Risk Profiling free essay sample

In financial markets, risk profiling of an individual helps financial advisor in identifying a persons ability to deal with risk at various level while investing. It is a duty of financial planner to focus on risk profiling before they suggesting a product to their client. Risk profiling generally divide individuals to certain category such as conservative, moderate, aggressive Investors. Risk profiling process of every people is varied due to environmental factor such as peer pressure, market sentiment, changing moods of individuals, and rising age. Based on the assessment of clients tolerance to risk, Peter and Janet Lie can be categorized as a risk indifferent person as they have the courage to take investment with high-return yet high-risk probability. In addition Peter and Janet Lie prefer high growth investment with a middle ground of risk. Apparently, Peter and Janet Lies concept of high-return with middle ground risk are not in line, it is impossible for the them since high return investment requires high risk as well (consistent relationship). We will write a custom essay sample on Risk Profiling or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Whereas the tolerance is inversely related to the risk class; thus, the Geiger the risk, the lower the tolerance. According to Grahams theory, Peter and Janet lie can be classified as moderate investor. Based on Grahams Theory a moderate investor is bias towards income producing but expecting more growth in investments than conservative investor. They concern about capital growth and focus on maintaining to preserve their assets as well. This proven by the questionnaires answered by them, Peter and Janet Lie would cut their losses and transfer their funds into more secure investment sectors (such as bonds or debentures) if their portfolio value has decreased in value by 20% after six months after placing investment. Furthermore, Peter and Janet Lie have experienced high-risk investment in the past, therefore they know that high risk investment generally have a small accessible liquidity, as the result they now have a higher concern about their capital. The inconsistencies that I found in questionnaires is Peter and Janet Lie are actually a moderate investor who supposed to have spare assets to offset unpredictable or unexpected occasions in the future, but in facts they only provide a small proportion of fund that readily accessible for emergencies such as dental and car repairs. These emergencies can be a serious setback if the clients are not prepared. The amount of emergency fund relies on the current lifestyle and expenses. They supposed to have more or less 3 months of income set aside to meet emergencies without depending on credit cards. A cash management trust that gives high interest is a suitable place to keep emergency funds. Since both Peter and Janet Lie are moderate investor, their primary investments goal focuses on capital growth, therefore they can keep up with some fluctuations in their investments value to anticipate a higher return. They look tort balance to income and capital growth over medium-to-long term, they are organized to take short-term risk to gain a potential longer term capital growth, they also like to observe an investment conscientiously to prevent a loss in value in the future. It would be Peter and Janet Lie if they choose medium risk structure investment with long investment period, since they prefer long-term investment and the returns generated by this kind of investment is promising and with lower risk compared to long term investment as well. They are supposed to invest 40% in income producing sets, such as fixed interest and 60% in growth assets, such as shares and property. The suggested minimum investment timeshare is 3-areas.

Incomplete Parallels

Incomplete Parallels Incomplete Parallels Incomplete Parallels By Mark Nichol In each of the following sentences, an associated pair of phrases are not optimally stated and organized to make their relationship clear. The discussion after each statement proposes a solution, which follows in each case. 1. Follow with user support and usage monitoring to ensure a smooth transition and an optimal user experience during and post-implementation. In this sentence, during and the prefix post share implementation (and post should be directly attached, with no hyphen), but a preposition and a prepositional prefix cannot share a root word, so replace post with a distinct preposition: â€Å"Follow with user support and usage monitoring to ensure a smooth transition and an optimal user experience during and after implementation.† 2. Millions of Americans, including younger citizens, recent immigrants, and those who do not use credit actively, have a limited or no credit history. The parallel structure of â€Å"a limited or no† is not erroneous, but the idea is more clearly communicated with more complete wording: â€Å"Millions of Americans, including younger citizens, recent immigrants, and those who do not use credit actively, have a limited credit history or none at all.† 3. Such programs should be based on a clear understanding and an evaluation of potential threats of data loss.   Understanding cannot share a preposition with evaluation, because the article an grammatically partitions the two nouns. (An cannot be omitted, because doing so will imply that clear applies to evaluation as well as to understanding.) Assign understanding its own iteration of of, and, to provide further clarity, treat the corresponding phrase as a parenthetical: â€Å"Such programs should be based on a clear understanding of, and an evaluation of, potential threats of data loss.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire You5 Lessons for Mixing Past and Present TenseWords That Begin with Q

RESPONSE Essay Example | Topics and Well Written Essays - 250 words

RESPONSE - Essay Example This is because those that go through this program have a passion of providing the required care. In fact, their contribution is seen as a majority of new nurse graduate comes from the program (Black, 2014). Hence, the medical community should fully accept that they play an invaluable role. Moreover, I agree that few opportunities exist for the ADN to progress to BSN. Hence, the link should be improved by reducing credit required for online courses for all ADN program (Bartow, Hess & Ropelewski-Ryan, 2008). A lowering of the credit will ensure there is a high percentage of BSN than it is today. The furthering of studies by nurses, therefore, can be possible through lowering of credit required for online courses. Bartow, M., Hess, M., & Ropelewski-Ryan, G. (2008). Agenda for success: dimensions of access to baccalaureate programs for associate degree nursing graduates. Nursing Education Perspectives, 29.5. Retrieved from

Gut microbiota in mammals Term Paper Example | Topics and Well Written Essays - 2000 words

Gut microbiota in mammals - Term Paper Example The anatomy of the gut is designed to perform efficiently both of these functions. To enable nutrient uptake, many associated digestive glands and multiple folding of the inner lining ensure thorough digestion and rapid assimilation of the nutrients. The gut associated lymphoid tissue on the other hand ensures that the internal environment of gut remains devoid of harmful foreign antigens. Besides these an important component of the gut is the gut microbiota, which together with the host form a composite body. So intimately is the existence of the two entwined, that the microbial community is collectively considered an organ of the host body; and the mammalian genome is referred to as metagenome, i.e. host genome along with the genome of its microbial community (Ley et al., 1647). The number and diversity of microbes residing indigenously in the gut environment is massive comprising of bacteria, protozoans, anaerobic phycomycetes and bacteriophages. Not only are they an integral part of the gut ecosystem, but they also contribute indispensably to the nutritional, physiological and immunological functions of the gut (Mackie, 13). Though the exact composition of the gut microbiota of different animals cannot be listed with certainty, yet the variations observed are primarily due to the differences in the diet of different animals. ... this, a study of gut microbiology would proceed in three parallel lines, for three classes of microbial consortia; one for each of these gut environments. This paper aims to discuss the functional significance of the microbial population in the gut of herbivores, omnivores and carnivores. Figure 1 Mammalian Gut Figure 2: Mammalian Gut Lining II. Role of Gut Microbiota in Herbivores: Herbivores derive their nutrition from plant components; hence it is imperative to possess the ability to digest plant cell wall. However, the cellulose component of plant cell wall makes it difficult to disintegrate. Herbivores therefore, during the course of evolution have acquired adaptations that enable them to disintegrate and assimilate this otherwise indigestible material (Karasov and Carey, 364). The herbivore mammalian foregut or hindgut is divided into chambers where fermentation of the food intake is carried out with help of microbial inhabitants of the gut. These chambers are known as rumen an d the animals as ruminants. Due to exclusively plant based diet of herbivore, the role of gut microbe in herbivore gut assumes immense significance, the gut microbiota being imperative for digestion process in herbivores. This justifies an exclusive discussion of ruminant gut microbiota. Evolution of gut microbiota: Evolution of the digestive system of mammals to enable utilization of complex plant material proceeds parallel with the evolution of their gut microbiota. The ubiquitous microbes on one hand were easily able to colonize the mammals in general, but further evolutionary pattern was dependent on the diet of the host they inhabited. Thus the microbial population of the mammalian host coevolved with the evolving host digestive system. In herbivores as the gut became longer and

Representing Genocide in Rwanda Genocide Memorials Essay

Representing Genocide in Rwanda Genocide Memorials - Essay Example The minority who were the Tutsi people were to be executed whenever they were seen. This also applied to all Hutus who tried to sympathize or help the minorities in any way. Many have been blamed for these atrocities. One such body is the United Nations which has apologized to the Rwandese government for letting such horrendous acts proceed while turning a blind eye. This was in violation of the UN treaty signed shortly after the Second World War. It authoritatively stipulated that no other massacres will be allowed to occur after the world war. (BBC News, 2004) Three years after the genocide (1997), the Rwandese government decided to build a genocide museum. This is a combination of many memorials that are located throughout the country. The purpose of these memorial sites is to preserve the memory of the massacre and to allow people the chance of remembering their lost ones. The memorials come in two varieties; the first category is a site for burying all those people who lost their lives as a result of the massacre. The second category has bones placed in enclosures and also bodies put in enclosures. These memorials have solicited mixed reactions from various culturalists and experts. Some people have called them impersonal and foreign. They have claimed that the slogan adopted for these memorial sites does not fit the Rwandese experience. This is because the slogan was borrowed from the Jewish Holocaust of the early twentieth Century. Most of the critics have claimed that ides have been borrowed from foreign occurrences and do not reflect the Rwandese experience. Others have even gone as far as claiming that the genocide memorials show how Rwanda is still experiencing post colonialism and is not free to express itself. This is because they feel that the whole arrangement was designed to woo audiences from the West- these mostly include tourists. Other observers have been quite positive about the whole idea. One such tourist was Caplan, an anthropologist and a lecturer in a University in London. She praises the way the pieces were displayed and claims that she can identify with them personally. She also Feels that the work was professional and that everything was just how she had expected it to be. (Caplan, 2007) It is therefore imperative for one to examine all sides of the issue to come with a valid conclusion on the matter. It is clear that the issue is controversial as many people hold strong opinions about it; genocide is no easy matter to tackle. One must put in mind that there are people who hold the subject close to them since as they may be living under the effects of what the Genocide did to them. Literature review Raymond Williams (1999) believed that contemporary theorists had missed the mark. They tried explaining social relations against an economic and political backdrop. They make human beings seem passive and do not consider the individual perspective. He also believed in the idea of Total expression. This meant that it was possible for one explain historical traditions on the basis of this concept. Williams (1999) uses the idea to study the European culture in the nineteenth century. He explains their way of life based on traditions as their foundation. The latter mentioned theorists also

Influence By The Nazi Propaganda System Politics Essay

Influence By The Nazi Propaganda System Politics Essay Between the years 1933 and 1939 the Nazi regime in Germany grew incredibly fast. Hitler entered the National Socialists cabinet in January 1933, and two months after this, Hitler had strengthen his political power by supposedly, entirely legal means. The Nazis were trying to consolidate their power and in order to get this; they had to convince people of the value of their regime. In this paper will attempt to identify the effects that the Nazi Propaganda had in the outcome of the National Socialist regime. To achieve this I will analyze Germanys situation in the period of 1933 to 1939, where the National Socialist regime achieved its main aim using all kinds of methods; for example various legislative and administrative changes made by Hitler, the achievement of economical recovery, create fear of the National Socialist regimes amongst society, and propaganda. Although there are other very important factors to attribute the consolidation of power of the National Socialists, propaganda was definitely one of the major causes of this. Even though it is extremely difficult to measure the exact extent in which propaganda affected the Nazi consolidation, the huge propaganda campaign in which Hitler was portrayed as the savoir of Germany, had an enormous impact and influence on the German people. The master propagandist of the Nazi regime, Joseph Goebbels, was convinced that the Ministry had the mission of achieving mobilization and mind of spirit on Germany  [1]  . As a consequence of this, and other National Socialist thoughts, Joseph Goebbels created a propaganda campaign in which Hitler was portrayed as a great man that helped the economical recovery of Germany; he was most likely portrayed as Germanys saviour. Goebbels, in his attempt to consolidate Nazi power and convince German people to support them used the technique of total propaganda. In other words, the government had control over the media  [2]  . Soon after that, Goebbels took control of the newspapers, and although their writing stile did not change, most the newspapers promoted fascism and Nazi German nationalism. As Goebbels work was evidentially giving results, and he was mostly responsible for bringing Hitler to the centre of political stage, he was rewarded with the position of Reich Minister for Public Entertainment and Propaganda; This gave him total control of the communications media, meaning the radio, press, cinema, publishing and others. As a result of this a completely new generation of manipulation was created. Once they had taken over most Germany, the propaganda ministry was split into seven different departments; it consisted of administration and organization, propaganda, radio, press, films, theatre and adult education. As Germany was trying to convince German society that the National Socialist regime was the best for them, they were also caring out World War II. It was extremely important to convince people that fighting was necessary in order for Germany to stay stable. Propaganda played a highly important role in the confining of German people that supported the war. Most of Nazi German propaganda consisted of material sustaining the wartime effort. Besides this Hitler and the higher Nazi leaders encouraged racism and wished to begin the extermination of races that they considered inferior. Although there were already some unhappinesss between the German Jews and other Germans, it was still necessary to convince the German population that action against them was necessary. Propaganda must not investigate the truth objectively and, in so far as it is favourable to the other side, present it according to the theoretical rules of justice; yet it must present only that aspect of the truth which is favourable to its own side. () The receptive powers of the masses are very restricted, and their understanding is feeble. On the other hand, they quickly forget. Such being the case, all-effective propaganda must be confined to a few bare essentials and those must be expressed as far as possible in stereotyped formulas. These slogans should be persistently repeated until the very last individual has come to grasp the idea that has been put forward. () Every change that is made in the subject of a propagandist message must always emphasize the same conclusion.2 This quote proves that not everything said by the government was truth and that there were things that the Nazis kept secret from the propaganda. It also shows Hitlers main intention by introducing Nazi pro paganda, which was to convince everyone that the National Socialist regime was the best for Germany. Even there were lots of types of propaganda all of them ended in the same conclusion and had the same intention of persuading people to support the National Socialist regime. Some historians think that the main reason why the Nazi Germany regime remained in place was due to the fear factor created by the Nazi propaganda. Organizations such as the SS would work to wipe out anyone who didnt agree with what the Nazi propaganda said. Although the fear factor influenced and was seen in a large minority, it affected a small minority. Thanks to this fear people would stop speaking about issues related to the National Socialist regime. Although fear may have helped to consolidate the power, propaganda also plays a part here. It was through the propaganda that the Nazis justified their actions, such as the Night of the Long Knives on June 30th, 1934, this operation consisted in a series of political executions; most of those killed were members of the Sturmabteilung also known as the SA and members of the Brownshirts, this were organizations against the National Socialist regime. This caused more fear in society and decreased their rebellion intentions. C. Evaluation of Sources. Source 1: Randall L. Bytwerk , Bending Spines: The Propagandas of Nazi Germany and the German Democratic Republic. This sources main purpose is to show why the Nazi propagandas had such a fast effect and how it impacted society from that time. It examines the range of techniques used by Nazis. It talks about how people were embraced by the propaganda; it describes how the propaganda was in control f basically every media of communication that is what made it a very good source for this paper. However the book also says that the effect of the propaganda did not last much and it explains that in a way, Nazi prpaganda failed since they expected more of their propaganda than what it actually was able to do. This is one of the weaknesses if the source since it is a contradiction to what I am trying to prove which is that the Nazi propaganda had a huge effect in the outcome of the Nazi regime. Source 2: Kallis, Aristotle A. Nazi Propaganda and the Second World War. This is a great source since it analyses every aspect of the effects of the Nazi propaganda, it explains how society was affected by it. It shows different kinds of perspectives, as the first source this one also says that the effect of the Nazi propaganda was not as big or as shocking as it is generally thought. It explains that the National Socialists were expecting propaganda to have a greater effect that what it had, however it had a part of the influence in the outcome of the Nazi regime. D. Analysis. Anyone who produced, distributed, broadcasted, published or sold any form of media or press had to first join one of the propaganda ministry departments and follow all the publishing rules they had. Hence, without the ministry license to practice their businesses, all artists, writers, publishers, producers and directors could not work in their field. Along with these guidelines, they brought up the prohibition of all Jewish newspaper and media. Due to the abolition of every anti-Nazi publications and media in general, public felt that the overall mood of all the media was pro-Nazi; As a result of this people knew that by disagreeing they would step out of the general mood and the terror of not conforming due to the total propaganda they were subjected to, contributed in an amazing way to the consolidation of power in Nazi Germany. This terror grew stronger by rebellion acts against the old order, such as the book burning of 1933, this was a campaign promoted by the National Socialis t regime in which every single book in Germany that had opposing ideas to those of the Nazis, or any book that might cause the rebellion of German civilians against the Nazis were burned. Undoubtedly Nazi propaganda films were increasingly popular and thus influential; the number of movie viewers in 1933 was 250 million meaning 249 million more than in 1942. Images of colossal gatherings and marches taking over a grand, powerful Germany were excellent for boosting moral and achieving confidence in the regime. The significant number of movie viewers was thanks to Goebbels idea that movies should not be overly propagandists and must be entertaining. However as in every other media, the ultimate goal was to influence people and drag them into Nazism. The typical films that Goebbels considered appropriate for propaganda were the classic dramas that centred on the great Prussian leaders and other influential figures. There were also some very straightforward war films that contained clear pro-German and pro- nationalistic messages, other films that performed a slightly different propaganda function, such as 1936 Olympia, which showed that Germany could put on a magnificent show for the Olympics. The huge success of the films during this period conveyed to the public the sense that Nazi regime was a regime of modern progress, breaking barriers in technology, convincing public that remaining with the Nazi party would be the only solution in order to progress. The Olympic Games of 1936 were handed to Berlin before the Nazis came to power, and Hitler thought of this as the perfect opportunity to demonstrate the world how efficient the Nazi Germany was. The Berlin Olympic Games were also the perfect scenario for the Nazis to prove the power of the Master Race. The Nazis gave an outstanding performance in the use of radio for the reporters. Twenty transmitting vans were put at the disposition of the foreign media along with 300 microphones. The radio broadcasts at the Olympics were given in 28 different languages. The director of NBC in America congratulated the Nazis for this service; this was a great triumph for the Public Entertainment and Propaganda Ministry Radio could also be considered as one of the greatest and most convincing propaganda. For example the Volksempfanger; in 1933, 4.5 million German houses had broadcast access and were listening to it. This was thanks to the availability of inexpensive radios. A factor of success of the radio was its personal nature, while the cinema was experienced with others, the radio had the ability for the Nazi party to talk to people in their own home, and also they could share it with the public thanks to the speakers in the streets. E. Conclusion The National Socialist regime held absolute control over Germany between the years 1933 and 1939. The Nazis dominated every aspect of the everyday life of ordinary people and made it almost impossible for people to escape the influence of Nazism in their family, their work, and even thinking. Even though the Nazis did bring some prosperity to Germany in economic ways at that time, the overall Nazi regime was based on terror and it was centred on the transformation of Germany which could only be completed by affecting the lives and thoughts of most, if not all of the German citizens. Most of the Nazi ideals were mainly promoted through films, radio, theatres and newspapers controlled by the National Socialist regime. There was no way of avoiding it; it was spread across every form of entertainment and media of communication. A significant percentage of Germans seem happy with Nazi control, however, those who were not, were harshly punished by either the Gestapo or the SS. The propagan da used in the wartime had a massive effect in people causing lots of German Citizens to join the National Socialist ideas and helping the Nazis to gain control over almost every German citizen. F. Sources and Word Count Word Count: 1994 Bytwerk, Randall L. Bending Spines: The Propagandas of Nazi Germany and the German Democratic Republic. East Lansing: Michigan State University Press, 2004. Kallis, Aristotle A. Nazi Propaganda and the Second World War. Basingstoke, UK: Palgrave Macmillan, 2005. Nazi and East German Propaganda, Guide Page, German Propaganda archive. The Holocaust History Project ,

Problems of Standardized Tests for Writing Teachers Essay -- Standardiz

As a teacher of English at the High School level, and therefore an instructor of writing, one is faced with a myriad of problems that seem to fester in the teacher’s mind without answer. The problems, or shall we say challenges, that a writing instructor faces can include, but are not limited to, the validity of standard assessment tools, state regulations for the style of composition taught, institutional standards set forth by the particular district one teaches in, the common problem of structure versus content in assessment, and the unchangeable issues students deal with at home and in their previous writing courses. Each of the problems stated offer the instructor a series of challenges that can grow to seem insurmountable, though the most difficult of all of the challenges, especially in my young career as a teacher of writing, is the state mandated Regents and English Language Arts examinations. While the standardized tests are designed as benchmarks for a grade level t o have met, they are problematic for the writing teacher in several ways. Aside from the problems one faces due to the pressure of the exams, the writing instructor must also deal with the inevitable question of why should writing be taught, and how should it be taught with the inherent roadblocks built into the current New York State education system? On one hand, the application of various pedagogies is essential to examine, though if the instructor has not decided why he or she should be teaching the material in the first place, the actual instruction will collapse. In other words, the teacher must know why he or she is teaching writing before that teacher examines how to teach writing. My intentions, though, are not to convince anyone of my philosophie... ...hing of literature, character, expository writing, persuasive writing, personal writing, creative writing, and all other tasks lumped into what the state refers to as English Language Arts. At this point in my career as a teacher, just one full year experience, I find more often than not that I have not come up with answers for the many questions involved with the realm of writing in the shadow of the exam. Furthermore, the answers that I do test seem to always fall short in one respect or another. Thus my education continues. Most teachers denounce the test as something to deal with in a most unfortunate way, though in my optimistic youthful career, I hope to find a way to use the exam as a tool to foster writers. Complaining about the exam won’t change the fact that it exists, so we as writing teachers must accept the challenges we face as opportunities to succeed. Problems of Standardized Tests for Writing Teachers Essay -- Standardiz As a teacher of English at the High School level, and therefore an instructor of writing, one is faced with a myriad of problems that seem to fester in the teacher’s mind without answer. The problems, or shall we say challenges, that a writing instructor faces can include, but are not limited to, the validity of standard assessment tools, state regulations for the style of composition taught, institutional standards set forth by the particular district one teaches in, the common problem of structure versus content in assessment, and the unchangeable issues students deal with at home and in their previous writing courses. Each of the problems stated offer the instructor a series of challenges that can grow to seem insurmountable, though the most difficult of all of the challenges, especially in my young career as a teacher of writing, is the state mandated Regents and English Language Arts examinations. While the standardized tests are designed as benchmarks for a grade level t o have met, they are problematic for the writing teacher in several ways. Aside from the problems one faces due to the pressure of the exams, the writing instructor must also deal with the inevitable question of why should writing be taught, and how should it be taught with the inherent roadblocks built into the current New York State education system? On one hand, the application of various pedagogies is essential to examine, though if the instructor has not decided why he or she should be teaching the material in the first place, the actual instruction will collapse. In other words, the teacher must know why he or she is teaching writing before that teacher examines how to teach writing. My intentions, though, are not to convince anyone of my philosophie... ...hing of literature, character, expository writing, persuasive writing, personal writing, creative writing, and all other tasks lumped into what the state refers to as English Language Arts. At this point in my career as a teacher, just one full year experience, I find more often than not that I have not come up with answers for the many questions involved with the realm of writing in the shadow of the exam. Furthermore, the answers that I do test seem to always fall short in one respect or another. Thus my education continues. Most teachers denounce the test as something to deal with in a most unfortunate way, though in my optimistic youthful career, I hope to find a way to use the exam as a tool to foster writers. Complaining about the exam won’t change the fact that it exists, so we as writing teachers must accept the challenges we face as opportunities to succeed.