Louis Simpsons The Battle Formalist Criticism

Presentation Born on 27th March, 1923, Louis Aston Marantz Simpson is one of America’s best know writers. He has won numerous honors in his field, including the 1964’s Pulitzer Prize for Poetry. The last was in acknowledgment for one of his works, At The End of the Open Road. Conceived in Jamaica, his family moved to the United States of America while he was 17.Advertising We will compose a custom article test on Louis Simpson’s The Battle: Formalist Criticism explicitly for you for just $16.05 $11/page Learn More for a long time (somewhere in the range of 1943 and 1945), he battled for America during World War II. This experience molded the greater part of his works when he began composing after the war. He filled in as an ambassador between his company’s central station and the troopers battling on the cutting edge. The greater part of his sonnets and different works are accounts of his encounters as an errand person. The Battle is one of his notable son nets that delineate the encounters of an errand person on the forefront. In four verses and sixteen lines, Louis takes the peruser through the abhorrences of war, which is the significant topic of this sonnet. In this paper, the writer will furnish the peruser with an investigate of this sonnet. The sonnet will be scrutinized utilizing the formalist analysis hypothesis. Among the issues that will be tended to in this investigate is the structure and association of the sonnet, the manner in which the sonnet starts and how it continues from the earliest starting point. The creator will likewise take a gander at how the sonnet closes, the plot of the work and how this plot is identified with the structure of the sonnet. The Battle: Structure and Organization of the Poem The sonnet is organized in four refrains and sixteen lines (Poetry365 1-16). Louis is by all accounts looking for an equalization in the structure of the sonnet. This is given the way that every one of the verses is com prised of four lines, copying the four refrains of the sonnet. This makes some similarity to proportionality between the verses and the entire sonnet. In any case, the structure of the lines isn't uniform all through the sonnet. For instance, a portion of the lines are made of two sentences isolated by a full stop, an a valid example been the second line â€Å"Marched through a woods. Some place up ahead† (Poetry360 2). Others are made of single sentences isolated by a comma, for instance the primary line â€Å"Helmet and rifle, pack and overcoat† (Poetry360 1). All things considered, different lines are made of a solitary, strong and whole sentence, for instance the sixth line â€Å"into the moist earth between the trees† (Poetry360 6). Start of the Poem Louis starts the sonnet by furnishing the peruser with a symbolism of an officer. In spite of the fact that he doesn't make reference to the word warrior anyplace, the determination of words in the main line le aves most likely that the artist is discussing an officer. He starts by â€Å"Helmet and rifle, pack and overcoat† (Poetry360 1).Advertising Looking for paper on american writing? We should check whether we can support you! Get your first paper with 15% OFF Learn More The officer depicted in this line is clearly set out toward battle, and this is clarified by the consideration of â€Å"rifle† in his freight. It is likewise clarified that the climate is cold, and that is the reason the fighter conveys a jacket. It is presumably in winter, and the trooper is made a beeline for the fight line. Where does it go? The tone that Louis begins with in the principal refrain is kept up all through the sonnet for the bigger part. For instance, he begins by utilizing symbolism, and this shows up in different refrains of the sonnet. For instance, in the eleventh line, he talks of â€Å"†¦.The snow was black† (Poetry360 11). Snow is commonly white, however by depicting it as â€Å"black snow†, Louis summons in the reader’s mind a picture of snow with its virtue meddled with by the progression of blood from the fallen and harmed troopers. The sonnet begins with a depiction of the warrior leaving from the camp and to the cutting edge. The sonnet keeps on following the excursion of the warrior into the forested areas, towards the front line. In the third verse, Louis depicts how the trooper, presently on the forefront, faces the â€Å"†¦.(the) shells and shots (clearing) the frigid woods† (Poetry360 10). The sonnet illustrates what the officer experiences in the combat zone. How does the Poem End? The sonnet closes with the persona mentioning to the peruser what they recalled about the fight. Apparently the persona isn't engaged with battle; he expect the tone of a spectator. He depicts the presence of the fighters, â€Å"The sleepiness in (their) eyes, (and) what hands looked like thin† (Poetry360 14). The main brillia nt slim about the soldier’s appearance is the splendid ash around their stogie. The sonnet closes with the line â€Å"†¦., and the brilliant ash (of the cigarette)/Would beat with all the life there was within† (Poetry360 15, 16). This line makes a picture of a trooper, who is as slight as the ash of the cigarette he is smoking. The Plot The sonnet gives the account of troopers leaving the camp to go to the combat zone. Equipped with their rifles, they walk through the woodland, and towards the sound of crashing weapons. The story given in this sonnet doesn't appear to paint a decent picture with respect to the fight. The artist portrays scenes brimming with â€Å"black snow†, and if the dark shading can be taken as the shade of coagulated blood on the day off, it appears there was a great deal of slaughter. Relationship of the Poem’s Plot to its Structure Some examinations can be drawn between the plot of the sonnet and its structure. As prior showe d, the sonnet structure seems adjusted, with four refrains with four lines each. Be that as it may, this is conversely with the plot of the sonnet. There is nothing adjusted about the life of the trooper, or the fight that is being battled. On the off chance that there was balance in the general public, possibly the war would have been unnecessary.Advertising We will compose a custom article test on Louis Simpson’s The Battle: Formalist Criticism explicitly for you for just $16.05 $11/page Learn More However, it tends to be said that the troopers in the fight and the war when all is said in done, is planned for accomplishing some parity in the general public, balance like that of the poem’s structure. The logical inconsistency between the poem’s structure and the plot reaches out to singular lines in the sonnet. For instance, in depicting the warrior doing battle in line 1, the artist portrays the trooper putting on his uniform and taking his weapons from back t o front. For instance, one would anticipate that the officer should initially put on the jacket, at that point heist his pack on his warriors, take the rifle lastly put on the cap. Be that as it may, Louis doesn't see it along these lines. Rather, the fighter first wears the â€Å"Helmet (at that point takes the) rifle, pack and overcoat† (Poetry360 1). End In his sonnet The Battle, Louis depicts troopers heading off to the fight line, and what comes to pass there. The significant topic in the sonnet is the revulsions of war. This paper censured the sonnet from a formalist point of view. Among the parts of the sonnet tended to is the start and consummation of the sonnet, the plot of the sonnet and how the sonnet is identified with its structure. Works Cited Poetry365. The Battle, Louis Simpson. Poetry365. August 9, 2009. Web. This exposition on Louis Simpson’s The Battle: Formalist Criticism was composed and presented by client Carolyn S. to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; be that as it may, you should refer to it appropriately. You can give your paper here.

Enhancing the Self through Tennis Essay Example | Topics and Well Written Essays - 750 words

Improving the Self through Tennis - Essay Example From this paper plainly players can look over one-on-one game play or copies matches, including at least four warriors on the court. Whatever form of the game they choose, tennis gives a discussion where players keep up routine socialization with adversaries, making the open door for expanded kinship and the improvement of long haul kinships both on and off the court. In contemporary society, a typical subject can be seen which advances the expert and social advantages of teamworking and systems administration as techniques to improve life triumphs. In view of this, tennis gives the chance to assemble a strong arrangement of social aptitudes, improving one's capacity to work emphatically with others. Regardless of whether one-on-one or duplicates, this athletic hobby might furnish a chance to coordinate with others on the court, maybe making an opportunity to propel one's vocation through recently discovered prospects.As the article declaresâ most fascinating to improving one's very own victories through tennis is the familiar aphorism which recommends that careful discipline brings about promising results. For all intents and purposes anybody acquainted with the game would probably offer that culminating tennis abilities speaks to a critical duty to the player. One doesn't walk onto the court a tennis expert, along these lines proceeded with training makes a discernibly increasingly capable player. Personal objective setting requires comparative responsibility and assurance so as to rise into the existence position they want.

Top 10 Tips for 2012 Application #6 Transcripts COLUMBIA UNIVERSITY - SIPA Admissions Blog

Top 10 Tips for 2012 Application â€" #6 Transcripts COLUMBIA UNIVERSITY - SIPA Admissions Blog This is the sixth entry in our “Top 10? list to assist you with understanding the process of submitting your 2012 admission application to SIPA.   This entry is focused on advice regarding the submission of transcripts.   I have tried to break the entry into categories based on our process/requirements and common questions we receive. Official vs. Unofficial At SIPA we will accept unofficial transcripts for application review.   If an applicant is admitted to our program and chooses to attend we will require official transcripts at a later time.   We feel that the submission of unofficial transcripts makes the process easier for applicants and allows us to process applications more quickly.   Therefore, we prefer that you upload transcripts to our application site (by definition these will be unofficial because they will be coming directly from you and not directly from the school). No matter what, we do need the grading legend included.   The grading legend shows information about the grading system used and often includes other information related to abbreviations that are used on transcripts. You can find an example of what I mean by a grading legend by clicking here.   Most universities will include this automatically when you request a transcript, however please make sure to ask for it. What Transcripts Are Needed? Our general response is we need transcripts for all coursework completed since graduation from high school.   We do not need high school transcripts.   For those that received college credit for coursework completed in high school, this information is typically listed on the college/university transcript.   If there are no grades but only credits for your high school coursework, this is acceptable. Lets say for example that an applicant attended UCLA for two years and then transferred to Michigan and completed his/her degree.   We would need a transcript from both UCLA and Michigan not a single transcript from Michigan showing the courses that were transferred in. In this example, both schools have their own grading systems and codes and we need to see the codes for each individual school. Grades, Grades, Grades The general rule regarding whether multiple transcripts completed toward a single degree are required is we need grades for all courses completed.   However, we do not need the grades translated or converted to American grades.   What is very important is that a grading legend or key be included when you submit your transcript(s). If your school used a 1-20 scale that is fine, you do not need to convert into a 4.0 scale.   On a 20 point scale, Is 1 good?   Is 20 good?   We will not know unless the transcript legend is included.   Each year we can receive transcripts from close to 1,000 different colleges/universities and we want to look no further than your file for what we need.   Related to this . . . . Question: I completed a study abroad program while in college, do I need to request a separate transcript for the classes I completed abroad? The answer is, it depends.   Ultimately we need the grades received for all coursework completed.   So, if the grading system used at the study abroad school was different and there are no grades on your home school transcript, then the answer is Yes, we need the study abroad transcript. In this example, if we simply saw the title of the class and a number of credits on your home school transcript but no grade, it is not acceptable we would need a transcript from the study abroad school with the grades and legend explaining the grades. However, if you took classes abroad and the grades for these courses are reported on your home school transcript according the grading scale used by your home school, we would not need a separate transcript. Question:   Help!   I cannot get my transcript to upload, what should I do!? First, there are four places available on the site for uploading transcripts.   They are labeled as follows: Primary Bachelor Degree Additional Degree Further Degree Non-Degree Coursework/Continuing Education Each section will accept a file up to 1000kb(1mb) in size.   If you try to upload a file larger than 1mb to an individual section you will receive an error message. Referring back to the example above, let us say that you attended both UCLA and Michigan.   If you try to combine the two transcript files and they exceed 1mb, it is fine to upload two separate files.   If you received your degree from Michigan, upload that in the Primary Bachelor degree section and then upload the UCLA transcript under Additional Degree and put UCLA Coursework in the description box. If your primary degree file is from one school but exceeds 1mb in size, you can break it into two files and when you upload the second part in the Additional Degree section put Second Part of Transcript in the description box. In an extreme example, if one transcript is a total of 3mb you can break it into three files and upload in the first three categories (Primary, Additional, Further). As far as the scanning process is concerned, we offer advice on the application web site and I think it is well written so I will just repost it here.   If you are having trouble with file size, please consider the following: Scan a copy at the lowest dpi that still results in a legible document (we recommend to use under 200 dpi whenever possible). Scan in gray scale or black and white. Try making a photocopy first (experiment with different settings until you find one that results in the smallest file size) then scan the photocopy. Question:   I completed a few classes on my own since graduating from college, do I need to submit transcripts for these courses? Answer:   Yes, we need transcripts for all coursework completed since graduating from high school.   Lets say you took two classes at two different schools after graduating for college it would be fine to combine these transcripts into one file and upload the file to the Non-Degree Coursework/Continuing Education section.   Even if you took these classes Pass/Fail we still need the transcript. Advice Print and Review Before Submitting We will be printing the transcripts you upload and if you cannot read them when printed, we will not be able to read them either.   We highly recommend printing a copy of what you are uploading to the site before submitting your application.   If we print your application and cannot read your transcript(s) there will be significant delays in processing your application. GPA Reporting We understand that not all grades are reported on a 4.0 scale.   If you were not graded on a 4.0 scale, in the Previous Education Section of the application, simply put 0.0 for your GPA.   This alerts us that your grades were not reported on a 4.0 scale. Question:   What if I am still in school and I have not completed my degree?   My coursework is in progress so what should I do? It is fine for applicants that are still in college to apply.   Simply request a transcript that reflects your most up-to-date grades.   If this means you do not have grades for the fall semester you are currently enrolled in, that is fine.     If we need more information we will let you know. For example, if we do not see fall grades reported on your transcript, we may contact you and ask for the results.   We also may not feel the need to contact you.   There is no need for you to submit additional grade information after our deadline passes unless we specifically ask for it. Question:   What if I completed my degree and am taking a continuing education class but the grade will not be available until after the admissions deadline? First, please upload a   file showing your registration in the course in the Non-Degree Coursework/Continuing Education Section.   We do not need to see a grading legend, a simple screen shot from a course registration web site would suffice (many schools offer this, however if not, ask the registrar to print a copy for you). We would also like to see this information in the second résumé.   You can enter the name of the class, where you are taking it, post the class description, and list it as In Progress. Question:   What if I plan on taking a class but it does not start until after the admission deadline passes? Please report such information in the second résumé.   For example, if you plan on taking a microeconomics class that starts in February, you can list the class and school you plan on taking the course at in your second résumé.   If there is a description for the class available on the web or via a catalog, please list the description as well. For details on the second résumé, see this entry.

The Impact Of Financial Crisis Globally And Bahrain Finance Essay - Free Essay Example

Sample details Pages: 13 Words: 3766 Downloads: 6 Date added: 2017/06/26 Category Finance Essay Type Research paper Did you like this example? In this research, I will discuss about the economic crisis in the world in general and Bahrain in particular, in terms of how it affects the social the individual and the community. I will also discuss about what causes the cost of living to be high and unemployment in society and, what the solutions available are. In addition I will be sharing some examples of questionnaires to deepen and further clarify the reasons. Don’t waste time! Our writers will create an original "The Impact Of Financial Crisis Globally And Bahrain Finance Essay" essay for you Create order Moreover, I will concentrate on how the crisis affected every member in a typical Bahraini family in terms of costs of living and unemployment I will talk about four major topics, namely: Management of individuals in the economic crisis Procurement management under the economic crisis. Manage customer and sales amid the economic crisis Departments threatened demobilization under the economic crisis Timeline: The following are the major stages through which the financial crisis that erupted in early 2007 in the United States and began to hit Europe. February 2007: lending to non-payment mortgage (granted to the Debtors do not have adequate capacity to pay) condenses in the United States and the first cause of bankruptcies in the banking institutions specialized. August 2007: stock is deteriorating at risk for the widening crisis; central banks intervene to support market liquidity. Introduction: The financial crisis is the worst effects of mortgage crisis that surfaced in 2007 due to the failure of millions of borrowers to buy houses and real estate in the United States to pay their debts to the banks. This has led to a strong jolt to the U.S. economy, reaching consequences to the economies of Europe and Asia on their way, throwing a large number of major banks and international financial institutions. Hundreds of billions of dollars have been injected into the global capital markets to end the mortgage crisis, but have failed to do so. What was simmering below the surface even evolved into a global financial crisis. Now, many officials fear that the overthrow regimes of global economic will arrive at implications to many parts of the world. The financial crisis has harmed worldwide economies and will continue to do so for some period of time. For instance, the International Labor Organization expects the Arab world to lose five million jobs in between 2009 and 2010, declining remittances from migrant workers to a large extent and placing a burden on the countries that send workers abroad. Moreover, Even oil-rich Gulf States are the will be affected, although with varying degrees of intensity. The drop in oil prices will push governments to examine their budgets. Locally, the economic crisis in Bahrain has affected significantly the financial and monetary sectors of the Kingdom, and the consequences of the financial crisis will continue to cast a shadow on the market (Bahrain, Gulf and Arab alike). Unfortunately, this has increase the likelihood that banks and corporations in the Kingdom will start dismissal procedures for employees (which has already). This act is threatening the 8,248 Bahrainis working in the financial Sector, according to figures from last year. A temporary solution to this crisis has started in banks, known as the demobilization procedures has been applied in all countries of the world, as well as Bahrain, to reduce t he size of the staff. Thereby, reducing the operating costs of banking institutions by reducing employees, or even Real Estate, stressing that if it is applied effectively, will have direct positive effects on banks. Yet, it will threaten the jobs of many employees and will have a direct negative effect on the unemployment rate. The fact that some banks has laid off employees as a precautionary measure to maintain their profitability is normally carried out by various institutions of the financial world. This would be considered as an opportunity if the matter was anticipated for the implication of the crisis on the sector as a whole and the institution in particular. Yet at the same time in human rights, to lay off employees is complicated because it involves not only the lives of employees but also their families. Therefore, it would have direct consequences on the society as a whole. Nevertheless, banks are required to review all policies including firing and even recruitme nt as they are facing many troubles nowadays. These troubles include the disappearance of liquidity, decline in demand and the possibility to stop projects. Therefore, although laying-off is a serious problem to the society, the non- profitability of banks would also have consequences (mentioned above) that can harm the society. As a result, I believe that the issue of laying-off employees can be debatable. Article Reviews The economic crisis The next disaster Mr. Ibrahim Sharif Alwasat newspaper New York and London are the source of the greatest calamity in the real estate sector. It has become more like a massacre shares, where the Saudi stock index lost 55% of its value this year, while Dubais index fell 66%, noting that stock prices in both markets no more than a quarter of their value. At the beginning of 2006, Bahrain markets were less affected so far because they also were the least to rise. Bahrainis do not feel the sorrows of what is going on stock markets in the region because the vast majority does not have or traded shares in part because of the weakness of income while stock fever control of large sectors of the GCC nationals who handle hundreds of millions of shares every day. Comment: I believe that a solution applicable in Bahrain would be to reduce the magnitude of the shock through monetary and fiscal policies. At the meantime, these policies are in process of denial practiced by officials at the Ministry of Finance and the Central Bank and the government. They claim that everything is fine and that everything is working on a radical solution. Moreover, these officials state that Bahrain is a small country and can resolve the crisis without the intervention. In addition, I believe that in order to solve the problem, the government of Bahrain should focus in educating the citizens of Bahrain about the financial crisis and its consequences, so that the citizens including employees of the banking sector and their families would be aware how to handle this situation and stay away as much as possible from the harms of the crisis. Gulf states where is the Oil? Anesah Al sadoon Alayam newspaper The real economy in the Gulf States is affected by the oil p rice, because this affects the expenses of the State. However, any large and rapid decline in the value of assets will lead to stop the flow of investment in the economy and the bankruptcy or exit of a large number of investors and companies in the real estate and construction sector, especially small businesses the financial situation. The mathematical formula of the governments income is very simple in country-based revenues by 80% on income from oil and gas. Every 10 dollars drop in oil prices cost the Treasury about 240 million dinars annually. The average price of crude oil to the OPEC is 44 dollars per barrel in late trading November 20, while a Bahraini government budget for the next two years on the basis of an oil price of 60 dollars per barrel, an estimated annual deficit of more than 200 million dinars. Comment: I believe that losses of the Bahraini Government do not stop at oil. The Government of Bahrain has 77% of the aluminum factory Alba, and aluminum prices dropped more than 1000 dollars per ton in a few months. As a result, has reduced the income of Alba aluminum. The same applies to the government profits from other sectors such as gas, petrochemical plant and investments.  In addition, current prices in the oil market suggest that the states inability to rise to more than 600 million dinars annually.   Ãƒâ€š Methodology The methodology is the identification of the ways I will achieve my objectives. This section will contain some critical evaluation of particular method of data collection, analysis, target group of people who are affected and research by asking them what ideas are there. This section will also include solutions to solve the issue. Furthermore, I will make sure that the questions are appropriate to my target. Samples Group of government employees Group of graduated students (preferably ones searching for new jobs). The Staff in Ministry of finance and Civil service Bureau (Who have the authority to collect and measure the size of the unemployment and publish it through their website). VI. Data Collection Methods: Primary Data: Questionnaire design and collection methodology Computer applications Analysis of the following publishes statistics of employment VII. Challenges of the Financial Crisis in Organizations In organizations, managers of different departments will face many challenges due to the economic crisis. From these challenges, the management staff should be responsible to directing the management within an organization. Moreover, the flow work of the employees should not be affected by the performance of the organization and vise versa. This is because of the problems faced by the employee, and the resulting economic crisis would put employees in the psychological disadvantage that this will lead to the impact on productivity and thus multiply the effects of the economic crisis on the institution. Moreover the problems facing employees within this case include: 1 The feeling of instability and fear of job loss or reduction of salary. In this situation, the manager should talk with staff about expectations of future of the institution and how the association has planned to address this crisis. Manager should also inform employees that reasons behind the incidence of dispe nsing and reducing the salaries and explain that competence has become a necessary condition in the coming period. 2 Reduce current salaries. Here, manager must convince the staff that this situation is temporary until the institution overcomes the affects of this crisis. Moreover, they should convince the employees that by this act, the organization is not thinking of laying-them off. i. The effects of the Financial Crisis on Purchasing Departments: AS the financial crisis has affected organizations as a whole, the department that would be affected the most in an organization is the purchasing department. This department is responsible for purchases of the organization and is therefore, the only one affecting its budget. Consequently, purchase departments managers should relate the patterns of buying to current events, because the economic crisis increased the alternatives that any organization can purchase. ii. Customer Management and Sales along with the Economic Crisis: This management of any organization is the most affected by the crisis. On the contrary, the management with little effort is the only division that can reduce the impact of the economic crisis on the firm. For instance, client managers in customer management and must be a client management should be fully aware of the circumstances of its clients. They should also be aware of the purchases of the organization and whether these purchases are necessary or not. Not only that, but managers should also consider if the product is not useful to them at the moment, regardless of price. The impact of the activity of this administration to the institution as a whole must cooperate and that all departments of the institution in order to achieve the following objectives: 1-Reduce the price of the product by taking advantage of lower costs and price of inputs. 2- In addition, the senior management of the organization should know that the goal during this crisis is not to make profit but not to make further losses. On the other hand, the Marketing Department in any organization can eliminate the losses of the impacts of t he financial crisis by generating more sales. This can be achieved by the following: 1- Sell economic products, even if by another name, and is it will directed to another class of customers. This way, it will be targeted a larger number of customers. 2- Add attraction to the product by marketing them the right way, and they should preferably be by ways more than entertainment, where the economic crisis of the desire of individuals in the entertainment to forget their implications. 3 Integration of products. The organization should think of presenting more integrated products that can be marketed to different targeted groups. 5 Think of the products that are increasingly in demand because of the economic crisis. These products will eventually activate the organizations product sales. iii. Departments Threatened to be Discharged under the Economic Crisis: Challenges facing the non-influential departments have a direct impact on the corporations activities. While job cuts are becoming a global phenomenon and are increasing at this time, effective managers of these departments should consider following follow some steps to save their departments from the risk of dismissal. Managers, for instance, should consider for ways to enhance the impact of management on the activities of the organization and that this means they have to look for ways to reduce management spending. They should also consider the lowest costs possible while implementing management activities. Other than controlling the Purchase and Marketing departments, there are also other ways to help the organization to overcome the Financial Crisis; including the following: 1 If a single department that influences the activities of the organization is under pressure; the management should support and make other employees participate in this particular department to r educe the pressure. As a result, the work here would be more effective and efficient. 2 Try to enter into joint ventures with other departments affecting the activities of the organization. The management should also listen to employees and managers of other departments who have ideas that can be implemented about lack of employment within their departments. IX. Proposal Results Many people wonder, including businessmen and governments, what is their relationship with the global crisis of financial capitalism? Moreover, two questions come in mind: What is the way out? And, how to survive? In this regard, the following requirements are recommended: 1: The Arab governments, particularly central banks should strive to take strategic decisions on the control of transactions in financial markets, monetary and financial institutions. This means trying to stop and limit the aggravation of the crisis; for example, the effective operation of government control to transactions in money markets. 2: The support of troubled financial institutions with liquidity according to the plans, policies and practical programs under the control of Arab central banks is only a short-term solution and it does not mean they will put an end to this situation. 3: The government should pass laws to prevent certain transactions which were the cause of the crisis, including t he following: Financial derivatives operations of the phantom (Facilitator) and the like. Scheduling of debt and securitization, according to the system rate of interest. The application of Islamic finance. Laundering of money prevailing in money markets. 4: The use of a basket of different currencies, to distribute risks. This will cause the current crisis to recognize scholars and experts of finance and economy in the Arab countries, and that they will be able to control dollar transactions. 5: The Arab funds should stop investing in money markets, the U.S. and European money. They should consider investing only when necessary due to prestigious laws. 6: The establishment of banks and central banks in the Arab union to address this crisis under the auspices of the League of Arab States; as the enormity of the crisis on the level and abilities of each Arab country alone. 7: Directing the movement of money according to Islamic priorities based on necessit ies. Additionally, to stop financing projects located in the area of the luxuries and entertainments in order to maintain the necessities and the needs of poor and middle class people. 8. The application of zakat money and use part of the proceeds to support the inmates because of the crisis. 9: The application of rules, concepts and modes of investment of Islamic finance, where is the savior of this crisis. Result Analysis (Using SPSS) This research aims to answer the following four questions: 1. Is there a relationship between Gender and level of education and is it a direct issue about the cause of the crisis? 2. How did the level of education during the crisis effected Bahrain and GCC countrys? 3. Is there a link between peoples attitudes about the cause of the crisis and solutions to discrete? 4. What is the relation between the GCC countries to discuss about the solutions about the problem of the crisis and is it related to Gender and level of education? The researcher based questionnaire trends of 15 questions divided into the following themes with the question number follows: 1. Causes of the crisis (5+8+9+11) 2. Impact of the crisis on Bahrain and the GCC (2+13+14) 3. Proposed solutions to the crisis (4+15+7+6) 4. Does the GCC countrys seek a solution to the problem (10+12) T-Test ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ 1a- T-test comparing between causes according to gender As results show there is an agreement between male and female And sig .317 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Group Statistics ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Gender N Mean Std. Deviation Std. Error Mean cause dimension1 female 26 8.0000 2.29783 .45064 male 24 8.0833 1.97631 .40341 Independent Samples Test ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Levenes Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper cause Equal variances assumed 1.021 .317 -.137- 48 .892 -.08333- .60853 -1.30687- 1.14021 Equal variances not assumed ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ -.138- 47.775 .891 -.08333- .60483 -1.29957- 1.13291 Oneway 1b.Anova analysis for relation between E.d (Educational level) and cause Its shows the mean of high schools students about the crisis different from B.S and Master and a connection in agreement E.D and master in the causes of crisis solution at the level of statistical significance. Sig .278 Descriptives Cause ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound High School student 6 9.3333 1.03280 .42164 8.2495 10.4172 8.00 11.00 B.S 34 7.9118 2.27460 .39009 7.1181 8.7054 4.00 13.00 Master 10 7.7000 1.94651 .61554 6.3076 9.0924 5.00 11.00 Total 50 8.0400 2.12814 .30096 7.4352 8.6448 4.00 13.00 ANOVA Cause ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Sum of Squares df Mean Square F Sig. Between Groups 11.751 2 5.876 1.314 .278 Within Groups 210.169 47 4.472 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Total 221.920 49 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ T-Test  2- T-TEST Comparing effects of gender on the cause of the crisis Females and males both experienced a similar effect resulting from the crisis. Sig .507 Group Statistics ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Gender N Mean Std. Deviation Std. Error Mean Effects dimension1 female 26 5.3846 1.26734 .24855 male 23 5.1304 1.39167 .29018 Independent Samples Test ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Levenes Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Effects Equal variances assumed .070 .792 .669 47 .507 .25418 .37985 -.50998- 1.01835 Equal variances not assumed ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ .665 44.869 .509 .25418 .38208 -.51542- 1.02378 2- Anova analysis for relation between cause and E.D I observed that high school students differed significantly in the mean from B.S and master students, whose means were very much alike. Sig .278 Descriptives Cause ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound High School student 6 9.3333 1.03280 .42164 8.2495 10.4172 8.00 11.00 B.S 34 7.9118 2.27460 .39009 7.1181 8.7054 4.00 13.00 Master 10 7.7000 1.94651 .61554 6.3076 9.0924 5.00 11.00 Total 50 8.0400 2.12814 .30096 7.4352 8.6448 4.00 13.00 Oneway ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Anova analysis for effects of E.D on couse of crisis ANOVA Cause ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Sum of Squares df Mean Square F Sig. Between Groups 11.751 2 5.876 1.314 .278 Within Groups 210.169 47 4.472 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Total 221.920 49 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Oneway 2- Anova anaylysi for effecet E.D on effectson GCC effectsonGCC ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound High School student 6 8.0000 .63246 .25820 7.3363 8.6637 7.00 9.00 B.S 34 7.2647 1.48342 .25440 6.7471 7.7823 5.00 11.00 Master 10 6.9000 1.37032 .43333 5.9197 7.8803 5.00 9.00 Total 50 7.2800 1.40029 .19803 6.8820 7.6780 5.00 11.00 ANOVA effectsonGCC ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Sum of Squares df Mean Square F Sig. Between Groups 4.562 2 2.281 1.172 .319 Within Groups 91.518 47 1.947 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Total 96.080 49 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Correlations 3- Correlation between cause and solution Almost the same results came for the solution and cause, but overall, the solutions had more results. Descriptive Statistics ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Mean Std. Deviation N cause 8.0400 2.12814 50 solutions 9.0800 1.67624 50 Correlations ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ cause Solutions cause Pearson Correlation 1 .382** Sig. (2-tailed) ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ .006 N 50 50 solutions Pearson Correlation .382** 1 Sig. (2-tailed) .006 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ N 50 50 **. Correlation is significant at the 0.01 level (2-tailed). T-Test ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ 4a-T-test for comparing solutions GCC Search according to gender This survey displays similar figures in solutions of GCC search, though more males agreed to it than females. Sig .950 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Group Statistics ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Gender N Mean Std. Deviation Std. Error Mean solutionsGCCsearch dimension1 femal 26 8.7692 1.77331 .34777 male 24 9.4167 1.52990 .31229 Independent Samples Test ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Levenes Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper solutionsGCCsearch Equal variances assumed .004 .950 -1.377- 48 .175 -.64744- .47021 -1.59287- .29799 Equal variances not assumed ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ -1.385- 47.794 .172 -.64744- .46741 -1.58733- .29246 Oneway ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ 4b-Anova analysis for realtion between E.D(Educational level) and solutionGCCsearch Descriptives solutionsGCCsearch ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound High School student 6 8.8333 .40825 .16667 8.4049 9.2618 8.00 9.00 B.S 34 9.2941 1.85095 .31744 8.6483 9.9399 5.00 13.00 Master 10 8.5000 1.43372 .45338 7.4744 9.5256 7.00 11.00 Total 50 9.0800 1.67624 .23706 8.6036 9.5564 5.00 13.00 ANOVA solutionsGCCsearch ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Sum of Squares df Mean Square F Sig. Between Groups 5.288 2 2.644 .939 .398 Within Groups 132.392 47 2.817 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Total 137.680 49 ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ ÃÆ' £Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ XI. Discussion I believe that the rules and disciplines of Islamic finance and investment is the savior of the foregoing impacts of the crisis of financial markets. Monetary and Arab capital, in general, and Arab citizens, in particular, believe that the Savior is a commitment to the rules and regulations of Islamic finance and investment. Islamic finance is deduced from the provisions and principles of Islamic law. This can be summarized in the following: * Application of the rules and provisions of Islamic finance and investment. * The application forms of investment and finance based on sales and participation. * The application of the Islamic jurisprudence priorities in the channeling of funds. * The application of the principle of priority to deal with the Arabs and Muslims. * Apply the system ALMS and other Islamic financial system. * Prohibition of all illegal transactions. * Transactions based on the system of interest. * Transactions based on ignorance, fraud, suc h as gambling and speculation. * Transactions of financial derivatives based on the facilitator. XII. Conclusion The financial crisis is one of the greatest economic problems of the century the hit relatively all countries. Countries world-wide have been affected by this crisis by a way or another. This crisis has not affected only the banking sector and organizations but also the society as a whole, therefore, affecting the lives of the citizens of the country, changing their financial state, and affecting their patterns of buying. Therefore, after doing this research I have concluded that by certain steps the government and organizations can follow to reduce the effects of the financial crisis and to know how to handle such a problem in the future, including the following: 1: The need for early attention to correct macroeconomic imbalances, as soon as they arise. 2: States should have been taking caution in advance and through the promotion of their economic policies. 3: Demonstrating the difficulty of the crisis to renew the confidence of the public. This necessarily requires a fo rmal commitment to strictly carry out economic reforms, even if that requires some painful results. 5: The recent developments of capital markets do not reveal about the dangers of global markets Therefore, they should know how to deal with it responsibly through economic policies based on solid foundations of structural reforms that could lead to renewed confidence, and thus help to allocate resources efficiently.

One Way Repeated Anova - 1186 Words

One-way repeated measure ANOVA In a one-way repeated measures ANOVA design,each subject is exposed to two or more different conditions, or measured on the continuous scale onthree or more occasions. It can also be used to compare respondents’ responses to two or more questions or items. These questions, hiwever, must be meausred using the same scale.( Likert scale) Example of research question: Is there a change in confidence scores over the three time periods? What you need: One group of participants measured on the same scale on three different occasions or under three different conditions, or each person measured on three different questions or items ( using the same scale). This involves teo variables: ââ€"  one indepenedet variable†¦show more content†¦Chi-Square | df | Sig. | Epsilona | | | | | | Greenhouse-Geisser | Huynh-Feldt | Lower-bound | Time | .342 | 30.071 | 2 | .000 | .603 | .615 | .500 | Tests the null hypothesis that the error covariance matrix of the orthonormalized transformed dependent variables is proportional to an identity matrix. | a. May be used to adjust the degrees of freedom for the averaged tests of significance. Corrected tests are displayed in the Tests of Within-Subjects Effects table.b. Design: Intercept Within Subjects Design: Time | Tests of Within-Subjects Effects | Measure:MEASURE_1 | Source | Type III Sum of Squares | df | Mean Square | F | Sig. | Partial Eta Squared | Time | Sphericity Assumed | 365.867 | 2 | 182.933 | 41.424 | .000 | .588 | | Greenhouse-Geisser | 365.867 | 1.206 | 303.368 | 41.424 | .000 | .588 | | Huynh-Feldt | 365.867 | 1.230 | 297.506 | 41.424 | .000 | .588 | | Lower-bound | 365.867 | 1.000 | 365.867 | 41.424 | .000 | .588 | Error(Time) | Sphericity Assumed | 256.133 | 58 | 4.416 | | | | | Greenhouse-Geisser | 256.133 | 34.974 | 7.323 | | | | | Huynh-Feldt | 256.133 | 35.664 | 7.182 | | | | | Lower-bound | 256.133 | 29.000 | 8.832 | | | | Tests of Within-Subjects Contrasts | Measure:MEASURE_1 | Source | Time | Type III Sum of Squares | df | Mean Square | FShow MoreRelatedHeart Disease Prevalence On Healthy Vs Unhealthy Diet1087 Words   |  5 Pagesversus unhealthy diet, it will be depicted on a t-test. 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Inner city redevelopment and regeneration †London’s Dockland case study Free Essays

* During nineteenth century, London was the busiest port of the world. But due to changes such as better technology, they became abandoned and derelict. * Larger ships could not reach the port and containerization did away with the need of large number of dockers. We will write a custom essay sample on Inner city redevelopment and regeneration – London’s Dockland case study or any similar topic only for you Order Now * By that time the area had very few jobs, the docks had closed and over half of the land was derelict, many of the houses needed urgent repair, transport was poor and there was a lack of basic services, leisure amenities and open space. * The London Dockland’s Development Corporation (LDDC) tried to improve the economic, social and environmental conditions of the area. Changes ; Physical: derelict land reclaimed, trees planted, open space created and conservation areas created. ; Economic: improved transport systems means faster journey. Improvements in roads. Employment and businesses increased e.g. The Guardian and Daily Telegraph. High tech firms came due to the low rates of the enterprise zone. These were followed by firms wishing to relocate in new office blocks. ; Social: more than 20 000 homes created. Former docks converted into luxury flats. Large, modern shopping complexes built. Other activities such as marina for water sports and indoor sports centre built. Several areas cleared and converted into parks and area of open space. Almost 100 million pounds has also been spent of health, education, training and community programmes. Reasons for success You can read also Costco Case Study * Extremely high prices of land for new offices and residential development. * The potential of leisure activities and scenic views along the riverside. * Funding of some of the infrastructure by the government. * Initiatives taken by entrepreneurs like John Mowlem, whose company built the London City Airport. * The development of the Dockland Light Railway. * The setting up of the Isle of Dogs Enterprise zone to attract industry. * The development of the airport bringing easy journeys. Groups involved in this * Local housing societies helped by gaining home improving grants. * The local Newham council built affordable houses and improved local services. * The LDDC were responsible for planning and redeveloping dockland. * The national government created enterprise zone with its reduced rate. It encouraged private investment and improved transport systems. * Property developers were responsible for building large office blocks and converting derelict warehouses into luxury flats. * Conservation groups supported tree planting and other schemes. Opinions ? School leaver: happy because there are more new jobs available. ? Local shopkeepers: happy because they will have wealthier customers. ? Local retired people: bad, because the prices in the area rise sharply. ? Former docker: bad because no appropriate manual jobs created. ? Social worker: bad because local community is broken by newcomers. ? Elderly: bad because there is no sufficient services such as hospitals. ? Local people: bad, they wanted jobs and affordable houses. ? People living in Birmingham: happy as their houses were improved along with new facilities provided with them. Nupur Jain 5F Geography case study How to cite Inner city redevelopment and regeneration – London’s Dockland case study, Free Case study samples

Problems In Education And Society Essays - Educational Psychology

Problems in Education and Society According to "A Nation at Risk", the American education system has declined due to a "rising tide of mediocrity" in our schools. States such as New York have responded to the findings and recommendations of the report by implementing such strategies as the "Regents Action Plan" and the "New Compact for Learning". In the early 1980's, President Regan ordered a national commission to study our education system. The findings of this commission were that, compared with other industrialized nations, our education system is grossly inadequate in meeting the ezdards of education that many other countries have developed. At one time, America was the world leader in technology, service, and industry, but overconfidence based on a historical belief in our superiority has caused our nation to fall behind the rapidly growing competitive market in the world with regard to education. The report in some respects is an unfair comparison of our education system, which does not have a national ezdard for goals, curriculum, or regulations, with other countries that do, but the findings nevertheless reflect the need for change. Our education system at this time is regulated by states which implement their own curriculum, set their own goals and have their own requirements for teacher preparation. Combined with this is the fact that we have lowered our expectations in these areas, thus we are not providing an equal or quality education to all students across the country. The commission findings generated recommendations to improve the content of education and raise the ezdards of student achievement, particularly in testing, increase the time spent on education and provide incentives to encourage more individuals to enter the field of education as well as improving teacher preparation. N.Y. State responded to these recommendations by first implementing the Regents Action Plan; an eight year plan designed to raise the ezdards of education. This plan changed the requirements for graduation by raising the number of credits needed for graduation, raising the number of required core curriculum classes such as social studies, and introduced technology and computer science. The plan also introduced the Regents Minimum Competency Tests, which requires a student to pass tests in five major categories; math, science, reading, writing, and two areas of social studies. Although the plan achieved many of its goals in raising ezdards of education in N.Y. State, the general consensus is that we need to continue to improve our education system rather than being satisfied with the achievements we have made thus far. Therefore, N.Y. adopted "The New Compact for Learning". This plan is based on the principles that all children can learn. The focus of education should be on results and teachers should aim for mastery, not minimum competency. Education should be provided for all children and authority with accountability should be given to educators and success should be rewarded with necessary changes being made to reduce failures. This plan calls for curriculum to be devised in order to meet the needs of students so that they will be fully functional in society upon graduation, rather than just being able to graduate. Districts within the state have been given the authority to devise their own curriculum, but are held accountable by the state so that each district meets the states goals that have been established. Teachers are encouraged to challenge students to reach their full potential, rather than minimum competency. In this regard, tracking of students is being eliminated so that all students will be challenged, rather than just those who are gifted. Similarly, success should be rewarded with recognition and incentives to further encourage progress for districts, teachers and students while others who are not as accomplished are provided remedial training or resources in order to help them achieve success. It is difficult to determine whether our country on the whole has responded to the concerns that "A Nation at Risk" presented. Clearly though, N.Y. State has taken measures over the last ten years to improve its own education system. In many respects the state has accomplished much of what it set out to do, but the need to continue to improve is still present. Certainly, if America is determined to regain its superiority in