainable?: An  economic  or  asset bubble,  is trade in an  asset  at a price or price range that strongly exceeds the assets  intrinsic value.  It could also be described as a situation in which asset prices appear to be based on implausible or inconsistent views about the future19. The general consensus among industry professionals, is that the current cryptocurrency market is in an unsustainable phase of bubble growth6,7. There were 30 ICOs each launching new cryptocurrencies in July, then more than 50 in August. Part of this mania is based on speculation. But its also clear that there has been departure from a fundamental assumption of what a cryptocurrency originally was – a scarce digital commodity where the value derived from its scarcity. To be frank, if more than one hundred new sources of this digital commodity have been launched since June, then the concept of scarcity, and therefore the supposed inherent value, begins to erode. In fact, many of these newer cryptocurrencies will need to fail in order to maintain the value and viability of the most widely used currencies, bitcoin and ether. These look to remain viable over the intermediate and perhaps long-term, though not necessarily at the current prices. History has shown us that the majority of cryptocurrencies fail dismally at some point soon after their conception16. Only a select handful have shown consistent growth over the last few years. Bitcoin itself has crashed significantly several times. Even so, though the core blockchain technology left behind others, will provide value as a hidden infrastructure underlying future applications. Though bitcoin has seen astronomical growth over the last year one of the major problems in its use is the extreme volatility in its value. On April 8th 2013 for example, Bitcoin was valued at $215 USD, eight days later this figure dropped to $63 USD then seven months after this its price soared to $1,200 USD. This volatility was in hindsight partly a consequence of strong speculative demand from buyers for a new and unknown technology.   There are however, more fundamental problems that cause the value of Bitcoin to fluctuate. The algorithm that controls supply prevents the amount of Bitcoin from expanding to meet increases in demand. This inelasticity in supply leads to price variations and also encourages speculation and excessive volatility, all of which render it unreliable as a store of value.7 The cryptocurrency market is new and being filled with new currencies almost daily. As competition develops however and with little history, few can value them correctly, forecast which currencies will succeed, and whether they are all part of a larger bubble that will eventually burst. History has shown however that new financial instruments are the authors of financial bubbles – be they options for tulip bulbs in the 1630s, fiat money in the Mississippi bubble of the 1700s, stock in the South Sea bubble, leverage in 1929 or collateralised debt instruments in the credit crunch of 2007, the problem was the world was behind the knowledge curve of the instrument and the power of greed drove the market wild and finally into collapse.8 It would therefore not be unusual to see a similar crash with cryptocurrencies in the near future. Cryptocurrency regulation How is it possible to regulate an online currency based globally?: In short, it isn’t. The whole premise of cryptocurrencies is that they are decentralized and ungoverned by any one government, but rather managed by a peer-to-peer network of users worldwide. The focus has thus shifted to the soundness and legality of investing in them through means such as ICOs and derivatives markets. In the largely unregulated world off cryptocurrencies, one issue remains at the forefront of the attention of regulators such as the SEC (in the U.S.) and ASIC (in Australia), and that is in the nature of ICOs, whether they are seeking genuine donations for the development of software, or whether they are in fact shares in a company or other investment, which contributors hope to redeem at a future date for financial benefit – an illegal and unregulated speculative investment. Initial coin offerings have raised $3.6 billion USD so far this year15 with several currency developers generating vast amount of capital in a matter of hours with little more than a website and a promise of a revolutionary new product. This unchecked source of crowd-funding has been banned by several governments, as other countries’ regulatory bodies such as the SEC and ASIC, have developed their own policies regarding these offerings. On September 4th, China banned investment in ICOs citing breaches of securities laws and â€Å"disruption to economic and financial order†13, and moved to shut down cryptocurrency exchanges also.13 In July, the U.S. Securities and Exchange Commission required companies to register ICOs in the same fashion as IPOs14. Following this ruling on September 29th, the SEC charged two companies with fraud and selling unregistered securities after running successful ICOs that collected more than $300,000 USD14. Substantial efforts have been made to legitimise cryptocurrency offerings by law firms such as Cooley in New York and others with vested interests in making ICOs work. Cooley attests that it has developed a â€Å"simple agreement for future tokens† (SAFT) framework that will allow token sales to be compliant with US securities laws. This is important given that several major ICOs had excluded US individuals from participating given the then-standing issues with the SEC. If by applying the SAFT framework the SEC is satisfied, then US investors would have access to more ICOs providing a major source of capital to them. The basic premise of the Simple Agreement of Future Tokens (SAFT) is that the cryptotoken fail the Howey test, a measure of whether a financial instrument is in fact a security. In order for tokens to fail the test and not be considered securities, they must be delivered to investors only after a functioning product or service is in place. â€Å"The network and the token must be genuinely useful such that they are actually used on a functional network,† according to Cooley’s framework. To date ICOs have delivered tokens to investors before the launch of the underlying currency, meaning that the only real function tokens could have use for would be in trading in secondary markets, blatantly classifying them as securities.   In the case of Tezos, investors bought into the project hoping that the Tezos platform would be built successfully, and that by owning the tokens, also yet to be created, they would become stakeholders able to shape the final platform. One particular case highlights the blatant regulatory arbitrage which is plain for all to see, and which the founders of Tezos attempted to disguise by consistently referring to their ICO contributions as â€Å"non-refundable donations†, in order to make ambiguous the nature of the security they were offering. Tim Draper, one of the main venture capital backers, when asked by Reuters how much he had donated replied â€Å"You mean how much I bought? A lot.† In Australia, ASIC released a decisive factsheet on ICOs and their position, stipulating that ICOs must be conducted in a manner that â€Å"promotes investor trust and confidence, and complies with the relevant laws†11. ASIC has also warned that the Corporations Act may apply to an ICO depending on the rights that attach to the coin from the ICO itself, rights to underlying coins or rights on tokens used in the ICO. Likewise, ASIC has also made it clear that if an ICO is conducted to fund a company, then the rights attached to the coins issued by the ICO may fall within the definition of a share. Where it appears that an issuer of an ICO is actually making an offer of a share, the issuer will need to prepare a prospectus as for any other IPO11, which will allows investors the safeguard to withdraw their investment before the shares are issued should there be misleading or deceptive information in the prospectus.    Lastly it is worth noting that some ICOs have been described by their initiators as a form of crowd funding. In Australia, ASIC has made a clear distinction between crowd funding using an ICO and crowd-sourced funding (CSF) that has been regulated by the Corporations Act since 29th September 201711. Under the new laws, CSF will be a financial service where start-ups and small businesses raise funds, generally from a large number of investors that invest small amounts of capital. There will be specific rules for conducting CSF with fewer regulatory requirements than ICOs, while maintaining investor protection measures. This is particularly of importance in the case of Tezos, where the developers sought â€Å"donations† to fund the development of their network, a deliberate misrepresentation which would now be both illegal and arguably unethical in Australia. REFERENCES: https://www.huffingtonpost.com/ameer-rosic-/7-incredible-benefits-of-_1_b_13160110.htmlhttps://ftalphaville.ft.com/2017/06/07/2189849/guest-post-the-consequences-of-allowing-a-cryptocurrency-takeover-or-trying-to-head-one-off/https://coinmarketcap.com/all/views/all/https://news.bitcoin.com/bitcoin-demand-rise-cash-run-dry-india/https://au.investing.com/currencies/btc-aud-historical-datahttps://www.coindesk.com/comes-cryptocurrency-bubble/http://www.cityam.com/1408388669/why-bitcoin-won-t-be-money-future-cryptocurrencies-might-behttps://www.forbes.com/sites/investor/2017/05/31/cryptocurrency-is-a-bubble/#4501c7dc33b1https://www.bloomberg.com/news/articles/2017-09-27/cryptocurrency-derivatives-you-bet-this-trader-has-295-returnhttps://ftalphaville.ft.com/2017/10/19/2195028/trouble-in-ico-paradise/http://asic.gov.au/regulatory-resources/digital-transformation/initial-coin-offerings/https://qz.com/1091812/the-secs-ico-crackdown-may-be-avoided-by-the-saft-legal-framework/https://techcrunc h.com/2017/09/04/chinas-central-bank-has-banned-icos/https://coinidol.com/icos-to-be-regulated-as-ipos-in-the-us/https://www.coinschedule.com/stats.phphttps://bitcoinexchangeguide.com/deadcoins/https://bitcoin.org/en/how-it-workshttps://3decuj2tc6bl1oljdt3zfwbb-wpengine.netdna-ssl.com/wp-content/uploads/Currency-Debasement.pdfhttps://en.wikipedia.org/wiki/Economic_bubble