WEEK 1 - 5 QUIZZES - 884 Words

Week 5 quiz 1. In the U.S. current account, most of the trade deficit results from an excess of imported B. merchandise 2. What is the difference between the balance of trade and the balance of payments? A. The balance of trade is only part of the balance of trade. 3. If a government has implemented significantly higher trade tariffs, but does not want this action to affect the value of its currency, it will B. buy foreign currency because the tariffs will tend to make the domestic currency appreciate 4. During 2007, the United States and Japan announced possible limits on Chinese imports through higher tariff rates on Chinese products. To avoid these limits, China would have to D. increase the value of the yuan and†¦show more content†¦more money because prices will likely fall 2. The interest rate is the price paid for the use of a D. financial asset 3. Which of the following do policy makers tend to target when setting monetary policy? B. Interest rates 4. If the Federal Reserve reduced its reserve requirement from 6.5 percent to 5 percent, this policy would most likely A. Increase both the money multiplier and the money supply 5. If banks hold excess reserves whereas before they did not, the money multiplier B. will become smaller 6. The process of money multiplier depends on B. the banks holding all the currency 7. Quantitative easing refers to D. non-standard monetary policy design to extend credit in the economy 8. If the Fed wants an easier monetary policy, it might D. buy government securities to reduce the federal funds rate 9. When the Fed raised the interest rates between 2004 and 2007, the Federal Reserve B. sold U.S. government securities, thereby contracting funds to the federal funds market WEEK 2 QUIZ 1. The globalized AS/AD curve is the standard AS/AD model with an added C. world supply curve 2. According to Say s Law, people A. supply goods in order to obtain other good 3. A shift in the long-run aggregate supply curve will change C. both output and the price level 4. The hypothesis about the macroeconomy that sees the recent problems with the U.S. economy directlyShow MoreRelatedPersonal Financial Planning1579 Words   |  7 Pages7:00-9:50pm Email: otuteye@unb.ca Classroom: SH 161 Office hours: Th, F 2:00 – 3:00; by appointment; also, usually available immediately after class. COURSE OBJECTIVE AND DESCRIPTION: The objective of this course is to introduce students to 1. the fundamental principles of financial decision-making; and 2. how these principles are applied to personal financial planning. Students will learn the concepts and methods necessary in developing personal financial plans as well as the financialRead More2121 unit information1576 Words   |  7 PagesETF2121/ETF5912 Data Analysis in Business Unit Information – Semester 1 2014 Coordinator and Lecturer - Weeks 7-12: Associate Professor Ann Maharaj Office: H5.86 Phone: (990)32236 Email: ann.maharaj@monash.edu Lecturer - Weeks 1-6: Mr Bruce Stephens Office: H5.64 Phone: (990)32062 Email: bruce.stephens@monash.edu Unit material: No prescribed textbook Unit Book: available on the Moodle site. Exercises: available on the Moodle site. Software: EXCEL. Recommended Reference Books BerensonRead MoreSP15 SCM 305 Syllabus1256 Words   |  6 Pagesï » ¿The University of Kansas - School of Business Course Syllabus – SCM 305 Business Decision Making Spring 2015, Wescoe 3140 1:00-2:15, Tuesday/Thursday Instructor: Joe Walden E-mail: joewalden@ku.edu Office: 118i Summerfield Office hours: Tuesday/Thursday: 9:00-11:30 PM; Monday/Wednesday 8:00-10:30; Or by appointment TAs: Jamie Mack Pamela Carper Deepa Anant Jill Carroll Angie Kim Course Description: This course is an introduction to decision making encounteredRead MoreBis 155 Entire Course All Labs-Quizzes and Final Exam1024 Words   |  5 PagesBIS 155 Entire Course All Labs-Quizzes And Final Exam Follow Link Below To Get Tutorial https://homeworklance.com/downloads/bis-155-entire-course-labs-quizzes-final-exam/ Description: BIS 155 ( All Quizzes Included in File ) BIS 155 Lab 1 BIS 155 Lab 2 BIS 155 Lab 3 BIS 155 Lab 4 ( Word ) BIS 155 Lab 4 (Excel ) BIS 155 Lab 4 Clary labels BIS 155 Lab 5 BIS 155 Lab 6 BIS 155 Lab 6 Clary Course Project BIS 155 Lab 6 Clary Project Memo Template BIS 155 Lab 7 Clary ( BIS 155 FinalRead MoreMeasuring Personal Happiness : A Small But, A Comprehensive Guide925 Words   |  4 Pagestests and quizzes that measure happiness. But, most of them stop with the point of measuring. They neither help nor provide feedbacks to improve your state of mind. Lots of tests and quizzes are general and evaluate your choices based on multiple choice questions which range from mundane activities to question on your future plans like 25 years from now . But, these quizzes don t help much as the result you get most of the time will be moderately happy . Do you think spending 5-10 minutesRead Moresyllabus fin6306 Quantitative methods in finance UT Dallas1311 Words   |  6 Pagescorporate finance and investments. 1. Students will apply statistical methods to summarize and to make inferences from financial data. 2. Students will develop quantitative models to assist financial decision making. 3. Students will develop a set of tools based on spreadsheet technology to effectively organize, present and analyze financial data. 4. Students will construct spreadsheet representations of financial models to obtain quantitative solutions to financial problems. (1) Quantitative Methods in FinanceRead MoreEcon 2301 Study Guide1079 Words   |  5 Pagesthe textbook, divided into 3 â€Å"Parts† as indicated by the course calendar and summarized here: - Part 1: Chapters 1-4 - Part 2: Chapters 5-9 - Part 3: Chapters 10-14 Course Evaluation / Grading System There will be a quiz at the start of each chapter and an exam at the end of each Part. You will earn four (4) scores: three exam scores and one quiz score (based upon the sum of points earned on quizzes throughout the semester). Each student’s lowest score will be automatically dropped, and the remainingRead MoreEuthanasia765 Words   |  4 Pagesï » ¿WILLIAM PATERSON UNIVERSITY COLLEGE OF SCIENCE HEALTH DEPARTMENT OF BIOLOGY 1. TITLE OF COURSE AND COURSE NUMBER: BIO 1630; General Biology; Number of Credits: 4 2. DEPARTMENT AND SECRETARYS TELEPHONE NUMBER AND E-MAIL ADDRESS: Biology Department Secretaries: Georgeann Russo, russog@wpunj.edu, 720-2265 Nancy Malba, malban@wpunj.edu, 720-2245 3. SEMESTER OFFERED: Spring 2014 4. PROFESSORS CONTACT INFORMATION Dr. Carey Waldburger Science Hall East Rm 4052, Telephone:Read MoreMis Quiz1186 Words   |  5 PagesE-mail: mehmood.khan@adu.ac.ae Class Time: 12:00 – 14:10 (Sun through Thu) ------------------------------------------------- Office Location: D2F-64 Office Hours: 17:10 – 18:10 (Sun through Wed) 1. Course Description This course focuses on the fundamental issues in using information technologies to manage and organize business processes. The premise of the course is that compared to traditional firms, digital firms heavily rely on a set ofRead Moreapollo 500851 Words   |  4 Pageshope that is in you, with meekness and fear† 1 Peter 3:15 (NKJV). 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William Blakes London Essay example - 995 Words

William Blakes London Works Cited Not Included William Blakes London is a representative of English society as a whole, and the human condition in general that outlines the socio-economic problems of the time and the major communal evils. It condemns authoritative institutions including the military, royalty, new industries, and the Church. Blakes tone creates a feeling of informative bitterness, and is both angry and despondent at the suffering and increasing corruption of Londons society. Blakes sophisticated use of notation like capitalization, his specific change in meter, and the point of view all clearly develop London. The point of view in which Blake employs to London is significant to the understanding†¦show more content†¦Here Blake is exposing the innocence that has been corrupted due to the present evil. This line fills the readers mind with a dreadful image of children being stripped away of their innocence. Here Blake specifically targets children, which are looked upon as pure and guiltless to help get his point across to the reader. Blakes genius is evident throughout the poem where his changing meter directly correlates to the point he is making at the moment. The meter is changed in the last line of the first stanza from iambic tetrameter to anapestic dimeter possibly to stress the section (Damon, 1965) The third stanza is anaspectic for the first foot but then reverts to iambic for the last two feet of the line. The speaker begins here by condemning main foundations like the Church and the military capitalizing both words. ?The Chimney - sweepers cry? is basically an exposure to the child labor prevalent during this era. Once again he uses a child to symbolize an innocent victim terrorized by higher authority. Also, these cries are accusations against the Church. Blake uses the phrase ?blackening Church? to expose the Church?s function as a tyrant rather than a source of enlightenment (Lambert Jr., 1995) This line illustrates the Church both blackened by soot and the exploited people who are forced to c lean it. At this point it is clear to the reader that Blake?s representation of the church is ironically evil. It forces oppression on the people of the society. HeShow MoreRelatedWilliam Blakes London1458 Words   |  6 Pagesï » ¿Blake and London Victorian London was a far from happy place. It was full of crime, the air full of filth, and the people rancorous. One of the premier poets of the period was one William Blake who advocated the beauties of life and railed against the distaste he felt for Victorian London and some of the more rigid ideologies of the time, specifically the strict morality and religious views of the English. In the poem London, Blake makes clear his position on the city and the morals of thatRead MoreRomanticism In William Blakes London722 Words   |  3 Pagesof life utilizing subjective comparison between opposites, religious nature, and idealism. Although William Blake is considered to be one of the founders of Romantic poetry, pieces such as â€Å"London† deviate from the conventional characteristics associated with this genre. Ironic to generic Romanticism, London hardly idealizes the horrific truth of society in industrialized urban life. However, Blake’s lack of rhapsody does man ifest the social and political climate occurring at the time when RomanticismRead More William Blakes London and William Wordsworths London, 18022496 Words   |  10 PagesWilliam Blakes London and William Wordsworths London, 1802 The figure of the poet as it pertains to William Blake and William Wordsworth is different according to the perception of most analysts. Blake addresses a universal audience in a prophetic voice, taking the role of the poet upon himself often using a mystical tone. In contrast Wordsworth uses language specific to all and directs his writing to ordinary people writing as an ordinary person reacting to his own Read MoreEssay on A Reading of William Blake’s London1688 Words   |  7 PagesA Reading of William Blake’s London William Blake channels his general dissatisfaction of the organization of society during the late eighteenth century in his lyrical poem entitled â€Å"London† (1794). Blake uses vividly expressive language through the spoken observations of a symbolic character he created to narrate and recite social and political problems afflicting this metropolis in the late 1700’s and early 1800’s. The poem’s rhythmically patterned linear style, which is very strictly structuredRead MoreAn Analysis of William Blakes Poem London Essay1852 Words   |  8 Pages In London, William Blake brings to light a city overrun by poverty and hardship. Blake discards the common, glorifying view of London and replaces it with his idea of truth. London is nothing more but a city strapped by harsh economic times where Royalty and other venues of power have allowed morality and goodness to deteriorate so that suffering and poverty are all that exist. It is with the use of three dis tinct metaphors; mind-forgd manacles, blackning Church, and Marriage hearse,Read MoreEssay on Analysis of William Blakes Poem London521 Words   |  3 PagesAnalysis of William Blakes Poem London London by William Blake is a poem characterised by its dark and overbearing tone. It is a glimpse at a period of Englands history (particularly London) during war and poverty, experienced by the narrator as he walks through the streets. Using personification it draws a great human aspect to its representation of thoughts and beliefs of the narrator. The author uses a rhyme scheme that mirrors the pace of walking. The pace is moderate using an octameterRead More William Wordworths London and William Blakes Upon Westminster Bridge1041 Words   |  5 PagesCompare and contrast London and Upon Westminster Bridge. Show how the two poets express differing views of London with detailed analysis of the texts and using background research. Refer to styles, techniques and effects of the poetry. Give your own responses. Both William Wordworths London and William Blakes Upon Westminster Bridge were written at the turn of the 19th century in Georgian times to illustrate the authors views of London. During this period the industrial revolutionRead More The Effects of Industrialization in William Blakes London Essay example1023 Words   |  5 PagesThe Effects of Industrialization in William Blakes London London by William Blake is one example of Blakes disapproval of changes that occurred in his lifetime. In his poem London, from his work Songs of Experience, Blake describes the woes of the Industrial Revolution and the breaking of the common mans ties to the land, which he has brought upon himself. He describes the Thames River and the city streets as chartered, or controlled by commercial interests; he refers to mind-forgedRead More Oppression and Spiritual Deterioration in William Blakes Poem London1154 Words   |  5 PagesOppression and Spiritual Deterioration in William Blakes Poem London London I wander thro each charterd street, 1 Near where the charterd Thames does flow, 2 And mark in every face I meet, 3 Marks of weakness, marks of woe. 4 In every cry of every Man, 5 In every Infants cry of fear, 6 In every voice, in every ban, 7 The mind-forgd manacles I hear: 8 How the Chimney-sweepers cry 9 Every blackning Church appalls, 10 And the hapless SoldiersRead More William Blakes The Chimney-Sweeper, Holy Thursday (Innocence) and London1520 Words   |  7 PagesCompare and Contrast William Blakes The Chimney-Sweeper, Holy Thursday (Innocence) and London I am going to compare and contrast three of William Blake poems, where he shows his feelings about the way people treat children: The Chimney-Sweeper, Holy Thursday (Innocence) and London. The Chimney-Sweeper is about a child who sweeps chimneys. William Blake sets this poem in the winter. The children worked in the cold. Blake says, â€Å"A little black thing among the snow,† â€Å"The little black thing

Anderson and Hemingways use of the First Person Essay Example For Students

Anderson and Hemingways use of the First Person Essay At one point in his short story, Big Two-Hearted River: Part II, Hemingways character Nick speaks in the first person. Why he adopts, for one line only, the first person voice is an interesting question, without an easy answer. Sherwood Anderson does the same thing in the introduction to his work, Winesburg, Ohio. The first piece, called The Book of the Grotesque, is told from the first person point of view. But after this introduction, Anderson chooses not to allow the first person to narrate the work. Anderson and Hemingway both wrote collections of short stories told in the third person, and the intrusion of the first person narrator in these two pieces is unsettling. In both instances, though, the reader is left with a much more absorbing story; one in which the reader is, in fact, a main character. With the exception of My Old Man, which is entirely in the first person , and On the Quai at Smyrna, which is only possibly in the first person, there is just one instance in In Our Time in which a character speaks in the first person. It occurs in Big Two-Hearted River: Part II, an intensely personal story which completely immerses the reader in the actions and thoughts of Nick Adams. Hemingways utilization of the omniscient third person narrator allows the reader to visualize all of Nicks actions and surroundings, which would have been much more difficult to accomplish using first person narration. Nick is seen setting up his camp in Big Two-Hearted River: Part I in intimate detail, from choosing the perfect place to set his tent to boiling a pot of coffee before going to sleep. The story is completely written the in third person and is full of images, sounds, and smells. In Big Two-Hearted River: Part II Hemingway exactly describes Nicks actions as he fishes for trout. Details of his fishing trip are told so clearly that the reader is almost an active participant in the expedition instead of someone reading a story. He carefully and expertly finds grasshoppers for bait, goes about breakfast and lunch-making, and sets off into the cold river. By being both inside and outside Nicks thoughts, the reader can sense precisely the drama that Hemingway wishes to bring to trout fishing. Nick catches one trout and throws it back to the river because it is too small. When he hooks a second one, it is an emotional battle between man and fish. Nick tries as hard as he can, but the fish snaps the line and escapes. Then, as Nick thinks about the fate of the trout which got away, Hemingway writes, He felt like a rock, too, before he started off. By God, he was a big one. By God, he was the biggest one I ever heard of. This sudden switch to first-person narration is startling to the reader. Until this point Hemingway had solely used third person narration, but he did it so well that the reader feels as one with Nick. It is not definite whether this is Nick or Hemingway speaking. It could easily be either of the two. Hemingway doesnt include, he thought, or, he said to himself, and so it is unclear. The result is the same regardless. Using first person narration at this point serves to make the story more alive, more personal. It jolts the reader into realizing the humanity of Nick; he is no longer the object of a story but a real person. If Nick is making so much stir over it that he speaks directly to the reader, he must feel passionately about it. Or if Hemingway is so moved by the size of the trout that he exclaims at its size, I can only accept that Nick also feels this excitement. The sudden intrusion of the first person narrator makes the story more complete and its only character more life-like. It also brings the reader into the story as a listener. .u19d8c41effffa319acbe9123b38f643b , .u19d8c41effffa319acbe9123b38f643b .postImageUrl , .u19d8c41effffa319acbe9123b38f643b .centered-text-area { min-height: 80px; position: relative; } .u19d8c41effffa319acbe9123b38f643b , .u19d8c41effffa319acbe9123b38f643b:hover , .u19d8c41effffa319acbe9123b38f643b:visited , .u19d8c41effffa319acbe9123b38f643b:active { border:0!important; } .u19d8c41effffa319acbe9123b38f643b .clearfix:after { content: ""; display: table; clear: both; } .u19d8c41effffa319acbe9123b38f643b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u19d8c41effffa319acbe9123b38f643b:active , .u19d8c41effffa319acbe9123b38f643b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u19d8c41effffa319acbe9123b38f643b .centered-text-area { width: 100%; position: relative ; } .u19d8c41effffa319acbe9123b38f643b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u19d8c41effffa319acbe9123b38f643b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u19d8c41effffa319acbe9123b38f643b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u19d8c41effffa319acbe9123b38f643b:hover .ctaButton { background-color: #34495E!important; } .u19d8c41effffa319acbe9123b38f643b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u19d8c41effffa319acbe9123b38f643b .u19d8c41effffa319acbe9123b38f643b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u19d8c41effffa319acbe9123b38f643b:after { content: ""; display: block; clear: both; } READ: An Examination of Southern Dialect EssaySherwood Andersons collection of short stories, Winesburg, Ohio, also has a moment of first person narration. The introductory story, The Book of the Grotesque, is written in first person. The story begins as a third person narration, a tale about an old writer. Using a third person narration, Anderson writes about an old man and his episode with a carpenter. Then the old man goes to bed and the reader learns his thoughts. In the middle of describing what he is thinking, Anderson switches to first person narration. Suddenly there is a narrator speaking directly to the reader. The narrator says, And then, of course, he had known people, many people, known them in a peculiarly intimate way that was different from the way in which you and I know people. At this point the story becomes more than just a static piece, for the reader is somehow now in it. There is an ambiguity, however, because the reader does not know if the narrator is Anderson himself or another completely distinct character. As when Hemingway used this ploy, the result is the same regardless. The reader is no longer merely a reader, but has unexpectedly been transformed into an active participant in the book. Throughout the rest of The Book of the Grotesque, the narrator is speaking to the reader. Not only that, but the narrator is telling the reader about a book which was never published, but is almost surely the one the reader is in fact reading. In case the reader should forget, there is one other instance, several stories later, in which Anderson adopts first person narration. In Respectability he writes, I go to fast. Like Hemingway would do years later, Anderson was forcing the reader to become a part of the story. The entire book is a dialogue between narrator and reader. The effect is that the reader becomes even more involved in the stories. Bothof these works are unlike others from the same time period which are told completely using first person narration. Gertrude Steins The Autobiography of Alice B. Toklas and Anita Loos Gentlemen Prefer Blondes are both written wholly in the first person. But both of these read like diaries, of which the reader is just that a reader. Neither one has a point at which the reader is so definitely brought into the story consciously by the author. By jumping abruptly into first person instead of using it all along, Hemingway and Anderson more effectively do this. Andersons and Hemingways sudden switches to first person narration of course could not have been mere mistakes, and their reasons may have been even more convoluted than imaginable to late twentieth century readers. What is left are two collections of short stories in which the reader plays an actual role. The intrusion of first person narration makes these stories come alive in a way that a third person narration cannot, a tribute to the skill of both of these authors.

John Milton`s Paradise Lost Essays - Abrahamic Mythology, Heaven

John Milton`s Paradise Lost Paradise Lost is an epic - poem based on the Biblical story of Adam end Eve. It attempts to justify and explain how we came to be what we are today. The central question to Paradise Lost is " where does evil comes from?" Throughout the poem we receive information about the origin of evil. At the beginning of John Milton's work we are given the Biblical explanation, of Adam and Eve eating from the tree of knowledge and being expelled from the Garden of Eden. This was man's first disobedience, which brought him mortality, and at the same time this first act gave source to all evil. This was the effect of ambition. Adam end Eve both ate the apple from the tree in order to achieve a level of knowledge compatible to God's. The same way according to Paradise Lost, Satan is also known to be the source of evil. Satan was sent to Hell as cause of ambition. For the second time ambition and the desire to become more powerful or knowledgeable, was the basis of evil. Satan challenged God, and was condemned to evil. "The mind is its own place, and in itself can make a Heaven of Hell, a Hell of Heaven". Hell is clearly a state of mind. According to the non-physical aspects of Hell described at the end of the poem, one can conclude even from the quote mentioned above, that Hell is what we think of it to be. Can the human exploration for answers, ambition for knowledge, and curiosity reach a level that then threatens humans themselves? The answer to this question is YES! If we examine subjects such as human cloning, nuclear weapons and medicine there may be different responses. My personal feeling is that anything that alters, or changes life itself, in exception to medicine, is not to be studied nor developed. We humans are curious, and this is simply innate. We will continue to ask questions and explore even outside of our world. I believe we humans, do not have the power to create nor destroy life, by any other means than normal sexual creation and accidental death. I feel medicines are a positive element and part of our lives because medicine does not threaten the lives of others, unlike nuclear weapons and cloning. Furthermore medicines ameliorate our lifestyles. Does nuclear destruction and radiation do the same? aradise Lost is one of the finest examples of the epic tradition in all of literature. In composing this extraordinary work, John Milton was, for the most part, following in the manner of epic poets of past centuries: Barbara Lewalski notes that Paradise Lost is an "epic whose closest structural affinities are to Virgil's Aeneid . .. "; she continues, however, to state that we now recognize as well the influence of epic traditions and the presence of epic features other than Virgilian. Among the poem's Homeric elements are its Iliadic subject, the death and woe resulting from an act of disobedience; the portrayal of Satan as an Archillean hero motivated by a sense of injured merit and also as an Odyssean hero of wiles and craft; the description of Satan's perilous Odyssey to find a new homeland; and the battle scenes in heaven. . . . The poem also incorporates a Hesiodic gigantomachy; numerous Ovidian metamorphoses; an Ariostan Paradise of Fools; [and] Spenserian allegorical figures (Sin and Death) . . . . (3) There were changes, however, as John M. Steadman makes clear: The regularity with which Milton frequently conforms to principles of epic structure make his occasional (but nevertheless fundamental) variations on the epic tradition all the more striking by contrast. The most important departures from epic decorum--the rejection of a martial theme, and the choice of an argument that emphasizes the hero's transgression and defeat instead of celebrating his virtues and triumphs--are paradoxically conditioned by concern for the ethical and religious decorum of the epic genre. On the whole, Milton has retained the formal motifs and devices of the heroic poem but has invested them with Christian matter and meaning. In this sense his epic is . . . something of a "pseudomorph"--retaining the form of classical epic but replacing its values and contents with Judeo-Christian correlatives. (Epic and Tragic Structure . . . 20) Steadman goes on to defend Milton's changes in the form of the epic, saying that "such revaluations are not unusual in the epic tradition; they were in fact inevitable" (20). It is important, before continuing with an examination