Diets Dont Help to Lose Weight

Diets Dont Help to Lose Weight There’s More to Losing Weight Than Eating Less Change Your Lifestyle! Ask any slender grown-up in the city in the event that they diet. Proceed †we’ll pause. †¦ They don’t diet, we let you know so. They don’t follow sans gluten eats less carbs, counts calories without bread, or sans sugar eats less carbs either. Slim individuals don’t quick and skip suppers and eat like feathered creatures. Flimsy individuals eat, really, rather ethically and, well, a considerable amount. What can enable an individual to get in shape is working out, eating steadily and carefully. These are the keys to shedding pounds †not consuming less calories on the most up to date VIP upheld sustenance patterns. It boils down to one’s way of life, control and prescience, and settling on the correct choices about what their body does, just as great choices about what they put in their body. Eating fewer carbs doesn’t work. Way of life changes help shed pounds. Exercise a great deal! What helps an individual, any individual, get more fit is practice †and thorough exercise. This is running or strolling energetically for 30 minutes three to five times each week. This is hitting the weight space for an hour three to four times each week. An individual needs to move their body on the grounds that most of us life inactive lives †for the most part in view of our occupations, which require PCs. Thorough exercise each other day improves one’s digestion, the synthetic procedures that happen inside a living being so as to look after life; the breakdown of complex substances and the resulting creation of vitality and waste issue. An individual with a solid digestion is commonly thin and can expend a lot of food †they consume it off rapidly, the consume a large number of the undesirable calories they devour in a given day. That’s why exercise is significant: it expands the metabolic rate in a person’s body, which makes getting more fit sim pler and increasingly achievable. Diets don’t help get thinner; practice does. Diets may enable a few people to get in shape †however you can really get in shape by eating more. That’s right. Diets like Weight Watchers accomplish more mischief than anything. They require the calorie counter to eat pre-bundled food that needs nourishment and substance. Individuals don’t need that to be sound and meager. Individuals, to be solid and slight, need to eat an even eating routine †with loads of greens, foods grown from the ground, which is the thing that a person’s body needs to capacity and individual at its ideal level. Control is useful for getting more fit, rather than over-eating to the point of distress. Nourishments like cucumbers, verdant greens and berries give an individual vitality, yet in addition contain nutrients and minerals that consume fat â€, for example, B nutrients: niacin †and give a great deal of fiber. Fiber is a dietary material containing substances, for example, cellulose, lignin, and gelatin, that are i mpervious to the activity of stomach related chemicals. Nourishments with fiber keep absorption on target, conveying waste by means of solid discharges. This, thus, keeps up a person’s squander. Individuals need protein, as well. It helps fabricate muscles and furthermore keeps an individual from yearnings, as the protein takes more time to process. Individuals, to lead solid, fit lives, need to practice and eat nutritiously. Eat Not Less But Mindfully! To get thinner, individuals must eat carefully and with an arrangement. Eating great takes arranging †inquire about, basic food item records, control, and penance †and it’s not really modest either. Yet, most of products of the soil are sold generally modest in business sectors and markets. In spite of the fact that meats are more costly to buy in quality. In any case, there are numerous options in contrast to meat as one’s just wellspring of protein. In any rate, an individual †for their digestion to kick in full rigging, to consume calories promptly in the day †ought to eat a major, healthy breakfast each day, loads of protein, natural product, and grains; maybe a nibble later, dim chocolate or a bit of organic product. Also, a moderate lunch, not as extensive as breakfast †yet at the same time with protein and veggies or natural product, possibly a little bread. For supper, a French supper: moderate-sized bits, maybe a larger number of veggie s than protein. This essentially shows a pyramid, with the base, the greatest part speaking to breakfast. Be that as it may, it takes arrangement, prescience, and determination to eat like this †so you lose most extreme weight. Taking everything into account, don’t diet; it doesn’t work. Way of life changes help get more fit. Practicing energetically every week, eating soundly and carefully †these are the keys to getting in shape. Simply take a gander at an Olympic competitor. They don’t diet. They consume a huge number of calories preparing every day †however yet they eat like rulers. Slim individuals don’t live by Kate Moss’s well known expression, â€Å"Nothing tastes tantamount to thin feels.†

The Horses by Ted Hughes Essay Example

The Horses by Ted Hughes Paper Here this is powerful in light of the fact that it gives the peruser the impression of a thoroughly unfilled spot, quiet, cold and where the storyteller is totally alone like the way that a few people can come to feel in the rushing about of regular day to day existence. The subject of quietness is created along these lines all through the whole sonnet, for the most part by utilizing similitudes adequately, joined by striking portrayal e. g. The curlews tear turned its edge on the quiet. Gradually detail leafed from the dimness. At that point the sun Orange, red, red ejected. I feel that this specific statement is exceptionally delightful, as it nearly distinguishes an end in the quiet, as though everything was bit by bit beginning to return to life. Likewise the shading emitting made me consider commotion, instead of quietness, giving a noteworthy case of symbolism, which I thought significant in helping the peruser to comprehend the sonnet. I feel that the structures and sound examples which Hughes has utilized in the sonnet are significant in helping the peruser to comprehend the way that the sonnet has been composed, and the message that the artist is attempting to pass on. We will compose a custom paper test on The Horses by Ted Hughes explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on The Horses by Ted Hughes explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on The Horses by Ted Hughes explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer The manner in which he has utilized types of accentuation empowers the peruser to comprehend the way and speed it was planned to be perused at because of the delays utilized as commas, full stops, colons and hyphens, I. e. Till the moorline darkening residue of the lighting up dim . . . The sonnet is written in couplets (refrains of two lines) which gives the peruser short eruptions of nearly data through the artists eyes, however as the accentuation doesn't generally show that every couplet gives its own individual snippet of data (I. e. t the finish of the second verse there is no full stop or comma so the sentence just runs into the third refrain). This gives the impact of the easing back down and accelerating of the sonnets cadence, and is a compelling technique which is handily comprehended when the sonnet is perused resoundingly. I imagine that The Horses and The Thought Fox have a comparable style in the manner that accentuation has been utilized all through both so as to set the speed of the sonnets, by the manner in which lines stream into one another, or the route there are short, sharp little sentences. Additionally in the subjects they are expounded on; they are both written as creatures yet with the artist composing from the spot of the creature. In The Thought Fix, the artist has placed himself in the spot of a fox, in an examination about the innovative procedure. This sonnet appears to begin gradually, accelerate in the center refrains, and afterward nearly grind to a halt toward the end when the activity is finished in a similar sort of path as in The Horses, which gave me that this sonnet could likewise be about the imaginative procedure, particularly thinking about that Ted Hughes was an artist laureate who had incredible experience of the challenges of an author. Then again these two sonnets have numerous distinctions. They are set out in an unexpected way; The Horses is written in couplets while The Thought Fox is set out in six refrains of four lines each. Additionally there is increasingly obvious utilization of accentuation to change the cadence in The Horses, while in The Thought Fox there is not really any accentuation, making it a serious quick paced sonnet, all streaming into one.

The Romanian Derivatives Market Dimensions And Evolution Finance Essay - Free Essay Example

The derivatives universe is broad and over 1700 different derivatives are traded on three major derivatives exchanges: Chicago Mercantile Exchange Group, NYSE Euronext and Eurex. The Romanian derivatives market has a marginal position on Central and Eastern Europe. In addition, the offers of Romanian exchanges are rudimentary comparing with other exchanges from region. In this paper, we have noted some progress in activity of the Monetary-Financial and Commodities from Sibiu and the Bucharest Stock Exchange. The solutions for activitys improvement exist: collaboration with exchanges from European Union and national consolidation through merger or acquisition. 1. The importance of derivatives market Trading in futures began in the mid-19th century at the Chicago Board of Trade and the New York Mercantile Exchange. While these exchanges have continued to trade commodities, financial futures and options have become increasingly important since the early 1980s. The innovations process in this market is significant, and the strong competition between American and European exchanges have conducted to launch different contracts like weather derivatives, real estate futures and options, credit derivatives, volatility contracts or derivatives on carbon emission allowances. In present, the derivatives universe is broad and over 1700 different derivatives are traded on three major derivatives exchanges: Chicago Mercantile Exchange Group, Euronext and Eurex. In addition, the derivatives segment is the most important segment of financial market. [3] The derivatives market is highly dynamic because all most derivatives exchanges across the world have been set up during the last three de cades. In last ten years, we remark an explosion of mergers and acquisitions in this field, the result being the establishment of exchanges groups like Australian Securities Exchange, Chicago Mercantile Exchange Group, Eurex, Intercontinental Exchange or NYSE Euronext [5]. In addition, some exchanges have formed subsidiaries in order to enter into new market segments. For example, at the end of 2007, the New York Mercantile Exchange, together with companies in the financial field such as Morgan Stanley, Credit Suisse, JP Morgan, Merrill Lynch launched the Green Exchange where futures contracts and options for carbon emissions, sulfur dioxide and nitrogen oxide are traded. In December 2007, environmental exchange named Bluenext was set up; the initiative belongs to NYSE Euronext Group. The derivatives are usually trade for hedging and speculative purpose. The companies use futures and options contracts in order to protect against movements of prices, exchange rate, interest rate, and weather temperature. The hedging strategies based on derivatives reduce the volatility of companies` cash flows, increase the predictability regarding the expenses and revenues, and improve the financial situation and solvability of companies. [2] The use of these contracts in order to hedge some risks has some drawbacks. First of all, the exchanges` offer is limited, so companies could use these contracts as insurance against unwanted movements for price, exchange rate or interest only if specific assets are traded on futures and options market. For example, only some raw materials are traded on commodities exchanges and only important currencies are used as underlying assets for futures and options. Second, the hedging strategies imply some costs for operating on derivatives market in form of brokerage fees and margin deposits. The individual and institutional investors use derivatives in order to gain from price movements. In fact, derivatives are an alternative investment to buying and holding a tangible asset. In additions, they allow investment into assets or risk that cannot be traded directly. So, credit derivatives offer compensation payment if a creditor defaults on its bonds or weather derivatives pay compensations if temperature of a specific location exceed or fall below a reference temperature. Because the derivatives have typically notional value between 20 000 1 mil euro, the main users are financial investor and companies. [3] The popularity of these instruments has a negative connotation because of financial scandals determined by the improper use of derivatives. In addition, many economists talk about derivatives contracts like ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã‚ ¾financial weapons of mass destruction carrying dangers that, while now latent, are potentially lethal. These words were used by Warren Buffett in 2002 in a letter to Berkshire shareholders. So, many years ago, he saw a future that others chose to ignore. [1] 2. The Romanian derivatives market structure and evolution The Romanian derivatives market is in development process. The two exchanges the Monetary-Financial and Commodities Exchange from Sibiu (SIBEX) and the Bucharest Stock Exchange (BSE) have made some efforts in order to improve their activity by launching different derivatives products. The pioneering role on Romanian derivatives market belongs to the Monetary-Financial and Commodities Exchange from Sibiu, established in 1994 on private initiative. In period 1994-1997, this exchange traded only spot contracts. The reference year for the set up of derivatives market in Romania is 1997, when the index futures contracts were launched. SIBEX calculated its own index named BMS 1 (after the Romanian name of exchange at that time Bursa de MÃÆ'„Æ’rfuri de la Sibiu) on the prices of some blue chips traded on the Bucharest Stock Exchange. Because of the extension of its offer, the exchange changed the name in order to adapt the name with its activity. The number of fu tures contracts concluded in 1997 was very low 77.877. In September 1997, the Bucharest Stock Exchange launched the first official index BET (Bucharest Exchange Trading) that is calculated on prices of most traded ten shares listed on this exchange. After that, the two exchanges signed an agreement for the use of BET index as asset for futures contracts traded on SIBEX and BMS 1index was replaced and did not use. In November 1998, SIBEX has launched option on futures contracts, but until the end of the year only 133 options contracts were concluded, in contrast with 193.203 futures contracts. The next years brought others innovations. In fact, the development of SIBEX activity was very slow. The first equity futures are available since 2000, the underling assets being shares issued by Financial Investment Company Banat CriÃÆ'†¦Ãƒâ€¦Ã‚ ¸ana, Financial Investment Company Transilvania and Petrom, the most important Romanian companies listed on the Bucharest Stock Exchange. The first commodity contract was launched in September 2002, the underlying asset being the grain. This type of contract is not available any more, now the only commodity traded on futures market is gold. The gold futures contracts could be used only for hedging or speculation purpose because the exchange established cash settlement as payment method. Since 2006, new index futures and options are available because SIBEX launched its own indexes SIBEX 9 and SIBX 18 calculated on prices of important blue chips listed on the Bucharest Stock Exchange. The year 2007 brought new type of stock futures and options for shares listed on Bucharest Stock Exchange. In 2008, the Monetary-Financial and Commodities Exchange launched the first foreign equity futures contract having as underlying assets the share of ErsteBank, the only foreign company listed on the Bucharest Stock Exchange. The development of activity has continued with new initiatives: in 2009, there were launched differenc e financial contracts and contracts on CO2 emissions and at the beginning of 2010, the futures contracts on Dow Jones Industrial Average are available on SIBEX. Fig. 1 The evolution of derivatives contracts` number traded on the SIBEX from Sibiu Source: www.sibex.ro The evolution of derivatives market of SIBEX was modest in period 1997-2004, and annual fluctuations were negative in 1999, 2001, 2003 and 2004. Since 2005, the interest of individual and institutional investors for exchange traded derivatives contracts has rising. Now, are available 36 types of derivative contracts: rate interest contacts, equity contracts, index contracts, currency contracts, commodities contracts, contracts on CO2 emissions and financial contracts on difference. Taking in account the number of derivatives contracts concluded, the year 2006 was the best year. The year 2008 has good results because the annual rise was 3,66%, so the international financial crises have not a dramatic impact on de rivatives market from Sibiu. In the last year, the interest of investors has diminished and the results were a dramatic decrease of the number of derivatives contracts concluded (around 45%). At the Monetary-Financial and Commodities from Sibiu, the futures market is the principal segment of derivatives market (the share of this market is around 99%) and this segment gives the trend of the whole market (table 1). These contracts are used for speculative purpose and for hedging strategies. Many investors with large portfolios of shares traded on spot market from Bucharest Stock Exchange use futures contracts traded on SIBEX in order to hedge the potential loss from the spot market. The shares used as underling assets are traded on spot market from the Bucharest Stock Exchange. Table 1 The key figures for futures market form SIBEX in 2007-2008 2008 2007 Value of futures contracts (RON) Number of futures contracts Value of futures contracts (RON) Number of futures contracts 7,557,181,984 3,578,582 11,688,114,092 3,456,023 Source: Activity Report of SIBEX`s Board 2008, p.9-12, https://www.sibex.ro The most traded contracts are futures contracts on shares issued by Financial Investment Company 2, 3 and 5, Petrom, Transilvania Bank, ErsteBank, and Rompetrol. In the year 2007, the notional value of futures contracts was over euro 3,5 billions and the annual growth rate was 20% even the number of contracts decreased with over 18%. [6]. In 2008, the decrease of price of underlying assets has affected the total value of futures contracts traded and the notional value of futures contract. For the year 2009, the most important segment of derivatives market is still the futures market, but the consequences of international financial crisis have influence the dynamic of this market. We remark an important decreas e of the value of futures contracts. Table 2 The key figures for futures market form SIBEX in 2009 Value of futures contracts (RON) % 2009 versus 2008 Number of futures contracts % 2009 versus 2008 2,466,816,575.58 32.64 2,430,849 67.93 Source: Activity Report of SIBEX`s Board 2009, p.6-7, https://www.sibex.ro Regarding the market` structure, we remark a very high concentration of the futures market. The shares are the most important underlying assets for futures contracts. The financial sectors represents by financial investment companies and banks account over 95% of the futures market. Two financial investment companies SIF 2and SIF 5 are the leaders on futures market in 2007 and 2008 (table 3). In the year 2008, the most important increase in liquidity was observed for RON/EURO futures contracts. The rise of the number of this type of contract was over 500% and the situation is due to the high interest of banks, multinational companies, investment funds and foreign trade companies for hedging strategies based on currency futures con5racts. In the year 2008, the most dramatic cut of contracts` number was registered for shares issued by Transilvania Bank (the decrease was around 88%) due to the decrease of interests investors and the suspension of this company for technical operations from the Romanian exchange. Table 3 Liquidity top at the SIBEX from Sibiu Contracts type Number of contracts 2008 Weight 2008 Number of contracts 2007 Weight 2007 DESIF 2 1,627,621 45.48 % 1,635,568 47.33 % DESIF 5 1,803,687 50.40 % 1,504,232 43.52 % DETLV 13,444 0.38 % 113,715 3.29 % DESIF 3 10,376 0.29 % 62,971 1.82 % DERRC 1,218 0.03 % 54,004 1.56 % DEBRK 9,189 0.26 % 35,267 1.02 % DESNP 23,364 0.65 % 3, 438 0.91 % RON/EURO 81,259 2.27 % 13,927 0.40 % Others 8,424 0.24 % 4,901 0.14 % Total 3,578,582 100 % 3, 456,023 100 % Source: Activity Report of SIBEX`s Board 2007, p. 11, Activity Report of SIBEX`s Board 2008, p.14 https://www.sibex.ro In the year 2009, we observed an increase of the concentration of the futures market that are dominated by the two financial investment companies SIF 2and SIF 5; their share market increased to over 95%. Table 4 Top five of the most liquid futures contracts at SIBEX in 2009 Contracts type Number of contracts 2008 Weight 2008 DESIF 5 2,106,791 86.96 DESIF 2 200,838 8.29 EUR/RON 95,837 3.96 DETLV 8,861 0.37 DESNP 6,608 0.27 Source: Activity Report of SIBEX`s Board 2009, p. 12, https://www.sibex.ro The options market form Sibiu has small dimensions an in spite of international financial crisis, we observed an increase of investors ` interest for these contracts because the buyers of options have an important advantage: the maximal lost is equal with the premium paid at the conclusion of contract. In the year 2009, a number of 52,438 options contracts were traded at Sibiu,the annual increased being around 30%. Given the economic and political context, the emergence and development of the Bucharest Stock Exchange was due to the initiation and conduct of the Mass Privatization Process. Thus, the Law no. 58/1991 regarding the privatization of state owned companies imposed the emergence of capital market and related legislation in order to allow trade, in an o rganized manner, of the vouchers shared to the population in the Process of Mass Privatization. Although the deadline imposed by this law, for adopting the law of securities and stock exchanges was 6 months; the Parliament approved this law after 2  ½ years, in 1994. So, the Bucharest Stock Exchange was established in 1995, later compared with other countries from Central and Eastern Europe. The development of the Bucharest Stock Exchange is influenced both by improving legislation in this area, which was aligned to the European Union standards and the diversification of securities launched (futures contracts, preference rights), that are in dramatic extension. In this respect, we mention the legislative changes and the Bucharest Stock Exchanges concern for stability of capital market, resulting in reducing the number of listed companies, being withdrawn the companies that have not complied the exchange regulations. At the beginning, the Bucharest Stock Exchange was a s pot market, where initially, only shares were traded. The capital market in Romania is a market of shares, bonds market being in a process of development, a phenomenon specific to the countries of Central and Eastern Europe. Although the legal provisions regarding bonds have been issued since 1990 (Law no. 31/1990 on companies), the first bonds issue was occurred quite late (1997) and the interest on the bond has intensified since 2001. The bond market is sustained by public authorities (local and central) that have decided to use this financing technique and have listed municipal bonds and treasury securities on the Bucharest Stock Exchange. The first futures contracts were launched in 2007 and the underlying assets are indexes of Bucharest Stock Exchange: BET and BET-FI. The futures transactions were modest; only 64 contracts were concluded in 2007. The value of these contracts was USD 225,162.53 (Euro 159,966.60). In 2008, the offer for futures contacts was improved and now, 1 4 types of futures contracts are available: 10 equity futures, two index futures and two currency futures (USD/RON, EUR/RON). For equity futures, the BSE chosen the blue chips traded on spot market: shares issued by five financial investment companies, Petrol, Transelectrica, Transgaz, ErsteBank and Transilvania Bank. Until December 2008, the number of futures transactions was over 900 and more than 17,000 of contracts were concluded. The notional value of these contracts is over USD 7,5 millions (Euro 5 millions). [8] The evolution of the futures market from Bucharest is presented in the next table. Table 5 The dimensions of futures market from Bucharest Year No of transactions sessions No of transactions No of contracts Value (RON) 2007 71 41 64 540,535,10 2008 250 922 18,018 19,308,627.90 2009 250 507 15,613 67,049,100.00 Source: www.bvb.ro So, the Romanian derivatives market has two components: the Monetary-Financial and Commodities Exchanges and the Bucharest Stock Exchange. The offer of SIBEX is richer than the offer of the BSE and the interest of investors in much higher for the derivatives contracts launched by the SIBEX. There are two similarities between the two exchanges: the main underlying assets used for futures contracts: shares issued by important companies listed on the BSE`s spot market and currencies: USD and Euro. very high concentration of the futures market; the leaders are futures contracts for shares issued by financial investments companies (the same situation can be observed on spot market: financial investments companies are the stars of spot market). Conclusions Even if the derivatives transactions are used from many centuries in developed countries, in Romania, exchanged-traded futures and options are available since 1997. The two segments of Romanian derivatives market the Monetary-Financial and Commodities Exchange from Sibiu and the Bucharest Stock Exchange had different evolution. The exchange from Sibiu was set up based on private initiative and its development activity is more intense than the activity of the BSE: derivatives contracts have been launched since 1997 and now, over 30 types of futures and options contracts are available on currencies, equities, interest rate and gold. The Bucharest Stock Exchange was established in 1995 as institution of public interest and received assistance from Canadian authorities. The purpose of setting up of this exchange was the support for Privatization Program. For this reason, for many years, this exchange has a single segment: spot market for shares and bonds. After the new law of ca pital market (297/200) came into force, this exchange was transform in private corporation. In addition, the futures contracts were introduced in 2007, but value of transactions is modest and the offer of derivatives contracts is limited. Even the evolution of these exchanges is different, we can observe a concentration of derivative transactions on futures segment and on the same underling assets: shares issued by financial corporations like financial investment companies created on the base of Privatization Program and Romanian or foreign banks (in fact, only a foreign bank are listed on the BSE ErsteBank and derivatives contracts are available for the ErsteBank shares on two exchanges). Romania has a marginal position on European derivatives market and the offer of Romanian exchanges is rudimentary. In fact, even in Central and Eastern Europe, the Romanian exchanges are surpassed by exchanges like Budapest Stock Exchange, Wiener Borse or Warsaw Stock Exchange. A solutio n for this problem could be the merger of two Romanian exchanges, a project that failed few years ago or the establishment of a regional exchange formed by exchanges from Central and Eastern Europe. These projects could be done taking in account the experience of other European integrated exchanges like Euronext and Eurex or the merger between Budapest Stock Exchange and Budapest Commodities Exchange from 2005. In addition, we must notice the harmonization of capital market legislation in European Union and collaboration between exchanges. For example, the Bucharest Stock Exchange signed some collaboration agreements with exchanges from Salonic, ChiÃÆ'†¦Ãƒâ€¦Ã‚ ¸inÃÆ'„Æ’u, Roma, Athena and London. At the end of 2006, the Bucharest Stock Exchange and the Wiener Borse has signed an agreement and in this way, the data regarding the transactions from Romanian market are available for Austrian investors. On agreement basis, Wiener Borse has offered Romanian author ities know how to launch futures contacts at the Bucharest Stock Exchange. In addition, in august 2007, the Bucharest Stock Exchange and Cypriot Exchange have signed a cooperation agreement through which the most important shares from the two countries can be listed on the two exchanges. Beside this collaborations activity, some interdependence between exchanges is created by purchase of shared issued by exchanges. For example, Wiener Borse is the main shareholder from the Budapest Stock Exchange and the Warsaw Stock Exchange has a small stock at the Monetary-Financial and Commodities Exchange from Sibiu. Analyzing the activity of exchanges form Central and Eastern Europe, a specialization of each exchanges is observed: the main sector for Warsaw Stock Exchange and Wiener Borse is stock index futures sector, currency futures are the most important derivatives contracts on Budapest Stock Exchange and in Romania, the stock derivatives are the main sector of exchange. So, foreign investors have opportunity to diversify their portfolio using different types of derivatives contracts available on exchanges from Central and Eastern Europe. The international financial crises has not affect strongly the activity of exchanges from all over the word if we take in account the increase of number of derivatives contracts concluded in 2008 compared with 2007. The most important actors that have an important contribution are the exchange groups like CBOE Holdings, Climate Exchange, Eurex, Intercontinental Exchange, NASDAQ OMS Group or NYSE Euronext and some Asian exchanges. The main explanations are the intense innovation activity of exchanges groups and the interest of investor for Asian markets in order to diversification of their portfolios. The exchanges from Central and Eastern Europe have been affected negatively by the international financial crises, but some segments registered a good evolution; for example, the Warsaw Stock Exchange and SIBEX from Sibiu.

Applied Social Psychology On Psychology - 981 Words

Applied social psychology 2 Applied social psychology is one way that psychologist can study our thought, feeling and belief, and how we function around each other, in our everyday lives, here are the five issues that I will be addressing in my literature review they are social influence, Attribution Theory, Group polarization, Cognitive dissonance theory, and Observational Learning. Social applied psychology has been shown to dominant theories and practices of management and organization systematically favor some (elite) groups and/ or interests at the expense of those who are disadvantaged by them; and that this systemic inequality or interest- partiality is ultimately damaging to the emancipatory prospects of all groups. ( Alvesson, Bridgman, Willmott, 2011, p.7). Most psychologist have research and applied this type of program to different studies to help people with their relationship, education, and interactions with the environment etc, as I research this field I can see me applying this to my everyday practice to help my clients with their well being. Applied social psychology 3 Social Influences Therefore, Social influences shows People are always going to influence others in different ways, one of the biggest social influences is called attitudes when itShow MoreRelatedAdolescent Psychology Essay 31067 Words   |  5 PagesQuestion: What Is Psychology? One of the most common questions asked by students new to the study of psychology is What is psychology? Misperceptions created by popular media as well as the diverse careers paths of those holding psychology degrees have contributed this confusion. Psychology is both an applied and academic field that studies the human mind and behavior. 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Psychology viewed as an old discipline. Psychology can trace its roots to the 5 century BC to the Greek philosophers such as Plato, Aristotle and Socrates, because we grapple with the same questions they attempted to answer. On the other hand, we could view psychology as emerging when philosophy and physiology merged to include experimentation and empirical methods to answerRead MoreCommunity Psychology1488 Words   |  6 Pagesand contrast community psychology with the public health approach Introduction In this essay, I will critically compare and contrast community psychology and the public health model in terms of their origins, core concepts, strengths and pitfalls of each approach, similarities and differences and in what way these approaches do or do not supplement one another. Community Psychology according to The Cambridge Dictionary of Psychology is defined as â€Å"a branch of applied psychology that focuses on person-environment

John Steinbeck s Of Mice And Men - 1117 Words

A Path to Patience Quest stories are generally seen as physical tests of muscle and endurance. In an archetypal quest, the main character goes on a long and painful voyage, and conquers all fears in order to achieve the goal at the end. Literature describes quests in a slightly different way. Thomas Foster’s â€Å"How To Read Literature Like a Professor† describes how a quest has five general parts: a place to go, a person to go there, a reason to go there, challenges along the way, and a deeper meaning to the whole thing. John Steinbeck’s â€Å"Of Mice and Men† relates to Foster’s words. In the novella, George, the main character, is questing towards owning a farm with his mentally disabled friend, Lennie. The two men are a package deal. Lennie†¦show more content†¦The simple wording of this sentence justifies how the beginning of a quest is very basic and should be easy to pick up on. There is no deep, hidden meaning yet. The author is simply setting up the ir character to go on a journey. In â€Å"Of Mice and Men†, it is clear from the first chapter that George is questing towards owning a farm with Lennie. At the end of one of their conversations George says to Lennie â€Å"OK. Someday- we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs†, to which Lennie responds with â€Å"An live off the fatta the lan!† (14). It is clear that George dreams of having his own land, and him and his partner are anticipating the day that the farm becomes a reality. The quest remains solely physical for now. A book is not a book without conflict, and the same applies to a quest. Challenges, along with trial and error, are necessary for the quester to have a true expedition. Dealing with Lennie’s antics often causes George to lose his patience, and when george loses his patience, everything breaks loose. He verbally abuses Lennie by yelling things like â€Å"Well, we ain’t got any... Whatever we ain’t got, that’s what you want. God a’mighty, if I was alone I could live so easy. I could go get a job an work no trouble† (11). Lennie is dead weight in George’s eyes, although he isn’t the only person who has seen George’s short

To Save a Life free essay sample

Nine out of ten people when asked the simple question, â€Å"Would you rather save a life, or lose a life?† answer to â€Å"save a life.† Not many people can say that they helped save a life. However, if an opportunity presented itself would they say yes or no? I believe that everyone should be an organ donor because organ donation saves and enhances the lives of many patients. Without organ donation, I would not be in my first year of college. In fact, I would never have gone to kindergarten. Organ donations typically occur when a donor with healthy organs is pronounced brain dead donates their organs, often to save multiple lives. For many people at end-stage organ failure, an organ transplant is their only hope for survival. According to the United Network for Organ Sharing, there are currently 118,580 candidates in the U.S. on the waiting list, and an average of 22 people on the waiting list who die everyday waiting for their life-saving transplant. The number of donations needed surpasses the number of donors and organs available. Many people do not register to become a donor because they are not properly educated about organ donation or cannot be bothered to simply check the box when they are at the DMV. What many people do not realize is that not registering to become a donor does not mean their organs will not be donated. All the individual is saying is that if they become brain dead, the decision of donation will be left to their next of kin. However, if you do not tell your next of kin what you wish to happen to your body when you die they might not want to donate your organs because they will want to leave you untouched.When the decision is being made, it is during a very sad and morbid time that might prevent the kin from making the right decision to donate the organs. Organ donation is important to me is because ten days before my first birthday I received a lifesaving liver transplant. When I was four months old I was diagnosed with a disease called tyrosenemia, which caused my liver to become cirrhosised and enlarged. At my four-month-old checkup my doctor noticed that my abdominal region was distended. After a few doctors in her practice checked me out, they referred me to a specialist. This quick decision saved my life. The doctors sent me to a hematologist, a blood doctor, who found nothing wrong, so she sent me to a gastroenterologist, a digestion and liver doctor. After more tests, my parents were told that I had minimal liver function and should be admitted to Children’s Hospital of Philadelphia right away. For 14 days, all kinds of tests were run on me, but none were conclusive. Midway through the second week my parents were introduced to the transplant team as a â€Å"preliminary meeting.† It was explained that I was in liver failure and they running diagnostic testing; testing for disease in other organs began. In other words, was there a disease in my body that would attack the new liver? I had an MRI and a brain scan; if either test showed any disease, there would be no chance for transplantation. The next day my parents received great news. Both tests were negative, and I was diagnosed with tyrosenemia. Tyrosenemia is a rare disease, and given my state a transplant was the only cure. The doctors added my name to the waiting list. Tyrosenemia is a very aggressive disease that would likely cause liver cancer between my second and third birthday. Getting a liver quickly was a concern for my parents. On October 22, 1998, the doctors called and said that there might be a liver for me.My mom brought me to the hospital, and there was a liver. A couple minutes past midnight they wheeled me into the operating room. My first year and half of life included over three months in the hospital and over four weeks in the pediatric ICU. I respect everyone’s freedom to make their own choice about donation, and I understand that the people who are not organ donors have their reasons. However, a lot of people’s concerns stem from lack of education or incorrect information. A common concern is that medical personnel will not try to save them if they know they are a donor, and instead let them die so that they can save multiple people’s lives. Doctors take the Hippocratic Oath, which says that they will act ethically. Also, the only way to become a donor is to be brain dead. If the heart stops pumping blood through the body, then the organs are no longer viable for transplantation. Another common concern is whether one’s religion supports organ donation. Most religions see organ donation as giving a gift and partaking in a beautiful act of kindness. Yet another concern is how organ donation will affect the funeral. The service will be pushed back a few hours, and the family’s wishes will be respected. The family can still have an open casket funeral, and no one would able to tell if they were a donor by simply looking. As you can see, the concerns above are not valid reasons to not become a donor. Donors are well treated and save a life. My biggest push for organ donation is that it gives you the opportunity to continue to help people, while you no longer physically can. Saying yes to organ donation is like saying yes to giving the leftover food from your lunch that you are about to throw away. Throwing away the good and unused food from your lunch is like selfishly taking your organs to the grave with you. When you are buried with your healthy organs, which cannot do anything to help you since you are already dead. You are denying up to eight people the chance to live. Taking your organs to the grave with you is just as wasteful as throwing them away in the trash can. You get to decide where your organs go. Whether they go in the trash or towards saving lives. I am a liver transplant recipient, which is not something everyone gets to say. I take a lot of pride in this. Although sadly someones life was taken away far too early, several lives were saved, which is something that I am very grateful for and will be for the rest of my life. Because of my donor, I am alive. Since my donor is no longer with us, I believe it is very important for me to raise awareness on the impact of organ and tissue donation. I am a living example of what organ donation can do. You can choose to take your organs to the grave with you, where they won’t be helping anyone, or donate them to people in need and save lives.

Student Motivation Essay Example For Students

Student Motivation Essay Motivation in SchoolsThe topic I originally planned to look into for my Action Research Paper was the affect of reward systems on a students academic performance. My idea was that a students performance could be influenced by the presence of a reward system. I was interested in seeing if certain subject areas were more likely to use such systems than other subject areas. I strived to see if a students academic performance could mean more than just their exam scores and ability to complete assignments. I wished to see if a reward system could change the way a student was motivated in the classroom; to see if their overall attitude could be changed. I also thought to look into their attendance in classes where motivation was present. I wanted to see if they were less frequently absent and if they participated more. And lastly, I thought it would be interesting to see if students felt they could in turn change their destiny in education, or if they simply believed they are predestined f or something else. We will write a custom essay on Student Motivation specifically for you for only $16.38 $13.9/page Order now As I was looking further into my topic at hand, I decided to go a different way with my paper. I got away from the reward system and decided to look into student motivation as my topic, focusing on the teacher-student relationship. In high school, I can remember one teacher that changed the way I saw science and it affected me greatly. Before this teacher, although I was always in advanced science classes, I never achieved high grades. I always struggled to keep up with other students, and when I performed poorly on exams, my previous teachers never thought to why I had done so. She approached science in a way I had never seen before, and she offered recognition and praise. She set up the classroom in such a way that I never felt I was being left behind, and she encouraged us always to work up to our potential, and then some. I was motivated to do well and in a way I had never cared for before. I chose to look from the students point of view, instead of talking only to teachers. I th ought it would be more useful to see what the students thought, as I am pursuing my graduate education in Secondary Education. My ultimate goal, to be a teacher, could only benefit from the research I was setting out to collect. I wanted to know what circumstances students felt most comfortable working in. Also, I wanted to see what made them tick inside the classroom. I had the opportunity to use some of the readings I had to complete for my SED 213 class for this paper. In that class, we used two textbooks which I felt fit my topics needs. The chapters on motivation proved useful to my paper, and even gave me ideas to look further into. In the chapter, it discussed a students need for affiliation and approval. By wanting to be a part of a group, a student might be motivated to perform in a certain way, in order to gain entrance to that group and in turn gain their approval. The idea of achievement motivation was also brought up, in which students need to excel only for their own s ake without external rewards. I found that Alfie Kohn, author of Punished by Rewards and many other books on education, feels that achievement motivation is most important to a student truly learning. He feels that authentic experiences in the classroom can only occur when the teacher leaves out all words of praise and punishment. He feels that praise can often be empty in nature, and in turn could actually do more damage to a student than good. Punishments are also damaging, because students could be turned off to learning because they constantly feel threatened by the teacher. He feels that if we want students to take responsibility for their learning, it is up to us to give them responsibilities. They will in turn learn to make good decisions by having the opportunity to decide what happens to them every day, and not by following someone elses directions. Kohn also feels that traditional grades turns students creativity off and causes them to lose interest in what they are learning. He also feels that they lea d students to avoid challenging tasks. He made a point of noting that most students feel the point of going to school is to get As, and not to really learn. It is this need to perform that poses a threat to the education of all students, and traditional grades are the ultimate cause. There is more to memorizing the right answers; because teachers havent completely done their job if the students dont understand why those answers are the right ones. Greg Michies book, Holler if you Hear Me, took the opposite approach to what Kohn proposed. He not only offered his students praise when he felt they deserved it, but he took the time to empathize with them. He knew nothing about their cultures, and in time he came to learn many things about them. In the courses that he taught he always sought to find the best way to relate the material to his students. He often had them read about people from their cultures to serve as motivation that they could be more than the neighborhood expected of t hem. He also motivated his students by keeping his ears open to them, he listened when they talked, which was not always the case with their other teachers. I initially planned to gather my research primarily by interviewing at least 10 high school teachers, varying in their subject areas. I also planned to look further into the differences in advanced versus regular classes when it comes to motivating students to perform. I looked forward to observing first hand the ways in which a teacher uses a reward system during my school visits. After changing my initial proposal, I also decided to revamp the method I was previously going to use to collect my research. Instead of interviewing 10 teachers, I decided to go right to the students, and I surveyed 30 students in two different classes. I was placed in Uniondale High School for my observations for another graduate course, and I thought I would use my time there to my benefit. Uniondale High School is in Nassau County. The school has about 1400 students in grades 9-12. There are 93 teachers in the school, with 27 other professionals and 24 para-professionals also on staff. The students are 77% African American, 19% Hispanic and 4% White and other. The average class size is 23 students. I decided to ask my cooperating teacher if she would allow the students to take my survey. After looking one over, she gave her approval and I set the stage for the surveys. She allowed me to be involved with them, instead of just observing in the rear of the classroom, so that made it easier for me to ask them to help me with my research. I waited until my second day of observing to distribute the surveys. I chose her two AP Social Studies classes because they had a smaller number of students. I felt that they would have more room to spread out during the surveys, so that no one would know what they were writing down. I also put the surveys on smaller pieces of paper so they could easily fold them up after finishing them. Before handing out the surveys I explained to them what I was using them for. I told them why I had decided to go into teaching, and how my research paper would help me to become the best teacher I could be. With that all said they were eager to get started. (I have attached a copy of the survey to the back of this paper). All of the students pooled felt that they would tend to work harder in classes where the teacher offered praise. On most of the surveys they wrote additional comments on the reverse side of the survey. Most felt that in their school there were more teachers that put students down than those who offered praise. When presented with the opportunity to receive encouragement for their hard work, they wanted to continue working hard because they enjoyed that feeling. They expressed the wish that more teachers would use words of encouragement in the classroom instead of only negative comments. They felt that there was more of an emphasis on what they didnt do than what they ha d done. When they forgot their homework assignment, a fuss was made from the teacher, but when they received a good mark on a paper nothing was said. They expressed that they often felt discouraged by this practice, and decided to not spend as much time on future assignments. A few students mentioned that it didnt matter if they received praise or not, they did not care to work hard in classes. They described a sort of unspoken code in the classroom where some students might decide to act up to keep face in front of the other students. In their words, no body wants to be the teachers pet. They had mixed feelings on whether a reward system would be beneficial in their classroom. Some felt that some students would only perform for the reward, and not the actual learning experience. Others felt that a student shouldnt need such a system, and that if they were interested in learning in general, they would learn with or without a reward system. They also were split on the idea of coopera tive learning. Some felt that it was useful in the classroom because it allowed the class to be broken down into smaller groups, and they would feel more comfortable asking questions. Others felt cooperative learning was ineffective because these small groups often didnt do the tasks at hand, and wasted time just socializing. They also felt that it wasnt fair for the whole group to receive the same grade because some students tend to not pitch in as much as others. The most responses came from the question about whether or not students felt teachers treated students differently. Overwhelmingly, most responded that teachers favored students in advanced classes over regular classes. They felt that advanced students had more freedom in class, and that not as many classroom rules were in place. They also felt that they got better grades because the teachers liked them better as well. Students in the regular classes often were subjected to stricter rules, with less opportunities for crea tive learning because they were too often falling behind in lesson plans because of classroom disruptions. As for whether or not teachers treat male and female students different, most felt it wasnt a practice at their school. They felt they were more likely to be judged by whether or not they were good students, not if they were male or female. .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .postImageUrl , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text-area { min-height: 80px; position: relative; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:visited , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:active { border:0!important; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .clearfix:after { content: ""; display: table; clear: both; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:active , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text-area { width: 100%; position: relative ; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover .ctaButton { background-color: #34495E!important; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:after { content: ""; display: block; clear: both; } READ: Nonverbal communication EssayAlthough I felt that the surveys did produce enough feedback to help me with my research paper, I do feel that I could have also benefited from other sources. If given more time, perhaps I would have enjoyed setting up interviews with the students I observed. I was present in their class for three days in a row and I felt at the end that they were quite familiar with my being there. If I had been able to conduct interviews at the end, I feel that my answers could have included more detail on specifics, such as what types of praise they prefer or how a teacher could set up cooperative learning so that all could enjoy and benefit from it. I think that they would have enjoyed having more input in my paper, as they were already honored that I wanted to know what they thought about their classroom settings. I also would have liked to hand out he survey to other classes not on the AP level but could not find the time to do so. Instead of just focusing my time in Uniondale High School, I would have enjoyed pooling other schools from different areas other than Uniondale as well. Because my placement was in Uniondale, it made for easier access to the students. I had also wanted to survey two social studies classes from my old high school, but my relentless phone calls were not returned in sufficient time to allow that. I thought it would have served as a nice comparison, demographically, because my high school was in a neighborhood which consisted of mostly middle class white students and a very small Asian population. Unlike Uniondale, whose student body is primarily made up of African American students, with a small amount of Hi spanic students and even fewer Asian or whites. My Reaction I reviewed the surveys numerous times, and after reading my journal entry for my other graduate class on my observations, it came to me. The process I had gone through to write my paper was meta-cognitive in nature. I had picked my initial topic, only to find out later that a new topic would suit better. I changed it, and set out on a new road collecting information and analyzing it. And even now, when the paper is done the process continues because I realized there were limitations which if not present, my paper would have been even better. I think this is important to relay to students. I think that too often students, like me, have felt they are at a dead end. Instead of trying to run themselves around and go down a different educational road, they chose to relinquish control to fate and continue on the road they are familiar with. Motivation in the classroom can change that. Although I do not agree whole heartedly with Alfie Kohns philosophy on motivation, I do agree that students will work better if they feel they have a say in their education. In my classroom, on the first day of every year, I was thinking that I would put up on the blackboard these two words: student and teacher. I would put under each blank line, and I would ask my students to think of answers for what they expect from a teacher. I in turn, would write down what I expect from them as students. Giving them the option to say what they feel a teacher should be could be a positive growing experience for both them and myself. Each class could want different things, and I feel it is my job to realize their needs and try to address them as best I can. I know it sounds corny, but I truly feel that education in the classroom is a two way street. Teachers and students can only flourish when able to both get to where they are going by removing obstacles that would limit their driving experience. I look forward to my teaching career, and although I know Im bound to have a few fender benders along the way, I hope the journey as a whole is a productive one. Works Cite dDaniels, H. Bizar, M. (1998). Methods that Matter. Portland, ME: Stenhouse Publishers. Ryan, K. Cooper, J. (2004). Kaleidoscope: Readings in Education (10th Ed.). Boston: Houghton-Mifflin. Michie, G. (1999). Holler if you hear me. New York: Teachers College Press. .ua5bcedf6df96e9f6b8c888177aeb07d5 , .ua5bcedf6df96e9f6b8c888177aeb07d5 .postImageUrl , .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text-area { min-height: 80px; position: relative; } .ua5bcedf6df96e9f6b8c888177aeb07d5 , .ua5bcedf6df96e9f6b8c888177aeb07d5:hover , .ua5bcedf6df96e9f6b8c888177aeb07d5:visited , .ua5bcedf6df96e9f6b8c888177aeb07d5:active { border:0!important; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .clearfix:after { content: ""; display: table; clear: both; } .ua5bcedf6df96e9f6b8c888177aeb07d5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua5bcedf6df96e9f6b8c888177aeb07d5:active , .ua5bcedf6df96e9f6b8c888177aeb07d5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text-area { width: 100%; position: relative ; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua5bcedf6df96e9f6b8c888177aeb07d5:hover .ctaButton { background-color: #34495E!important; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ua5bcedf6df96e9f6b8c888177aeb07d5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua5bcedf6df96e9f6b8c888177aeb07d5:after { content: ""; display: block; clear: both; } READ: 12 Angry Men EssayMcDevitt, T. Ormrod, J. (2002) Child Development (2nd Ed.). Columbus, OH: Pearson Prentice Hall. http://216.239.57.104/u/nydoe?q=cache:OaYbZiCK2GkJ:www.emsc.nysed.gov/repcrd20http://www.alfiekohn.org