Graduate Essay Example for Free

Graduate Essay High expectations College admissions are tough—approximately 50 percent of all college applicants are rejected by their school of choice. And when it comes to graduate school, things are even tougher, and expectations are higher. The ability to create a piece of writing that properly illustrates your individuality and distinguishing characteristics are vital for admission. Admissions officers look at thousands of essays, so differentiating yourself is vital. However, distinguishing yourself from everyone else can be a tough challenge. Thats why were here to help. Survival of the fittest You will find yourself pitted against thousands of other students, many with similar backgrounds and similar academic ratings. What you need is an unforgettable first impression—one that will get you instant approval in the eyes of admissions officers. The key to that first impression is your admission essay, which is your primary chance for a good first impression. It is your first chance at presenting a well-thought-out exposition of your worth, your virtues, and your individuality. Fresh ideas Any professional writer will agree that editing by persons other than the writer himself is a very important step in the writing process. Even the most seasoned writer can always benefit from the â€Å"fresh† eyes of a third party, whether editing or critique is needed. Thats where we come in. Our team of professionals will edit and reinvent your essay to give it that fresh edge. An essay that looks like everybody elses will take no time to reach the reject pile. But with the extensive experience of our writers and editors, we are quick to recognize the ordinary from the excellent, vastly improving your chances of getting accepted. Our service You can take advantage of our pool of experienced professionals to leverage yourself above the majority of applicants. We eliminate any grammatical errors and unneeded wordiness, and we streamline sentence structure and improve style. We offer three types of services according to your needs. First is our Admission Essay Writing service, where personal facts are presented to the best advantage. While good grades and flawless records are also important, they are not enough to distinguish you. What really differentiates an admissions essay is the personality and character that the essay shows about you. Second is our Admission Essay Editing service, where we eliminate all spelling, grammar and style errors. Most importantly, emphasizing your individuality by affecting a unique style and preserving your voice. Our third service is the Admission Essay Review, which entails elimination of errors and professional editor’s suggestions for improving your essay, again with special emphasis on stressing your individuality. All services are delivered as double-spaced, 12 point Times New Roman documents, with no page limits.

Emotional Intelligence Academic Achievement Motivation Among Adolescents Education Essay

Emotional Intelligence Academic Achievement Motivation Among Adolescents Education Essay The present paper is an attempt to examine relationship between emotional intelligence and academic achievement motivation. It also studies the emotional intelligence of students with high, average and low academic achievement motivation. Sample for the study includes 105 students (48 boys and 57 girls) of class XII of Patna. The data were analyzed with the help of product moment coefficients of correlation. The findings of the study reveal positive relationship between emotional intelligence and academic achievement motivation. The study also reveals that students with high, average and low academic achievement motivation differ from one another on emotional intelligence. KEYWORDS: Emotional intelligence, Academic achievement motivation. ______________________________________________________________________________ INTRODUCTION The rapid development of the era is challenging the adolescents to face the wave of globalization. Thus, the ability to control the emotions has become important for not carried away by the flow of negative and evil elements. A high emotional intelligence helps to maintain a state of harmony in oneself and finally be more self-confident in dealing with the challenges of living and learning in educational institutions. Emotional Intelligence is a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands and pressures (Bar-On, 2006). It is that part of the human spirit which motivates us to perform, which gives us energy to demonstrate behaviours such as intentionality, persistence, creativity, impulse control, social deftness, compassion, intuition and integrity (Kapp, 2002). Lam and Kirby (2002) are of the opinion that emotional intelligence involves perceiving, understanding, and regulating emotions. High emotional intelligence can contribute to a student in the learning process (Goleman, 1996; Elias, Ubriaco, Reese et al., 1992, Svetlana, 2007). Students low on emotional intelligence may find failure more difficult to deal with, which undermines their academic motivation (Drago, 2004). Academic motivation is defined as enthusiasm for academic achievement which involves the degree to which students possess certain specific behavioural characteristics related to motivation (Hwang et al, 2002). It is the orientation to the actions which is important to compel with the perfect standards. Goc (2010) has stated the factors affecting studentsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ achievement motivation as; effectiveness of the teacher, friends, the individuals attitude towards school, students perceptions about their own abilities, past experiences (positive or negative), the importance given to the students success, parents approaches towards their children and school. For many years educators, professionals and the public alike have been focusing on the intellectual achievement of individuals. In the past, perceived cognitive potential, more than any other factor has been seen as a predictor of academic achievement. It has, however, been established that despite an individual having the intellectual potential to succeed at institutions of higher education, he/she may experience difficulty dealing with emotional issues, have poor relationships, and be ineffective in his/her decision making (Goleman,1995). These observations, among others, have led to the realization that individuals from changing populations may require more than intellectual abilities to exist and thrive academically. All students experience frustration and failure to achieve their goals. They depend on the strength of fortitude to control their negative thoughts and feelings. If they are able to control emotions, they will achieve the academic goals as well (Dweck, 1996). Finnegan (1998) argued that school should help students learn the abilities underlying the emotional intelligence. This he believes could lead to achievement from formal education years of the child. Likewise, Abisamra (2000) reported that there is a positive relationship between emotional intelligence and academic achievement. He therefore canvassed for inclusion of emotional intelligence in the schoolsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ curricula. Parker et al (2004) in their study found that highly successful students scored higher than the unsuccessful group on emotional intelligence. In the same vein, Low and Nelson (2004) reported that emotional intelligence skills are key factors in the academic achievement and test perfor mance of high school and college students respectively. A study conducted by Rode et al (2007) predicted that emotional intelligence was related to academic performance for two reasons. First, academic performance involves a great deal of ambiguity. Second, majority of academic work is self-directed, requiring high levels of self-management. Therefore, individuals with high emotional intelligence would perform better academically. Similarly, a study conducted on children aged 4 years found that controlling the impulses of action have shown their ability in achieving good academic and good social skills when they are in their adolescence (Shoda, Mischel, and Peake, 1990). Contribution of emotional management to academic performance was also supported by research done by MacCann et al (2011). The results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping. Svetlana (2007) suggests the need to incorpor ate emotional intelligence training into secondary education curricula, due to a significant relationship between emotional intelligence and academic achievement. The intent of this study was to examine the relationship between emotional intelligence (EI) and academic achievement motivation among adolescents. Scant research exists on the relationship of emotional intelligence and academic achievement motivation in India. There are two major reasons for this. First, the emotional intelligence [EI] construct is relatively new (Mayer Salovey, 1990). Second, a century of research on general intelligence and cognitive performance has overshadowed the role of non-cognitive EI factors that may effect academic achievement. This has led to a consensus among educators that cognitive factors, like high scores on intelligence tests, predict student performance in college (Jensen, 1998). Yet, many students still fail to live up to their true potential despite their IQ or previous academic performance. Conversely, some college students with mediocre grades have managed to complete a college or university education. Both of these examples suggest that other factors, specifically non-cognitive EI factors, may be at work. In essence, the importance of emotional intelligence on academic achievement motivation has been found to be very significant. Nevertheless, and in spite of the studies reviewed, there is still a need to further investigate the relationship of emotional intelligence to academic achievement motivation most especially in country like India, where most researchers are yet to show interest in the construct. Investigations that address the interrelatedness of emotional intelligence and elements of academic achievement at institutions of higher education will strengthen the relationships between these constructs. The research findings may also support the need to incorporate emotional intelligence curriculum into college academic programs. OBJECTIVES: The objectives of the study were- 1. To study the relationship between emotional intelligence and academic achievement motivation.* 2. To study emotional intelligence of students with high, average and low academic achievement motivation.* METHODOLOGY: The sample for the present study consisted of 105 class XII students. Out of which 48 were boys and 57 were girls. Simple random sampling technique was adopted to select the sample. Academic Achievement Motivation Test of Dr. T. R. Sharma and Emotional Intelligence Inventory by Dr. S. K. Mangal and Mrs. Shubra Mangal were used as tools for the study. High, average and low groups of academic achievement motivation were formulated on the basis of the norms set by the Academic Achievement Motivation Test of Dr. T. R. Sharma. Product moment coefficients of correlation were computed for the analysis of the data. RESULTS AND DISCUSSION TABLE 1 VALUES OF COEFFICIENTS OF CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT MOTIVATION Groups Sample Size (N) Correlation Coefficient (r) Total 105 0.275 Boys 48 0.225 Girls 57 0.344 Perusal of Table 1 shows that the values of coefficient of correlation between emotional intelligence and academic achievement motivation for total sample, boys and girls are .275, .225 and .344 respectively. It means that there is low positive correlation between emotional intelligence and academic achievement motivation among total sample and both boys and girls. It may be due to the reason that as they are better motivated to handle, manage and control their emotions, their academic achievement motivation also increases. The above finding draws support from the findings of Mahyuddin, Elias and Noordin (2009). They also found significant correlation between EQ and academic achievement motivation. However, Bissessar (2008) and Drago (2004) found no relationship between emotional intelligence and intrinsic motivation and achievement motivation respectively. * This objective was achieved with reference to total sample, boys and girls separately. TABLE 2 LEVEL WISE VALUES OF COEFFICIENTS OF CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT MOTIVATION Groups Level of Academic Achievement Motivation Sample Size (N) Correlation Coefficient (r) Total High 25 0.320 Average 71 0.198 Low 9 -0.320 Boys High 17 0.422 Average 28 0.104 Low 3 0.127 Girls High 8 -0.012 Average 43 0.200 Low 6 -0.770 Values of coefficient correlation depicted in table 2 reveal that there is low positive correlation between emotional intelligence scores and high and average levels of academic achievement motivation i.e. (= .320 and .198 respectively). Value -0.320 depicts the negative correlation between the emotional intelligence and low level of academic achievement motivation for the total sample. In case of boys, there is positive correlation between emotional intelligence and high, average and low levels of academic achievement motivation i.e. (= .422, .104 and .127 respectively). In case of girls, there is negative correlation between emotional intelligence and high and low levels of academic achievement motivation i.e. (= -0.012 and -0.770 respectively). Average level of academic achievement motivation is positively correlated with emotional intelligence (= .200) for the selected sample of girls. CONCLUSIONS There is low positive correlation between emotional intelligence and academic achievement motivation among both boys and girls that indicates with increase in emotional intelligence, the students are academically motivated. There is low positive correlation between emotional intelligence scores and high and average levels of academic achievement motivation. Emotional intelligence is negatively correlated with low level of academic achievement motivation for the total sample. In case of boys, there is positive correlation between emotional intelligence and high, average and low levels of academic achievement motivation. High and low levels of academic achievement motivation are negatively correlated and average level of academic achievement motivation is positively correlated with emotional intelligence for the selected sample of girls. IMPLICATIONS Excellent performance in academic is the key target and goal for each student regardless of ethnic group. In order to obtain good results, apart from effective learning techniques, students should be able to recognize themselves in particular of self emotions, so that it does not become a stumbling to success. Hence the need to identify oneself, emotional intelligence should be noted not only for academic interest but also for success in life. The key to obtain success of learning is to give full attention and concentration during the process of teaching learning. High level of emotional intelligence can help calm the mind and thus to increase the absorption of information received. As a result it will contribute to their academic achievement. It is recommended that studentsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ academic achievement should be enhanced with the use of emotional intelligence training. The inclusion of emotional intelligence as part of the curriculum could lead to a variety of positive personal, social and societal outcomes. Increasing emotional intelligence may not only facilitate the learning process and improve career choice and likelihood of success, but could also enhance the probability of better personal and social adaptation in general. The educational experience would be more balanced or holistic as it would focus on educating the whole person. There could also be beneficial effects for the institutions, improving the environment in which the educational experience occurs. Students need the ability to appraise a situation correctly, react appropriately in difficult circumstances and exercise stress tolerance or display impulse control when making judgments about academic decisions. Students need activities and advising sessions that help establish proactive patterns that increase awareness about emotional intelligence. The goal is to foster skills that lead to academic success.

Identifying with the Waste Land Essay -- Literary Analysis

T.S Eliot’s The Waste Land frustrates the reader with a complexity so dense that he or she feels lost. This frustration arises out of the poem’s fragmented structure of the characters, place, and time which gives the reader an insight into the civilization following World War I and the authors’ chaotic state of mind. He shows how modern life appears to be fragmented and disordered through the shifting images, points of view and alternating periods of time. T.S Eliot uses allusions to myths, history, and literature to lead us out of the confining present moment and ego to transcend into a self that is free and in harmony with others and nature. T.S Eliot suggests myths throughout The Waste Land to let the reader indirectly recognize the viewpoint from outside of time and eventually find a way out that will lead to happiness. The author uses myths such as the Fisher King and the Grail Quest to associate the impulse to search, discover, and seek change for the sake of self-knowledge. Fisher King focuses on the ancient fertility rituals. After the King was wounded, it was believed that he was responsible for his land to become â€Å"a wasteland†. As the legend says, if the King is healed, the land will flourish. In other words, the fertility of the land depends on the potency and virility of the King and can only be restored through sacrifice. Likewise, Eliot incorporates the Grail Quest to reinstate how a quest throughout the deserted land serves as purification. Perhaps the author uses these myths to portray how distorted and corrupted modern society is. He is relating these legends to the emptiness in modern culture to let the reader discover the true meaning of life. â€Å"Eliot points out the simple fact of this cultural emptiness and i... ...ciety is corrupted, and the only way to revitalize is to become one with the world, and the self. The only way to restore order to the self and the world is to be reborn to our spirit. Finally, The Waste Land is a mirror image of the breakdown of a historical, social, and cultural order constantly depicted with violent scenes and death. Eliot expects the reader to participate in a quest of discovery through his myths, history and literature to allow us to escape the imprisoning present and ego to reveal meaning, truth, and virtue. Works Cited †¢ (1) Free Waste Land Essays: Underlying Myths in The Waste Land." 123HelpMe.com.05Dec2010 †¢ (2) "SparkNotes: Eliotà ¢s Poetry: Themes, Motifs & Symbols." SparkNotes: Today's Most Popular Study Guides. Web. 05 Dec. 2010. .

frames of the iraqi war Essay -- essays research papers

The Frames of the Iraqi War   Ã‚  Ã‚  Ã‚  Ã‚  There are many views, theories, perspectives, and ideas pertaining to the War in Iraq. Throughout the last three years, as more and more information becomes available, the reasons for going to war with Iraq has changed. The War in Iraq would be considered a social movement. Therefore, it has many collective action frames, which legitimize a set of beliefs about a certain action or movement.   Ã‚  Ã‚  Ã‚  Ã‚  The first pro-war frame is the first reasoning that the government gave for going to war with Iraq in the beginning – weapons of mass destruction. The United States had reason to believe that Sadaam Hussein, Iraq’s leader, had weapons of mass destruction and was harboring terrorists or contributing to terrorist actions. This could be identified as the motivational frame. It seemed as though America had a legitimate, rational explanation for invading Iraq. The United States government had both factors that contributed to the effectiveness of the frame: credibility and relative salience.   Ã‚  Ã‚  Ã‚  Ã‚  The motivational frame, weapons of mass destruction, was given credibility when it was said by the Central Intelligence Agency that they had reason to believe that Iraq was producing such weapons. It was also given credibility when the President identified Iraq as part of the â€Å"Axis of Evil† and a threat to the United States. The American people look at the President to know the information...

Days of delivery (narrative) Essay -- essays research papers

Pregnancy and childbirth are a part of nature. Delivering a child can be a beautiful experience. However, delivery can also be very painful and can last for days.   Ã‚  Ã‚  Ã‚  Ã‚  My mom drove me to what would become my last visit to the doctor’s office before giving birth to my daughter. Dr. Dermer observed me and then told me to be at the hospital around six thirty that evening. He advised me to eat a good dinner before departing for the hospital. Dr. Dermer had decided to induce my labor, due to the fact that I was two weeks past my due date.   Ã‚  Ã‚  Ã‚  Ã‚  I ate a good dinner and left to go to the hospital. I distinctly remember the feeling that I had in the pit of my stomach. I could not determine if the feeling was fear, anxiety, relief, or a combination of all of them.   Ã‚  Ã‚  Ã‚  Ã‚  When I arrived at the hospital the first thing that I had to do was register. Registration only took a few minutes because Dr. Dermer had already phoned the registration department and pre-registered me. I was now on my way to Labor and Delivery.   Ã‚  Ã‚  Ã‚  Ã‚  As soon as I arrived in the labor and delivery department, I saw Brian, the father of my unborn child, and his best friend Chris. I was relieved to know that he had already arrived at the hospital. One of the nurses came over and escorted us to my room. She told me to undress and put my hospital gown on. After I put my gown on, I climbed into the bed. The nurse then proceeded to stick me with needles. She had to withdraw some blood and start my IVs. She explained that the medicine in my IV bag was going to very slowly induce my labor overnight. The nurse also explained to me that this process was to prepare my body for the following morning when my medication would be increased. A short while later, I fell asleep.   Ã‚  Ã‚  Ã‚  Ã‚  I was awakened the next morning by beeps from the IV machine. The beeps were caused from the nurse increasing the dosage of my medication. At this time, I had no idea of the day that I had ahead of me.   Ã‚  Ã‚  Ã‚  Ã‚  Around eleven that morning, I began to feel light flutters deep inside my stomach. The flutters felt as if they were rising to the surface of my stomach. Once the flutters arrived at the surface, they then seemed to pull on the surface of my stomach. The pull was a very light pull and it ac... ...rmer stated at that time that if I had not dilated anymore by three that he would have to go ahead and perform a cesarean.   Ã‚  Ã‚  Ã‚  Ã‚  At five minutes until three the nurse checked me once again. I had still only dilated four centimeters. She paged Dr. Dermer and he told her to go ahead and prepare for the cesarean. Dr. Dermer came in at five minutes after three and checked me one last time. I had dilated nine centimeters. Dr. Dermer said â€Å"We won’t be doing a cesarean today, she is going to have this baby.† He told me to slide down to the bottom of the bed and put my feet in the stirrups. A minute later he said he could feel the baby’s head. Every one was telling me to push. I grasped the handles on the side of my bed tightly and I pushed with all of my might. My daughter was born at 3:36 p.m. Brian and I had already picked out her name. We named her Courtney Brooke.   Ã‚  Ã‚  Ã‚  Ã‚  Nine years have passed since my unforgettable experience with childbirth. I love my daughter dearly and I will always cherish the memories of my three-day delivery process but believe me when I say that I will not experience the excruciating pain of childbirth again.

Project Appraisal And Risk

PROJECT APPRAISAL AND RISKQ1. Risk & Uncertainty is an important part to be considered before any projects investment appraisal. Select the appropriate option which relates to either Risk or Uncertainty. (HA)It is Quantifiable RISK UNCERTAINTYIncreases as the projects life increases RISK UNCERTAINTYIt is difficult to assign probabilities RISK UNCERTAINTYIncreases as the variability of returns increases RISK UNCERTAINTY(2 marks) Q2. Cipher Co. plans to buy a new machine which will produce expected sales of 110,000 units per year. Each unit can be sold for $15 per unit. The project is expected to last for five years. The project NPV is $1780. The company profit tax one year in arrears at an annual rate of 30% per year. Calculate the sensitivity of the new machine to a change in selling price using the cost of capital of 11%.4%4.4%4.7%5%(2 marks) Q3. Calculate the sensitivity of selling price? The following information to be used:Investment in Year 0 $30,000, Sales volume 200 units per annum each costing $200, Variable cost $50/unit & Total Fixed cost $6000 per annum. The project life is estimated to be three years with the cost of capital of 10%. (MCQ)30.5%29.8%25%15%(2 marks) Q4. Select the appropriate strength & weaknesses for sensitivity analysis according to the statements. (HA)It identifies crucial areas for the success of the project STRENGTH WEAKNESSIt provides information which allows management to make subjective judgments STRENGTH WEAKNESSIt is not an optimizing technique STRENGTH WEAKNESSIt assumes that changes to variables can be made independently STRENGTH WEAKNESS(2 marks) Q5. Calculate the sensitivity of contribution? The following information to be used:Investment in Year 0 $60,000, Sales volume 600 units per annum each costing $125, Variable cost $10/unit & Total Fixed cost $4000 per annum, the Tax rate is 20% will only be applicable on taxable cash flows & capital allowances are to be ignored. The project life is estimated to be two years with the cost of capital of 8%. (MCQ)45.4%41.8%33.2%30.6%(2 marks) Q6. Dmitri is contemplating purchasing a machine for $275,000 which he will use to produce 50,000 units per year for five years. These products selling price is $10/unit and variable costs are expected to be $6/unit. Incremental fixed costs will be $70,000 every year for production & $25,000 every year for selling and distribution. Petra has a required rate of return of 10% per annum. By how many units must the estimate of production and sale volume fall for the project to be regarded as not worthwhile? (MCQ)2,8756,4658,11512,315(2 marks) Q7. Zulu Co. is considering to invest in a project costing $20,000, the amount is payable at the start of the first year of operation. The estimated future cash flows & its probabilities are given below: Year 1 The present value of cash flow ($) Probabilities17,500 0.7211,700 0.2(5,000) 0.08Year 2The present value of cash flow ($) Probabilities23,000 0.65(3,500) 0.35Calculate the total expected value? (MCQ) $23,700$14,540$13,725$8,265(2 marks) Q8. An individual uses expected value on the assumption to (MCQ)Reduce risk for a given level of returnMaximize return for a given level of riskReduce risk irrespective of the level of returnMaximize return irrespective of the level of risk(2 marks) Q9. Which of the following TWO are disadvantages of Expected value? (MRQ)Relatively simple calculationIgnores variability of payoffsDeals with multiple outcomesThe answer is only a long-run average (2 marks) Q10. â€Å"Using mathematical models, it produces a distribution of the possible outcomes from the project using multiple uncertain variables.† Choose the appropriate Technique. (MCQ)SimulationRisk-adjusted discount ratesAdjusted paybackExpected value(2 marks)PROJECT APPRAISAL AND RISK (ANSWERS)Q1. It is Quantifiable RISK Increases as the projects life increases UNCERTAINTYIt is difficult to assign probabilities UNCERTAINTYIncreases as the variability of returns increases RISK Q2. ASelling Price = 110,000 Ãâ€" $15 = $165, 0000Annuity Factor 11% (1 – 5 years) = 3.696Annuity Factor 11% (1 – 6 years) = 4.231Discount Factor 11% (Year 1) = 0.901Annuity Factor 11% (2 – 6 years) = 4.231 – 0.901 = 3.33Year 1-5 Tax rate Year 2-6 Cash flow 1650,000 Ãâ€" 30% 495,000 Ãâ€" Ãâ€" Annuity 3.696 3.33 Selling Price after tax 6098,400 – 164,8350 445,0050Sensitivity = (1,780 à · 445, 50050) Ãâ€" 100 = 4% Q3. Years Cash flow ($) Discount Factor (10%) Present value ($)Investment 0 (30,000) 1 (30,000)Sales Revenue 1-3 40,000 2.487 99,480Variable Cost 1-3 (10,000) 2.487 (24,870)Fixed Cost 1-3 (6,000) 2.487 (14,922)NPV 29,688Selling Price = (29,688 à · 99,480) Ãâ€" 100 = 29.8% Q4. It identifies crucial areas for the success of the project STRENGTH It provides information which allows management to make subjective judgments STRENGTH It is not an optimizing technique WEAKNESSIt assumes that changes to variables can be made independently WEAKNESSInformation will be presented to management in a form which facilitates subjective judgment to decide the likelihood of the various possible outcomes considered.It is not an optimizing technique. It does not point directly to the correct decision.It assumes that changes to variables can be made independently, e.g. raw material costs will change independently of other variables. This is highly unlikely. Q5. CYears Cash flow ($) Discount Factor (8%) Present value ($) After Tax Present value ($) Investment 0 (60,000) 1 (60,000) (60,000)Sales Revenue 1-2 75,000 1.783 133,725 106,980Variable Cost 1-2 (6,000) 1.783 (10,698) (8,558)Fixed Cost 1-2 (4,000) 1.783 (7,132) (5,706)NPV 55,895 32,716Contribution = (32,716 à · [106,980 – 8,558]) Ãâ€" 100 = 33.2% Q6. CYear Cash flow ($) Discount factor (10%) Present Value ($)Machine 0 (275,000) 1 (275,000)Contribution 1-5 200,000 3.791 758,200Fixed cost 1-5 (95,000) 3.791 (360,145)NPV 123,055PV of contribution must fall by $123,055 Sales volume must fall by $123,055 à · 758,200 = 16.23% Fall in sales volume = 0.1623 Ãâ€" 50,000 = 8,115 Q7. DYear 1 Present value of cash flow ($) Probabilities Expected value ($)17,500 0.72 12,60011,700 0.2 2,340(5,000) 0.08 (400)14,540Year 2The present value of cash flow ($) Probabilities Expected value ($)23,000 0.65 14,950(3,500) 0.35 (1,225)13,725(14,540 + 13,725) – 20,000 = 8,265 Q8. DThe Expected Value is the weighted average of all the possible outcomes, with the weightings based on the probability estimates. This is specifically used to maximize the shareholder's wealth exclusive of any risk assumptions. Q9.Relatively simple calculation (Advantage)Ignores variability of payoffs (Disadvantage)Deals with multiple outcomes (Advantage)The answer is only a long-run average (Disadvantage) Q10. AThe simulation uses a mathematical model, it produces a distribution of the possible outcomes from the project using multiple uncertain variables.

Auguste Rodin’s Burghers of Calais and Modernism

The cut sculptor Auguste Rodin created the masterpiece, Burghers of Calais was first displayed in 18 eighty-nine. It took him five years to complete the bronze statue of the six hands who save the metropolis of Calais by offering their lives during the Hundred course of study War. Even though the subject of the Burghers of Calais is chivalrous in its subject, it is an example of Modernism.Since a cutting is three dimensional it is definitely varied than other art works to that extent the elements of Modernism can still be employed. Modernism is an artistic movement where artists measuredly left behind the forms used by artist in the outgoing.With Burghers of Calais, Rodin expressed the living elements of the human body rather than the luxurious ones of the past. Instead of adhering to the ornate items that could distract the spectator pump form the intended subject, he visualised the simple, rustic garments warn by the men of that time. He also diverted from the past ma sters by concentrating on the vulgar emotion in the expressions of the subjects as they knew they were confront execution. Despair, fear, sadness, and anger are realistic on the faces and in the essences of the subjects. Displaying the emotions was a discrepancy from the heroic light that subjects had been shown in the past.Another huge element of Modernism is that the smasher be bring home the baconed to take an active part in the analysis of the art. Rodin did this with Burghers of Calais by having the pedestal upstage from the base of the statue. This allowed the viewer to see eye to eye with the subjects. He/she could better tone the emotion that is displayed by each of the men. The viewer could become one with the subject an allow the raw feelings to pervade their beings References Delahunt, M. (1996-2008). Artlex. Retrieved April 9, 2008 from http//www. artlex. com Rodin, A. (1889). Burghers of Calais.