Analysis of The Lost Children of Wilder by Nina Bernstein Essay

Analysis of The Lost Children of Wilder by Nina Bernstein â€Å"The Lost Children of Wilder† is a book about how the foster care system failed to give children of color the facilities that would help them lead a somewhat normal and protected life. The story of Shirley Wilder is a sad one once you find out what kind of life she had to live when she was a young girl. Having no mother and rejected by her father she has become a troubled girl. Shirley Wilder was rejected from foster care because she was black. The system failed to place children of color into these homes because they weren’t white, Catholic, or Jewish. I cannot even believe that this went on years ago. Just because you are of a different race meant that you could not benefit from the system. This is absolutely ridiculous that children could not get the proper care and supervision that they needed. One example of race discrimination is of a girl from my town. She was not able to go to our local swim club because she was black. I know this has nothing to do with foster care but both of her parents died and she was adopted by a white family whom she babysat for. They wanted to take her to the swim club but she was rejected because she was black. She sued the club and was awarded $200,000. I think she was lucky to have gotten the money but nothing can undo what it feels like to be discriminated against. â€Å"Under New York’s Family Court Act, treatment was the legal justification for taking troubled children in...

List of Poetry Group

List of poetry groups and movements From Wikipedia, the free encyclopedia Jump to: navigation, search | The examples and perspective in this article may not represent a worldwide view of the subject. Please improve this article and discuss the issue on the talk page. (November 2011) | Poetry groups and movements or schools may be self-identified by the poets that form them or defined by critics who see unifying characteristics of a body of work by more than one poet. To be a ‘school' a group of poets must share a common style or a common ethos.A commonality of form is not in itself sufficient to define a school; for example, Edward Lear, George du Maurier and Ogden Nash do not form a school simply because they all wrote limericks. There are many different ‘schools' of poetry. Some of them are described below in approximate chronological sequence. The subheadings indicate broadly the century in which a style arose. Contents * 1 Prehistoric * 2 Sixteenth century * 3 Sevente enth century * 4 Eighteenth century * 5 Nineteenth century * 6 Twentieth century * 7 Alphabetic list * 8 References| PrehistoricThe Oral tradition is too broad to be a strict school but it is a useful grouping of works whose origins either predate writing, or belong to cultures without writing. Sixteenth century The Castalian Band. Seventeenth century The Metaphysical poets The Cavalier poets The Danrin school Eighteenth century Classical poetry echoes the forms and values of classical antiquity. Favouring formal, restrained forms, it has recurred in various Neoclassical schools since the eighteenth century Augustan poets such as Alexander Pope.The most recent resurgence of Neoclassicism is religious and politically reactionary work of the likes of T. S. Eliot. Romanticism started in late 18th century Western Europe. Wordsworth's and Coleridge's 1798 publication of Lyrical Ballads is considered by some as the first important publication in the movement. Romanticism stressed strong e motion, imagination, freedom within or even from classical notions of form in art, and the rejection of established social conventions. It stressed the importance of â€Å"nature† in language and celebrated the achievements of those perceived as heroic individuals and artists.Romantic poets include William Blake, William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Percy Bysshe Shelley, and John Keats (those previous six sometimes referred to as the Big Six, or the Big Five without Blake); other Romantic poets include James Macpherson,Robert Southey, and Emily Bronte. Nineteenth century Pastoralism was originally a Hellenistic form, that romanticized rural subjects to the point of unreality. Later pastoral poets, such as Edmund Spenser, Christopher Marlowe, and William Wordsworth, were inspired by the classical pastoral poets.The Parnassians were a group of late 19th-century French poets, named after their journal, the Parnasse contemporain. They included Charles Leconte de Lisle, Theodore de Banville, Sully-Prudhomme, Paul Verlaine, Francois Coppee, and Jose Maria de Heredia. In reaction to the looser forms of romantic poetry, they strove for exact and faultless workmanship, selecting exotic and classical subjects, which they treated with rigidity of form and emotional detachment. Symbolism started in the late nineteenth century in France and Belgium.It included Paul Verlaine, Tristan Corbiere, Arthur Rimbaud, and Stephane Mallarme. Symbolists believed that art should aim to capture more absolute truths which could be accessed only by indirect methods. They used extensive metaphor, endowing particular images or objects with symbolic meaning. They were hostile to â€Å"plain meanings, declamations, false sentimentality and matter-of-fact description†. Modernist poetry is a broad term for poetry written between 1890 and 1970 in the tradition of Modernism. Schools within it include Imagism and the British Poetry Revival.The Fireside Poets (also known as the Schoolroom or Household Poets) were a group of 19th-century American poets from New England. The group is usually described as comprising Henry Wadsworth Longfellow, William Cullen Bryant, John Greenleaf Whittier, James Russell Lowell, and Oliver Wendell Holmes, Sr.. Twentieth century The Imagists were (predominantly young) poets working in England and America in the early 20th century, including F. S. Flint, T. E. Hulme, and Hilda Doolittle (known primarily by her initials, H. D. ).They rejected Romantic and Victorian conventions, favoring precise imagery and clear, non-elevated language. Ezra Pound formulated and promoted many precepts and ideas of Imagism. His â€Å"In a Station of the Metro† (Roberts & Jacobs, 717), written in 1916, is often used as an example of Imagist poetry: The apparition of these faces in the crowd; Petals on a wet, black bough. The Objectivists were a loose-knit group of second-generation Modernists from the 1930s. They include Louis Zukofsky, Lorine Niedecker, Charles Reznikoff, George Oppen, Carl Rakosi, and Basil Bunting.Objectivists treated the poem as an object; they emphasised sincerity, intelligence, and the clarity of the poet's vision. The Harlem Renaissance was a cultural movement in the 1920s involving many African-American writers from the New York Neighbourhood of Harlem. The Beat generation poets met in New York in the 1940s. The core group were Jack Kerouac, Allen Ginsberg, and William S. Burroughs, who were joined later by Gregory Corso. The Confessionalists were American poets that emerged in the 1950s. They drew on personal history for their artistic inspiration.Poets in this group include Sylvia Plath, Anne Sexton, John Berryman, and Robert Lowell. The New York School was an informal group of poets active in 1950s New York City whose work was said to be a reaction to the Confessionalists. Some major figures include John Ashbery, Frank O'Hara, James Schuyler, Kenneth Koch, Barbara Guest, Joe Br ainard, Ron Padgett, Ted Berrigan and Bill Berkson. The Black Mountain poets (also known as the Projectivists) were a group of mid 20th century postmodern poets associated with Black Mountain College in the United States.The San Francisco Renaissance was initiated by Kenneth Rexroth and Madeline Gleason in Berkeley in the late 1940s. It included Robert Duncan, Jack Spicer, and Robin Blaser. They were consciously experimental and had close links to the Black Mountain and Beat poets. The Movement was a group of English writers including Kingsley Amis, Philip Larkin, Donald Alfred Davie, D. J. Enright, John Wain, Elizabeth Jennings and Robert Conquest. Their tone is anti-romantic and rational. The connection between the poets was described as â€Å"little more than a negative determination to avoid bad principles. The British Poetry Revival was a loose movement during the 1960s and 1970s. It was a Modernist reaction to the conservative Movement. The Hungry generation was a group of ab out 40 poets in West Bengal, India during 1961–1965 who revolted against the colonial canons in Bengali poetry and wanted to go back to their roots. The movement was spearheaded by Shakti Chattopadhyay, Malay Roy Choudhury, Samir Roychoudhury, and Subimal Basak. The Martian poets were English poets of the 1970s and early 1980s, including Craig Raine and Christopher Reid.Through the heavy use of curious, exotic, and humorous metaphors, Martian poetry aimed to break the grip of â€Å"the familiar† in English poetry, by describing ordinary things as if through the eyes of a Martian. The Language poets were avant garde poets from the last quarter of the 20th century. Their approach started with the modernist emphasis on method. They were reacting to the poetry of the Black Mountain and Beat poets. The poets included: Leslie Scalapino, Bruce Andrews, Charles Bernstein, Ron Silliman, Barrett Watten, Lyn Hejinian, Bob Perelman, Rae Armantrout, Carla Harryman, Clark Coolidge, Hannah Weiner, Susan Howe, and Tina Darragh.The New Formalism is a late-twentieth and early twenty-first century movement in American poetry that promotes a return to metrical and rhymed verse. Rather than looking to the Confessionalists, they look to Robert Frost, Richard Wilbur, James Merrill, Anthony Hecht, and Donald Justice for poetic influence. These poets are associated with the West Chester University Poetry Conference, and with literary journals like The New Criterion and The Hudson Review. Associated poets include Dana Gioia, Timothy Steele, Mark Jarman, Rachel Hadas, R. S.Gwynn, Charles Martin, Phillis Levin, Kay Ryan, Brad Leithauser. Alphabetic list This is a list of poetry groups and movements. * Absurdism * Aestheticism * Black Arts Movement * Cairo poets * Chhayavaad * Classical Chinese poetry * Crescent Moon Society * Cyclic Poets * Dadaism * Danrin school * Deep image * Della Cruscans * Dymock poets * Fugitives (poets) * Generation of '27| * Georgian poets * Goliar d * Graveyard poets * The Group (literature) * Harlem Renaissance * Harvard Aesthetes * Heptanese School (literature) * LakePoets * La Pleiade * Los Contemporaneos * Misty Poets * Modern Chinese poetry * Negritude * Net-poetry * New Apocalyptics| * Nijo poetic school * Others (art group) * Oulipo * Poetic transrealism * Rhymers' Club * Rochester Poets * Scottish Renaissance * Sicilian School * Poetry Slam * Sons of Ben * Southern Agrarians * Spasmodic poets * Spectrism * Surrealist poets * The poets of Elan * Uranian poetry| References This article does not cite any references or sources. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (May 2010) | [hide] * v * t * eSchools of poetry| | | Akhmatova's Orphans * Auden Group * The Beats * Black Arts Movement * Black Mountain poets * British Poetry Revival * Cairo poets * Castalian Band * Cavalier poets * Chhayavaad * Churchyard poets * Confessionalists * Creoli te * Cyclic poets * Dadaism * Deep image * Della Cruscans * Dolce Stil Novo * Dymock poets * Ecopoetry * The poets of Elan * Flarf * Fugitives * Garip * Gay Saber * Generation of '98 * Generation of '27 * Georgian poets * Goliard * The Group * Harlem Renaissance * Harvard Aesthetes * Hungry generation * Imagism * Informationist poetry * Jindyworobak * Lake Poets * Language poets * Martian poetry * Metaphysical poets * Misty Poets * Modernist poetry * The Movement * Negritude * New American Poetry * New Apocalyptics * New Formalism * New York School * Objectivists * Others group of artists * Parnassian poets * La Pleiade * Rhymers' Club * San Francisco Renaissance * Scottish Renaissance * Sicilian School * Sons of Ben * Southern Agrarians * Spasmodic poets * Sung poetry * Surrealism * Symbolism * Uranian poetry| | Categories: * Poetry movements Navigation menu * Create account * Log in * Article * Talk * Read * Edit * View history ——————†”————————— Top of Form Bottom of Form * Main page * Contents * Featured content * Current events * Random article * Donate to Wikipedia Interaction * Help * About Wikipedia * Community portal * Recent changes * Contact Wikipedia Toolbox Print/export Languages * Deutsch * Edit links * This page was last modified on 21 February 2013 at 05:54. * Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. See Terms of Use for details. Wikipedia ® is a registered trademark of the Wikimedia Foundation, Inc. , a non-profit organization. * Privacy policy * About Wikipedia * Disclaimers * Mobile view * *

Commonplace Books and Their Uses

A commonplace book is a writers personal collection of quotations, observations, and topic ideas. Also known as topos koinos (Greek) and locus communis (Latin). Called florilegia (flowers of reading) in the Middle Ages, commonplace books were especially popular during the Renaissance and well into the 18th century. For some writers, blogs serve as contemporary versions of commonplace books. Examples and Observations It was none other than the foremost Humanist of his day, Erasmus, in his De copia of 1512, who set the mold for making commonplace books, in a passage advising how to store collections of illustrative examples in retrievable form. One should make oneself a notebook divided by place-headings, then subdivided into sections. The headings should relate to things of particular note in human affairs or to the main types and subdivisions of vices and virtues.-(Ann Moss, Commonplace Books. Encyclopedia of Rhetoric, ed. by T.O. Sloane. Oxford University Press, 2001)Cobbled together by literate people, commonplace books served as repositories for whatever someone thought fit to record: medical recipes, jokes, verse, prayers, mathematical tables, aphorisms, and especially passages from letters, poems, or books.(Arthur Krystal, Too True: The Art of the Aphorism. Except When I Write. Oxford University Press, 2011)Clarissa Harlowe. Have read 1/3 of. Long books, when read, are usually overpraised, because the reader wants to convince others and himself that he has not wasted his time.(E.M. Forster in 1926, excerpt from Commonplace Book, ed. by Philip Gardner. Stanford University Press, 1988) Reasons to Keep a Commonplace Book Professional writers still carry notebooks that resemble commonplace books. In keeping with this practice, we suggest that aspiring rhetors carry a notebook with them so that they can write down ideas that occur to them while they are engaged in doing other things. And when you are reading, or talking, or listening to others, you can use the notebook as a commonplace book, writing down comments or passages that you want to remember, copy, or imitate.(Sharon Crowley and Debra Hawhee, Ancient Rhetorics for Contemporary Students. Pearson, 2004)The commonplace book derived its name from the ideal of a common place where useful ideas or arguments might be gathered. . . .[T]here are still good reasons for writers to keep commonplace books the old-fashioned way. In copying by hand a masterful construction from another writer, we can inhabit the words, grasp their rhythms and, with some luck, learn a little something about how good writing is made. . . .Author Nicholson Baker writes of keepi ng a commonplace book that it makes me a happier person: My own bristling brain-urchins of worry melt in the strong solvent of other peoples grammar. Its a lovely passage, and I couldnt help entering it into my own commonplace book.(Danny Heitman, A Personal Trove of Prose. The Wall Street Journal, October 13-14, 2012) William H. Gass on Ben Jonsons Commonplace Book When Ben Jonson was a small boy, his tutor, William Camden, persuaded him of the virtue of keeping a commonplace book: pages where an ardent reader might copy down passages that especially pleased him, preserving sentences that seemed particularly apt or wise or rightly formed and that would, because they were written afresh in a new place, and in a context of favor, be better remembered, as if they were being set down at the same time in the memory of the mind. Here were more than turns of phrase that could brighten an otherwise-gloomy page. Here were statements that seemed so directly truthful they might straighten a warped soul on seeing them again, inscribed, as they were, in a childs wide round trusting hand, to be read and reread like the propositions of a primer, they were so bottomed and basic.(William H. Gass, A Defense of the Book. A Temple of Texts. Alfred A. Knopf, 2006) Commonplace Books and the Web John Locke, Thomas Jefferson, Samuel Coleridge and Jonathan Swift all kept [commonplace] books, copying down proverbs, poems and other wisdom they encountered while reading. So did many women, often excluded from public discourse at the time. By appropriating others nuggets, writes cultural historian Robert Darnton, you made a book of your own, one stamped with your personality.In a recent Columbia University lecture, the writer Steven Johnson drew parallels between commonplace books and the web: blogging, Twitter and social bookmarking sites such as StumbleUpon are often held to have sparked a renaissance of the form. . . . As with commonplace books, this linking and sharing create not just a hodgepodge, but something coherent and original: When text is free to combine in new, surprising ways, new forms of value are created.(Oliver Burkeman, Make a Book of Your Own. The Guardian, May 29, 2010)

What is Direct Observation

There are many different kinds of field research in which researchers can take any number of roles. They can participate in the settings and situations they wish to study or they can simply observe without participating; they can immerse themselves in the setting and live among those being studied or they can come and go from the setting for short periods of time; they can go undercover and not disclose their real purpose for being there or they can disclose their research agenda to those in the setting. This article discusses direct observation with no participation. Direct Observation With No Participation Being a complete observer means studying a social process without becoming a part of it in any way. It is possible that, because of the researcher’s low profile, the subjects of the study might not even realize that they are being studied. For example, if you were sitting at a bus stop and observing jaywalkers at a nearby intersection, people would likely not notice you watching them. Or if you were sitting on a bench at a local park observing the behavior of a group of young men playing hacky sack, they probably would not suspect you were studying them. Fred Davis, a sociologist who taught at the University of California, San Diego, characterized this role of the complete observer as the Martian. Imagine you were sent to observe some newfound life on Mars. You would likely feel obviously separate and different from the Martians. This is how some social scientists feel when they observe cultures and social groups that are different from their own. It is easier and more comfortable to sit back, observe, and not interact with anyone when you are the Martian. How to Decide What Type of Field Research to Use? In choosing between direct observation, participant observation, immersion, or any form of field research in between, the choice ultimately comes down to the research situation. Different situations require different roles for the researcher. While one setting might call for direct observation, another might be better with immersion. There are no clear guidelines for making the choice on which method to use. The researcher must rely on his or her own understanding of the situation and use his or her own judgment. Methodological and ethical considerations must also come into play as a part of the decision. These things can often conflict, so the decision might be a difficult one and the researcher could find that his or her role limits the study. References Babbie, E. (2001). The Practice of Social Research: 9th Edition. Belmont, CA: Wadsworth/Thomson Learning.

The Basic Principles Of Tai Chi - 1392 Words

Introduction Tai Chi, also known as Tai Chi Quan, is a form of ancient Chinese martial art with slow and graceful movements which is practiced for self-defence and mind-body relaxation exercise (Perry, 1982). The fundamental principles of Tai Chi can be traced back thousands of years to ancient Chinese health exercise (originally formulated in the 13th century during the Song Dynasty by Chan Shan-fung) to its predecessor, Qi gong, and to the classical yoga in India. Each exercise has its own distinctive features, some with specific techniques beyond the ken of Tai Chi (Koh, 1981). However, the basic principles are the same. They emphasize the power of the mind and the importance of cultivating energy and evoking spirituality (Koh, 1981). It is very different to what the Western world thinks of â€Å"martial arts† which is often inevitably linked with the actions of kicking, punching and fighting. Tai Chi is all about the rhythmic, meditative movements designed to help a person find peace a nd calmness within the inner self. Research Objectives This ethnographic research aims to explore the perception and understanding of health and illness amongst people who practice Tai Chi and the beliefs underlying individuals’ decisions to carry out the practice. I am also interested to find out what practices do this group of people have that they think will maintain their health, and why do they think they will be effective. Since â€Å"it is at the level of beliefs that we obtain substantiveShow MoreRelatedReport on Tai Chi Essay1171 Words   |  5 PagesReport on Tai Chi Tai Chi is a major branch of Chinese martial arts that is primarily practiced for its health benefits, including tension and stress, relaxation and as a form of self-defense. The name Tai Chi comes from the Chinese words meaning great ultimate. It is also known as Tai Chi Chuan meaning, great ultimate fist. Among martial arts, there are two basic types, one is called hard martial arts and the other one is soft martial arts. Hard martial arts are like karate and martialRead MoreEssay on Taoism and Nature In Chinese Medicine 1481 Words   |  6 Pageswhich is naturally so. Taoism teaches that human beings should be in harmony with nature, that is, with Tao† (Y). Taoism celebrates the forces of nature and recognizes the interplay of yin and yang in all things. The Taoist principles of Yin-Yang, the eight principles, Chi energy, and the five elements are tools used in Chinese medicine to comprehend the web of phenomena as it relates to health and well-being. The philosophic view of the human body is to regard it as a microcosmic reflection ofRead MoreTraditional Chinese Medicine1059 Words   |  4 PagesChinese Medicine (TCM), that are over two thousand years old are still widely used today. Herbal remedies known as zhong yao (ä ¸ ­Ã¨  ¯) are made and sold around the so uthern Asian continent, and the practice of acupuncture is also done all over the world. Tai chi, a form of martial art developed both for self defense and the improvement of health is a popular recreational activity for many in all demographics. On the other hand, western medicine has made great improvements over its ancient methods. SurgicalRead MoreCultural Diversity in the Health Care Setting Essay1624 Words   |  7 PagesChinese religion dating back to the sixth century. The basic foundation of Taoism is a life philosophy and method of living in harmony with the Tao, translated to mean â€Å"way† or â€Å"path† (Strain, 2014). Taoists believe that the Tao is the â€Å"Super One† or â€Å"Prime Source† (Tai, 2009). It determines all things and all things return to their common origin and fuse into one. Taoists believe that, â€Å"The Tao is the ultimate principle of the universe† (Tai, 2009); however, the Tao is not God and they do not worsh ipRead MorePhysical Activity Has A Strong Influence On The Health And Wellbeing Of Every Individual3703 Words   |  15 Pagesinspiration from the lifestyles of people in Japan, which happens to be the leading country with outstanding population health and one of the countries with the highest aging population percentage (Ikeda et al, 2011). I aim to incorporate the health principles of Asian culture within Western culture in hopes of developing a program that will reach out to older adults in our population and share with them the importance of physical activity so we too can score high under population health. There are twoRead MoreTraditional Chinese Medicine906 Words   |  4 Pageson balancing the body with environment to achieve optimum health and sustainability as opposed to treating illness by itself. 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One example is the growing number of yoga practitioners in the URead MoreEssay The Benefits of Tai Chi3680 Words   |  15 PagesTai Chi History of Tai Chi One of the most relaxing forms of martial arts, Tai Chi, can help to overcome such problems as arthritis, rheumatism, back problems, lack of balance, high blood pressure, stress, post-traumatic stress, lack of energy, and more. Tai Chi is a non violent form of the martial arts whose roots are derived from the Chinese and correlated with Traditional Chinese Medicinal techniques. There are many forms of Tai Chi, including Tai Chi Chuan and Tai Chi Chih;Read MoreContract and Pacific Oil27838 Words   |  112 Pagesindependent gasoline stations. In addition, Pacific is also one of the largest and best-known worldwide producers of industrial petrochemicals. One of Pacifics major industrial chemical lines is the production of vinyl chloride monomer (VCM). The basic components of VCM are ethylene and chlorine. 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Nt1310 Free Essays

Define the following terms: 1. Horizontal Cable : A type of inside cable designed for horizontal use in non-plenum areas. While horizontal cable must be fire retardant, the National Electrical Code (NEC) specifications are not as demanding as those governing the use of plenum cable or riser cable. We will write a custom essay sample on Nt1310 or any similar topic only for you Order Now See also NEC, plenum, plenum cable, and riser cable. 2. Backbone Cable : Backbone cabling is the inter-building and intra-building cable connections in structured cabling between entrance facilities, equipment rooms and telecommunications closets. Backbone cabling consists of the transmission media, main and intermediate cross-connects and terminations at these locations. This system is mostly used in data centers. 3. Patch Cords: a short cord with a plug at each end, or a plug at one end and a pair of clips at the other, used for temporarily connecting two pieces of equipment or signal paths. 4. Connectors: A device for holding two parts of an electrical conductor in contact. 5. Conduit: A tube or duct for enclosing electric wires or cable. 6. Racks: A computer rack (commonly called a rack) is a metal frame used to hold various hardware devices such as servers, hard disk drives, modems and other electronic equipment. Some may refer to a rack as â€Å"LAN or network furniture† as resembles a shelving structure where components can be attached vertically, stacked on top of one another. A computer rack can also be called a relay rack or open rack. 7. Punch-Down Blocks: is a type of electrical connection often used in telephony. It is named because the solid copper wires are â€Å"punched down† into short open-ended slots which are a type of insulation-displacement connectors. These slots, usually cut crosswise (not lengthwise) across an insulating plastic bar, contain two sharp metal blades which cut through the wire’s insulation as it is punched down. These blades hold the wire in position and make the electrical contact with the wire as well. 8. Consolidation Points: an optional device for interconnecting horizontal cables between the Horizontal Cross-Connect and the Telecommunications Outlet or MUTOA within a structured cabling system. 9. Crimpers: A tool used to crimp, to join two pieces of metal 10. Fish Tape : a flat tempered spring-steel tape or wire used in pulling electric wire and cables (as into conduit runs) —called also snake wire 11. Continuity Tester: is an item of electrical test equipment used to determine if an electrical path can be established between two points;[1] that is if an electrical circuit can be made. The circuit under test is completely de-energized prior to connecting the apparatus 12. Category 5e/6 Cable : cabling is used as a cabling infrastructure for 10BASE-T (Ethernet), full duplex 100BASE-TX (Fast Ethernet) and 1000BASE-T (Gigabit Ethernet, or GbE) networks. The Cat 5e standard provides performance of up to 100 MHz and can be used up to a maximum length of 100 meters. 13. Binder Groups: A group of wire pairs bound together, usually by some sort of color-coded plastic tape or thread. In a large twisted pair cable, there may be many pairs combined into binder groups of 25 pairs for ease of connectivity management. Each pair within a binder group is uniquely color-coded for further ease of management. See also cable and wire. 14. Hybrid/Composite Cable : composite cable A communications cable having both optical and metallic signal-carrying components. Note 1: A cable having optical fiber(s) and a metallic component, e. g. , a metallic twisted pair, used solely for conduction of electric power to repeaters, does qualify as a composite cable. Note 2: A cable having optical fiber(s) , plus a metallic strength member or armor, does not qualify as a composite cable. Hybrid †¢An optical communications cable having two or more different types of optical fibers, e. g. , single-mode and multimode fibers. 15. Pulling Cable : The act of pulling the wires, as of a puppet; hence, secret influence or management, especially in politics; intrigue 6. Wavelengths of Light: The length of a single cycle of a wave, usually measured from crest-to-crest. For electromagnetic waves 17. EMI : is the disruption of operation of an electronic device when it is in the vicinity of an electromagnetic field (EM field) in the radio frequency (RF) spectrum that is caused by another electronic device. 18. Optical-Fiber Strand : Is this referring to the actual p ure glass on the middle of the fiber 19. Index of Refraction : the ratio of the velocity of light in a vacuum to that in a medium. 0. wordnetweb. princeton. edu/perl/webwn 21. Cable Jacket : The outer protective coating which covers the core of the cable.. 22. Cladding Size : A metal coating bonded onto another metal under high pressure and temperature. 23. Multifiber Cables : Fiber optic Cable bearing many fibers independently sheathed and capable of carrying unrelated signals. They often surround a central strength member, and can be either loose- or tight-buffered. One standard configuration is a 12-fiber cable. 24. Differential Mode Delay: 25. In an optical fiber, the variation in propagation delay that occurs because of the different group velocities of different modes. Synonym multimode group delay. 26. Chromatic Dispersion : In optics, dispersion is the phenomenon in which the phase velocity of a wave depends on its frequency,[1] or alternatively when the group velocity depends on the frequency. Media having such a property are termed dispersive media. Dispersion is sometimes called chromatic dispersion to emphasize its wavelength-dependent nature, or group-velocity dispersion (GVD) to emphasize the role of the group velocity How to cite Nt1310, Essay examples

Outline free essay sample

The content of lectures reflect a more analytical and critical treatment of topics than EXCESSES. The topics, which build on the theory of consumer and rim behavior and market structure, include game theory, oligopoly, general equilibrium and welfare, externalities and public goods and the economics of information. Prerequisites (ICONIC 001 or BUSINESS) and ECONOMIC With a credit average or better in the two units of study combined.Assumed knowledge It is assumed that students understand a) how to read and draw graphs, b) how to solve linear equations and systems of equations, and c) the concept of a derivative and how to differentiate simple functions. More generally, relative to EXCESSES , it is expected that students will be more comfortable tit a rigorous approach toward the development of concepts and theories. Learning outcomes Upon successful completion of this unit of study, students should: 1 . Eave a sound understanding of the structure of major microeconomic models of the decision problems facing individual consumers and firms, and the formal techniques commonly appli ed to solve them; 2. We will write a custom essay sample on Outline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Have both a formal and intuitive understanding of the results generated by these models, how they relate to underlying assumptions, and how they may change as a result of varying those assumptions: 3. Have an understanding of the limitations of various models, and be able to radically evaluate competing explanations of economic behavior; and 4. Assess a solid foundation for the application of microeconomic theory to problems in the real world, and in subsequent studies in specialist and applied fields of economics. Learning structure The class will meet each week for a lecture of two hours duration. Lecture slides will be published on Blackboard, but may not provide a complete account of everything that is discussed in class. Therefore they do not constitute a substitute for attendance at lectures, and you will need to come to class in order to achieve the learning outcomes for this unit. Tutorials will take place each week starting in week 2.These are designed to complement (not be a substitute for) the lectures. Each tutorial will cover material from the previous weeks lecture. A set of tutorial topics and questions will be posted on Blackboard in advance of each tutorial. It is highly recommended that you attempt this work before attending the tutorial. The assessment will consist to one in-class mid-semester test (in week 8), and a final exam. Reading requirements Required text: Samaras Bannered (2015), Intermediate Microeconomics: A Tool-Building Approach (First edition), London: Rutledge.This text is new, and will be used for the first time in 2015. Also, please note that the required text for EXCESSES differs from that in EXCESSES. 2 Lectures will be based reasonably closely upon the text, although some lecture material does not appear in the text. Tutorials will be based in part on end-of chapter questions from the text. The text also contains additional questions that you may wish to practice on. You should either purchase your own copy, or have ready access to a copy, of the text. The University library will have limited copies, which may be borrowed on a short-term basis. Unit schedule DateLecture topics Text chapters 2 March Consumer Theory: Preferences and Utility CSS 2, 3 9 March Consumer Theory: Choice and Demand CSS 4, 5 3 16 March Decision Theory: Choice under Risk Chi 11 4 23 March Decision Theory: Choice over Time n/a 5 30 March Producer Theory: Technology and Cost CSS 7, 8 Break Session break (Week beginning 6 April) 6 13 April Producer Theory: Profit Mastication and Supply CSS 9, 10 7 20 April Equilibrium and Welfare: Exchange Economy Chi 8 27 April 9 4 May Equilibrium and Welfare: Production Eco nomy, Public Goods Chi 16 10 11 May Game Theory: Games in Strategic and Extensive Forms Chi 12 11 8 May Game Theory: Quantity-Setting Oligopoly Chi 13 12 25 May Game Theory: Mixed Strategies and Repeated Games 13 1 June Asymmetric information Chi 15 Mid-semester test Status Status (Week beginning 8 June) Exams Exam period (Commences 15 June) Please note that the indicated chapters are only an approximate guide to what will be covered in class. Not all of the contents of the indicated chapters will be discussed in class. Moreover, some topics may be discussed that do not appear in the text. Please bear in mind that the content of assessment will be guided by the extent and depth to which topics are covered in class, ND not by the text. This is just another way of saying that it really is rather important to come to class. Online components The EXCESSES Blackboard site will be the primary channel for communication with students outside class time. This site will also contain links to the lecture slides and tutorial work. It is recommended that all students check the site at least twice a week during semester ; once immediately prior to each weeks lecture, and again a couple of days after the lecture.It is your responsibility to ensure that you are up to date with the information communicated through the Announcements page on Blackboard. This unit requires regular use of the University Learning Management System (I-MS), known as Blackboard Learn. You will need reliable access to a computer and Internet to use the ALMS. 3 The easiest way to access the ALMS is through Mini (click the My in link on the University home page, http://Sydney. Du. AU/ or link directly to it at HTTPS:/ /mini. Sydney. Du. AU/). There is a Blackboard L MS icon in the Chuckling window on the left of the screen. If you have any difficulties logging in or using the system, visit the Student Help area of the ALMS site, http:// Sydney. Du. AU/learning/student/help/.Mobile Learn You can also access your ALMS sites via the Sydney nun app for phone and Android. The full set of features available on the mobile app for the University SMS can be found in detail at http://Sydney. Du. AU/learning/docs/student/ mobile/MobileFeatureGuideDevice. PDF. The universitys Privacy Management Plan governs how the University will deal with personal information related to the content and use of its web sites. See http://Sydney. Adieu/ privacy. SHTML for further details. Assessment tasks and due dates Assessment task Weighting Length In class in week 8 75 minutes Final examination University examination period 150 minutes The mid-semester test is closed book, and will take place in class in week 8.The test will cover lecture material up to and including week 6, and tutorial material up to and including week 7. Further details regarding the format of the test will be provided in class and online in week 7. The final exam is closed book, and will take place during the Universitys examination period. The final exam will cover material from the entire semester; however material not examined in the mid-semester test will receive proportionately greater weight. Further details regarding the format f the exam will be provided in class and online in week 13. Assessment criteria This unit uses standards referenced assessment for award of assessment marks. Students assessment will be evaluated solely on the basis of students achievement against criteria and standards specified to align with learning outcomes. For reference to criteria and standards, please consult grade descriptors for the School of Economics at http://Sydney. Du. AU/arts/ economics/student-resources/index. SHTML. Academic dishonesty and plagiarism Academic honesty is a core value of the University. The University requires dents to act honestly, ethically and with integrity in their dealings with the University, its members, members of the public and others. The University is opposed to and will not tolerate academic dishonesty or plagiarism, and will treat allegations of academic dishonesty or plagiarism seriously.The Universitys Academic Dishonesty and Plagiarism policy 201 2 and associated Procedures are available for reference on the university Policy Register at http://Sydney. Du. AU/policies (enter Academic Dishonesty in the search field). The Policy applies to the academic conduct of all students enrolled in a reworks award course at the University. Under the terms and definitions of the Policy: ; academic dishonesty means seeking to obtain or obtaining academic advantage (including in the assessment or publication of work) by dishonest or unfair means or knowingly assisting another student to do so; ; plagiarism means presenting another persons work as ones own work by presenting copying or reproducing it without appropriate acknowledgement Of the source.