Explain the major factors between 1928 and 1933 that enabled Hitler to come to power

Explain the major factors between 1928 and 1933 that enabled Hitler to come to power Up to 1928 there had been uncertainty in Germany, with the Wall Street crash of 1928 this uncertainty became reality as the Weimar republic fell and Hitler took power. The crushing blows of the Treaty of Versailles to Germany's economy and its public pride led to the mood of the German people becoming depressed. They were penniless, so they looked left and right for an answer to their problems. With the rise of communism and right wing socialism, democracy was steadily loosing power. With the continual use of article 48(presidents ability to overrule the Reichstag), the limited personality of leaders, the awkward policies and loss of democratic ideals, the Weimar republic was week. With the ideas of Nazi propaganda and Nazi political methods, people specifically looked at Nazism as a way out of their situation.In 1923 a group of young, so called, Nazis were ambitiously planning to take over Berlin.Karte des Deutschen Reiches, Â »Weimarer Republik/D...When their ally dropped out they decided to break into a meeting and obliterate it, this was called the Beer Hall Putsch. They were arrested and their leader, a then unknown man, named Adolf Hitler went to jail with a chain of publicity trailing behind them.The years between 1923 and 1928 were prosperous for Germany; the economy had a minor 'boom' thanks to 'the young plan'. MÂ ¼ller, chancellor at the time, put in action a plan where Germany would borrow money from America so it could secure payment on it's reparations. This was fine until the Wall Street crash in 1928 threw Germany, and most of Europe, into depression. America demanded it's loans back and Germany's economy slumped. Inflation rose to an absurd amount, people became extremely poor, and they had lost whatever small confidence they had in democracy. Hindenburg threw Muller out of his chancellorship; Muller was...

Polonium Facts - Elements Are Interesting

Polonium Facts - Elements Are Interesting Polonium is a rare radioactive semi-metal or metalloid. The toxic element is believed to have caused the death of former intelligence agent, Alexander Litvinenko, in November 2006. Polonium is a radioactive element that occurs naturally in the environment at very low levels or can be produced in a nuclear reactor. PhysicalProperties of Polonium Polonium-210 emits alpha particles, which can damage or destroy genetic material inside of cells. Isotopes that emit alpha particles are toxic if they are ingested or inhaled because the alpha particles are very reactive, but polonium isnt absorbed through the skin, nor does the alpha radiation penetrate deeply. Polonium generally is considered toxic only if taken internally (breathing, eating, through an open wound). Marie and Pierre Curie discovered polonium in 1897.  Marie Curie  named polonium for her homeland, Poland. Polonium dissolves readily in dilute acids. Po-210 readily becomes airborne and is soluble enough to circulate through body tissues.  Polonium is the only component of cigarette smoke to produce cancer in laboratory animals. The polonium in tobacco is absorbed from phosphate fertilizers. A lethal amount of ingested polonium is 0.03 microcuries, which is a particle weighing 6.8 x 10-12 g (very small). Pure polonium is a silvery-colored solid. Mixed or alloyed with beryllium, polonium can be used as a portable neutron source. Polonium is used as a neutron trigger for nuclear weapons, in making photographic plates, and to reduce static charges in industrial applications such as textile mills.

Financial instruments and markets Essay Example | Topics and Well Written Essays - 750 words

Financial instruments and markets - Essay Example This paper computed the above ratios with a view to assessing the capital of Fortescue Metals Group (FMG). According to1, these ratios are used to measure the entitys capital structure, and they show the extent to which the business has borrowed to finance its assets and other resource acquisitions for it to efficiently carry out its normal operations. From Table 1 above, the debt to total equity ratio of Fortescue Metals Group improved in 2014 as $1 of equity had $1.99 of debt from $2.90 in 2013. This was largely attributable to the fall in the amount of the total debt from $15,578M in 2013 to $15,111M in 2014, as well as an increase in the equity from $5,289M in 2013 to $7,583M in 2014. This implies that the capital structure of Fortescue Metals Group improved as it increased the proportion of the equity fund in financing its assets and operations and reduced the debt amount. This improvement was also evidenced in its debt ratio, which indicated that for every $1 of asset financing , the debt amount was $0.67 in 2013 from $0.75 in 2013. Further results showed that Fortescue Metals Group’s debt servicing capacity improved in 2014, compared to 2013. The firms times interest cover increased to 6.25 times from 5.15 times, indicating that the company had no difficulties in generating enough cash flows to pay its interest expenses and even increased in 2014. This paper went further ahead to establish the liquidity position of Fortescue Metals Group using liquidity ratios, which measure an entitys ability to meet its short-term maturing obligations as and when they fall due.

Psychoanalytic Literary Analysis of Rites of Passage Essay

Psychoanalytic Literary Analysis of Rites of Passage - Essay Example Rites of Passage is a poem written by Sharon Olds that can be effectively examined by this technique. On the surface, the poem speaks of six and seven year old boys attending the birthday party of the writer’s son. These boys are beginning to show many of the aspects of adult men. However, evaluating the text from a psychoanalytic standpoint shows underlying themes of hostility, problems letting go of the writer’s son and a lack of closure. One theme that emerges as part of Rites of Passage is hostility. Although the young boys are presented as innocent and simply growing up, the author appears to show a certain level of anger towards what these boys will become. The phrase â€Å"the dark cake, round and heavy as a turret† is one example of this. This cake is an interesting aspect of the poem, as it is mentioned only once, and does not seem fully relevant to the rest of the poem, which is focused on the boys themselves. The cake appears to be an item of war and o f hostility by the use of the term turret, as well as the dullness of its description. No information is given about what type of cake it is or any other aspects of its appearance, suggesting that this was not relevant to the writer. This concept of war is further developed later in the poem, with the description of the boys clearing their throats as generals would, and of them playing war. This theme suggests that the author is uncomfortable with the concept of her son growing up, in particular of the type of man that he might grow to become. One interpretation is that the writer has had negative experiences with violent men in her past and is afraid that one day her son will become one of these. A second theme that can be observed through a psychoanalytical approach to this poem is that the writer is having a difficult time letting go of her son. She spends a portion of the poem describing his physical appearance, including the freckles on his cheeks, his narrow chest and long han ds. The first of these aspects is highly affectionate, suggesting a deep love for her son. However, the second and third appear to be more reserved and analytical. She compares the boy’s chest to the keel of a balsa-wood boat, a form of wood that is fragile and light. The consideration of him like a boat also suggests that he is moving away from her, into open waters. Finally, the third description focuses on the boy’s hands, and also of the day that the boy was â€Å"guided† out of her when she gave birth to him. The use of this term suggests a deep sense that the boy is still being guided away from her. Coupled with the hostility theme, this could indicate that the writer feels her son is being pulled away from her to be a man that she does not want him to be. Despite the progression of the poem, there is no evidence of closure. The author does not resolve any of the issues with her son leaving or his growing up, giving the impression that she does not feel th ere is any alternative to letting him grow as he will. Using psychoanalytic literary analysis techniques on the poem Rites of Passage reveals potential underlying emotions that the author had on events described in the text. The aggressive and warlike symbolism provides

Larsen and Toubro Case Study Essay Example for Free

Larsen and Toubro Case Study Essay Organizational Development (OD) is a planned long term effort led and supported through the top management to improve an organization’s ability and to solve its own problems by continuously working together and on managing the culture using behavioural skills. Thus, there are some certain aspects worth discussing about which are- OD is a planned effort. It requires a lot of effort, patience, and faith and is time consuming. Secondly, OD usually uses outsiders. These ‘facilitators’ as they are called are process specialists and are involved in depth in this process. The pioneers of OD in India were Larsen and Toubro India (LT). OD at LT started by calling in 2 eminent professors- Dr Udai Pareek and Dr TV Rao to study the appraisal process at the company. The existing appraisal system had many faults and needed to be corrected. The difficult task started by the professors interviewing some bosses and subordinates from different departments (using Diagnosis or Action Research) and they got a very interesting feedback. Some of the aspects of the feedback were – juniors wanted to know how well they were doing on the job, but weren’t told; people wanted to know what the growth opportunities in the company were; the appraisal form was too lengthy; some bosses had too many subordinates to appraise, etc. After getting the feedback from the employees the professors gave a report to the top management about the actual problem. The appraisal system had to serve not just one but many purposes namely it should help people understand their strengths and weaknesses, their own progress on the job, how they can perform better, and how they could grow in the company. So the appraisal process had to address the issues of appraisal, potential, counselling, career development and training all in one! The top management after reviewing the report gave the go ahead and they did two main things which were the most important which were bifurcating the Personnel department into personnel department and HRD department. This bifurcation was the first sign of ‘structural’ change. Secondly, a team of 6 senior managers was formed which would be responsible for implementing the changes required. The story continues when the 6 task force and the professors decided that the appraisal process had to involve the line managers personally, the performance goals must be set jointly by boss and junior and the appraisals must also involve feedback and counselling to people. Thus, they prepared a Performance Appraisal Manual by involving the departmental heads and other senior managers to analyze what kind of objectives could be set and then added such guidelines in the manual. To address the issue of feedback and counselling, the team identified around 29 senior line managers and some senior staff with a flair for public speaking. These selected people were put through a workshop on how to be good ‘Givers’ and ‘Receivers’ of feedback and then later conducted the same workshop for other employees at HQ and regional offices. Thus, the first workshop was a ‘Train the trainer’ workshop which was cascaded to the other employees. After putting in so much of effort now the management at LT wanted to know whether the process was working for them or not. So again the professors interviewed some seniors and juniors about how the appraisals were going on. This time different views came into the picture – the goal setting was seen as time consuming, appraisal was becoming a numbers game, and was tending to become ritualistic. The HRD department was asked to conduct a survey (Participant Action Research). The survey also threw new light about the new appraisal process. The bosses now did involve their juniors in the goal setting and there was ‘healthy resolution’ of difficulties and there was a ‘high degree of trust’ between the seniors and juniors which led to ‘increased joint understanding about the job’. After receiving such a feedback, they again tried to simplify the appraisal form by adding the definitions of the attributes listed in the appraisal form. In addition, they held refresher courses in feedback skills for both ‘givers’ and ‘receivers’ of feedback. The facilitators felt that the appraisal system has stabilised when 80 to 85% of the appraisal forms were returned within six weeks of the target date. Also the HRD department started analyzing all the appraisal forms. The data from the analysis was used for listing high and low performers for a certain period; for finalising departmental developmental plans and for preparing the list of department wise employees and the training courses they needed. The above mentioned process took LT 8 years to complete and stabilise themselves. Thus, I can conclude that OD is a long term process which requires a lot of patience, support from the top management and a vision to a bright future.

Private Versus Public Education Essay examples -- Personal Narrative S

Private Versus Public Education Many struggling parents wish they could send their children to private schools essentially from kindergarten through the twelfth grade. And so my question is: What is the real worth of a private education? According to a statement from the U.S. Department of Education posted by College Smart, private school students generally perform higher than their public school counterparts on standardized achievement tests. As a product of public elementary and high school education, I am currently seeing some of the struggles that public school students face after high school graduation when they enter college. I realize now that, behind the high tuition costs, private schools provide caring, challenges, and nurturing in an environment that is lacking in public schools. Families with resources inevitably send their children to private school. It’s what people in that social world do. Nevertheless, their reasons are not only because they can afford it, but also because the real wo rth of private education can be found in how those students more readily develop an awareness of academic excellence and high achievement. I have experienced all of the factors that constitute a free education. During my senior year at William L. Dickinson High School in Jersey City, New Jersey, I remember going to school for a half day, then going to work from 12:30 to 5 p.m. I would get home at six in the evening, Monday through Friday, and not have to do any homework; I loved the idea of having free time. Although I do not regret the corporate work experience, I see the consequences that leisure time brought into my life. Now that I am a college student, I am expected to be responsible for various assignments ... ...ter in life. The fact that I am a public school student does not blind me from seeing the reality of the bad habits that I developed through twelve years of two-hours maximum, and frequently no time, spent doing daily homework. I was not fortunate to attend a private school prior to Saint Peter’s College, and I am now suffering the consequences. Unlike public, private schools help promote good study habits that further a person’s chances of succeeding in college. According to College Smart, private school students are twice as likely as public school students to complete a bachelor’s or higher degree by their mid twenties (52 versus 26 percent). Therefore, the worth of attending a private school involves an education for the whole person within a values-based setting that begins with positive, committed habits that will carry over into the rest of one’s life.

Mary Oliver’s poem “Singapore” Essay

While analyzing Mary Oliver’s poem â€Å"Singapore† I established her assembling a relationship between nature and a life- learned lesson. The poem is about a woman doing menial, everyday tasks as a cleaning lady at the Singapore airport, but Oliver chooses to idealize her toils and make them seem more beautiful than in, Oliver uses imagery to compare the way she perceives the woman before her versus the real world. The author was disgusted with what she saw, so she brings in visions from nature to ease the discomfort. The configuration of this poem is structured to differentiate from the reality and the fantasy of everyday life. In Oliver’s poem â€Å"Singapore† she speaks of how the woman cleaning the ashtrays in the airport and the toilets can be blissful and nurturing. For example, Oliver writes a â€Å"poem should always have birds in it† (8). Oliver uses her writing to convey the way she hopes life would be; she wishes it was beautiful and as blissful as birds are. Then she states other aspects of nature as a form of peacefulness and happiness. For instance, Oliver states â€Å"rivers are pleasant† (10). Oliver uses the river as a form of serenity because of the flow of the water and the sound of water that soothes us. Furthermore, Oliver demonstrates that poems should always be a gate to happiness by stating, â€Å"A person wants to stand in a happy place† (13). Oliver wants to be in a happy place instead of seeing this woman in front of her in this humiliating situation. In Oliver’s idealistic reality, life is pleasing and should not deal with the ugly, mundane situations in life. Although the woman is seen as a simple worker in reality, Oliver embellishes the happenings with things of beauty from nature like fountains, waterfalls, birds and trees. Then in Oliver’s poem, she goes back and forth between realities through her thoughts, where she is pursuing to envision contentment. For example, Oliver states, â€Å"first we must watch her as she stares down at her labor† (20). She then compares it to nature, â€Å"She does not work slowly, nor quickly, but like a river† (25). Oliver is trying to envision her experience as positive and self-soothing. She is imagining the woman as if she were out in the wild watching an animal trying to live just as the woman is trying to earn a living by working. At the end of the poem, Oliver says â€Å"the light that can shine out of a life† (39) meaning that she sees this lady as if she were a beacon of light in a dismal existence. Although Oliver was at first disgusted with the sight of the woman in her working environment, she portrays it as much a part of life as the trees and the birds. In Mary Oliver’s poem, â€Å"Singapore†, the poet uses images of nature to make the tasks of everyday life seem more pleasing to the eye and to the reader. She conjures up images of nature to relieve the stress and burdens of daily life. She makes the most meaningless or redundant task seem elegant by comparing it to the birds, the trees, and the rivers. If to choose between reality and unreality, would anyone not choose to â€Å"rise up from the crust and the slop and fly down to the river?† (32-33). Work Cited Oliver, Mary. â€Å"Singapore.† Making Literature Matter: An anthology for readers and Writers. Ed. John Schilb and John Clifford. 5th ed. Boston: Bedford/St. Martin’s, 2012, 146-147. Print.

Critically Assess Marx’s Theory of Class and Stratification

Marx class theory derived from his belief that class divisions are not found in all forms of society; classes are a creation of history. For Marx, classes are defined and structured by firstly, who owns or has property and means of production and who does the work in the production process, secondly the social relationships included in work and labour, and thirdly who produces and who rules the surplus human social labour can produce. All of these aspects of Marx class theory will be further explored in this essay. Marx believed that class divisions are not found in all societies, classes are a creation of history. The earliest and smallest societies (tribal and primitive) were classless. It is universally true that all human beings depend on the quest of meeting their basic needs – food, water, shelter and clothing. In these primitive societies, the working day was taken up with required labour in order to meet society’s basic needs and forces of production were distributed equally amongst the community. But when basic needs are met, this leads to man’s creation of new needs, as humans are forever dissatisfied animals. Marx defines human beings as producers (Callinicos, A, p. 98, 1996). Humans seek to transform nature to enable them to meet their needs and do this through two different mode of production. The first ‘forces of production’ which depends on what Marx calls the ‘labour process’. ‘‘Labour is first of all a process between man and nature, a process by which man, though his own actions, mediates, regulates and controls the metabolism between himself and nature’’ (C I 283). The relations of production is the social aspect, which involves the property rights of the productive forces, it is what distinguishes the modes of production for one another. Improvements in the labour force are determined by if man is able to produce the same amount of things but with less human labour. By been able to produce more effectively, therefore meant man gains more control over nature. Thus the developments of the labour process are a reflection of human technology (Callinicos, A, p. 8, 1996) and Marx believed that the developments of science and technology in society provide a basis on which future societies can build upon. Although Marx never said in so many words what he meant by class, his theory lies on the statement that â€Å"the history of all hitherto existing society is the history of class struggles. ’’ That once beyond primitive socities no labour can exist without means of production, which is who controls the direct producers. The central classes in capitalism are the bourgeoisie and the proletariat. Class divisions arise in society when the direct producers are separated from the means of production. The means of production, the bourgeoisie, become the monopoly of a minority and use exploitation and domination in relation to the producers, the proletariat. Marx looks at the working day in a class society and identies how capital exploits labour wage. During the first half of the day the worker produces goods in which he is paid to but during the second part of the day the worker performs surplus labour. Surplus labour is generated by how much labour time is left over after the employer has made back the equivalent of the cost of the wages of the labourer. The profit of this surplus labour is too small though to improve everyone’s standard of living, so it is taken by the minority who control the means of production. Marx decscribes four main types of class societies: Asiatic, ancient, feudal, and modern bourgeois, ‘‘the distinction between for example a society based on slave labour and a society based on wage labour – is the form in which this surplus labour is in each case exploited from the immediate producer, the worker’’ (C I 325). The practice of exploitation depends on the distribution of the means of production. In the case of slavery , it seems all the slaves labour is surplus labour , he is not permitted to any of his product. But the slave has to be kept alive in order to gain surplus power, therefore a proportion of the slaves wages is set aside to provide him his basic needs. In feudalism society, the peasant may have owned his animals and tools, but did not own the land he works on, therefore must divide his labour time between the work that needed to be done in order to provide for himself and his family and surplus labour for his lord. In both these mode of production, slavery and feudalism, exploitation is clearly visible and physical consequences are evident without question. However in capitalism exploitation is concealed. The worker is legally free, as he has volunteered to partake in the labour process. Marx wrote that workers are ‘‘ free in a double sense , free from the old relations of clientship, bondage and servitude, and secondly free of all belongings and possessions, and of every objective, material form of being, free of all property’’ (G 507). By not selling his labour power to the capitalist, the workers only other option is starvation. The means of production use economic pressures as a means of control over workers, not physical actions. Thus once the employer has employed the workers, he makes them work longer hours than necessary, creating surplus labour. In the case of feudalism, after centuries new methods of producing began to develop. But releasing these new methods worked against the ruling class–in the framework of the prior form of exploitation and the â€Å"legal and political superstructure† that had arisen out of it. This clash between the new opportunities and the structure of the previous order, was in severe crisis. Without new developments, the existing means of producing was not able to sustain any more development in the population, the Black Death followed, causing horrific events such as famines and disease and violence. The previous ways of shaping society and furthering the mode of production were brought to a halt. Marx foresaw that there could be revolution in society abolishing classes altogether. Then begins an epoch of social revolution,† , Marx wrote. Yet the ruling class were still dominating the workers, even though the mode of production had self-destructed. The ruling class dominates not only the way production is carried on, but all the other organizations and relations in society, whose structure aids the exploiters, control their power. As Marx explained, all class societies create a legal, political and ideological â€Å"superstructure† which functions to control the existing relations of production and guard the rulers from the ruled. But an important tool for the ruling class to persuade the working class is ideology– schemes of ideas that depict the recognized order as natural and positive to everyone, whatever its undeniable faults. Marx believed that the workers did not realise they were been exploited, had a false consciousness, mistaken sense that they could count on their employer. He believed that ideologies help sustain the ruling class, by giving misleading views to people about the world in order to exploit others about their position in society. It caused people to form mistaken views about the nature of society in order to keep the existing mode of production in action. Because the dominant or ruling class rules the social relations of production, the central ideology in capitalist society is that of the ruling class. Marx theory of class consciousness was an idea how to make members of a class aware that they have a common situation and interests and, moreover, are able to organize a collective defence of those interests (Elster, J, p128, Intro to Karl Marx). Marx saw that there were many logics why the proletariat would develop into a class that is conscious of its own status, power, obligations, and prospects. The objective condition of a class subsists because of its position in the productive process. Possession or non-possession of the means of production, place in the labour process, and the control over surplus regulate this. However a class such as the bourgeoisie or proletariat, may be unaware of this position, or in any case the effects of this position. Marx believed there would be a revolution, the workers would come together and rise up and fight to abolish the class system. Once everything had calmed down after the revolution, the proletariat would then own the means of production. He believed that no dominating class would exist and everything would be owned equally amongst society. He thought that if the working class were to take control of the means of production, they would inspire social relations that would help everyone proportionately, and an organization of production less at risk to repeated crises. Overall, Marx believed that nonviolent compromise of this issue was unrealistic, and prearranged and violent revolution would be necessary, because the dominating class would not surrender control without a fight. He speculated that in order to secure the socialist system, a dictatorship of the proletariat must be generated on a provisional foundation. Marx’s forethought of a revolution did not come true. As societies developed and expanded, the working classes grew to be more educated, obtaining detailed job skills and accomplishing the type of financial welfare that Marx never thought achievable.

Broca and Werniches aphasia essays

Broca and Werniches aphasia essays Brocas and Wernickes Aphasias Brocas and Wernickes aphasias suggest s obvious organization of language in the brain through the Standard model. Individual aphasics in practice exhibit a wide variety of symptoms, and research has revealed that language areas are not located strictly in their prescribed areas as mentioned earlier, but are modular, often some distance away, or even branched out in some cases. Their work also suggests that the language faculties are largely independent of other, non-linguistic functions of the brain. Brain damage and the effects of brain damage are highly unpredictable, and one of the common results is the disruption of the victims ability to use language. Disordered language resulting from brain damage has usually been called aphasia. Though since this term means literally absence of speech, and since few if any lose their linguistic ability entirely, many neurologists now prefer the term dysphasia which mean disordered speech. However for the purpose of this essay , it will be referred to as aphasia. In the first half of the nineteenth century several researchers independently noticed that a number of brain-damaged patients had strikingly similar disorders of speech. All the victims upon further post-mortem study, proved to have suffered damage to roughly the same part of the brain. In 1864, surgeon Paul Broca announced his results after observing eight patients. The disorder described was Brocas aphasia, and the area identified was called Brocas area, concluding that Brocas area produces the symptoms of Brocas aphasia. Brocas area of the brain is a small patch , not more than an inch across of the cerebral cortex. For the majority of people, Brocas area is found on the left side of the brain. Damage to this area produces a specific and identifiable type of aphasia. The victims speech beco...

Warm Occlusions - Occluded Fronts - Types of Fronts

Warm Occlusions - Occluded Fronts - Types of Fronts A warm air occlusion or occluded front is less common than a cold occlusion. A warm occlusion occurs as cool air moves rapidly into an area with an existing warm front. The difference from a cold occlusion is that the approaching cool air is not as cold as the retreating cold air in the existing front. In other words, the fast-moving, incoming air is cold, but not as cold as the air mass ahead of it. Precipitation can usually be expected when an occluded front passes through an area. Whats an Occluded Front? Sometimes a cold front will catch up to a warm front and overtake both it and the cooler air out ahead of it. If this happens, an occluded front is born. Occluded fronts get their name from the fact that when the cold air pushes underneath the warm air, it lifts the warm air up from the ground, which makes it hidden, or occluded.   Occluded fronts usually form with mature  low-pressure areas. They act like both warm and cold fronts. The symbol for an occluded front is  a purple line with alternating triangles and semi-circles (also purple)  pointing in the direction the front is moving. Sometimes a cold front will catch up to a warm front and overtake both it and the cooler air out ahead of it. If this happens, an occluded front is born. Occluded fronts get their name from the fact that when the cold air pushes underneath the warm air, it lifts the warm air up from the ground, which makes it hidden, or occluded.   Updated by Tiffany Means

Quantitive methods Assignment Example | Topics and Well Written Essays - 2750 words

Quantitive methods - Assignment Example We shall first conduct an informal graphical analysis to get a feel for what to expect and then move on to formal tests for stationarity. We start by looking at the time plots of the two given series. Figure 2: share price of Korean Airlines Figures 1 and 2 present the time plots. Evidently, both series exhibit a gradually rising trend and some moderate persistence properties. This reflects that neither of the series are stationary. They also seem to reflect similar patterns of persistent volatility. Now, we turn to look at the first differences of the two series. Figure 3: The Korean Stock Exchange stock price index in first differences Figure 4: price of Korean Airlines in first differences. From figures 3 and 4, we find that neither series exhibits any patterns or trends. They seem to fluctuate randomly around zero. Thus, both the series of 1st differences seem to be stationary around a zero mean. Thus our preliminary graphical analysis reflects that both the series are integrated of the first order. Formally to evaluate the validity of these claims, we run Augmented Dickey Fuller (ADF) tests on the levels and the 1st differences of the two series. ... Augmented Dickey-Fuller Test Equation Dependent Variable: D(LKO) Method: Least Squares Date: 04/09/12 Time: 13:53 Sample (adjusted): 1/08/1997 12/14/2011 Included observations: 780 after adjustments Coefficient Std. Error t-Statistic Prob.  Ã‚   LKO(-1) -0.003394 0.003258 -1.041768 0.2978 C 0.024682 0.022454 1.099231 0.2720 R-squared 0.001393   Ã‚  Ã‚  Ã‚  Mean dependent var 0.001348 Adjusted R-squared 0.000109   Ã‚  Ã‚  Ã‚  S.D. dependent var 0.044155 S.E. of regression 0.044152   Ã‚  Ã‚  Ã‚  Akaike info criterion -3.399783 Sum squared resid 1.516653   Ã‚  Ã‚  Ã‚  Schwarz criterion -3.387836 Log likelihood 1327.915   Ã‚  Ã‚  Ã‚  Hannan-Quinn criter. -3.395188 F-statistic 1.085281   Ã‚  Ã‚  Ã‚  Durbin-Watson stat 2.039111 Prob(F-statistic) 0.297843 Table 1 above presents the results of running an ADF test on the lko series. The choice of optimal lag is automatic based on the Schwarz information criterion or SIC. Note that the null hypothesis is that the series has a uni t root. The relevant portions have been highlighted for convenience. The t-statistic is smaller in absolute terms compared to the critical value, and the associated p-value is 0.74>0.05. Therefore, we fail to reject the null hypothesis. Thus, this implies that the series of levels of the lko is non-stationary. Now, we take first differences of the series and test its stationarity properties. This is done in table 2. Table 2: testing stationarity of the 1st differences of lko Null Hypothesis: D(LKO) has a unit root Exogenous: Constant Lag Length: 0 (Automatic based on SIC, MAXLAG=20) t-Statistic   Ã‚  Prob.* Augmented Dickey-Fuller test statistic -28.52751   0.0000 Test critical values: 1% level -3.438518 5% level -2.865035 10% level -2.568686 *MacKinnon (1996) one-sided p-values. Augmented Dickey-Fuller Test Equation Dependent

Registered Nurse, Psychiatric Specialty Research Paper

Registered Nurse, Psychiatric Specialty - Research Paper Example These functions include: assistance during surgeries, administration of medications, monitoring vital signs, monitoring for side-effects of surgeries and/or medications, and also monitoring for complications. Aside from these assistive functions however, these nurses also carry out independent nursing functions, functions which do not need to be ordered by doctors or other health professionals (Temple, 2012). For psychiatric nursing, nursing care involves the administration of psychiatric drugs, observing patient symptoms, including extra-pyramidal symptoms, providing therapeutic care, carrying out suicide watch, and preventing self-harm (Temple, 2012). In order to be RNs, a state licensure exam is often needed. Each state has its own licensure examination and has its own requisite for practice. II. Education and Certification The basic requirement for a career as a registered nurse is to pass the licensure examination in the state where one desires to practice (Nazarko, 2004). Befor e the licensure examination is taken however, the applicant needs to finish first a Bachelor’s Degree in Nursing. ... The National Council Licensure Examination (NCLEX) is also a requirement for entry into the registered nursing career. As was mentioned above, the examinations vary with each state, and depending on the entry requirements for each state, practice can include other licensed nurses from other states (Rosdahl and Kowalski, 2007). The cost of education for a career in registered nursing varies with each state and for each country. In the US however, Lee (2012) discusses that the average cost for 4 years tuition for a Bachelor’s degree in nursing is $26,340 in a public university, and for a private university, about $100,572 (Lee, 2012). This is the comparable tuition rate for nursing. The University of Washington for example, estimates $28,000 for state residents and $93,000 for non-state residents for their BS Nursing degrees. An ivy-league school like the University of Pennsylvania averages about $150,000 for its nursing program (Lee, 2012). Aside from the tuition, other academi c requirements like books, laboratory and administrative fees are also essential. Other costs also accrue in terms of living arrangements, including housing, parking, and other living expenses which would vary depending on the student’s circumstances and the country or state where the student is studying (Lee, 2012). Registered psychiatric nurses have to go additional training and certifications in psychiatric nursing (APNA, 2012). These nurses need a Master’s Degree in psychiatric mental health nursing. Doctorate degrees in psychiatric nursing are also options for interested RNs. Such degrees would allow them to participate in teaching, research, and in administration (APNA, 2012).