Lab Report Marine Populations Sample

Lab Report: Marine Populations Paper If the starting population of the predators is higher than the prey, he resulting population of the whales will be higher than the population of the seals. Prediction 3: If the prey growth rate increases, the resulting population of the seals will be higher than the population of the whales (both starting populations set to 25. ) Prediction 4: If the death rate of the whales increases, the resulting population of the seals will be higher than the population of the whales. (Both starting populations set to 25. Materials: The Population Dynamic Lab Activity Population Dynamics Lab Report Procedures: ***Do not need to include here. *** Data Observations: Table 1: Predation and Carrying Capacity Starting Seal population Starting Whale Highest Seal Population Highest Whale Trial 1 25 49 51 Trial 2 50 72 79 Trial 3 Table 2: Growth Rate and Capture Efficiency Seal birth rate Whale 0. 05 0. 005 48 0. 08 54 71 Whale death rate Whale capture efficiency 0. 07 45 1 . Using Table 1, which of the three trials produced the highest population for both the whales and the seals? Why do you think this trial had the best outcome for the whale and seal populations? Trial 1 3 the same outcome, I Think this trial ad the best outcome for the whale and seal population because the higher the seal population gets, also the higher the whale population will be. 2. Using Table 2 and 3, explain how the birth rates of the seals and the death rates of the whales affected the population for both whales and seals. The birth rate of the seals will decrease of the capacity that they carry, so this will cause the Whales rate to increase. However, the death rate of the Whales will increase when both mammals population. 3. Climate change (an biotic factor) has slowly decreased habitat for the arctic ells. Predict how a reduction in habitat could change the capture efficiency of the killer whales. How would this affect the carrying capacities for both the whales and the seals? This will affect both capacities of whales and seals because the Whale population will increase, and because the seals produce a little faster, they will decrease because their habitat will slow down at this point and will be easy to consume. . If another source of prey were available to the whales, what changes in population size would you expect for the seals and the whales? Depending n the type of prey added to this chain will determine the Whales and Seals population. The population size of the Whales will probably increase and also will the seals because the whales will no longer have consume that one prey anymore, the whales will increase, t he seals will also, but just not as fast 5. In this lesson, you learned about two patterns of population growth and decline, the sigmoid and peak phenomena. Does the seal and killer whale relationship represent a sigmoid or peak phenomenon? Please provide supporting details. The pattern of the Seal and the killer whale relationship presents a sigmoid patter, it represents this because the fact that both species have a population that they carry that cannot go past a certain point that theyll stop at. We will write a custom essay sample on Lab Report: Marine Populations specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lab Report: Marine Populations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lab Report: Marine Populations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer If so their pact will drop. 6. What are the limitations of the population dynamics lab? Is the lab activity a realistic representation of an arctic marine ecosystem? Note: Please provide detailed support for your opinion. The limitation of this population Dynamic lab is from seals, whales, and killer whales. No this is not a lab the represents an arctic marine ecosystem because these three species feed on each other, almost calling them rivals.

Fahrenheit 451 †Survey of Censorship

Fahrenheit 451 – Survey of Censorship Free Online Research Papers This is a report about censorship around the world. Many groups and governments have censored books for different reasons. One book that has received a lot of censorship is the Bible. It is censored because of its good teachings and takes away power from the government. There are a number of examples where this is happening today. In happens mainly in Non-Christian and Communist countries such as Saudi Arabia, Cuba, China, Iran and Russia. For example; In Saudi Arabia, distributing Bibles by non-Muslims, is banned. A sign at a Saudi Arabian airport says travelers should surrender their non-approved religious books to officials before entering the country. They allow western families to bring in their own Bibles, if they do not bring in too many. In China, the government has published a list of â€Å"prohibited objects† for the 2008 Olympics in the village where athletes will stay. To the surprise of many, Bibles are among the objects that will not be allowed. The Spanish newspaper, La Razon said the rule was one of a number of â€Å"signs of censure and intolerance† towards religious objects, particularly those used by Christians in China. In Cuba, the prison in Camaguey, Cuba, banned the Bible from inmates cells. According to Aid to the Church in Need, Nine political prisoners, several of whom are journalists, used to read texts of the Bible aloud from their cells so that other prisoners around could listen. It was an original way to study the Bible and get spiritual support to these prisoners who are very badly treated. Few Bibles are allowed into the prisons. In Iran, police in Tehran beat a man for having a Bible in his car. According to Iran Focus, a Christian newspaper, â€Å"he was subjected to lashes on the back and underwent physical and psychological torture. Even in some parts of the U.S., the Gideons Bible distribution has been banned by some American school districts. It has even been banned in residence halls at the University of Edinburgh because it is discriminatory. In Russia, many translations of The Bible were banned by the â€Å"Index Librorum Prohibitorum† in the Catholic Church. During the Cold War, Gorbachev banned all exploitation of Bibles up until 1988. Myanmar (formerly Burma) has banned translation of the Bible into the countrys native languages, yet limit the control of trafficking Christian literature in certain circumstances. Research Papers on Fahrenheit 451 – Survey of CensorshipComparison: Letter from Birmingham and CritoCanaanite Influence on the Early Israelite ReligionQuebec and CanadaGenetic Engineering19 Century Society: A Deeply Divided EraInfluences of Socio-Economic Status of Married MalesAssess the importance of Nationalism 1815-1850 EuropeThe Effects of Illegal ImmigrationCapital PunishmentNever Been Kicked Out of a Place This Nice

Where to Find the Best DBQ Examples

Where to Find the Best DBQ Examples SAT / ACT Prep Online Guides and Tips One of the best ways to prepare for the DBQ (the "document-based question" on the AP European History, AP US History, and AP World History exams) is to look over sample questions and example essays.Doing this will help you to get a sense of what makes a good (and what makes a bad) DBQ response. That said, not all DBQ essay examples are created equal. I’ll briefly cover what makes a good DBQ example and then provide a list of example essays by course. Lastly, I’ll give you some helpful tips on how to best use sample essays in your own preparation process. What's a Good DBQ Example? Without a doubt, the best sample resources come from the College Board.This is because they are the ones who design and administer the AP exams. This means the following: Any DBQ essay example that the College Board provides will include a real DBQ prompt All samples are real student responses from previous years, so you know they were written under the same conditions you'll have when you write your DBQ- in other words, they're authentic! They not only have scores but also explanations of each essay's score,in accordance with the rubric Each prompt includes several sample essays with a variety of scores Some DBQ examples outside those available from the College Board might be worth looking at, particularly if they highlight how a particular essay could be improved. In general, though, a superior example will do the following: Include the prompt and documents:It will be much easier for you to see how the information from the documents is integrated into the essay if you can actually look at the documents themselves! Have a score:Seems simple, but you'd be surprised how many DBQ examples out there in the uncharted internet don't have one. Without a real, official score, it's hard to gauge how trustworthy a sample actually is. With that in mind, I have compiled lists, organized by exam, of high-quality example DBQs below. Don't spend all your study time sharpening your pencil. Every DBQ Example Essay You Could Ever Need, by Exam Here are your example essays! We'll start with AP US History, then move to AP European History, and finally wrap up with AP World History. AP US History: Official College Board Examples Because of the test redesign in 2015, there are right now only four official College Board sets of sample essays that use the current rubric: 2018 Free-Response Questions| Sample DBQ Responses 2018 2017 Free-Response Questions| Sample DBQ Responses 2017 2016 Free-Response Questions| Sample DBQ Responses 2016 2015 Free-Response Questions| Sample DBQ Responses 2015 If you want additional sample question sets, you canlook at older College Board US History DBQ example response sets.To look at these, click "Free-Response Questions" for a given year. For the corresponding DBQ examples and scoring guidelines, click "Sample Responses Q1." Note that these examples use the old rubric (which is integrated into the Scoring Guidelines for a given free-response section). General comments on the quality of the essay, outside information, and document analysis still apply, but the score is on a 9-point scale instead of the current 7-point scale, and some of the particulars will be different. Older DBQs had up to 12 documents, while the current format has six to seven documents. If you do look at older DBQ examples, I recommend using the current rubric (as of 2017)to re-grade the essays in the sample according to the 7-point scale. I'll also give more advice on how to use all these samples in your prep later on. Mr. Bald Eagle is an AP US History DBQ grader in his spare time. AP European History: Official College Board Examples Unfortunately, there aren't as many sample resources for the AP Euro DBQ compared to the other AP history tests because 2016 was the first year the AP Euro test was administered in the new format. This means there are only three sets of official samples graded with the current 7-point rubric: 2018 Free-Response Questions|Sample DBQ Responses 2018 2017 Free-Response Questions|Sample DBQ Responses 2017 2016 Free-Response Questions|Sample DBQ Responses 2016 The rest of the existing available samples were graded in the old 9-point format instead of the 7-point format implemented in 2016. In the old format there were6 "core" points and 3 additional points possible. The old rubric is integrated with the sample responses for each question, but I'll highlight some key differences between the old and current formats: With the old format, you were given a brief "historical background" section before the documents There were more documents- up to 12- but the current format has six to seven There was an emphasis on "grouping" the documents that is not present in the current rubric There was also explicit emphasis on correctly interpreting the documents that is not found in the current rubric While the essential components of the DBQ are still the same between the two test formats,you should definitely refer to the current rubricif you decide to look at any old AP European History samples. You might find ituseful to look at old essays and score them in accordance with the current rubric. Here are the old sample DBQ questions and essays, organized by year: 2015 Free-Response Questions|Sample DBQ Responses 2015 2014 Free-Response Questions|Sample DBQ Responses 2014 2013 Free-Response Questions|Sample DBQ Responses 2013 2012 Free-Response Questions|Sample DBQ Responses 2012 2011 Free-Response Questions|Sample DBQ Responses 2011 You can get samples in the old format all the way back to 2000 from the College Board. (Click "Free -Response Questions" for the questions and "Sample Response Q1" for the samples.) Consider how you might integrate this castle into the DBQ that is your life. AP World History: Official College Board Examples The World History AP exam transitioned to a new format to more resemble AP US History and AP European History for the 2017 test. This means that there are only two past exams available that use the current DBQ format: 2018 Free-Response Questions|Sample DBQ Responses 2018 2017 Free-Response Questions|Sample DBQ Responses 2017 In the old format there were7 "core" points and 2 additional points possible. The old rubric is integrated with the sample responses for each question, but I’ll highlight some key differences between the old and current formats: There were more documents- up to 10- but the current format has six to seven There was an emphasis on "grouping" the documents on the old rubric that is not present in the current rubric There was also explicit emphasis on correctly interpreting the documents that is not found in the current rubric In the old rubric, you needed to identify one additional document that would aid in your analysis; the new rubric does not have this requirement The essential components of the DBQ are still the same between the two formats, although you should definitely look at the current rubricif you study with any old AP World History questions and samples.You might find ituseful to look at the old essays and score them according to the current rubric. Here are old AP World History questions and DBQ sample responses, organized by year: 2016 Free-Response Questions|Sample DBQ Responses 2016 2015 Free-Response Questions|Sample DBQ Responses 2015 2014 Free-Response Questions|Sample DBQ Responses 2014 2013 Free-Response Questions|Sample DBQ Responses 2013 2012 Free-Response Questions|Sample DBQ Responses 2012 Don't worry, the old format isn't as old as this guy right here. How Should I Use DBQ Examples to Prepare? Now that you have all these examples, what should you do with them?In this section, I'll give you some tips on how to use example DBQs in your own prep, including when to start using them and how many you should plan to review. What Should I Do With These DBQs? Officialsample essay sets are a great way to testhow well you understand the rubric. This is why I recommendthat you grade a sample setearly on in your study process- maybe even before you've written a practice DBQ. Then, when you compare the scores you gave to the official scores and scoring notes given to the samples, you'll have a better idea of what parts of the rubric you don't really understand.If there are points you are consistently awarding differently than the graders, you’ll know those are skills you'll need to work on. Keep giving points for the thesis and then finding out the sample didn't get those points? This tells you to work more on your thesis skills. Not giving points for historical context and then finding out the AP grader gave full credit? You need to work on recognizing what constitutes historical context according to the AP. Check out mytips on building specific rubric-based skills in my guide on how to write a DBQ. Once you've worked on some of those rubric skills you're weaker in, such as evaluating a good thesis or identifying document groups, grade another sample set.This way, you can see how your ability to grade the essays like an AP grader improves over time! Obviously, grading sample exams is a much more difficult processif you're looking at examples in an old format (e.g., AP European History or AP World History samples). The old scores as awarded by the College Board will be helpful in establishing a ballpark- obviously a 9is still going to be a good essay using the current 7-point scale- but there may be some modest differences in grades between the two scales. (Maybe that perfect 9is now a 6out of 7due to rubric changes.) For practice grading with old samples, you might want to pull out two copies of the current rubric, recruit a trusted study buddy or academic advisor (or even two study buddies!), and have each of you re-grade the samples. You can then discuss any major differences in the grades each of you awarded. Having multiple sets of eyes will help you see if the scores you're giving are reasonable, since you won’t have an official 7-point College Board score for comparison. How Many Example DBQs Should I Be Using? The answer to this question depends on your study plans. If it's six months before the exam and you plan on transforming yourself into a hard diamond of DBQ excellence, you might do practice grading on a sample set every few weeks to a month to check your progress to being able to think like an AP grader. In this case, you would probably use six to nine official sample sets. If, on the other hand, the exam is in a month and you are just trying to get in some skill-polishing, you might do a sample set every week to 10 days. It makes sense to check your skills more often when you have less time to study because you want to be sure that you are focusing your time on the skills that need the most work. For a short time frame, expect to use somewhere in the range of three to four range official sample sets. Either way, you should be integrating your sample essay grading with skills practice and doing some practice DBQ writing of your own. Toward the end of your study time, you could even integrate DBQ writing practice with sample grading. Read and complete a timed prompt and then grade the sample set for that prompt, including yours! The other essays will help give you a sense of what score your essay might have received that year and any areas you might have overlooked. There's no one-size-fits-all approach to using sample sets, but in general they are a useful tool formaking sure you have a good idea what the DBQ graders will be looking for when you write your own DBQ. Hey, where can we find a good DBQ around here? Closing Thoughts: Example DBQs for AP History Tests Example DBQ essays are a valuable resource in your arsenal of study strategies for the AP history exams. Grading samples carefullywill help you get a sense of your own blind spots so you'll know what skills to focus on in your prep. That said, sample essays will be most useful when integrated with your own targeted skills prep. Grading 100 sample essays won't help you if you aren't practicing your skills; rather, you'll just keep making the same mistakes over and over again. Make sure you aren't using sample essays toavoid writing practice DBQs either- you'll want to do at least a couple, even if you only have a month to practice. And there you have it, folks. With this list of DBQ examples and tips on how to use them, you are all prepared to integrate samples into your study strategy! What's Next? Still not sure what a DBQ is? Check out my explanation of the DBQto learn the basics. Want tips on how to really dig in and study for AP history tests?We've got a complete how-to guide on preparing and writing the DBQ. If you're still studying for AP World History, check out ourtop AP World History study guide,or get more practice tests from our complete list. Want more study material for AP US History? Look into this article on the best notes to use for studying from one of our experts. Also, read our review of the best AP US History textbooks! Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Assets pricing Essay Example | Topics and Well Written Essays - 1000 words

Assets pricing - Essay Example In the US, the performance of mutual funds that are outside the US is not affected very negatively by diminishing returns to scale. In UK, the analysis of mutual funds shows a strong indication of underperformance. It is true that most investors pick funds that are ranked at the top in league tables. The reason is that such funds are likely to yield positive returns for the investors. They rarely withdraw money from underperforming funds in order to reap benefits when they reach a high performing state. One can test his/her persistence in fund performance by analyzing the previous records of accomplishment of the funds. Bonds are not risk free because their value is associated with currency that value of which can go down because of inflation. Moreover, liquidity and reinvestment risks are associated with bonds. Although they can generate a high amount of money, but they investment in them cannot be fully guaranteed as risk-free. Interest rate risk, rating downgrades risk, and credit/default risk are some of such risks that have the potential to alter the decision of investing in bonds. These risks confirm the statement that bonds are not risk free. The difference between these two bonds is that a convertible bonds allows the bond holder to convert debt into the issuing corporation’s common shares, whereas callable bonds gives charge to the issuing corporation to buy back the bond at election (Barron 2012). A form wants to issue these types of bonds to raise money and to stabilize economy in case of fall in interest rate. Yield to maturity means that the bond will yield profit or loss only after repaying of the par value, whereas in holding period return, the return of investors from holding has less association with the coupon rate. The safety-first concept is based on the principle that development of a portfolio should be based on the minimum acceptable return. This rule helps companies in achieving their

Comparison and critique of two English article Essay

Comparison and critique of two English article - Essay Example This shows how well informed the author is on issues affecting the English language. It is in relation to the command that ethos are applied to make the article appealing to the audience and the reader because, projects valid arguments backed by valid references into the history of language. On the other hand, â€Å"I h8 txt msgs: How texting is wrecking our language† by John Humphrys also bears a form of ethos by referring to everyday events that the audience and readers of the article can easily relate (Humphrys). This is concerning texting and the influence it has on the daily use of language in today’s society. However, it fails to some extent to provide a strong argument for the degradation of language by texting. The above is due to the constant referral to personal opinions, albeit true, and over emphasis on a single consequence of texting. This is concerning the bias he has against violation of language rules rather that the positive side of ease in communication that texting has brought with it. Emotionally, none of the two articles is appealing to the audience if looked at in critical level. The only emotion elicited from both is that of sympathy directed at the mutilation of language especially in the texting article by John Humphrys. The article by Steven Pinker does little to capture the emotions of the audience except by giving hope of the language not dying, which elicits a sense of relief (Pinker). The purpose of both papers varies depending on the article; this is due to the target audience and the intended response from the audience. Pinker’s article dwells more on the hope that exists for the English language, as opposed to the dangers that English as a language faces in terms of extinction due to mutilation and evolution. In relation to the application of logic, Pinker does well by relating his ideas based on systematic thought. This occurs due to the numerous deductions that he makes based on the daily life occurrences, as

Cult Films Essay Example for Free

Cult Films Essay Eccentric, offbeat, weird, unique and catering to esoteric tastes of a particularly small group and number of individuals, cult movies or cult films are the exact opposite of the blockbuster, hollywood and hollywood-type mainstream feature films being screened in major movie houses today. Cult movies usually acquire a cult following, groups of individuals whose particular tastes and interests fall under the films wing. Classic cult films which come to mind are that of Stanley Kubricks controversial A Clockwork Orange (1971), Francis Ford Coppolas anti-Vietnam war movie Apocalypse Now (1979), Ridley Scotts loose interpretation of a Philip K. Dick novel, Blade Runner (1982), and the quintessential cult classic The Rocky Horror Picture Show (1975) by Jim Sharman. While cult films range from a variety of genres such as crime, suspense, science fiction, horror and so on, some cult films are deemed uncategorizable and exist in a genre which could only be labeled as such: cult. The cast of characters which appear in most cult films are barely known to the general viewing public. These are artists who are in the initial stages of their careers, others gaining a certain degree of fame and recognition from the said cult movie, and on few occasions, a select number of renowned actors and actresses gracing the part of often particularly quirky and outrageously and/or obscuredly sketched characters in an equally obscure and eccentric setting and environment. The most recent cult films of today range from the local independent, to foreign movies packaged for different countries, to even top grossing movies well received by the mainstream movie viewing populace but regarded as a cult movie because of its ability to garner a particular group of dedicated following, which it would seem is growing in numbers, an example of such a cult movie is George Lucas Star Wars. The cult movie of today has taken a different form, although catering to esoteric tastes, these movies have also garnered a significant amount of mainstream appeal. Such is the case with Quentin Tarantinos Kill Bill, received by a greater number of following subsequent to his first cult flick, Pulp Fiction, which seemed to have revolutionized and brought considerably significant amount of impact to the aspect of film making as it deals with aesthetic, style and content. The apparent trashy content and material which critics refer to in Tarantinos film approach reflects and probably sums up cult ideologies and what cult movies are generally about. The movie viewing populace of today is becoming less discriminate and blurring lines of that of the cult and mainstream movies, and viewing these films for what they are, a pastiche of shared beliefs, opinions, ideologies and meanings as interpreted by a director who subscribes to individuality and captured on over an hour or so of reel and screen time. It may or may not reflect the particular persuasions and leanings of the general populace and the rest of the masses, but as long as it applies to one individual, and an esoteric few, it makes every amount of difference. References â€Å"Cult Films. † Film Site. Org. Tim Dirks. (2007) Retrieved 12 December 2007 http://www. filmsite. org/cultfilms. html â€Å"Top 50 Cult Films. † Entertainment Weekly. Retrieved 12 December 2007 http://5mtl. com/ft/culttop. htm â€Å"Top Cult Films. † Dermansky, Marcy and Fauth, Jurgen. Retrieved 12 December 2007 http://worldfilm. about. com.

Misunderstandings in Gender: Women Sexual Predators Essay -- Sexism Cr

There are many heinous crimes that have saturated our society; news reports of a woman being attacked while walking to her car late at night, a child being abducted and his frantic mother pleading with the assailant to let her child go. There is a common theme threaded into the reports we frequently see plastered on our television screens and that theme is masculinity in crime. It seems almost unfathomable that a woman could commit murder, least of all a sex crime. Due to this distorted thinking of the masses, society has shaped judicial systems worldwide to panelize women less frequently and even less harshly than their male counterparts. When a jury of peers sits in judgment of little Susie Q, wife and mother of 4, on counts of child molestation the initial opinion is that of disbelief. If this was a man sitting in Susie’s place, that man is likely considered a pervert, well before any facts or evidence is even mentioned. There are numerous cases of women committing violent and nonviolent sex crimes but rarely do we see them on a late night news broadcast. Is it because it happens less frequently than crimes committed by men? Maybe. Or have we been conditioned to think that women are mothers; sweet, all loving souls that comfort and support the ones they love. How lovely. Women are biologically equipped to be mothers and all sorts of other wonderful things, but because of this generalized view, it seems women are more likely to get away with harming someone and that in no way is acceptable. In the article â€Å"Theories of Sexual Deviancy† by Rosenberg and Associates, the author states â€Å"for the molester, he may find comfort and acceptance in the children he so desires.† This statement openly distinguishes a sex offender as singu... ...oodgates of communication so that we may be able to better understand and accept that sexual crimes do not discriminate based on gender. Trauma has no hormonal preference. When it comes to innocent people being harmed, gender should be completely excluded and the crime should be punished without prejudice preferential treatment. It is important that all people be held to the same standard when it comes to crime and sexual abuse and violence are no exception. Works Cited Burke, Dr. S. Abnormal Psychology/ LifeSpan Psychology Instructor, Washtenaw Community College November 2010. Munro, Kali. Mother Daughter Sexual Abuse: A Painful Topic. 4 December 2010. . Rosenberg and Associates. "Theories of Sexual Deviancy." Angelfire.com. 04 December 2010 .

Ethnographic Research Paper: Latino-American Immigration Experience Essay

The immigration experience as a Latino-American is as diverse as the manifold cultures that the pan-ethnic identity, Latino, aims to subsume. With regards to the immigration experience, Zavella (1991) lays an emphasis on the notion of social location. The difference among Latinos in American society is embedded in their â€Å"social location within the social structure†, in which identity, or one’s sense of self, is emergent from the intersected social spaces formed by class, race/ethnicity, gender, and culture. In order to gain a sufficient understanding of the identity of the Latino-American immigrant, it is necessary to consider the subjective conditions under which individual experiences have shaped behaviors and attitudes. Through examining social location, this essay aims to reveal the significance that an individual immigration experience has had in shaping a sense of self in relation to American culture. In this essay, I discuss his immigration process in light of themes such as Latino identity, assimilation, legal status, immigrant social network in reception context, and family obligations to demonstrate how Mr.  Raya’s personal experiences have constructed his identity as a proud American. In particular, I will consider how these themes contribute to his relation to the Latino community, how an active effort to learn English and familiarize with legal boundaries constituted a sense of belonging, perspective roles in U. S. society, and the influence of family values on his behavior. Latino Identity Suarez-Orozco, Marcelo and Paez (2002) explain how the Spanish language acts as the unifying agent across Latinos in American society. The Latino population is made up of those whom originate, or are descendants from, a vast array of Latin-American countries that ranges from Mexico, reaches oversea to the Caribbean Islands, and down through Central to South America. The cultural difference among immigrants and the way in which American society receives them contributes to their social location and differs greatly between individuals of the Latino community. The ethnic category of Latino is one in which the United States has adopted in an attempt to racially define a particular sect of society. The Latino identity has been crafted by the U. S. overnment and gains its meaning solely in relation to the experience in U. S. society. Although Latinos are often misrepresented by their pan-ethnic title, â€Å"the Spanish language generates a powerful gravitational field bringing them together. † The assimilation experience as a Latino immigrant may be divided largely by structural forces associated with cultural origins, however, the Latino identity stands united under the Spanish language. Originally from South America, Mr. Raya is a proud Peruvian who associates himself with others from Latin American backgrounds due to their common cultural use of the Spanish language. Mr. Raya elucidates, â€Å"I want to begin by clarifying what the term Latinos means. So Spanish comes from Latin†¦so our roots are from Latin. That’s why our language is latino. The language. Not our race. Because I’m from South America, Rigo for instance is from Mexico, but if you see us together then you can call us Latinos. Because it is the general idea. † (p. 1, l. 1-4). Mr. Raya clearly states that his connection to other Latinos, such as his co-worker Rigo, is solely due to their use of the Latin-base language, Spanish. Similar to the experience expressed in the literature, Mr. Raya’s identity as a Latino is only in relation to his association with other Latinos living in America. Assimilation Chavez (2008) demonstrates how the assimilation process of Latinos migrating to the U. S. has been compromised and restricted due to the â€Å"Latino Threat Narrative†. He argues that the popularly held idea that the Latino presence in the U. S. challenges American ideals and society on the whole accounts for the stunted rates of assimilation among Latinos in America. Latinos are viewed as a threat because of a perceived â€Å"refusal† to assimilate into the larger society due to the desire to preserve their own culture. One way in which Latino immigrants are considered as resistant to American society is by their use of the Spanish language rather than what is preferred by the U. S. majority, English (Cornelius, 2002). American disapproval of Latino immigration has been expressed through the implementation of immigration laws, followed with a negative representation of Latino immigration in the mass media. America’s defensive attitude toward Latinos have stigmatized them with being â€Å"illegal†, which in turn, alienates Latino immigrants due to racialization effects from unwelcoming attitudes held by the larger society Gomez, 2007; Martinez, 1998). When first moving to America, Mr. Raya hardly knew a word in English. His initial struggle to incorporate into the U. S. social order was on account his lack knowledge of the English language. His capacity for effective communication was bound to the confines of the Spanish language. He shares his experience, â€Å"I felt alone. I couldn’t, well I say: Good Morning, How are you; that was it you know. Even if somebody talked to me you know I was like a clam you know. I couldn’t, I didn’t, I didn’t want it, those things you know†(p. 1, l. 3-25). Mr. Raya’s experience stresses the separation from the American community felt by the Latino immigrants described in the Chavez study. He explains how a deficit of the English language contributed to a feeling of loneliness. In contrast to the literature however, rather than pushing him farther away from his assimilation goal, Mr. Raya became attracted to learning English. He explains, â€Å"So that’s why I went to school. I started studying English, and then I felt, I got Americanized immediately. † (p. 1, l. 29-30). Discontent with his isolated state, Mr.  Raya recognized the importance of speaking English. He credits learning English for his ability to assimilate and how it lead to a gained sense of belonging as an American. Legal Status Abrego (2011) calls attention to the role that an immigrants’ legal consciousness plays in the incorporation process. Research suggests that adult immigrants with an undocumented legal status often live in a constant state of fear due to threat of deportation. The internalization of the â€Å"illegal† stigma criminalizes undocumented immigrants and legitimizes the exploitation of migrant workers (Menjivar and Abrego, 2012). Their submissive attitude and passive lifestyle under oppression is reinforced through the U. S. structure and ultimately prevents their achievement of assimilation. On the other hand, those considered as being â€Å"with the law†, that is, those with a strong legal consciousness, â€Å"are aware of their rights and are likely to make claims for redress or inclusion†. Immigrants aware of their legal rights under American legislation are shown to have more successful rates of incorporation. Mr. Raya’s experience with applying for U. S. itizenship portrays him as having a strong legal consciousness. Although he is not an American citizen on paper, his awareness of his contractual agreement made with the United States government provides him with the information to back up his confidence that secures his sense of belonging. Mr. Raya recalls his experience, â€Å" When I went to apply, when I went to apply here, they told me, ‘you just sign a paper, saying tha t you’re going back there. ’ After 2 to 3 years, I had to go back there. But my social security, I have a driver’s license; I’m legal here. But if I go out, I can’t come back in 10 years. That’s one of the reasons why I never went out, I never went back there, back to Peru. † (p. 3, l. 1-5 ). In line with the argument provided by Abrego (2011), Mr. Raya’s legal consciousness of what he can or cannot do under administrative decree, constitutes his sense of belongingness in American society. Mr. Raya further explains, â€Å"I really feel like America is my country. I miss Peru of course, but I’m okay. I’m just like an American right now. So I play the rules and everything† (p. 2, 1. 16-18). He asserts his entitled right to live in America, and affirms his entitlement through proper forms of identification. Because he is aware of his legal standing, he cautions himself of the repercussive consequences of leaving the country. He makes conscious decisions based of the knowledge that if he were to return to Peru, he would not be permitted back into the U. S. immediately. Knowing what is and isn’t available to him under the U. S. legal system has given Mr. Raya his confidence due to the autonomy and control he has over his fate. Social Networks  Menjivar (2000) argues against the â€Å"overly romanticized notions of immigrant unity† that surround the image of Latino immigrant social networks. Research examining Salvadorian immigrant social networks provides evidence that refutes the stereotypical assumption that latino family members already living in the U. S. to offer unconditional financial, emotional and material support for their migrating relatives. The presence of existing social networks with individuals living in the U. S. serves for an incentive and resource aid for migration. However, the way in which social ties receive friends and family upon transition is affected by context. In American society, perceptions held among immigration social networks have shown to reflect U. S. structural features such as the labor market rather than the cultural norms of the social culture of national origin. In many cases, social ties were shown to weaken because of a low capacity for reciprocity. The inability to reciprocate aid from reception was especially evident when the participants in exchange had very limited access to resources. Social class insertion, brought by immigrants and potential opportunities, demonstrated a significant relation to an immigrant’s access to resources and ability to assist those within social networks. Male immigrants tended to have stronger and larger social networks than females and the wisdom of immigrants from older generations offered more successful information that had been acquired with age. The immigrant social network experience of Mr. Raya was shaped by social class insertion and reflects of the social context under which he was received. Now 63, Mr.  Raya migrated at the mature age of 31 with a clear objective in mind: to make money. Mr. Raya stresses the economic aspect and demand for labor market participation in American society, â€Å"everyone wants to come over here, because the general idea is like, you come here, and the dollars are on the street, they’re in the tree; you know, its easier to make dollars. Its not easy the way the way we work here†(p. 1, 1. 14-16). Mr. Raya’s perception of America prior to immigration embodies the same spirit of the American Ideal and depicts the notion of social mobility as being tangible by means of hard work. When first migrating to the United States, Mr. Raya was welcome by a friend who had agreed to help him get settled, however was expected to work and provide for himself. Mr. Raya explains, â€Å"when we come over here we become Americans in an economic way. † He further explains, â€Å" Let’s say you want to bring your sister or your brother; you bring them over, and as an American, okay, you help them for 2, 3 months, you tell’em you gotta pay rent, you gotta pay your food. But up there no. You can stay at your parents house forever† (p. 2, l. 28-30). In line with the literature, Mr.  Raya highlights the shift of expectations for social networks as one makes the transition from Latin-American to American context. Mr. Raya’s experience has shaped his perception of the way in which friends and relatives looking to migrate should be received into American society. Family Obligation Abrego (2009) examines the ways in which migrant parents’ gender affects the transnational families’ economic welfare. The term transnational is used to describe families where â€Å"members of the nuclear unit (mother, father, and children) live in two different countries†. Common among migrant parents of transitional families was their practice of sending of remittances. Abrego argues that families with transitional mothers are more likely to experience economic prosperity compared to transitional father-away, families in which families with transitional fathers often received limited or no remittances. Gendered parental obligations imply that men prioritize themselves or new relationships establish in the United States over their family back home, while attributing a strong regard for family values with mothers of transitional families. Mr. Raya’s adolescent years spent in Peru were marked by extreme poverty and its unfortunate contingencies. Poverty-stricken conditions foreshadowed a life in Peru that was static and void of hope. In an attempt to invert his impoverished fate for his family, Mr. Raya’s decision to leave Peru was persuaded by the economic opportunities that America had to offer. Although his family was out of sight, they were never out of mind when it came to his financial gain while living in America. In contrast with the literature illustrating the male, father figure as being self -interested and self- serving, Mr. Raya expresses his obligation to support his family. I was planning to go to college but I couldn’t because I had to send money to my kids, and my kids were in Peru† (p. 2, 1. 3-4). Unlike the experiences described by Abrego, Mr. Raya holds a high regard for family values that transcends material goods, â€Å"we were poor. We didn’t have a car, we didn’t have a house, But the main thing for me is that we had a family†¦ that was the basic; loving your family first†(p. , l. 7-11). Family values defined his goal to provide financial support for his entire family was his main incentive for immigration. Mr. Raya describes his objective, â€Å" That was my main goal: help my people. Send money to them; to my kids, to my parents. And that, that part made me feel good. Even though I mean my kids they were not with me but, they, my kids they had a good education† (p. 2, 1. 10-13 ). Although the separation from his children is hard for him, knowing that they receive a good education assures Mr.  Raya that he has served his duty to his family. Conclusion In the final analysis, Mr. Raya’s immigration experience demonstrates how the positions he occupies within the U. S. social structure has influenced his ultimate sense of an American identity. His personal experience in America as a Latino immigrant reveals his particular social location in which his Latino-identity, motivation for migrations, desire to assimilate, legal consciousness and expectations for reception all contributed significantly to his behavior and perceptions. When examining his experience in light of research, Mr. Raya’s successful incorporation mirrors many theories held regarding Latino assimilation into American society. Mr. Raya recognizes that his Latino profile is one in which language is indicative of his relation to the Latino-American population, and that learning English is imperative to his assimilation process. An active engagement with the U. S. egal system while determining his migrant status has allowed for a positive assertion of legality and provides Mr. Raya with a confident sense of belonging. Moreover, the key feature of Mr. Raya’ experience is his strong will to assimilate. Dissimilar with conclusions of related research, obligation to fulfill his role as a father and support his family was the driving motive behind his successful incorporation. On the whole, his social location has shaped his attitudes and opinions toward Latino-immigration in general. He stresses the importance one’s capacity for adjustment to the American structural context in order to achieve assimilation, and therefore reach economic, social and political success. Through an analysis of the Latino-American experience of David Raya, this essay demonstrates the significant impact social location has had on the formation of Mr. Raya’s American identity as a Latino immigrant.

Choose 2 or 3 poems and explore how Hopkins’ use of language and the structure of the poems

* Creates a sense of place and/ or a sense of person * Conveys what the poet feels about the place/ person * Creates a sense of change/loss * Conveys strongly to the reader Hopkins' strong beliefs about God/ his duties as a priest/ the human condition/ the environment/ the natural world. I am going to look at the poems Inversnaid and Felix Randall and compare the language and structure used in each poem. I chose these poems because Hopkins conveys a strong sense of place in Inversnaid and a strong sense of person in Felix Randall and he describes the progression of each. They therefore provide a good comparison. Inversnaid is about a Highland stream and its journey is described in four stanzas. The first stanza describes the stream rushing down a mountainside when it reaches a dark pool in the second stanza. The third stanza shows the stream at a entle pace until it reaches home and in the final stanza, Hopkins conveys his own ideas on nature and the landscape. The emphasis in this poem is on the exact details of the stream and its journey rather than God's almighty presence which is what makes Inversnaid an unusual poem for Hopkins because in his other poems there is usually some to reference to God and his Christian beliefs as a priest. Hopkins creates a sense of place by appealing to the senses of the reader- sight, sound and touch. He creates an exact visual image of the stream and its andscape by describing the exact colours, ‘horseback brown, fleece of his foam'. The ‘fleece of his foam' makes you think of a sheep's white fleece and the word fleece makes you think of the texture as well. By associating the colours with common things that everybody recognises like horse and sheep, it allows the reader to imagine exactly what he's describing and it helps the poem appeal to a wider audience because everybody knows what a horse or sheep looks like. Hopkins compares the sound of the stream to ‘flutes', which makes you thi nk of a soft tinkling sound and you can imagine the sound of the stream. Because ‘flutes' is at the beginning of the sentence it suggests the stream is echoing the sound of a waterfall. Hopkins uses words like ‘wiry, flitches (ragged brown tufts)' which help create a sense of place because you can imagine the texture of the landscape. The alliteration and repetition used in the line ‘degged with dew, dappled with dew' emphasises the appearance of the landscape. The words degged and dappled also describe the appearance of the land around the stream because they suggest the idea that the landscape is heavy, shiny and speckled with dew. Hopkins creates a sense of change by describing the stream's movement from its ‘roaring down' to its smooth flowing. He uses words which the reader immediately associates with movement. For example ‘roaring', which is a word normally associated with a lion, when combined with ‘rollrock highroad roaring down' provides the image of the stream rolling and rushing over rocks because rollrock is an onomatopoeia- a word which mimics its sound. The rhythm and alliteration in this line also contribute to imaging the stream's movement. In the second stanza, Hopkins has included words such as ‘turns, twindles and rounds and ounds'. These clearly describe the stream's movement and are all onomatopoeias so the words sound like their action. The assonance and repetition of 'rounds and rounds' enforce the idea that the stream is going round and round. Finally, the second line of the third stanza ‘brook treads through' shows the water's smooth movement. Almost every two lines of Inversnaid ends in rhyme (froth, broth) and there are usually four stresses per line: This darksome burn, horseback brown The pronounced rhyme scheme means you reach the climax in the final stanza of the oem faster because it makes the words flow easily and quickly. The final stanza is where Hopkins strongly conveys to the reader his strong beliefs about the environment. ‘What would the world be, once bereft//Of wet and wilderness? ‘ is a line where Hopkins challenges us which is the effect of the question. He is saying that if the world was robbed of these things, it would be nothing. The repetition of ‘let them be left' emphasises the thought from Hopkins that the wilderness should be conserved, especially with ‘O' at the beginning of the repeated phrase. The last entence of the last stanza begins with ‘long live' which shows Hopkins thinks the environment is very important and that places like Inversnaid should be left as they are forever. This opinion was reflected in a letter to his friend, Robert Bridges, where he expressed his fears about ‘the decline of wild nature'. The alliteration of l's and w's in this stanza adds to the rhythm and rapid delivery of it so that the last stanza is more pronounced and in turn Hopkins' views are more emphatic. The alliteration also helps emphasise his views. Long live the weeds and the wilderness yet. In the first half of this sentence the monosyllables used mean the point ‘long live the weeds' is succinct and so it is enforced. Unlike Inversnaid, Felix Randall is a poem about a person and his progression from a strong young man to a weak old man and finally death. We view him through the eyes of a priest who has known and cared for him. Also unlike Inversnaid, this poem contains many ideas about Hopkins' Christian faith and God and his duties as a priest, Hopkins creates a sense of person by opening the poem with direct speech so it as if the priest is talking to someone and we are overhearing heir conversation, which then moves to a meditation and we see the priest reflecting on Felix's life. The poem also opens with a rhetorical question which emphasises the point that it is as if we are overhearing a conversation. By telling the reader Felix was a farrier, it immediately conjures up many images and shows that Felix was part of a world of ‘craftsmanship and strength', which is also shown by the use of technical language belonging to this world (like forge). He describes Felix as a young man as ‘big-boned and hardy-handsome' and the alliteration of these phrases helps o create strong images of a big, rugged and masculine man. Hopkins describes Felix through his illness ‘impatient he cursed at first', which helps the reader get an idea of his character. He also calls him child which suggests vulnerability and that he is the child of God. In the last stanza, Felix is described as ‘powerful amidst peers' when he was at his best which suggests he was a leader and popular at the work place. Felix Randall is not just about the man in the title but also about the priest who cared for him when he was sick. Hopkins creates a sense of person with the riest by describing him at work and his duties as a priest like blessing the sick ‘anointed and all' and providing holy communion ‘sweet reprieve and ransom'. We also see more of the priest's character when Hopkins conveys what the poet feels about Felix and when he says ‘seeing the sick endears them to us'. This shows that the priest feels compassion for the parishioners that he tends to and that being a priest is more than just a job for him- which could reflect the feelings Hopkins felt for his parishioners and what he feels about Felix. In the third stanza it says that the riest has comforted Felix but he has also been touched by him ‘thy tears that touched my heart. ‘ Hopkins creates a sense of change by describing Felix first as he was young ‘big-boned and hardy-handsome' to ‘pining pining'. There is no punctuation between handsome and pining, which is enjambment, and the effect of this enjambment is that the words are emphasised and so the change from Felix being big-boned to him pining is also emphasised. In the same stanza, Felix is describes as becoming senile and loosing ability to reason, ‘ when reason rambled in it'. Hopkins describes the hange from Felix loosing his ability to reason to having a ‘heavenlier heart' and so he had more piece of mind after being blessed and receiving holy communion. It's in the last stanza that Hopkins conveys a real sense of change when he says ‘how from then forethought of, all they more boisterous //years', suggesting what a long way, and what a change it was from Felix being healthy, loud, young, energetic to how he was before he died, ‘fatal four disorders'- his body giving up mentally and physically. The poem conveys strongly to the reader Hopkins' strong beliefs about his duties as priest by having ‘duty' in the first line of the poem and in the priest's conversation so it's his natural thought and it shows that duty comes first. This is also emphasised because there is a stress on the word duty. Hopkins feels his duties as a priest are to bless the sick when they are dying so they feel more at ease about dying. By doing this it makes him more worthy ‘us too it endears. ‘ He also feels his duties as a priest are to offer spiritual comfort, help his parishioners to seek forgiveness from God and to offer the promise of new life by giving them ‘sweet reprieve and ransom'. Unlike Inversnaid, Felix Randall is a sonnet and has a sprung rhythm. This is when the single stresses come one after the other with no unstressed syllables or a single stress plus any amount of unstressed syllables. There are usually six stresses to a line in this poem whilst Inversnaid has four. Felix Randal, the farrier, O he is dead then? my duty all ended Whereas in Inversnaid Hopkins uses compound words that he has made himself, like twindles (turns and dwindles), he uses colloquial language-Lancashire dialect, ‘all road ever he offended', in Felix Randall, which gives a strong sense of spoken voice nd emphasises the point that it feels like we are overhearing a conversation between the priest and someone else. It also makes the poem less stiff and more emotive because it is someone's thoughts and feelings spoken in their own dialect. The use of colloquial language in this line is to convey a profound spiritual truth as it is saying ‘may all his sins be forgiven'. I prefer Felix Randall because I think Hopkins creates a much stronger sense of person than place and it's much more interesting. I think the structure of the poem is better because it is more effective in conveying Hopkins' ideas. By starting with Felix suffering from a serious illness, and then describing how the priest was able to help him and the benefits the priest gained from that and finally to comparing Felix Randall at his prime to how he was at the end of his life makes it a more emotional poem than Inversnaid. The fact that the poem contains ideas of a person's suffering means that a lot more people can relate to it, than to a poem about a Scottish landscape, because everyone has suffered or seen someone else suffer the effects of old age. The use of colloquial language also makes the poem more accessible. ‘Ah well, God rest him all road ever he offended! ‘

Dealing With Restroom Use During Class

Dealing With Restroom Use During Class How do you handle requests from students to go to the bathroom during class? Every so often you will see a news story about a teacher who did not let a child use the bathroom during class causing them to have an embarrassing accident. Restroom use during class is a sticky issue that deserves some thought so that you do not end up on the news. We have all experienced sitting in a meeting when we really have to use the restroom. People retain less information when they are focused on their need to relieve themselves. Therefore, it is important that you provide a way for students to use the restroom, while  at the same time maintain control within your classroom. Issues With Restroom Use A couple of issues exist that cause teachers to be wary of allowing  restroom use during class. It can be very disruptive. One of the most annoying things to a teacher is trying to hold a classroom discussion and when they call on a student who has raised their hand, the only thing they do is ask if they can go to the bathroom.It can be easily abused. Every teacher has encountered a student who does not have a medical issue yet asks to go to the bathroom each and every day.Roaming the halls is not acceptable. Most schools have strict policies concerning who can be out of class. This helps the school maintain control and keeps disruption to other classes to a minimum. You dont want to be in the hot seat by allowing too many students to leave your class at once or by having your students cause a problem when they are supposed to be in your class. Ideas to Help Control Restroom Use What can you do to allow students to go to the bathroom when they really need to but at the same time maintain control? Make it a policy that only one student can go to the bathroom at a time from your class. This relieves the problem of having too many students out at once.Give students a limit to the amount of time they are allowed out. This will help cut down on students taking advantage of leaving the class. You will need to come up with a discipline plan associated with this to help with enforcement.Institute a policy that students cannot ask to go to the restroom until you are at your desk or at a minimum not addressing the entire class. This is fine but remember that if a student has a medical issue of which you have been informed then they should be allowed to leave when it is necessary. You might want to consider creating a special pass for them for this purpose.Track who is going each day if you think there is an issue. If a student is abusing the privilege talk to them about it. If this does not stop the behavior, call and talk to their parents. There may be situations where a student abuse s the privilege every day without a medical reason. In one example, when the teacher denied the student the ability to go one day, the parents called and complained causing a lot of problems for this particular teacher. A call to the parents before instituting the policy with that student could have helped because they would not be getting the story just from their child. Restroom use can quickly become an emotionally charged subject. Make sure that you spend some time creating and perfecting your own restroom use plan so that you can stay focused on teaching and not on this issue. You can refer to How to Create a Restroom Pass System for more ideas.

The 9 Things Recruiters Want to See in Your Resume

The 9 Things Recruiters Want to See in Your Resume Think of recruiters as your professional matchmakers:The Edge Company (global corporation specializing in widget production, development, and sales),  2014 – 20177. Talk about your colleagues.This is your resume, so you don’t need to go into specifics about your buddy Jill in Accounting. But recruiters are tasked with finding a new team member for a company, and they need to know that they’re not going to send the company someone who may be a whiz with data, but can’t work with (or get along with others). Make sure your resume includes notes like, liaised with the marketing manager to develop annual marketing plans and budgets, or collaborated with the Sales Operations team to present annual strategy, goals, and progress. Show that you play well with others, without letting it dominate your resume.8. Brag about yourself.Definitely play up your achievements. If you’ve received honors or recognition at work, make sure your resume includes a section for those. A resume that is basically, â€Å"I’m the best, deal with it† on line after line will make a recruiter’s eyes glaze over, but you want to make sure you’re getting credit for the awesome things you’ve done- and for which you’ve gotten recognition.9. Explain gaps.Recruiters know what it looks like when you’re hiding information. If you do have gaps, try to give context in the cover letter. I was out of the workforce for a temporary personal matter, but am excited about bringing my expertise to this new role. Be honest- the recruiter can help you smooth gaps, but he or she can’t do anything if you offer no context.Recruiter Pet PeevesAnd now that you know what recruiters want to see, don’t forget to make sure you’re avoiding the things that could get you an eyeroll/automatic pass from the next recruiter who reads your stuff.Not Including Contact InformationThis seems like a no-brainer, but just make sure y ou’re proofreading to ensure that you’re including at least a phone number or an email (with a professional-sounding handle, please!) on the resume and cover letter you’ve worked so hard to produce.Going Overboard on BuzzwordsRecruiters know all the usual suspects- remember, they’re reading hundreds of resumes and cover letters. Avoid jargon in your resume, and opt instead for strong action words that show your strengths and achievements.Lousy FormattingMake sure your formatting is consistent throughout your resume, and that the document looks like a sleek, finished product. If it looks like several different docs copied and pasted into one, you might not get the attention you want.Resumes that Don’t Include ExperienceYour skills are a major, major part of your applicant package, and it’s great that you want to emphasize them. But don’t do that at the expense of your experience, even if you don’t have much of that yet. The recr uiter needs to have a full picture of you as an employee, and skills without job history won’t do that.Unprofessional Email Addresses (See #1)If GoGoGirl88 has been your go-to email address since you got one, it’s time to upgrade to Name@emaildomain.com. The recruiter is looking for someone who can bring maturity and intelligence to the role they’re trying to fill, and if they can’t even get past your ridiculous email handle, it’s not likely they’ll see you as the seasoned candidate you want to be.Remember, the recruiter is one of your best allies in your job hunt. If you put the time and effort into your resume and cover letter to get them on your side, you’ve already helped get your foot in that door. Good luck, and don’t forget to hug your local recruiter! (But only in the most respectful, professional of ways.)

Executive Level Report - Financial Analysis of AMD Research Paper

Executive Level Report - Financial Analysis of AMD - Research Paper Example This report is structured in such a manner that first section of this report describes brief description of the company which includes its history, comparison of the company with its industry and the ratio analysis with some other financial indicators. Section two mainly describes the stock performance of the company which emphasizes upon the fluctuations in the share prices along with the earning and dividends analysis of AMD. Recommendation is the last section which briefly highlights as whether HTC should go for making long-term contracts with AMD or not in the light of financial analysis conducted above. Description of Company Advanced Micro Devices (AMD) is a listed entity in New York Stock Exchange (NYSE: AMD). The company started off its operations in 1969. The company mainly deals in semiconductor industry such that it manufactures microprocessors which are used in computers, mobile phones, tablets, gaming consoles, networks etc. Financial Ratio Analysis The best way to asses s the financial performance of any company is to make a financial analysis of the company through ratio analysis as it covers most of the parts of the financial statements in a very comprehensive and meaningful form. Under the following paragraphs, the ratio analysis of AMD is conducted in which the financial performance of AMD is analyzed and compared with that of the industry averages and its own previous years’ performance in respect of liquidity, profitability and efficiency of the company. Liquidity Analysis The current ratio describes as in order to pay a current liability of $1, how much current assets the company has. Overall, the current ratio of the company has increased from 1.07 to 2.15 i.e. it has become double in three years. The company still way behind from the industry average which has been around 3.4 in the last three years. If the stock is ignored from the current assets of the company, then the quick ratio of the company has also become quite strong incre ased from 0.64 to 1.65 such that it is heading toward the industry ratio of 1.84 quite smoothly. Leverage Analysis As far as the financial leverage of AMD is concerned, it can be observed that the financial leverage of the company has dropped from 14.01 to 4.9 in the 2009 and 2010. But the financial leverage of the industry is still quite high and moves around 15. The debt ratio of the company has decreased from 6. 56 to 2.16 which is a very good as the company has become less risky but still the company is quire risky as compared to the industry average which is still below 0.5 cumulatively in the three years. Efficiency Analysis Efficiency ratios mainly involve the movements of particular current assets and liabilities which include receivables, inventory and payables. The average collection period of the company has increased from 30 days to around 48 days in the last three years. The industry average revolves around 49 days. This suggests that the company’s performance ha s remained consistent with that of the industry. Inventory turnover of the company has also increased such that it has increased from 4.72 to 5.89, which is still lower than the industry averages of 7 to 8 turnovers per year in last three years. Profitability Analysis Profitability is the core area in which every stakeholder to the company is directly involved. Mainly three profitability ratios have been analyzed which are return on sales (net profit margin), return on assets and