Newton s Laws Of Motion - 1490 Words

Emma Trull Mr. Moore Physical Science L1 Newton’s 3 Laws of Motion 22 October 2015 Emma Trull Mr. Moore Physical Science L1 Research Paper: Newton’s Laws of Motion 22 October 2015 Newton’s 3 Laws of Motion Isaac Newton was a physicist and mathematician of the 17th century. Newton developed the principles of modern physics. He created the three laws of motion popular in the world of science and our daily lives (Issac Newton Biography). Newton’s first law states that an object at rest stays at rest and an object in motion stays in motion unless acted upon by another force.The second law states acceleration occurs when a force acts on an object. The higher the mass the more force needed. And†¦show more content†¦Your hand creates a new force, which makes the first two unbalanced. Or if say your dog knocked the cup off the surface, it would also be disrupting the forces. Anything that is a new force and comes in contact with it will unbalance it. A second example of this first law is another everyday object, a car. However this one is actually creating a force, not just being controlled by them. When a car is moving down a r oad it is pushing against the road and the road is also pushing it back. If the driver keeps their foot on the gas pedal it will keep the forces balanced (Newton s First Law of Motion: Examples of the Effect of Force on Motion). However, if something comes in contact with the car, like a tree, it will unbalance the forces currently on the car and the car will stop moving. For the final example imagine you’re playing a game of bowling with a bunch of your friends. The bowling ball shows an example of Newton’s first law. By throwing the ball you are putting forces on it when it begins to roll. It is being pushed down the lane and pushing against the lane. A rolling ball will keep rolling until it hits something or until friction takes over. In this case at one point the ball will stop, either when colliding with the pins or when rolling down gutter to the stop wall. Newton’s second law states: Acceleration occurs when a force acts on an object. The higher the mass the more force needed (Newton s Laws). The first example for this law is a

Struggle For Identity Interpolation Of Night s Theme Essay

Chester L. Bullock Mrs. Mosley Written English II 16 September 2016 Struggle for Identity: Interpolation of Night s Theme As known to be of human nature, it is common to go through hardship; Some so extreme, that faith with in whatever deity that person believes in, can be weakened or totally broken and break that person, as well. This is exactly what Elie Wiesel explores in his autobiography, Night. In the narrative based off his hellish experiences in the concentration camps, Wiesel vividly discusses his constant alertness that his and his father’s lives were in jeopardy. One simple indication of weakness could have easily been a death sentence to the both of them, as it was for some many of Jewish people (man, woman, child) during the Holocaust. The thought that a god would let some much injustice and maltreatment of a people go unwarranted did not sit well with the author, as he was so devoted to his The theme of identity is existent in the narrative as the author struggle with the rapid changes and challenges that has occurred over a relatively short, but detrimental part in his life— kidnapping him from his lifestyle, losing his faith as a result of mental and physical torment, and being a free man with nothing familiar, not even himself. Initially, the theme of identity is existent through the authors being kidnapped from his lifestyle, which included his way of thinking. In the log, Wiesel describes himself as being very attentive and being interested in furtheringShow MoreRelatedOdyssey Historical Background6500 Words   |  26 Pageswriting and speaking. Historical Background The Odyssey is considered â€Å"the greatest adventure story of all time.† 1. The Trojan War: The Wooden Horse ~ (a historical myth) The Greeks were desperately trying to take down the city of Troy. One night, they burned their camp and pretended to be sailing home, leaving on the beach a gigantic wooden horse: probably an armored tower on wheels such as was often used for storming high fortifications. Inside its hollow belly were soldiers hidden: OdysseusRead MoreRastafarian79520 Words   |  319 PagesRastafari movement. 2. Jamaica—Religious life and customs. I. Title. BL2532.R37 E36 2002 299†².676—dc21 2002074897 v To Donnaree, my wife, and Donnisa, my daughter, the two persons around whom my life revolves; and to the ancestors whose struggles have enabled us to survive and thrive This page intentionally left blank Foreword One of the most useful things about Ennis Edmondss Rastafari: From Outcasts to Culture Bearers is that it correctly traces the connection between the emergenceRead MoreKhasak14018 Words   |  57 Pagesserpent that had struck him withdrawing content into its hole surrounded by the newborn grass. And there are the rustic folk: Allapicha, the mullah, who considers modern schools the devil s institutions teaching the king s angular script and the kafir s sciences and is a potential foe for Ravi ending up as the school s peon; Nizam Ali, an orphan brought up by Allapicha, now a Khazi supporting Ravi, the self-appointed representative of Sayed Mian Sheikh, the ghost of whose lean horse still gallops inRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 PagesOxford University Press, 1974. Includes bibliographical references. ISBN 0-226-52130-3 (pbk.) 1. Motion pictures—Semiotics. 2. Motion pictures— Philosophy. I. Title. PN1995.M4513 1991 791.43 014—dc20 90-46965 C1P The French edition of Christian Metz s Essais sur la signification au cinema, volume 1, was published by Editions Klincksieck in 1971,  © Editions Klincksieck, 1968. ÃŽËœThe paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-PermanenceRead More65 Successful Harvard Business School Application Essays 2nd Edition 147256 Words   |  190 PagesBUSINESS SCHOOL HARVARD SUCCESSFUL 65 APPLICATION SECOND EDITION E S S AY S APPLICATION BUSINESS SCHOOL HARVARD SUCCESSFUL 65 ECSNS A IYI O N S SE O D ED T With Analysis by the Staff of The Harbus, the Harvard Business School Newspaper ST. MARTIN’S GRIFFIN NEW YORK 65 SUCCESSFUL HARVARD BUSINESS SCHOOL APPLICATION ESSAYS, SECOND EDITION. Copyright  © 2009 byThe Harbus News Corporation. All rights reserved. Printed in the United States of America

Ancient Romes Animal Cruelty for Entertainment in Essay Example For Students

Ancient Romes Animal Cruelty for Entertainment in Essay the Amphi-theatre a The Romans are often characterized as loving violent and cruel entertainment in the amphitheatre. It has been suggested that the games served the dual purpose of providing entertainment for the people and maintaining the political status quo. In todays society, the killing of humans and animals usually means a jail term, and seeing someone die is not something people go and see for fun. Violence was glorified in Rome hundreds of years ago. All the crimes they committed were condoned, accepted and glorified. There were four different genres of such entertainment in the games held in amphitheatres (Amphi-theatres are outdoor arenas. ;theatres in the round;: Amphi- meaning ;round; in Greek.) : Gladiatorial combat, the theatrical execution of foreigners, beast shows, as well as chariot racing. Watching someone or a beast kill another was applauded for the method, skill, or artistry used in the slaughter. The games themselves provided ways for Rome to demonstrate the power of their empire, as huge investments of wealth, time, and emotion was put into the games. Death became a spectator sport with the viewers and the viewed both contributing to a wild and gory performance. Already by the late Republic magistrates were spending huge amounts of money on these games. The Latin word for gladiatorial games is Munus which means obligatory offering. This reflects the origin of these games as funerary offerings to the dead. While magistrates in the Republic may well have put on games to gain popular favour, this was in their private capacity and not as magistrates. Only gradually did the gladiatorial shows come to be assimilated with the games put on by magistrates. While the most popular games were chariot racing and simulated naval battles, fights in the amphitheatres, shown in these mosaics include gladiator V gladiator, gladiator V animal (pic 2) and animal V animal, were a common feature. Less common, but not infrequent was the release of wild beasts from the pits into the arena where hundreds of criminals had earlier been positioned. These spectacles all deeming to be very entertaining to spectators. Throughout the history of the Republic, there was a difference between the gladiatorial contests and other forms of spectacular entertainment. The Romans did not invent the concept of gladiatorial fighting; there is some uncertainty as to the exact source. One ancient source says it was the Etruscans, a non-Indo-European people who lived directly north of the Romans. Games that the state sponsored were called Ludi and held quite frequently. They never involved armed single combat, were associated with the worship of a god and were paid for (in part) by the public treasury. The Gladiatorial contests (Munera Gladiatorial) were sponsored and payed for privately, held very infrequently and were associated with funeral rituals. In A.D 70, the emperor Vespasian began construction on the site of a drained lake, of the largest amphitheatre in Rome, the Colosseum. The word Colosseum comes from a ;colossal; statue of Nero that once stood near the stadium. The Colosseum could seat up to 50, 000 spectators, including the dignitaries, their guests, their slaves, a select number of common people, and ;foreigners; (people who did not hold Roman citizenship). Commoners, slaves and foreigners were seated in the hottest place right under the canvas roof. After nine years of building by slave labour, the Colosseums opening ceremonies, including the Inaugural games, in A.D. 80 involved spectacles held for 100 days in which 9, 000 animals and 2,000 gladiators were killed, all for the delight of the crowd. In such a cultural climate, gladiatorial games were immensely popular and a characteristic symbol of Roman culture for almost seven centuries. Adopted from the earlier Etruscans, perhaps by way of Campania, Gladiatorial Games / Munera were introduced to Rome in 264 BC, and originated in the rites of sacrifice due the spirits of the dead and the need to propitiate them with offerings of blood. Citizen Kane - Textual Analysis Of The picnic Scen Essay The were the obligatory funerary offerings owed to important men at their death, the first time being when the sons of Junius Brutus honoured their father by matching three pairs of gladiators. Traditionally, Munera among ancient Romans, gladiators (usually slaves or captives trained for the purpose), .

Proposal Warfare in the High Skies

Etihad Airways and Emirates Airways are two rival airlines operating from the United Arab Emirates (UAE). This proposal looks at several components of a research project designed to look at the elements of their marketing strategies, against the backdrop of their rivalry.Advertising We will write a custom proposal sample on Proposal: Warfare in the High Skies specifically for you for only $16.05 $11/page Learn More Aims and Objectives The aim of the study is to determine the factors affecting the choice of market entry models in the international market. Emirates Airlines and the Etihad Airlines have managed to break into international markets despite bitter domestic rivalry. This makes them the best candidates for the study. The objectives of the study will be as follows: To investigate the market entry models of Etihad Airlines and the Emirates Airlines. To investigate the defining elements and the implications of the rivalry between the Etihad Airlin es and the Emirates Airlines. To determine the long term prospects of the two airlines in relation to their existing marketing strategies in the context of their rivalry Justification for the Topic Etihad Airways and Emirates Airlines are bitter rivals in the airline sector in the UAE. The two airlines have been competing for market share since the establishment of Etihad Airlines. The significant difference between these two airlines is that Etihad Airlines is much younger than Emirates Airlines. Despite this, Etihad Airlines is proving to be a strong competitor for leadership in the UAE airspace. The main question this leads to is â€Å"how can a young company take on an established company and become a fierce rival?† Secondly, â€Å"what marketing strategies do the two airlines use, and how do these strategies contribute towards their success?† Need for the Study The need to study the rivalry between Etihad Airlines and the Emirates Airlines comes from the followin g reasons. First, marketing determines the success or failure of any business. Therefore, the fact that Etihad Airlines and Emirates Airlines are each successful in their own right makes them ideal candidates for a study in marketing strategy. Secondly, Etihad Airlines has not yet broken even since its inception, and it will take a few more years before it makes profits. Emirates Airlines has been making profits throughout its history. Does this situation stem from the marketing strategies of the two airlines? Thirdly, there is need to determine the long term prospects for the two airlines given then existing rivalry.Advertising Looking for proposal on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Importance of the Study The importance of this study is that it will provide a platform for examining the effectiveness of marketing strategies under a situation of bitter rivalry. The two airlines position themselves as luxur y airlines. They also provide services in very competitive routes across the global landscape. Their rivalry can end up with one of them collapsing and the other becoming a monopoly. On the other hand, each of the companies is a target of acquisition by its rival. These issues illustrate the importance of studying the marketing strategies of the two airlines in order to determine which one is likely to survive in the long term. Sources of information There are three main sources of data for this project. First, the project will examine existing data regarding the operations of the two airlines from literature. The study will also examine research papers written on various aspects of the operations of the two airlines. It will be important to interview people who use the airlines to determine the customer satisfaction indices. Finally, it will be important to study publications by the two companies to decipher their marketing strategies. This proposal on Proposal: Warfare in the High Skies was written and submitted by user Salvad0r to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY Essay Example

IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY Essay IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY ISSUES CONCERNING PUPILS WITH LEARNING DIFFICULTIES Introduction The Report of the Warnock Committee in 1978 rejected the premise that all pupils with SEN could be categorised harmonizing to a set standard of disablements, presenting alternatively the construct of a continuum of particular educational demands ( Beveridge, 1999, p.6 ) . In add-on to altering the definition of student disablement, the Report besides included recommendations for an expansion of the student mark group, a safeguarding of the place of an identified minority of students, an indorsement of the policy of the integrating of students with disablement into ordinary schools and the acknowledgment of parents as spouses in educational determinations refering their children ( Copeland, 2002, p.165 ) . Many of the rules of the Warnock Report were endorsed by the 1981 Education Act and the rights of the identified minority’ of pupils were protected through a procedure of appraisal and the issue of a statement of need ( Ibid, p.167 ) . We will write a custom essay sample on IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY specifically for you FOR ONLY $16.38 $13.9/page Hire Writer These two paperss, the Report of the Warnock Committee and the Education Act of 1981, provide the background to the current state of affairs in schools sing particular educational needs ( Copeland, 2002, p.167 ) . Particular Educational Needs The term Special Educational Needs , as conceived in the Warnock Report and echoed in the Education Act of 1981, reflects a move off from the medical theoretical account of disablements to a societal theoretical account which assesses the child’s needs harmonizing to societal, developmental and educational barriers to larning. The 1981 Education Act defined the construct by saying that a kid has particular educational demands if he has a acquisition trouble which calls for particular educational proviso to be made for him ( cited in Gordon A ; Lawton, 2003, p. 230 ) . To farther entree this construct it is necessary to specify the issues contained in it. Harmonizing to the Education Act of 1981, a kid has a acquisition trouble if he: has significantly greater trouble in larning than the bulk of kids of the same age ; has a disablement which either prevents or hinders the kid from doing usage of educational installations of a sort provided for kids of the same age in schools within the country of the local instruction authority ( cited in Florian A ; Pullin, 2000, p.17 ) . In the same subdivision of the Act, particular educational proviso is defined as educational proviso which is either extra to, or otherwise different from, the educational proviso made by and large for kids of his age in schools maintained by the LEA concerned ( cited in Copeland, 2002, p.168 ) . However, both of these descriptions are imprecise in that they are defined in relation to other issues. Whether or non a kid is diagnosed as holding a learning disablement, for illustration, depends on the perceived acquisition ability’ of his equals and the definition of educational proviso is dependent upon whatever installations are available at a given clip, and may change from school to school. In fact, most of the jobs in resourcing SEN pupils and supplying statements seem to originate out of a deficiency of lucidity in definition, or, as Copeland puts it, one perplexing yarn tallies through all the statute law from its origin: the insufficiency of the definition of the phenomenon ( 2002, p.178 ) . While this ambiguity persists, the practicality of utilizing the construct Special Educational Needs as a footing for policy remains questionable. Particular Educational Provision Despite the deficiency of lucidity in specifying larning troubles and particular educational proviso, the cardinal recommendation of Warnock’s Report, that special educational proviso be tied to an person s special educational demands , is a by and large accepted rule. However, the 1988 Education Act and execution of the National Curriculum led to concerns about its suitability and practicality †¦ in relation to kids with particular educational needs ( Lewis, 1995, p.5 ) , and about its ability to accommodate to the flexible attack, based on the acknowledgment of a wide continuity of particular demands instead than specific definitions of disability ( Russell, 1990, p.209 ) which would be in line with Warnock’s rule. Individual appraisal is acknowledged as indispensable for the planning of learning aims, it is besides the first measure in placing particular educational demands in the regular schoolroom. Fish ( 1985, p.54 ) stated that the better a school’s system for measuring and entering the advancement of all kids, the easier it will be to construct on extra processs for finding the particular educational demands of those with important larning troubles of all kinds. This demand, nevertheless, struggles with appraisal as seen in footings of the National Curriculum which tends to take the signifier of nationally prescribed tests’ and externally moderated assessments’ ; and with the government’s emphasis on scrutiny consequences as indexs of the effectivity of schools ( CERI, 1999, p.225 ) . Following studies which reported on the execution of the National Curriculum, the Department of Education and Science ( DES1992c:30, para 75 ) criticised the check-list’ attack to assessment, peculiarly in regard of particular needs pupils in regular schools ( cited in Butterfield, 1995, p.177 ) . But the National Curriculum in itself is non the merely barrier to the execution of Warnock’s rule of particular educational proviso. The other issues which need to be examined in this regard are how far the rule has been undermined by statementing a minority and by supplying unequal degrees of resourcing for the bulk. Statements The Education Act of 1981 gave the Local Education Authorities ( LEAs ) the duty of placing and measuring those kids with SEN for whom particular educational proviso would be appropriate. The subsequent determination to accept authorization for doing the excess proviso available is called a statement. These statements, so, allowed the relevant schools to entree extra resources for their pupils ( Copeland, 2002, p.168 A ; Gordon and Lawton, 2003, p. 235 ) . This theoretical account has engendered a figure of jobs, one of which is the fact that kids with statements may either hold parts of the course of study modified or may be exempted wholly from certain facets of the course of study. While alterations to the course of study could be potentially good to kids every bit long as equal agreements are made to guarantee that the alterations are suited to the child’s needs, the execution of temporary exemptions’ could good go lasting, with the kid being unable to re-enter the National Curriculum after a period of absence from it. However, The greatest anxiousness about students with particular demands will about surely lie with those who do non hold Statements †¦ and the attendant resources for any particular educational proviso to be made ( Russell, 1990, p.213 ) . The parents of these kids have less protection in that significant changes could be made in their course of study without wider professional consultation and without equal audience with the parents themselves, as temporary alterations merely require that parents are informed ( Russell, 1990, p.213, 217 ) . In add-on, schools may be less ready to inscribe them as their demands could good demand the usage of excess resources which are non available without the statement and which could so put an added fiscal load on the school ( Russell, 1990, p. 219 ) . Warnock ( cited in Copeland, 2002, p.180 ) , acknowledged that ( T ) he statement’ has been a black error. As money for instruction lessened so it became clear that little would be done to run into the demands of a kid unless he or she had a statement and so parents progressively demanded that their kid be statemented’ †¦ ( and ) local governments began to name the child’s needs to fit what they could afford . Resources One possible barrier to integrating in the 1981 Act was the demand that integrating should stand for an efficient usage of resources ( Russell 1990, p.215 ) . However, governmental cutbacks in 1980 on school outgo, a worsening birth rate and the possibility of school closings, together with the fact that no new money was made available by the authorities to implement any of the recommendations of the 1981 Act ( Florian A ; Pullin, 2000, p.17 ) meant that it fell to the LEAs to happen the necessary resources In 1988 the Education Reform Act delegated the duties for fiscal planning and budgeting to the governors of schools. While the LEAs are still responsible for funding the particular educational demands of kids with statements, this could hold important effects for the big figure of kids with particular educational demands who do non hold a statement and whose demands will hold to be met by the school out of its delegated budget ( Evans A ; Gerber, 2000, p.151 ) . Schools will hold to do important determinations about the manner in which they balance their budget and, in this economic clime, modifying or pretermiting to use parts of the national course of study could look a alluring solution ( Russell 1990, p.215 ) . Many parents of kids with particular demands are doubting about this alteration, experiencing that the enticement for governors non to fund remedial preventative services may be really great when the funding of other countries of schooling may be more noticeable and convey more awards from the parent community as a whole ( Russell, 1990, p.220 ) . Their anxiousnesss could good be justified in a programme broadcast on national telecasting in 1987 Mary Warnock warned that if integrating occurred without the proviso of equal resources, so kids with SEN would be worse off that if they remained in segregated facilities ( Hornby, Atkinson A ; Howard, 1997, p. 71 ) . Inclusive Education Given the jobs cited supra, how far can a policy of inclusive instruction meet the demands of students with larning troubles? The thought of inclusivity in instruction was foremost raised in the Charter of United Nations in 1945 with the judicial admission that every kid has a right to instruction. This construct culminated in 1994 with the sign language of the Salamanca statement on Principles, Policy and Practice in Special Needs Education. In the UK the move towards inclusion can be traced back to 1976 when statute law was passed promoting the integrating of kids with disablements into regular schools. This statute law was affirmed in the Warnock Report and in the Education Act of 1981. However, integrating was non mandated in any of these paperss and full integrating into regular schools was capable to a figure of standards ( Hornby, Atkinson A ; Howard, 1997, p.70 ) . Despite the cosmopolitan push towards inclusion in instruction the construct still provokes a great trade of contention, with some research workers depicting the many positive effects of arrangement in inclusive classes ( Heiman, 2004, p.92 ) , and others warning that widespread acceptance of inclusive theoretical accounts will take to a impairment in the instruction provided for many kids with SEN †¦ ( Hornby, Atkinson and Howard, 1997, p.68 ) . Furthermore there is ongoing argument in respect to the reading of inclusion and its execution ( Leyser A ; Kirk 2004, p.271 ) . The consequences of surveies analyzing the sentiments of parents and instructors have been every bit assorted. While many instructors acknowledged the societal and emotional benefits of inclusion, most of those who questioned the advantages of inclusion cited as their grounds the big figure of pupils in the category, budget deficits, the instructors work burden, ( and ) troubles in standardised evaluation Heiman, 2004, p.93 ) . With respect to parents, several surveies reported that parents were supportive of inclusion patterns and were satisfied with these plans and the benefits for their child ( Leyser A ; Kirk, 2004, p.272 ) . Conversely, in other surveies parents indicated that they had a figure of concerns about their kids being placed in inclusive scenes. These included inadequate instructor preparation, deficiency of appropriate support and resources and concerns about their children’s societal integrating and academic advancement ( Ibid, p.272, 273 ) . Decision The rule that particular educational proviso be tied to an individual’s particular educational demands, originating out of the Warnock Report, is still valid today. In fact, it is peculiarly relevant in position of the turning, albeit controversial, cosmopolitan tendency towards inclusive instruction for all. However, the Education Act of 1998 with its move towards a more conservative course of study, together with the deficiency of clear guidelines for supplying statements of particular instruction demands and the of all time decreasing degrees of resourcing available to the unstatemented’ bulk has put the realising of this rule in uncertainty. Mentions Beveridge, S. 1999.Particular Educational Needs in Schools. 2neodymiumerectile dysfunction. Routledge: London. Butterfield, S. 1995.Educational Aims and National Assessment.Open University Press: Buckingham. Copeland, I. 2002. Particular educational demands. In R. Aldrich ( Ed. ) .A Century ofEducation.( pp. 165-184 ) . Routledge Falmer: London. Evans, J. A ; Gerber, M.M. 2000. The altering administration of instruction and its comparative impact on particular instruction in the United Kingdom and the United States. In M.J.McLaughlin A ; M. Rouse ( Eds. ) .Particular Educationand school reform in the United States and Britain. ( pp.147-166 ) . Routledge: London. Fish, J. 1985.Particular Education: The Way Ahead. Open University Press: Milton Keynes. Florian, L. A ; Pullin, D. 2000. Specifying difference: A Comparative position on legal and policy issues in instruction reform and particular educational demands. In M.J.McLaughlin A ; M. Rouse ( Eds. ) .Particular Education and schoolreform in the United States and Britain. ( pp.11-37 ) . Routledge: London. Gordon, P. A ; Lawton, D. 2003.Dictionary of British Education. Woburn Press: London. Heiman, T. 2004. Teachers get bying with alterations: Including pupils with disablements in mainstream categories: an international position.InternationalJournal of Particular Education( 19 ) .2.91-103. Hornby, G. , Atkinson, M. A ; Howard, J. 1997.Controversial Issues in SpecialEducation.David Fulton Publishers: London. Lewis, A. 1995.Primary particular demands and the National Curriculum. 2neodymiumerectile dysfunction. Routledge: London. Leyser, Y. A ; Kirk, R. 2004. Measuring Inclusion: an scrutiny of parent positions and factors act uponing their positions. International Journal ofDisability, Development and Education( 51 ) 3. 271-285. The Centre for Educational Research and Innovation. 1999.Inclusive Educationat Work. OECD Publications: Paris Russell, P. 1990. The Education Reform Act – The Implications for Special Educational Needs. In M. Flude A ; M. Hammer ( Eds. ) .The EducationReform Act. 1988. Its beginnings and deductions. ( pp. 207-223 ) The Falmer Press: London.

The Collapse of the Thai Bhat essays

The Collapse of the Thai Bhat essays One of the main similarities between the collapse of the Thai Baht and the collapse of the Korean Won was that they both occurred in the year 1997. This period was a time of great economic crisis, not only for the two countries but also for most of Asia itself. Thailand and Korea emerged as examples of Asias great economies in the mid 1980s and 1990s. But the main reason for the collapse of the two countries currencies was the fact that there was heavy borrowing from banks and foreign investors, which put these Asian companies in debt. For example, from 1990 to 1996 in Thailand, there was an investment boom in commercial and residential property, industrial assets and infrastructure. This led to a great demand in property and this created the real estate in Bangkok to soar. There were many apartments and office buildings going up all over the city. Since the property was so expensive, many property developers had to borrow money from banks. But as long as the value of property rose, the banks were happy to hand out loans to the property companies. Nevertheless, in 1997 the property boom had rocketed so far out of proportion, there was a great excess in both residential and commercial property. This left Bangkok with 365,000 apartment units unoccupied. The once great demand in property had been substituted by an excess supply. Many of Thailands organizations were still purchasing capital equipment from the US, Japan and Europe from loans. This put Thailand at a deficit of 8.1 percent of its gross domestic product. After Somprasong Land Company could not pay an interest on an $80 billion loan, thing started to fall apart. The Thai stock market declined 45 percent from its high in 1996, primarily on concerns that several property companies might be forced into bankruptcy. Many financial institutions, like Financial One, also fell into bankruptcy after being unable to pay back its creditors. ...

The Joint Venture between NBC Universal and Comcast Term Paper

The Joint Venture between NBC Universal and Comcast - Term Paper Example The joint venture will combine the United States biggest cable broadband provider in Comcast with the programming domain of NBC Universal. The Federal Trade Commission, concerned with a possible monopoly situation, has placed conditions on the joint venture. General Electric will supply all of NBC Universal assets to the joint venture, valued at $30 billon, less about $9 billion in debt, and the joint venture will be managed by Comcast (Event Brief). Comcast will add its cable channels, regional sports networks, and two entertainment Internet sites, Fandango and Daily Candy valued at $7.25 billion and with adjustments, Comcast will also invest approximately $6.5 billion in cash to the deal (Event Brief). This joint venture will allow Comcast to control the video content provided by NBC Universal in their cable and Internet systems. Comcast is engaged in the development and operation of cable, Internet, and telephony systems and the company has 23.8 million cable consumers, 15.7 milli on broadband Internet consumers, and 7.4 million Comcast telephone customers (Comcast and GE to Create Leading Entertainment Company). Comcast's networks comprises E! Entertainment Television, Style Network, Golf Channel, VERSUS, G4, PBS KIDS Sprout, TV One, ten sports networks and a majority stake in Comcast-Spectacor, who posse the Philadelphia Flyers, the Philadelphia 76ers and two prominent multipurpose sports stadiums in Philadelphia (Comcast and GE to Create Leading Entertainment Company). NBC Universal has possession of and manages a collection of information and entertainment networks, a movie company 4,000 films, television production operations with 3000 titles, and the Universal Studios theme parks (Comcast and GE to Create Leading Entertainment Company). When General Electric acquired NBC Universal, it had a broadcast network with one revenue source. Eventually NBC Universal developed a cable unit with CNBC, MSNBC, USA, Bravo, and Oxygen that now provides 78% of cash flo w to the company (Event Brief). The new joint venture of Comcast and NBC Universal would bring together the major delivery capacity of Comcast in broadband cable, regional sports outlets with the exceptional content production and supply resources of NBC Universal (Event Brief). The joint venture would immediately create a corporation that would be the biggest in the business. The joint corporation would provide services to 23% of American pay-TV households, 14% of cable programming, operate network-owned television stations that reach 27% of homes, posses a Hollywood film studio, amusement parks, and sports arenas (Hatch, David). This combined entity could have a significant influence on pricing and availability of content delivery by the competition. An economic study of the joint venture provided by the American Cable Association indicates that the combination of Comcast Corporation and NBC Universal would increase expenditure to customers by $2.4 billion more than nine years bec ause of increased fees for pay television service content ("ACA: Comcast-NBCU Deal Will Cost Consumers $2.4B."). The