Django Reinhardt Biography Essay Example

Django Reinhardt Biography Essay Example Django Reinhardt Biography Paper Django Reinhardt Biography Paper Django Reinhardt Django Reinhardt is known as one of the most talented jazz guitar soloist and as France’s most famous jazz performer. Django Reinhardt was born Jean-Baptiste Reinhardt on January 23, 1910 in Liverchies, Belgium. His parents were Jean-Eugene who was a musician and entertainer, and La Belle Laurence (also known as Negros because of her dark beauty) who was a dancer. He was born in the back of the caravan, which the Manouche gypsy family lived. His parents named him â€Å"Django† in his Romany name, which means â€Å"I awake† (Dregni, pp1-3). At a young age Reinhardt was introduced to music. Django’s father, Jean, was very talented and supported the family playing music on various instruments while his wife danced. On the back of the caravan where they lived, Jean had a stage where he and his wife performed musicals. Django’s first instrument was the violin which is very popular among gypsies because of the ease of transporting. He had no formal education in any school for music or reading: he was illiterate. His fathers as well as his Uncle Guiligou are credited with teaching him his early musical abilities. At the age of twelve he was given a banjo by a Manouche gypsy friend who saw how much he enjoyed music. Django played the banjo constantly which led to swollen bleeding fingertips. After witnessing how well her son played the banjo, Negro bought him a real guitar. Django, along with his cousin played the guitar on street corners and eventually into Paris (Dregni, pp 13-14) When Django was five years old his father left his mother to go live with his previous wife and children. Django would still see his father when they traveled and crossed paths. Soon after receiving the guitar, Django would venture to Porte de Clignancourt to the see his father and Uncle performing in a dance hall called Chez Clodoche. Django would hide under the tables and listen to the music. He was mostly interested in his Uncle Guiligou’s guitar playing and would watch as he played the chords. Once home, Django would repeat on his own guitar what was played that night in the dance hall. Eventually, his Uncle found him hiding and asked him to play a song on his guitar. He was so impressed with Django’s ability that he was soon playing with his father and Uncle every Saturday night at the Chez Clodoche. It was around this time as well that while playing in a cafe he was noticed by Vetese Guerino, an accordion player. Guerino hired Django to play for the large amount of ten francs a night (Dregni, pp 13-16). Django continued to play in dance halls from the age of 12 to 18 years old. His first record or recording was in 1928. Because of his illiteracy his name was spelled Jiango Renard on the record. It was during this time that he met Sophie Irma Ziegler, also a Manouche girl. They were both enchanted with each other and were together for two years until Django met the beautiful Florine Mayer. Django quickly left Sophie (Naguine), and eloped with Florine in the gypsy way. They were soon expecting their first child (Dregni, pp 31-36). It was during the pregnancy that an accident occurred that would forever change Django’s life. One night after returned home from working, fire broke out in the caravan that he and Florine lived. Both were badly burned and brought to the hospital. Django spent the next eighteen months in and out of the hospital, during which his wife gave birth to their baby boy named Lousson. Django almost lost his leg to amputation, but more importantly his left hand was severely burned. He lost the function of his ring and pinky finger leaving them permanently hooked which left only two fingers to play chords with. Unfortunately, his wife Florine left him when she realized how disabled he was, but Sophie, after hearing of his injuries came to his side. During his hospitalization his brother Joseph brought him a guitar and he practiced continually. Miraculously, he taught himself to play the chords with only two fingers. Django developed a new guitar playing technique that enabled him to play fast and not lose any musical ability (Dregni, p45-49). In 1934 while playing at The Hotel Cambridge tea dance he met Stephane Grappelli. During breaks he and Grappelli who played the violin would play and improvise together. They were later joined by Roger Chaput on guitar and Louis Vola on bass and Django’s brother Joseph on guitar as well. They became a group and recorded their first songs together under the label Ultraphone. It was under the Ultraphone label that Dinah, Lady Be Good, Tiger Rag and I Saw Stars were recorded in 1934. They soon named their group Le Quintette de Hot Club de France and recorded many more songs (Red hot jazz, 2008). When the war broke out in the late 1930’s, Grappelli decided to live in England during the war while Reinhardt returned to Paris. He continued to play with a small group and also put together various bands, and recorded additional songs in 1945 with Django Reinhardt and His American Swing Band. In 1946 Duke Ellington invited him to play with him in America. This was his first experience with an electric guitar. He toured only for two weeks with Ellington and returned to Paris somewhat disappointed with the American tour. He did learn some bop while in American as well electric guitar and continued to experiment with those back in Paris. Django continued his career performing in small cafes until 1951 when he retired to Samois-sur-Seine with Naguine and his son Babik. He spent his days fishing, painting and playing billiards. He also came out of retirement in 1953 briefly for his final recording; The Great Artistry of Django Reinhardt which was released in France as well as in America. He also toured in Switzerland in early 1953 and was set to tour in the Jazz at the Philharmonic tour of Europe, United States and Japan later in 1953. He began having difficulty with his fingers as well as experiencing severe headaches, but refused to see a physician. Django Reinhardt died of a stroke on May 16th, 1953 in Samois-sur-Seine at the age of 43 years old. After the funeral Naguine moved out of the caravan and burned all of Django’s belongings. This is traditional to the Manouche gypsies. The only thing that is kept is a picture. So, Django’s precious guitar was burned along with his other possessions. As well as the guitar that was gone, his music could not be played in keeping with the customs. After his death, it was only non-gypsy people who kept his music alive. Dregni, p262-268). An early death did not stop Django Reinhardt from becoming a star in the jazz world or in the gypsy world. I was amazed with what he was forced to overcome to play the guitar. The fire could have been enough to have many musicians stop playing, but his drive and passion to play forced him to overcome great odds. Also, despite being illiterate and unable to read music he was a huge success. I also found very interesting the Manouche customs, especially the customs surrounding death. Django Reinhardt is known as one the best jazz guitarists of all time.

Characteristics of Deafness and Hard of Hearing

Characteristics of Deafness and Hard of Hearing Often, teachers seek extra support and help in recognizing  the characteristics of deafness in their students in order to better address the specific needs of the child. This usually happens due to certain cues that the teacher is able to pick up about the students language development in class or after a known hearing impaired child continues to struggle in their classroom. A student or child with deafness or hard-of-hearing disabilities has deficits in language and speech development due to a diminished or lack of auditory response to sound. Students will demonstrate varying degrees of hearing loss which often results in difficulty acquiring spoken language. When you have a child with hearing loss/deafness in your classroom, you need to be careful not to assume that this student has other developmental or intellectual, delays. Typically, many of these students have average or better than average intelligence. How to Recognize the Signs of Deafness Some of the common characteristics of deafness commonly found in classrooms include the following: Difficulty following verbal directionsDifficulty with oral expressionSome difficulties with social/emotional or interpersonal skillsWill often have a degree of language delayOften follows and rarely leadsWill usually exhibit some form of articulation difficultyCan become easily frustrated if their needs are not met -   which may lead to some behavioral difficultiesSometimes the use of hearing aids leads to embarrassment and fear of rejection from peers What Can You Do to Help Students With Hearing Loss? Language will be the priority area for students who are deaf or hard of hearing. It is the basic requirement for success in all subject areas and will influence the student’s comprehension in your classroom. Language development and its impact on the learning of students who are deaf or hard of hearing can be complex and difficult to attain. You may find that students will need interpreters, note-takers, or educational assistants to facilitate communication. This process will usually require external personnel involvement. However, some of the basic steps that you as a teacher can take to address the needs of a hearing impaired student include: Many students with hearing disabilities will have some form of specialized equipment recommended by an audiologist.  Help  the child to feel comfortable with their hearing device and promote understanding and acceptance with other children in the class.  Remember that devices do not return the childs hearing to normal.Noisy environments will cause grief to the child with a hearing device and noise around the child should be kept to a minimum.Check the device often to ensure it is working.When using videos,  make sure you use the closed captioning feature.Shut classroom doors/windows to help eliminate noise.Cushion chair bottoms.Use visual approaches whenever possible.Establish predictable routines for this child.Provide older students with visual outlines/graphic organizers and clarification.Use a home/school communication book.Enunciate words clearly using lip movement to assist the child to lip read.Keep close proximity to the student.Provide small group work when possible. Make assessment accommodations to enable a clear picture of demonstrated academic growth. Provide visual materials and demos whenever possible.

International Political Economy Essay Example | Topics and Well Written Essays - 1250 words

International Political Economy - Essay Example It also mentions some of the conditions that countries need to fulfill in order to receive any assistance from the organization. Composition of the IMF Executive Board, Voting powers The member states have the liberty to participate in the IMF directly. The executive board comprises of 24 members out of which five executive directors can be elected by the member states having the maximum quota. The remaining nineteen executive directors are elected by the remaining number of members. The powers that each country enjoys are predominantly dependant on the proportional scale of their population and the economic position they hold in the entire world. The general owners of the organization are represented by the board of executive directors who are responsible for taking the major decisions and responsibilities of the organization. However, all of the names of the member countries are represented in the economic scale. This is more resembling with the theory of structuralism which was di scovered and presented by Marx. In the view of structuralism theory presented by Marx, it disputes the instrumentalist theory which considers the state as being the direct servant of the ruling class or the capitalists. Structuralism theory states consider the capitalist of production as the state being under the control of the capitalist class having superior powers. As per the members of the executive board, it is seen that members having superior positions in the IMF are actually the members who belong to the developed nations of the world which abides by the structuralism theory stated by Marx. The highest decision making authority of IMF rests with the Board of Governors. All powers of the IMF are vested in the Board of Governors. The Board of Governors comprises of a single governor as well as an alternate governor for each of the member countries. Members’ states are responsible for appointing the governor and generally the finance minister or the governer of the Centr al Bank is nominated for the position. The Board of Governors may delegate to the Executive Board all except certain reserved powers. The Board of Governors generally conducts a meeting in every year (IMF, â€Å"IMF Members' Quotas and Voting Power, and IMF Board of Governors†). The regular or day to day running of business of the organization is done by the Executive Board. Composed of 24 Directors, either elected or appointed by the member nations or also by collective groups of countries, it is also elected by the Managing Director, or the Chairman of the board. Several meetings are conducted by the Board in a single week. The works are generally conducted by the papers which are prepared or provided by the management and staffs in IMF (IMF, â€Å"IMF Executive Directors and Voting Power†). Design and operations of IMF In the 1980s a tremendous financial crisis had gripped the Latin American economy when high and bloated public debts and improper and loose monetary policies had led to very inflation rates in the economy. However, some of the conditions set by the IMF demonstrate the fact that it imposes certain restrictions or preconditions before providing aid to nations. For example, in this situation, the International Monetary Fund gad imposed financial austerity or balanced budgets as well as tighter monetary policies. The IMF demanded from the nation that it should impose the same monetary policies

What is a good parent Essay Example | Topics and Well Written Essays - 500 words

What is a good parent - Essay Example Children need to be loved unconditionally by their parents so that they do not look for love outside home. Children who are brought up in harsh environment can end up having violent and hostile behavior. A good parent should make sure that the health of their children is in good condition. Children should be provided with nutritious food and exercise to maintain excellent physical status. Children also should be taught healthy eating habits to ensure that they do not end up ruining their health with bad foods. An ideal parent also should ensure the safety of their children by introducing them with clean and safe habits. Parents should also allow considerable freedom to their children, so that they do not feel pressured or forced in to things. Normally children consider their parents as their role model and absorb their habits and living pattern. So it is very essential for parents to exhibit right behavior in front of their growing children. Parents should always show concern and interest for their children and involve in their life extensively .Parents should not be too strict with children; they need to feel comfort in approaching parents at any case. Parents should also give due respect to the privacy of their growing up children. A good parent also is a good friend to their children. A child should be able to share their problems with their parents and this is possible only if parents love, affectionate and understanding. Parents should not argue or hold fights in front of their children as it could lead to mental stress among children. Parents should also be careful to avoid favoritism among children as this can lead to revenge and grudge among siblings. It is important to be fair and just to children in order to avoid contempt and discomfort in the mind of a child. Parents should not give away too much financial allowance to children as they can end up indulging in

Transformational Leadership, Policy, and Change Essay Example for Free

Transformational Leadership, Policy, and Change Essay Abstract This paper will focus on how effective Leadership can influence policy and change in the United States healthcare system. The implementation of new policy, program, and institutional change is often meant to improve the quality of the nations ever-changing healthcare system. Several journal articles and texts have been selected particularly with a focus on leadership strategies to improve the quality of healthcare, and leadership’s ability to influence implemented changes to the system. The question proposed is; does leadership encourage and influence both public and private initiatives that measure health outcomes, and organize systems to improve health services when new policies, programs, and institutional changes occur? The issues summarized in this paper are supported by scholarly journals and texts that offer several perspectives, including real life examples that will illustrate my argument that effective leadership can impact changes within the healthcare system. Our great nation has had a significant history of leadership both transactional and transformational throughout its existence. I venture to say that leadership is not just about performing a job: It’s about making a difference. When considering changes to healthcare, whether it is institutional, program, or policy, the importance and ability for leadership to put systems in place that strategically fulfill the goals and measures identified are extremely important. For example, with the passage of the Affordable Care Act, the future of healthcare has become more defined as noted by Baldwin; The Circle Way: A Leader in Every Chair (2011), â€Å"To serve as effective leaders, we must understand the context for our leadership roles–namely, the changing health care system and particularly, the impact of the Patient Protection and Affordable Care Act that President Obama signed into law on March of 2010. The Affordable Care Act resulted from months of intense Congressional action and serves as a reminder that  fundamental legislative changes do not happen overnight. Congressional tinkering over the 75 years since President Roosevelt attempted to enact national health insurance has yielded little by way of major change in health care programs, except for the addition of Medicare and Medicaid by President Johnson and the addition of Medicare coverage for prescription medications by President George W. Bushâ€Å". The new health care reform law is more than just a big change. It promises to be transformative as suggested by Baldwin, â€Å"that the old framework is disappearing because we don’t really know what the new normal will look like, and that uncertainty creates angst among consumers and health care providers in all fields, clearly leadership will play an important role in defining the path more clearly. Examples of the types of leadership needed are transformational and transactional leadership.† The success of health care reform will also depend on collaboration among regulators, insurers, and providers. Success hinges on an approach to regulation that is flexible enough, particularly on antitrust issues, to ensure that these groups can cooperate to pursue the goal of providing access to high quality health care at a cost the public can accept. As noted by Linsky, Leadership on the Line: Staying Alive Though the Dangers of Leading (2012), â€Å"Transformational leaders are driven by a moral or ethical imperative. They forsake a transactional leadership style in pursuit of something that must be done in and of its own right. For the transformational leader, the pain of leadership is exceeded only by the pain of lost potential. Transactional leadership, on the other hand, reflects the political exchange of resources, and is dominated by the coalition that possesses the most resources as measured in the current paradigm. There is a huge price to be paid by the transformational leader. It takes immense courage to challenge the vested interests of the dominant coalition that is threatened by ideas that shift the paradigm. It is also painful to be rejected by those whom you would seek to leadâ€Å". Changing market demands in health care mean we need new models for delivering services in a more agile, responsive and effective w ay. I believe that leaders have the ability to translate personal talent, skills, and qualities into action that can influence change. Leaders take a stand for what they believe in and work to convince others to think and act differently as new policies, program change, and health care systems are implemented. Given the implementation of new program and policy changes leaders are driven to find better ways of doing things, and take paths that others fear to tread. Leaders empower people by providing new pathways to success, implementing new procedures, and guidance that enable others to move forward with a clear vision building strong relationships and inspiring trust and confidence in the process. As a healthcare professional, I realize that each of us has a responsibility to help other health care professionals understand organizational goals, new program policies, and the many contributions we can make to the health and well-being of our citizens and the nation. As mentioned by Hertsgaard, Healthcare; Living Through the Next Fifty Years (2011); â€Å"The effectiveness of new program implementation, or policy change can be undervalued by many health care professions that view health care decision making as only being made by a handful of individuals that may not particularly benefit the whole. If value is to be added, all affected by new program, or policy change should understand the benefits of inclusion of all healthcare disciplines as partners willing to assume leadership positions. If those affected choose to abdicate leadership roles, they give others power over our future as health care professionals†. An example used to illustrate my argument that the ability of leadership to impact, new procedures, policies, can be noted in the passage of the Affordable Care Act, as noted by Heifetz; Leadership Without Easy Answers (2012), â€Å"While the Affordable Care Act offers the potential to positively impact health care, we have a lot of work to do as regulations are implemented at the national and state levels. Implementation of health care reform may offer yet another test of our political system as Democrats and Republicans play out their very different health care visions. The federal health care reform law does not create a new system but does fill gaps in our existing system. It is a product of both a fragmented political process, which compels compromise, and our fragmented health care system, which limits reformers’ options to move away  from the status quo. Strong leadership will be required to realize the potential and promise for health care reformâ€Å". I do believe that because of transformational and transactional leadership the passage of the Affordable Care Act was possible. Below illustrates several fundamental institutional, program, and policies changes leadership will have to strategically implement with the passage of the transformational Affordable Care Act as noted by Zimmerman, Leadership in an Evolving Health Care System (2012); â€Å"It provides for: * Significant innovation with a focus on improved patient outcomes achieved through integrated care systems; * Fundamental payment reform, including capitation and bundled payments; * Expansion of pay-for-performance, where payment will be linked to outcomes in outpatient care; * Refocusing the system on wellness and prevention; and  * Levels of transparency and accountability never before demanded of our health care system or its providers† Furthermore, Zimmerman argues that for fundamental changes to occur; implementation of new policy and program change should be carried out by all individual as the system thrives on continuous innovation–just like strong leaders doâ€Å". Despite the limitations of our current delivery system, I do believe that leaders in the private sector health care see opportunities for innovation and change as our health care system evolves. Fixing our broken health care system will require courageous and innovative leadership on all fronts. There will continue to be strong reasonable voices all along the political spectrum that disagree about what changes are necessary, how to fix what’s broken and how to pay for the fixes. As Heifetz suggests in Leadership on the line (2012), â€Å"the fact is that organizations dont just change because of new systems, processes or new organization structures. They change because the people within the organization adapt and change too. Only when the people within it have made their own personal transitions can an organization truly reap the benefits of change, and good leadership recognizes and attempt to improve on those ideas†. As I reflect on the state of today’s health care leadership, I find that those individuals who have had the greatest impact are the ones who have let go of the consequences of that leadership. That is, rather than play it safe by reacting to consensus opinion; they have chosen to passionately lead to a  transcendent vision. In essence they have rejected the politics of transactional leadership, and taken a position in service of what to them is a moral or ethical imperative. In his book, The Tipping Point, Malcolm Gladwell identifies three types of leaders who have disproportionate impact on influencing their peers. â€Å"These are people who are either well-connected, serve as mavens, or act as salesmen. * The first are individuals who act as communication nodes for the spreading of information. * Mavens are knowledgeable individuals who delight in sharing that knowledge with others without seeking personal gain. * Salesmen are in many ways the most important. These people have the capacity to emotionally influence their constituents. They have presence or charisma, and easily influence others through their capacity to express and elicit common emotions.† In conclusion, it is the job of leaders to create that environments in which letting go of the consequences of leading to a transcendent vision can inspire their followers and allow them to reconnect to the meaning and purpose in their work. In a world of exponential change, where leaders must serve in the capacity of change agent, transformational leadership is paramount. It is a position of great risk, requiring courage and can only be successful when driven by the passion of a transcendent vision. It is imperative to find joy in the doing, to make the journey and destination the same. References 1. Baldwin, C. and Linnea, A. The Circle Way: A Leader in Every Chair. San Francisco: Berritt- Koehler Publishers, 2010. 2. Gladwell M. The Tipping Point. How Little Things Can Make A Big Difference. Boston, Little Brown and Company, 2000. 3. Heifetz, R.A Leadership Without Easy Answers. Cambridge, Ma: The Belknap Press of Harvard University Press, 2012. 4. Heifetz, R.A and Linsky, A. Leadership on the Line: Staying Alive Though the Dangers of Leading. Boston: Harvard Business Review Press, 2012. 5. Hertsgaard, M. Healthcare: Living Through the Next Fifty Years. New York: Houghton Mifflin Harcourt. 2011. 6. Zimmerman, C. Leadership in an Evolving Health Care System. New York: Free Press, 2011

Government Essay -- Analysis, Thoreau

Thoreau starts his essay by supporting the motto- â€Å"that government is best which governs least† (177), which implies the reduction of governmental interference in everyday affairs by reducing the government’s capacity to tax for unpopular causes. A case in point is a poll tax – a â€Å"per head† tax imposed on all citizens to help support, what Thoreau considered an unjust war against Mexico, which would extend slavery into new US territories, organized by a small elite of persons who have manipulated government to their benefit against popular will (177). Furthermore, Thoreau maintains that government rarely proves itself useful and that it derives its authority from the majority since they are physically the strongest group, not because they hold the most legitimate viewpoint. He continues that individual’s prior obligation is to do what they believe is right and not to obey the law dictated by the majority. It can be suggested that when a go vernment is unjust, people should refuse to obey the law and dissociate themselves from the government in general. This implies that a person is not obligated to devote his life to eradicating evils from the world, but he is ought not to participate in such evils, which could mean not being a member of an unjust institution such as the government. However, at the same time, it could not be the most appropriate approach for one to dissociate from the society and be ultimately responsible to herself alone, especially in current interconnected world. Moreover, it is worth noting, that there is a strong sense of individualism and skepticism toward the government throughout Thoreau's work. It can be argued that Thoreau is deeply skeptical of the government because he despises the view that an individu... ...mply not make the world any worse. To return to the original question, it would appear that a man has a duty to act according to the dictates of his conscience, despite the latter goes against majority opinion, or the laws of society. In cases when the state supports unjust or immoral laws, Thoreau's notion of service to one's country paradoxically shifts to the form of resistance against it. Resistance is the highest form of patriotism because it illustrates a desire not to demolish government but to build a better one in the long term. Thus, Thoreau does not advocate a complete rejection of the administration, but resistance to those specific features considered to be unjust or immoral. Even though Thoreau’s ideas were not much influential in nineteenth century, it helped to inspire Mohandas Gandhi’s and Martin Luthor King’s theories of nonviolent resistance.

Elizabethan Playhouses and Performance Conventions

When Elizabeth became Queen of England in 1558, there were no specially designed theatre buildings. Companies of actors (usually small, made of 5 to 8 members) toured the country and performed in a wide variety of temporary acting spaces, mainly in inn yards, but also in churches, Town Halls, Town Squares, great halls of Royal Palaces or other great houses, or anywhere else that a large crowd could be gathered to view a performance. It is true that they continued to tour throughout Elizabeth’s reign (especially during the Plague in London, when theatres were closed or earned but little money). Nevertheless, given the laws passed by the Queen to control wandering beggars and vagrants – which implicitly affected the acting companies as well – many actors were encouraged to settle down with permanent bases in London. The first permanent theatres in England were old inns which had been used as temporary acting areas when the companies had been touring. E. g. The Cross Keys, The Bull, The Bel Savage, The Bell – all originally built as inns. Some of the inns that became theatres had substantial alterations made to their structure to allow them to be used as playhouses. The first purpose built theatre building in England was simply called The Theatre, eventually giving its name to all such building erected in the outskirts of London and functioning until the closing of the theatres in 1642 during the Civil War. The Theatre was built in 1576, at Shoreditch in the northern outskirts of London, by the Earl of Leicester’s Men who were led by James Burbage, a carpenter turned actor. It seems that the design of The Theatre was based on that of bull-baiting and bear-baiting yards (as a matter of fact, bull baiting, bear baiting and fencing shows were very popular by that time, and they were often organized before the plays started. ). The Theatre was followed the next year (1577) by The Curtain, in 1587 by The Rose and in 1595 by The Swan (to mention but the most famous theatres). In 1599, a dispute over the land on which The Theatre stood determined Burbage’s sons to secretly tear down the building and carry away the timber to build a new playhouse on the Bankside which they names The Globe. By this time, the Burbages had become members of Lord Chamberlain’s Company, along with William Shakespeare, and The Globe is famously remembered as the theatre in which many of Shakespeare’s plays were first performed. (The Globe was destroyed in 1613 in a fire caused by the sparks of a cannon fired during the performance of Shakespeare’s Henry VIII. Rebuilt, it was closed and demolished in 1644 during the Civil War. The modern reconstruction of Shakespeare’s Globe Theatre in London was completed in 1997. ) Before going into more details regarding the structure of the Elizabethan theatre, distinction should be made, however, between two categories of playhouses: the public (outdoor) theatres and the private (indoor) theatres. The former were amphitheatre buildings open to the air and therefore cheaper – The Globe, for instance, charged two pence for a seat in the galleries or a single penny to stand in the yard. The latter (e. g. Blackfriars; The Cockpit) were built to a hall design in enclosed and usually rectangular buildings more like the theatres we know today. They had amore exclusive audience since they charged considerably more – the cheapest seat in a private theatre cost sixpence. The adult companies did not start to use the private hall theatres until after Elizabeth’s death, but they were used by the boy companies (made up entirely of child and teenage actors) in Elizabeth’s reign and were used by Shakespeare’s Company – by this time the King’s Men – and other adult companies in the Jacobean period. Structure and Design of Public/ Outdoor Theatres Public theatres were polygonal – hexagonal outside and round inside (â€Å"a wooden O† as Shakespeare puts it in Henry V). An open-air arena – called â€Å"pit† or â€Å"yard† – had, at one end, a wooden stage supported by large pillars, with trap doors for special effects (to allow ghosts, devils and similar characters to be raised up) and was surrounded by three tiers of roofed galleries (thatched, later on tiled roofs) with balconies, overlooking the back of the stage. The rear stage was covered by a roof – which they called â€Å"Heavens† through which, by means of ropes, they ould lower down the actors playing the gods/ angels, etc. , for flying or dramatic entrances – held up by massive pillars and obstructing the view of audience members from various angles. The stage wall behind these pillars was called â€Å"Frons Scenae† (taken from the name given by Imperial Rome to the stage walls of their amphitheatres ) provided with doors to the left and to the right and a curtained central doorway – referred to as the â€Å"discovery space† – which allowed characters to be suddenly revealed or a play within a play to be acted. The rear wall of this inner stage was covered by tapestry, the only usual â€Å"scenery† used on the stage. Immediately above the inner stage, there was the stage gallery which could be used for multiple purposes: – as an acting space: on either sides, there were bow-windows used for the frequent window/ balcony scenes (e. g. Romeo and Juliet). Thus the arrangement of a front stage and two-storeyed back stage permitted three actions to go on simultaneously and a life-like parallelism of events. – another part of the gallery could be used as a music-room. Music was an extra effect added in the 1600’s. The musicians started playing an hour before the beginning of the play and also played at appropriate moments throughout the performance. – when necessary, some of the boxes of the stage gallery were used for audience seating. They were referred to as the â€Å"Lord’s rooms† and considered the best (and hence the most expensive) seats in the ‘house’ despite the poor view of the back of the actors. (Nevertheless, the audience at large would have a good view of the Lords and the Lords were able to hear the actors clearly. There were also additional balconies on the left and right of the â€Å"Lord’s rooms† called the â€Å"Gentlemen’s rooms†, also meant for the rich patrons of the theatres. As previously mentioned, the stage wall structure contained two doors (at least) leading to a small structure, back stage, called the â€Å"Tiring House† used by actors to dress, prepare and wait offstage. Above the stage gallery, there is a third storey connected with the â€Å"Heavens† extending forward from the tiring-house over the rear part of the stage, which was often used to represent the walls of a castle or a city. Last but not least, on top of this structure, there was also what might be called a fourth storey of the tiring-house, referred to as the â€Å"Hut† presumably used as a storage space and housing suspension gear for flying effects, while the third storey stage cover served as a loading room for players preparing to ‘fly’ down to the stage. On top of the â€Å"hut†, a flag (a black one, if it was a tragedy, a white one, if it was a comedy, or a red one, if it was a history) was erected to let the world know a play was to be performed that day. The access to the playhouse was ensured by one main entrance, where playgoers had to put the admission fee – i. e. 1 penny, for those who watched the play from the yard, standing, called the â€Å"Groundlings† (shopkeepers, craftsmen, apprentices), or more, up to 4-5 pence for the gentry and the great lords sitting in the galleries. The galleries could be reached by the two sets of stairs in the structure, on either side of the theatre. The first gallery would cost another penny in the box which was held by a collector (â€Å"gatherer†) at the front of the stairs. The second gallery would cost another penny. At the start of the play, after collecting money from the audience, the admission collectors put the boxes in a room backstage, called the â€Å"box office. † The Players There were invariably many more parts than actors. Elizabethan Theatre, therefore, demanded that an actor be able to play numerous roles and make it obvious to the audience by changes in his acting style and costume that he was a new person each time. When the same character came on disguised (as, for example, many of Shakespeare’s female characters disguise themselves as boys – e. . The Merchant of Venice or Twelfth Night) speeches had to be included making it very clear that this was the same character in a new costume, and not a completely new character. All of the actors in an Elizabethan Theatre company were male (which might explain the scarcity of female roles in Elizabethan drama). There were laws in England against women acting onstage and English travellers abroad were amused and amazed by the strange customs of Continental European countries that allowed women to play female roles. Exceptions : One woman – Mary Frith, better known as Moll Cutpurse – was arrested in the Jacobean period for singing and playing instruments onstage during a performance of a play about her life (Middleton and Dekker’s The Roaring Girl) and some suggest that she may actually have been illegally playing herself in the performance, and women sometimes took part in Court Masques (a very stylised and spectacular sort of performance for the Court, usually dominated by singing and dancing), but otherwise English women had no part in the performance of Elizabethan plays. The male actors who played female parts have traditionally been described as â€Å"Boy Actors† – they were actually boys whose voices had not changed. The rehearsal and performance schedule that Elizabethan Players followed was intense and demanding. Unlike modern theatres, where a successful play can run for years at a time, Elizabethan theatres normally performed six different plays in their six day week, and a particularly successful play might only be repeated once a month or so. For example, in a typical season, a theatrical company could perform thirty-eight different plays. The Elizabethan actor did not have much time, therefore, to prepare for each new play, and must have had to learn lines and prepare his blocking largely on his own and in his spare time – probably helped by the tendency of writers to have particular actors in mind for each part, and to write roles which were suited to the particular strengths and habits of individual actors. There were few formal rehearsals for each play and no equivalent of the modern Director (although presumably the writer, theatre managers, and the most important actors – who owned shares in the theatre company – would have given some direction to other actors). Instead of being given full scripts, each actor had a written â€Å"part†, a long scroll with nothing more than his own lines and minimal cue lines (the lines spoken by another actor just before his own) to tell him when to speak – this saved on the laborious task of copying out the full play repeatedly by hand. There was a bookholder or prompter who held a complete script and who helped actors who had forgotten their lines. Costumes, Scenery and Effects Elizabethan costuming seems to have been a strange combination of what was (for the Elizabethans) modern dress, and costumes which – while not being genuinely historically or culturally accurate – had a historical or foreign flavour. Strict laws were in force about what materials and types of clothes could be worn by members of each social class – laws which the actors were allowed to break onstage – so it would be immediately obvious to the Elizabethan audience that actors wearing particular types of clothes were laying people of particular backgrounds and types. The colours were also carefully chosen so as to suggest: red – blood; black – gloom, evil; yellow – sun; white – purity; scarlet – doctor; gray – friar; blue – serving men. Extensive make-up was almost certainly used, particularly for the boys playing female parts and with dark make-up on the face and hands for actors playing â€Å"blackamoors† or â€Å"Turks†. There were also conventions for playing a number of roles – some of which we know from printed play scripts. Mad women, like Ophelia, wore their hair loose and mad people of both sexes had disordered clothing. Night scenes were often signalled by characters wearing nightdresses (even the Ghost of Hamlet’s father appears in his nightgown, when Hamlet is talking with his Mother in her chamber). The Elizabethans did not use fixed scenery or painted backdrops of the sort that became popular in the Victorian period – hence the playwrights had to provide the actors with spoken descriptions of landscape which with Shakespeare represent memorable poetry. That does not mean, however, that the Elizabethans performed on a completely bare stage. A wide variety of furniture and props were brought onstage to set the scene as necessary – ranging from simple beds, tables, chairs and thrones to whole trees, grassy banks, prop dragons, an unpleasant looking cave to represent the mouth of hell, and so forth. Death brought out a particular ingenuity in Elizabethan actors and they apparently used copious quantities of animal blood, fake heads and tables with holes in to stage decapitations. Heads, hands, eyes, tongues and limbs were dramatically cut off onstage, and probably involved some sort of blood-drenched stage trick. A number of other simple special effects were used. Real cannons and pistols (loaded with powder but no bullet) were fired off when ceremonial salutes or battles were required. Thunder was imitated by rolling large metal cannon balls backstage or by drumming, while lightning was imitated by fireworks set off in the â€Å"heavens† above the stage. One thing that Elizabethan theatres almost completely lacked was lighting effects. In the outdoor theatres, like the Globe, plays were performed from two o’clock until about four or four thirty in the afternoon (these were the times fixed by law, but plays may sometimes have run for longer) in order to take advantage of the best daylight (earlier or later performances would have cast distracting shadows onto the stage). Evening performances, without daylight, were impossible. In the hall theatres, on the other hand, the stages were lit by candlelight – which forced them to hold occasional, probably musical, breaks while the candles were trimmed and tended or replaced as they burned down. Elizabethan actors carried flaming torches to indicate that a scene was taking place at night, but this would have made little difference to the actual lighting of the stage, and spectators simply had to use their imagination. The nearest that the Elizabethans came to lighting effects were fireworks, used to imitate lightening or magical effects. Performance Techniques We know very little, unfortunately, about how Elizabethan actors actually played their roles. Performances probably ran continuously without any sort of interval or Act Breaks. Occasionally music may have been played between Acts or certain scenes, but scholars think this was quite unusual except in the hall playhouses, where candles had to be trimmed and replaced between Acts. We do not even know how long Elizabethan plays usually ran. The law (mentioned above) expected plays to last between two and two and a half hours, but some plays – such as Hamlet, which in modern times runs for more than four hours – seem much too long to have been performed in such a short time. What props and scenery there were in the Elizabethan Theatre were probably carried on and off while the scenes continued, while actors were continually moving forward and backward into the midst of the surrounding audience. All entrances and exits were through the doors at the rear of the stage proper: one actor left through one door while a second actor would appear through the second door to swing into the next scene. That means that there would have been no need to wait for scene changes. The actors were kept in constant motion and, given the design of the stage, they had to face in as many different directions as possible during a scene. Another aspect of Elizabethan performance that we know a little about was the use of clowns or fools. Shakespeare complains in Hamlet about the fact that the fool often spoke a great deal that was not included in his script, and in the early Elizabethan period especially it seems to have been normal for the fool to include a great deal of improvised repartee and jokes in his performance, especially responding to hecklers in the audience. At the end of the play the Elizabethan actors often danced, and sometimes the fool and other comic actors would perform a jig – which could be anything from a simple ballad to a quite complicated musical play, normally a farce involving adultery and other bawdy topics. Some time was apparently put aside for the fool to respond to challenges from the audience – with spectators inventing rhymes and challenging the fool to complete them, asking riddles and questions and demanding witty answers, or simply arguing and criticising the fool so that he could respond. With no modern stage lighting to enhance the actors and put the audience into darkness, Globe audience members could see each other exactly as well as they could see the performers and the Groundlings in particular were near enough to the stage to be able to touch the actors if they wanted to and the front row of the Groundlings routinely leaned their arms and heads onto the front of the stage itself. The Groundlings were also forced to stand for two or three hours without much movement, which encouraged short attention spans and a desire to take action rather than remain completely immobile. This means that the Groundlings frequently shouted up at the actors or hissed the villains and cheered the goodies. Elizabethan audiences seem to have been very responsive in this way – as their interactions with the Fool suggests – and were particularly well known for hurling nut shells and fruit when they disliked an actor or a performance. The Elizabethan audience was still more distracted, however, since beer and food were being sold and consumed throughout the performance, prostitutes were actively soliciting for trade, and pickpockets were busy stealing goods as the play progressed. Elizabethan audiences may have â€Å"viewed† plays very differently, hence the origin of the word â€Å"audience† itself. The Elizabethans did not speak of going to see a play, they went to hear one – and it is possible that in the densely crowded theatre – obstructed by the pillars and the extravagant headgear that richer members of the audience were wearing – the Elizabethan audience was more concerned to hear the words spoken than to be able to see the action. This idea is given extra weight by the fact that in the public outdoor theatres, like the Globe, the most expensive seats were not the ones with the best views (in fact the best view is to be had by the Groundlings, standing directly in front of the stage), but those which were most easily seen by other audience members. The most expensive seating was in the Lord’s box or balcony behind the stage – looking at the action from behind – and therwise the higher the seats the more an audience member had to pay. (Some Elizabethan documents suggest that the reason for this range of prices was the richer patron’s desire to be as far from the stink of the Groundlings as possible. ) Specific aspects of Elizabethan performances: bear-baiting: three bears in ascending size are set upon by an English hound in a fight to the death! fencing: less gruesome, this civilized sport also took place before plays. umb-shows/processions: parades or spectacles, these formal groups used all the most ornate costumes they owned, including crowns and sceptres, torches and swords. Dumbshows appeared at the end of each act to summarize the events of the following act. By the turn of the century, dumb-shows were considered old-fahsioned and corny. Processions were more solemn as actors moved mannequin-like across the stage. jigs: at the conclusion of a play, the actors would dance around the stage. Separate from the plays, these were bawdy, knockabout song-and-dance farces. Frequently resembling popular ballads, jigs were often commentaries on politics or religion. masques: masques were plays put on strictly by the royals. These were celebrations, i. e. royal weddings or winning a battle. Designed as banquets of the senses, these celebrations spanned several days during which each member of the party played a part in the allegorical theme of the banquet. Masques were always held in private playhouses.

Cost Accounting Past FInal

January 10,800 February 1 5,600 March 12,200 April 10,400 May 9,800 The inventory of finished products at the end of each month is to be equal to 25% of the sales estimate for the next month. On January 1, there were 2,700 units of product on hand. No work is in process at the end of any month. Each unit of product requires two types of materials in the following quantities: Material A-4 units Material B- 5 units Materials equal to one half of the next month's production are to be on hand at the end of each month.This requirement will be met on December 31st, 2012. REQUIRED: a) Prepare a budget showing the quantities of each type of material to be purchased each month for the first quarter of 2013 Question Two (20 marks) KILL Industries use weighted-average process costing to determine the cost of goods manufactured. The firm began the current year with 20,000 units in process, 75% complete. Work was begun on an additional 90,000 units during the period. The period ended with 8,000 u nits in process, 40% complete.Materials are added at the beginning of the process, labor when the units are 50% complete, and overhead is re sold for scrap at $0. 10 each. Normally, 2% of the units inspected are expected to be rejected. Costs attached to beginning work-in-process were $80,000 for materials, $120,000 for labor, and $150,000 for overhead. Current costs for the period were $371,000 for materials, $475,000 for labor and $865,280 for overhead. One hundred thousand good units were completed and transferred out during the period. ) Prepare a cost of production report for this department using weighted average process costing using the vertical format (as taught in class, not in the text) b) Prepare Journal entries to record the activities for the month Question Three (22 marks) Pfizer-Plow Pharmaceuticals is a major seller of cold remedies. Its product line consists of aspirin, cough lozenges, cold capsules and a nasal spray. The firm manufactures only the cold capsules in Puerco Ricoh.The other products are purchased from firms which specialize in the manufacture of those products: For the first quarter of 2012, management of Pfizer-Plow prepared the following master budget: Sales Aspirin 10,000 cases Lozenges 20,000 cases Capsules 20,000 cases Spray 5,000 cases Total Sales Aspirin Lozenges Spray Manufacturing Costs: Caffeine 40,000 grams 400,000 Antihistamine 60,000 grams 300,000 Aspirin concentrate 100,000 grams 350,000 Direct labor 40,000 hours Overhead (all fixed) 500,000 Total Costs Net Income Through excellent SIT inventory control, the firm was able to keep purchases and production exactly equal to unit sales.The firm uses actual process costing for its manufacturing operation. A summary of the actual results for the first quarter of 2012 follow: Cost of purchases 1 ZOO cases 20,000 cases $200. 00 a case Capsules 2000 cases $310. 00 a case ,000 cases $390. 00 a case Actual Manufacturing costs incurred during the period were: Caffeine 45,000 g rams $427,500 Antihistamine 64,000 grams $384,000 Aspirin Concentrate 1 1 5,000 grams 414,000 Direct labor 43,000 hours Overhead 482,000 a) Determine actual cost net income b) Calculate I.Sales quantity variance it. Sales mix variance iii. Sales Price variances ‘v. Material yield variance v. Material mix variance v'. Material price variances c) Reconcile actual net income to the master budget in a single statement, including any other appropriate variances Question Four (12 marks) revived more Buts of heat per cord of wood than any other wood burning fireplace insert or stove. One model, the Heatproof, sells for $1,800, and a new model, the Heat Queen, sells for $1,200.A traditional costing system ‘. The BBC system b) Which system would most likely do a better Job of measuring costs for this product emphasis/keep or drop decision? Explain. C) Franklins controller points out that the BBC information could also be used to identify and eliminate non-value added activities. Explain how BBC and BAM can be used for this purpose. Question Five (18 marks) The steam-generating department of the Sotto Company provides the power necessary to run the machines in two production departments, Pl and UP.Based upon past experience, it has been determined that the total costs of operating the team generating equipment contains a fixed element of $30,000 per year and a variable element of $2. 00 per 1,000 cubic meters of steam. In addition to any allocated overhead costs, Pl has direct fixed overhead of $20,000 per year and UP has direct fixed overhead of $10,000 per year. Direct variable overhead in Pl is $1. 00 per machine hour. Direct variable overhead in UP is $2 per machine hour.Each machine hour in Pl requires the use of 1,000 cubic meters of steam. Each machine hour in UP requires the use of 250 cubic meters of steam. Maximum yearly machine hours in Pl and UP are 20,000 and 30,000, respectively. Under current economic conditions, management expects to utilize 10,000 machine hours in Pl and 30,000 machine hours in UP during 2013. A) Determine the expected 2013 operating costs of the steam-generating department.

Special Character Chart for German

Special Character Chart for German Both PC and Mac users sooner or later confront this problem: How do I get à ¶, Ä, à ©, or ß out of my English-language keyboard? While Mac users dont have the problem to the same degree, they too can be left wondering which option key combination will produce a  « or a  » (the special German quotation marks). If you want to display German or other special characters  on a Web page using HTML, then you have yet another problem- which we also solve for you in this section. The chart below will clarify the special German character codes for both Macs and PCs. But first a few comments on how to use the codes: Apple/Mac OS X The Mac option key allows users to easily type most foreign letters and symbols on a standard English-language Apple keyboard. But how do you know which option combination will produce which letter? After you get past the easy ones (option u a ), how do you discover the others? In Mac OS X you can use the  Character Palette. To view the Character Palette you click on the Edit menu (in an application or in the Finder) and select Special Characters. The Character Palette will appear. It not only shows the codes and letters, but also how they appear in various font styles. In Mac OS X theres also an Input Menu (under System Preferences International) that allows you to select various foreign-language keyboards, including standard German and Swiss German. The International control panel also allows you to set your language options.   Apple/ Mac OS 9 Instead of the Character Palette, the older Mac OS 9 has Key Caps. That feature lets you see which keys produce which foreign symbols. To view Key Caps, click on the multicolored Apple symbol at the top left, scroll down to Key Caps and click. When the Key Caps window is visible, press the option/alt key to see the special characters it produces. Pressing the shift key and option simultaneously will reveal yet another set of letters and symbols. Windows - Most Versions On a Windows PC, the Alt option offers a way to type special characters on the fly. But you need to know the keystroke combination that will get you each special character. Once you know the Alt0123 combination, you can use it to type an ß, an , or any other special symbol. (See our Alt-code chart for German below.) In the related feature,  Can Your PC Speak German?, I explain in detail how to find the combination for each letter, but the chart below will save you the trouble. In the same feature, I explain how to select various languages/keyboards in Windows. Character Codes for German These codes work with most fonts. Some fonts may vary. For the PC codes, always use the numeric (extended) keypad on the right of your keyboard and not the row of numbers at the top. (On a laptop you may have to use num lock and the special number keys.) For this German character, type: German letter/symbol PC Code Alt + Mac Code option + 0228 u, then a 0196 u, then A e, acute accent 0233 e 0246 u, then o 0214 u, then O 0252 u, then u 0220 u, then U sharp s, es-zett 0223 s

20 Synonyms for Type

20 Synonyms for Type 20 Synonyms for â€Å"Type† 20 Synonyms for â€Å"Type† By Mark Nichol Which type of word is suitable for referring to a type of person, place, or thing? Type will do, but plenty of alternatives, some with distinct and vivid connotations, are available. Here is a list of synonyms for type with connotations and sample sentences. 1. Bent: From the sense of â€Å"inclination,† this word has developed a figurative meaning closer to â€Å"bias† or â€Å"talent† but is also suitable as a substitute for type: â€Å"People of that bent will be bored here.† 2. Breed: Besides the functional use of this term to refer to types of animals within a single species, it may also be used figuratively to refer to someone with a previously described or implicit set of qualities: â€Å"Sadly, a person of that breed is hard to find these days.† 3. Character: This word applies in references to a person’s qualities or traits: â€Å"A man of that character will go far in this world.† 4. Class: Class is a general word for a grouping based on a predetermined set of characteristics, either rigorously or loosely applied: â€Å"As expected, the expert-class competition drew the largest audience†; â€Å"These are first-class accommodations.† However, it may also apply in discussions of socioeconomic level or quality of character: â€Å"Someone of that class probably wouldn’t appreciate it anyway.† 5. Description: This word usually applies to references to physical appearance: â€Å"Someone of that description was seen loitering downtown yesterday.† 6. Feather: Among many connotations for feather is the figurative expression â€Å"Birds of a feather flock together,† and it is in a related sense that the word is occasionally used as a synonym for type: â€Å"I need an accountant, or someone of that feather, to help me with my finances.† 7. Genre: Genre is confined to references to types of creative endeavors: â€Å"That genre of music is well past its heyday.† 8. Grade: This term is used in evaluative contexts: â€Å"We sell only the best grade of diamonds and fine jewelry.† 9. Ilk: Ilk originally had a specific genealogical sense, but this connotation relaxed to the point that the phrase â€Å"of that ilk† is synonymous with â€Å"of that type†: â€Å"Others of that ilk populated the vicinity.† 10. Kidney: This rare synonym for type suggests a reference to someone’s temperament: â€Å"If he’s of that kidney, he’ll be able to take the stress.† 11. Kind: Kind is the most likely synonym for type: â€Å"I never said anything of the kind†; â€Å"That kind of attitude will get you nowhere.† 12. Like: Among various uses of like as a noun, it means â€Å"people of that type†: â€Å"She and her like are up to no good.† 13. Lot: This word is often used in a derogatory reference to a group: â€Å"You don’t want to hang around with that lot.† 14. Manner: This word is employed in the sense of â€Å"style† or â€Å"approach†: â€Å"Her manner of speaking is grating.† 15. Nature: Nature, as a synonym for type, refers to a person or animal exhibiting certain characteristics: â€Å"A person of that nature isn’t to be trusted.† 16. Persuasion: In addition to its primary sense regarding inducement, persuasion is employed to refer to a personality trait or a lifestyle choice: â€Å"Someone of the politically correct persuasion would say something like that.† 17. Rank: This word for a type that denotes attainment of a grade or level of achievement also has a figurative sense: â€Å"He’s a gentleman of the first rank.† 18. Set: Set applies formally to any grouping on the basis of selected criteria, but it also connotes association with a certain type of people: â€Å"He likes to hang out with the smart set.† 19. Strain: This synonym for type suggests a fine distinction or an idiosyncrasy: â€Å"Our conversations were of a surreal strain.† 20. Stripe: This idiomatic synonym for type may derive from the use of stripes and other insignia to distinguish adherents of one member of the nobility from another. The sense persists in occasional modern usage: â€Å"Anyone of his political stripe would agree.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:70 Idioms with Heart11 Writing Exercises to Inspire You and Strengthen Your Writing20 Ways to Laugh

Can you follow the reasoning of the Fine Tuning Argument Are you Essay

Can you follow the reasoning of the Fine Tuning Argument Are you convinced by it's reasoning and it's response to many universes hypotheses Why or why not - Essay Example Everyday science is discovering new things, so it would be inadequate to conclude that God is omnipotent. This is a response to the reasoning and responses to the universe hypotheses of the fine tuning argument (Collins, 3) I am not convinced by the general principle reasoning. It formulates the fine tuning argument against the ‘atheistic Single-universe’ hypothesis. It uses the prime principle of confirmation. The confirmation principle states that for two hypotheses H1 and H2. Something counts as evidence for hypotheses rather than another that is when is truer under a certain hypothesis than another (Collins, 8). Therefore in probability, the greater the difference, the greater the probability of counting as evidence. The examples offered in the principle of confirmation are, firstly, find rocks. Whereby if you find rocks in the mountain errand Saying ‘welcome to mountains’ there is a great probability that it is your brother who wrote it rather than chance. Secondly, a defendants fingerprints found on a murder weapon would more probably suggest that he is the murderer. I do not agree to the application of the principles that relies on the fact that that the universe has th e fine-tuned life factors being more probable under the theism hypothesis. The belief that the universe along with the essential life factor is an inexplicable brute fact (Collins, 18). The principle questions whether there are other universes. If there are, then one of the universes has to be fine tuned. It happens that the only fine-tuned universe could be ours because the other does not support an intelligent life. I am not convinced by the response to many universes hypothesis because it describes the universe as large or perhaps infinite thus it differs with the fundamental physical parameters. I agree that the majority of the universes do not support life-permitting values only a one. Its hard to understand the existence of improbable universe such

Changes in the Banking Industry Essay Example | Topics and Well Written Essays - 500 words - 1

Changes in the Banking Industry - Essay Example The capital ratio stands at 11.39% in 2010 when compared to 8% in 2006. The number of institutions reporting to the FDIC has decreased from 8833 institutions in the year 2005 to 7760 institutions in 2010. The number of problem institutions has increased drastically on a year on year basis from 552 in 2009 to 860 in 2010. The number of failed institutions has also increased to 127 institutions in 2010 from just 3 institutions in the year 2007. Bank’s return on assets which refers to net income as a percentage of total assets, increased which suggests that the banking industry is able to garner more interest income with the rising in demand for loans with reducing the cost of funds, therefore sustaining revenues and improving asset quality. In relation to the core capital ratio, Tier 1 capital can absorb losses without a bank being required to cease its functioning. Therefore increase in core capital ratio indicates the health of the banking industry is improving considerably. T he banking industry is giving prime importance to strengthening the Tier 1 level of capital. Credit growth has been strong due to which the net interest margin is indicating an upward trend with a 291.33% increase in net operating income of banks. Despite this relatively good news, the number of problem institutions has increased primarily because of financial, operational or managerial weaknesses that might lead to increased number of failed institutions in the last quarter of 2010. The trend of the number of institutions reporting to FDIC reducing is largely explained by the acquisition of smaller institutions by bigger institutions to prevent banks from failing and also because of increasing number of failed institutions. The number of problem institutions continues to increase but the aggregate assets of these problem institutions continued to decline suggests that this are smaller institutions in nature.