Chicago Booth MBA Programs and Admissions

The University of Chicago Booth School of Business is one of the most prestigious business schools in the United States. MBA programs at Booth are consistently ranked in the top 10 business schools by organizations like Financial Times and Bloomberg Businessweek. These programs are known for providing excellent preparation in general business, global business, finance and data analysis. The school was founded in 1898, making it one of the oldest business schools in the world. Booth is part of the University of Chicago, a top-ranked private research university in the Hyde Park and Woodlawn neighborhoods of Chicago, Illinois. It is accredited by the Association to Advance Collegiate Schools of Business. Booth MBA Program Options Students who apply to the University of Chicago Booth School of Business can choose from four different MBA programs: Full-Time MBAEvening MBAWeekend MBAExecutive MBA Full-Time MBA Program The full-time MBA program at the University of Chicago Booth School of Business is a 21-month program for students who want to study full-time. It consists of 20 classes in addition to leadership training. Students take 3-4 classes per semester on the University of Chicagos main campus in Hyde Park. Evening MBA Program The evening MBA program at the University of Chicago Booth School of Business is a part-time MBA program that takes approximately 2.5-3 years to complete. This program, which is designed for working professionals, holds classes on weeknight evenings on the downtown Chicago campus. The evening MBA program consists of 20 classes in addition to leadership training. Weekend MBA Program The weekend MBA program at the University of Chicago Booth School of Business is a part-time MBA program for working professionals. It takes approximately 2.5-3 years to complete. Classes are held on the downtown Chicago campus on Friday nights and Saturdays. Most weekend MBA students commute from outside of Illinois and take two classes on Saturday. The weekend MBA program consists of 20 classes in addition to leadership training. Executive MBA Program The executive MBA (EMBA) program at the University of Chicago Booth School of Business is a 21-month, part-time MBA program that consists of eighteen core courses, four electives and leadership training. Classes meet every other Friday and Saturday on one of three Booth campuses in Chicago, London,  and Hong Kong. You can apply to take classes at any one of these three locations. Your chosen campus will be considered your primary campus, but you will also study at least one week at each of the other two campuses during required international session weeks. Comparing the Chicago Booth MBA Programs Comparing the amount of time it takes to complete each MBA program as well as the average age and work experience of enrolled students can help you determine which Chicago Booth MBA program is right for you. As you can see from the following table, the evening and weekend MBA programs are very similar. When comparing these two programs, you should consider the class schedule and determine if you would rather attend class on weeknights or weekends. The full-time MBA program is best suited for young professionals who will be studying full-time and not working at all, while the executive MBA program is best suited for individuals with a significant amount of work experience. Program Name Time to Complete Average Work Experience Average Age Full-Time MBA 21 months 5 years 27.8 Evening MBA 2.5 - 3 years 6 years 30 Weekend MBA 2.5 - 3 years 6 years 30 Executive MBA 21 months 12 years 37 Source: University of Chicago Booth School of Business Areas of Concentration at Booth Although concentrations are not required, full-time, evening and weekend MBA students at Booth can choose to concentrate in one of fourteen areas of study: Accounting: Learn to interpret financial information and gauge financial performance.Analytic Finance: Study financial theories and learn how to apply them to a range of business problems.Analytic Management: Learn to apply quantitative tools and analytical methods to business processes and decisions.Econometrics and Statistics: Learn to analyze economic and business models with econometric and statistical tools.Economics: Study microeconomic concepts, macroeconomic concepts,  and fundamental business governance.  Entrepreneurship: Study a wide range of business areas and gain entrepreneurial skills.Finance: Study corporate finance, the financial market, and investments.General Management: Gain leadership and strategic management skills through courses in finance, economics, HR management,  and operations management.International Business: Learn to lead in a global economic and business environment.Managerial and Organizational Behavior: Study psychology, sociology, and human b ehavior to learn how to develop and manage human capital.Marketing Analytics: Study marketing and learn how to use data to drive marketing decisions.Marketing Management: Learn about marketing and marketplace value in psychology, economics and statistics courses.Operations Management: Learn how to make key decisions that influence day-to-day business operations.Strategic Management: Study management and strategy through an interdisciplinary approach to learn how to handle key management issues. The Chicago Approach One of the things that differentiates Booth from other business institutions is the schools approach to MBA education. Known as the Chicago Approach, it focuses on incorporating diverse perspectives, allowing flexibility in curriculum choices and imparting core principles of business and data analytics through multidisciplinary education. This approach is designed to teach students the skills they need to solve any type of problem in any type of environment. Booth MBA Curriculum Every MBA student at the University of Chicago Booth School of Business takes three foundational classes in financial accounting, microeconomics. and statistics. They are also required to take at least six classes in business environment, business functions,  and management. Full-time, evening, and weekend MBA students choose eleven electives from the Booth course catalog or other University of Chicago departments. Executive MBA students choose four electives from a selection that varies from year to year and also participate in a team-based experiential class during their final quarter of the program. All Booth MBA students, regardless of program type, are required to take part in  an experiential leadership training experience known as Leadership Effectiveness and Development (LEAD). The LEAD program is designed to develop key leadership skills, including negotiation, conflict management, interpersonal communication, team-building and presentation skills. Getting Accepted Admissions at the University of Chicago Booth School of Business are very competitive. Booth is a top school, and there are a limited number of seats in each MBA program. To be considered, you will need to fill out an online application and submit supporting materials, including recommendation letters; GMAT, GRE, or Executive Assessment scores; an essay; and a resume. You can increase your chances of acceptance by applying early in the process.

The Masque o the Red Death Essay - 558 Words

nbsp;nbsp;nbsp;nbsp;nbsp;Edgar Allen Poes The Masque of the Red Death is an elaborate allegory/microcosm that combines objects in the story with visual descriptions to give focus to the readers imagination. In the story, a prince named Prospero tries to dodge the Red Death through isolation and seclusion. He hides behind seemingly impenetrable walls of his castellated abbey and lets the world take care of its own. However, no walls can stop death because it is inescapable and inevitable. Visual descriptions in the story are used to symbolize death. Poes use of language and symbolism is shown in his description of the seventh room in the suite, the ebony clock, and the fire. nbsp;nbsp;nbsp;nbsp;nbsp;The first symbolic mean†¦show more content†¦However, in the western or black chamber the effect of the firelight that streamed upon the dark hangings through the blood-tinted panes, was ghastly in the extreme, and produced so wild a look upon the countenances of those who entered...quot;The fire was meant to produce a shadowy atmosphere in the west and a favorable one in the east. This is symbolic to the sunrise in the east and sunset in the west because light means life and darkness means death. Poe uses darkness as another visual representation of death. nbsp;nbsp;nbsp;nbsp;nbsp;The gigantic clock of ebony is another symbolic object in the story. quot;Its pendulum swung to and fro with a dull, heavy, monotonous clang; and when the minute hand made the circuit...it was observed that the giddiest turned pale, and the more aged and sedate passed their hands over their brows as if in confused reverie or meditationquot;. Hour by hour, minute by minute, second by second, the life of the ebony clock slowly dies. Poe uses the clock as a symbolic mean that man can escape death, but at the end it is inescapable. The ebony clock is a reminder to Prince Prospero and his guests of their remaining time before death. Poes description of the clocks chimes is successful as a constant reminder of their death. nbsp;nbsp;nbsp;nbsp;nbsp; Prince Prospero’s efforts of avoid the epidemic is unsuccessful because death will eventually conquer all who oppose. His ultimate enemy was his refusal to except death asShow MoreRelated Madness and Fear in Assignation, Cask of Admontillado, Fall of the House of Usher, and Masque of th1589 Words   |  7 PagesMadness and Fear in Assignation, Cask of Admontillado, Fall of the House of Usher, and Masque of the Red Death Poe’s madmen are all obsessed with death. Existence within reality eventually becomes impossible. Poe usually places his madmen within a room or other enclosure, but they are rarely ever outside. When we do come across an exterior, nature does its best to repress, confine and enclose the man. The protagonist in Poe’s â€Å"The Assignation† sums up the combination of time and space withinRead More The Masque (Mask) of the Red D, William Wilson, Tale of the Ragged Mountains, and House of Ush1583 Words   |  7 Pagesin Masque of the Red Death, William Wilson, Tale of the Ragged Mountains, and House of Usher A careful reading of Poe’s tales will quickly reveal the importance that landscape plays in the development of each literary work.   Ragged Mountains has both a surreal and realistic landscape allowing Poe to use both the mental and the physical environment to explain his tale.   This technique is also found in The Fall of the House of Usher, William Wilson, and The Masque of the Red Death.  Read More The Understated Narrator of The Masque of the Red Death Essay2052 Words   |  9 PagesThe Understated Narrator of The Masque of the Red Death      Ã‚  Ã‚   While the narrator of Edgar Allan Poes The Masque of the Red Death never appears in a scene, he is always on the scene. He reveals himself overtly only three times, and even then only as one who tells:    But first let me tell of the rooms in which [the masquerade] was held. (485)    And the music ceased, as I have told . . . (488)    In an assembly of phantasms such as I have painted . . . Read More An Analysis of Edgar Allan Poes Psychological Thriller Essay3707 Words   |  15 Pagesa) a) Setting b) b) Characters c) c) Point of View 2) 2) The Masque of the Red Death a) a) Setting b) b) Characters c) c) Point of View IV. The Symbolism in Allan Poes Works 1. Symbolism Introduction 2. Analysis of two horrors 1) 1) The Fall of the House of Usher a) a) Style and Interpretation b) b) Theme 2) 2) The Masque of the Red Death a) a) Style and Interpretation b) b) Theme V. Finale Read More Biography of Edgar Allen Poe and His Poetry Essay1060 Words   |  5 Pagesa dream within a dream. I stand amid the roar Of a surf-tormented shore, And I hold within my hand Grains of the golden sand-- How few! yet how they creep Through my fingers to the deep, While I weep--while I weep! O God! can I not grasp Them with a tighter clasp? O God! can I not save One from the pitiless wave? Is all that we see or seem But a dream within a dream? Edgar Allan Poe =============== The Father of Modern Detective Stories - Edgar Allan Poe -------------------------------------------------------- Read MoreFear, By Karen Thompson Walker1197 Words   |  5 Pages15 (2014): 30. Middle Search Plus. Web. 9 April. 2015. Knowles, John. A Separate Peace. Woodland Hills: McGraw-Hills, 2000. Print. Poe, Edgar Allan. The Masque of the Red Death. Glencoe Literature. We Beverly Ann Chin and Denny Wolfe. Woodland Hills: Glencoe McGraw-Hill, 2002. 389-394. Print. Shakespeare, William. Fear no more the heat o sun. poetryfoundation.org. The Poetry Foundation, n.d. Web. 9 Apr. 2015. Stallings, A.E. Fear of Happiness. poetryfoundation.org. The Poetry FoundationRead MoreHow to Read Lit Like a Prof Notes3608 Words   |  15 Pages lost boys, a girl-nurturer/ c. Little Red Riding Hood: See Vampires d. Alice in Wonderland, The Wizard of Oz: entering a world that doesn’t work rationally or operates under different rules, the Red Queen, the White Rabbit, the Cheshire Cat, the Wicked Witch of the West, the Wizard, who is a fraud e. Cinderella: orphaned girl abused by adopted family saved through supernatural intervention and by marrying a prince f. Snow White: Evil woman who brings death to an innocent—again, saved by heroic/princelyRead More Religious Themes of the Sixteenth Century: The Seven Deadly Sins, Death, and Damnation2997 Words   |  12 PagesReligious Themes of the Sixteenth Century: The Seven Deadly Sins, Death, and Damnation Religion in the Sixteenth Century was a major point of contention, especially for Elizabethans. In the midst of the Reformation, England was home to supporters of two major religious doctrines, including the Catholics and the Puritans. Three dominant themes that came out of this debate were sin, death and damnation. Important elements of Christian religions, these themes were often explored in the form

Whi Is Ihrm Such an Important Issue for Mne’s Free Essays

Why is IHRM such an important issue for MNE’s? International Human Resources Management is the process of procuring, allocating, and effectively utilizing human resources in a multinational corporation. It is born thanks to globalization and to the growth of multinational enterprises all around the world. Globalization and the effective use of international human resources are two major issues facing firms in today’s global economy. We will write a custom essay sample on Whi Is Ihrm Such an Important Issue for Mne’s ? or any similar topic only for you Order Now As more and more firms operate internationally, there is a clear need to understand how to manage human resources that are located outside the domestic environment. A HRM system cannot be an efficient approach for a multinational enterprise (MNE) to optimize their employees’ performances because compared to IHRM: it has less HR activities, a smaller perspective, less involvement in employees’ personal lives, and difficulties to adapt to the workforce mix (expatriates and locals). Indeed, an MNE has to deal with different types of employees: * Host-country Nationals (HCNs): locals of a country a MNE operates in a subsidiary. * Parent-country Nationals (PCNs): expatriates from the country where the MNE has its headquarters. Third country Nationals (TCNs): employees from countries other than the host or home country. These are also expatriates. The correlation between HCNs and PCNs in an MNE is crucial because they both have different points of view about the activity. HCNs are useful thanks to their knowledge of foreign market, language and needs and they know human resources policies for local employees, whereas PCNs have the abilit y to maintain control (for example with a newly established subsidiary), to adapt an ethnocentric attitude and to process an expatriation management (staffing, training, compensation). An IHRM system is a product of distinct activities, functions and processes that are directed at attracting, developing and maintaining the human resources of a MNE. Indeed, IHRM seeks to assist organizations to make the most effective use of their human resources in the international context. Schuler said: â€Å"IHRM for many firms is likely to be critical to their success, and effective IHRM can make the difference between survival and extinction for many MNEs†. This quote means that an MNE has different choices for its IHRM approach. The four generic IHRM orientations of MNEs: ethnocentric, polycentric, geocentric, and regiocentric, introduced by Perlmutter (1969) and Perlmutter and Heenan (1979), are widely recognized. * In an ethnocentric approach, the MNE exports the home HRM system abroad. Strategic decisions are made at the headquarters and subsidiaries are managed by expatriates. Like Porter said: â€Å"In a global industry, a firm must integrate its activities like HRM on a worldwide basis to capture the linkages among countries†. * An MNE with a polycentric approach adapts to the local HRM system that the local companies use. Foreign subsidiaries have a large autonomy and HCNs fill the senior positions. HCNs are more likely to be promoted to positions at headquarters. * In a geocentric approach, the MNE takes a worldwide approach to its operations: employees can be promoted to senior positions in both headquarters and subsidiaries according to their capabilities, regardless of nationality and location. * The regiocentric approach is similarly to the geocentric approach, but senior managers enjoy regional rather than global autonomy in decision-making. Each of these four approaches has certain advantages and disadvantages. The choice of approaches to IHRM depends on the interaction of home-country factors, host-country factors and firm characteristics. The firm has to adapt its HRM activities to each host country’s specific requirements. It is also linked to cultural environment, like Hofstede said: â€Å"Culture awareness from senior and middle management is essential†. The location of the country is one aspect of the context in which MNEs operate. The home-country factors include home HRM systems and domestic political, legal, economic and sociocultural factors. These factors impact on IHRM through their influence on a firm’s characteristics. Organizations in one country might thus share many similarities while being essentially different from those headquartered in other countries. According to Ferner (1997), even the most global companies remain deeply rooted in the national business systems of their country of origin. Without any internal or external influence, an MNE would export all of its own home HRM system to subsidiaries. IHRM is definitely an essential issue for MNEs because it depends on it to avoid barriers of distance, language, time and culture between employees, which often make it very difficult for managers to resolve conflicts. Nowadays, we can still wonder if it is possible to develop a generic IHRM model that could be widely applicable. â€Å"IHRM is of fundamental importance in realizing an efficient and effective multinational organization because it enables the firm to deal with control and cross-cultural issues that are both internal and external to the firm† (Adler and Ghadar 1990). How to cite Whi Is Ihrm Such an Important Issue for Mne’s ?, Essay examples

Explore the ways Dickens uses places and atmosphere in Great Expectations Essay Example For Students

Explore the ways Dickens uses places and atmosphere in Great Expectations Essay Dickens wrote Great Expectations in 1860. It is now well renowned for being a dark, atmospheric novel, set in 19th Century Victorian England. Charles Dickens is widely known today for the success of his novels, and his excellence in using fictional, atmospheric places in Great Expectations to reflect the minds of characters and to explore significant themes, such as class, crime, and love. Dickens uses symbolic description to convey messages about these themes, thus creating appropriate atmospheres for the characters. Dickens prepares the reader for the grimness of the novel as a whole by introducing melancholic places using literary devices. For example, the Kent marshes in Chapter 1, where Dickens uses symbols, personification, emotive imagery, and repetition in his description. Dickens opens Chapter 1 by using the setting of a churchyard to create an eerie mood. He describes the churchyard as bleak and overgrown, stressing the grimness and the isolation of the churchyard during Pips encounter with Magwitch. Dickens also uses emotive imagery of Pips family gravestones. He stresses that all Pip has as a memory of his parents and his five brothers is the inscriptions carved on the family gravestones which Pip imagines as their actual appearances. Pip imagines his father as stout with curly black hair, his mother freckled, and his five brothers being the shape of their lozenges with their hands in their trousers-pockets. This emotionally moves the reader, thereby creating sympathy for Pip right from the beginning, introducing the misery of the novel as a whole through the gloominess of the churchyard, the deathly tone preparing us for the theme of loss throughout the novel. Dickens uses repetition of nettles and tombstones to perhaps suggest that the churchyard is a place of pain and death. This emphasises the sinister mood of Pips encounter with Magwitch by creating anxiety in the reader. Dickens also refers to the temperature being raw. He mentions that the afternoon was heading towards evening, suggesting that it was cold and fairly dark in the churchyard at the time, the darkness symbolising mystery and the unknown, adding to the vivid apprehensive atmosphere. Dickens stresses a fearful tone throughout Chapter 1, using words such as dead, black and gibbet, representing death, violence and crime. The repetition of dead and buried also creates a grim, dark and deathly mood. He describes Pip as a small bundle of shivers and emphasises the whole setting as appearing threatening to Pip by stressing the imagery of the aggressive sea, the comparison of the wind rushing to a predator, and the personification of the red sky being angry, again suggesting violence and death contributing to the ominous atmosphere. In Chapter 1, Dickens uses the pathetic fallacy to show characterisation, reflecting the minds of both Pip and Magwitch by creating a sinister atmosphere. Pips name suggests that like a seed, he is small, young and vulnerable, and will take a journey to grow into manhood. During Pips encounter with Magwitch, an apprehensive atmosphere helps Dickens to portray Pip as being easily intimidated and weak by emphasising Pips vulnerability. Magwitch is described as a fearful man; Dickens presents Magwitch with the repulsive appearance of a stereotypical convict. He includes details such as Magwitch having broken shoes and not wearing a hat, only a rag tied round his head to hint to the reader that there is something peculiar and rough about him, as he is not following the typical Victorian style of middle-class dress. An ominous tone helps Dickens to portray Magwitch as being threatening and powerful by emphasising his abusive and dominating behaviour towards Pip. However, Dickens hints that on the inside, Magwitch is not an all-bad person. Like Pip, Magwitch is presented as a victim suffering pain. To add tension, Dickens uses long, dramatic sentences to portray Magwitchs long, traumatic, desperate journey of running. Magwitch also throws out a long line of threats at Pip, emphasising his panic and agitation. His desperation for food is shown when he tries to go as far as to scare Pip, a young child, with another imaginary criminal. Dickens also uses the repetition of limped and uses words such as cut, torn and shuddering portraying Magwitchs suffering. Dickens uses the ominous tone of Chapter 1 to express his outlook on the typical morals and philosophy in Victorian England and to explore themes that he later covers, such as childhood, crime, and class. Dickens portrays childhood as being a strong influence on the characters later on in life. He uses Pip in Chapter 1 to show this. Pip had a very unhappy, tragic childhood, mourning over his family and lacking love. Dickens suggests that this guided him to his dark, dreary, and lonely imagination in the churchyard on the evening of his encounter with Magwitch. Pip imagines dead people, stretching up cautiously out of their graves, and Magwitch limping as though he were the pirate come to life, going to hook himself back on the gibbet again. Pip frightens himself with his own twisted imagination, causing the reader to feel sympathy towards him. Crime, punishment and justice are important issues raised by Dickens in this novel. Dickens uses Magwitch in Chapter 1 to represent the theme of crime. Magwitch is an escaped convict, which Dickens emphasises by the description of the iron chained to his leg. Magwitch threatens, assaults and intimidates Pip using aggressive behaviour. He incites Pip to crime, telling him to steal and invents another imaginary criminal to scare Pip furthermore. This stresses Dickenss disapproval of crime and criminals. In Chapter 1, Dickens also covers the major theme of class and snobbery in Victorian England, which he uses both Pip and Magwitch to represent. Dickens portrays the working-class as good people, and therefore rewards them later on in the novel. For example, Pip in Chapter 1 is a young and innocent child deprived of love and family, but is later rewarded with happiness. Dickens shows the working-class to be unfairly treated as a result of snobbery. A Womans Aspiration For Freedom Essay - The Story Of An HourThis adds to the tension for the reader, again creating anxiety and sympathy for not only Pip, but also Estella. Dickens uses the ominous tone of Chapters 8 and 11 to show characterisation, reflecting the minds of Pip and Estella as well as Miss Havisham. Pip is again revealed in these Chapters to let his dark imagination take over when he sees Miss Havisham as a figure that emerges hanging by the neck and then suddenly disappears, suggesting that she wasnt there in the first place. By this, his mind is again suggested to be grim, referring back to his tragic childhood in Chapter 1. Similarly, Estella is presented as being damaged, however, as a result of being brought up by Miss Havisham, who is damaged herself, and thus damaging. Estellas relationship with Miss Havisham is presented as disfunctional. Dickens uses the rest of the novel to convey the moral that children need to be guided by role models. He shows this idea by Pip finally reaching his Great Expectations through hard work and having been guided by Joe, whereas, Estella had nobody except Miss Havisham to guide her. Estella is married to a violent man as a result, and pays for the emotional crime that she had put Pip through, which Miss Havisham had forced her to. In Chapters 8 and 11, Dickens explores the main themes of money and love. Dickens names Miss Havishams house, Satis House, using the word Satis meaning enough, as a symbol that Miss Havisham has more than enough money. Dickens strongly links the theme of money with love and happiness in these Chapters. The portrayal of Satis House is that although it is grand, it holds no love or happiness, which Dickens presents by using the idea that Miss Havisham is with money, but without love; the moral being that money doesnt guarantee happiness. Later on in the novel, Pip also represents this moral as his Great Expectations do not gain him Estella. In contrast to the other atmospheric places, Dickens portrays Wemmicks castle in Chapter 25 as a peculiar, ironic, mad house using vivid, emotive imagery and irony. He describes it as a little wooden cottage and Pips opinion of the castle as small with queer, gothic windows and a small, gothic door. The castle is also conveyed as secluded with a drawbridge that when hoisted up, cuts off any communication. Likewise with Miss Havisham and Satis House, the significance of this is that he has isolated himself from reality and society, living in his dream castle. Dickens uses the seclusion of the castle and the idea that Wemmick wishes neither himself nor Pip to speak of it whilst in the office to build up tension, and create anxiety for the reader. However, inside, Wemmicks castle is a place of love, life and comedy. Dickens uses the imagery of Wemmick stepping into his own little dream world of rightly deserved happiness when hes in his castle. His deserved happiness which Dickens stresses by the hard work that Wemmick puts into the castle, for example, engineering and gardening. Wemmicks castle is presented as though it is part of a magical fairytale by the way Dickens describes its ornamental lake with an island in the middle. Its portrayed as comic, a crazy little box of a cottage, the top of it was cut out and painted like a battery mounted with guns. The life of the castle is emphasised by the way that he describes all the animals that he keeps -pigs, fowls, and rabbits. gggggggggThe pathetic fallacy is used in Chapter 25 to reflect Wemmicks state of mind. Wemmick is portrayed through his ironic, comic castle as being wildly imaginative. Reality seems to have been lost in the castle; however, this brings out the life of the castle, and therefore brings the reader to like Wemmick for his originality. Wemmicks cheerful attitude inside the castle also stresses life of the castle. Wemmicks father, Aged, is portrayed as cheerful and full of life. He describes his sons place as a pretty pleasure-ground and beautiful works. Dickens presents Wemmicks and Ageds relationship as just about the only sign of happiness in the novel: just about the only functional family. The theme explored in Chapter 25 is the love between Wemmick and his father. In this Chapter, love is portrayed unlike it is in the rest of the novel: rather than bringing pain, love is seen to give happiness. Aged is proud of his sons fine place and is described himself as clean, cheerful, comfortable, and well cared for. Dickens stresses the fond bond between them both and their enthusiasm for living life in the castle, away from reality. Dickens uses settings in Great Expectations, such as the marshes and Satis House to create a dark, ominous mood. However, he then uses Wemmicks castle, a delightfully different place to portray a cheerful atmosphere. The different tones that Dickens creates help prepare the reader for the novel as a whole by stressing Pips struggle to reach his Great Expectations.

Fast Food and the Risk of Childhood Obesity free essay sample

The fast food industry promotes childhood obesity by manipulating the young mind, putting them at risk for health complications such as hypertension and diabetes. The super-sizing of America is been a frequently talked about subject lately. Especially since it is seem to have negative effects on the health of children and adults alike through massive consumption of fast food. Health providers and other authority figures are now concerned about children’s obesity rates shown during the past 3-4 decades. They have now drawn a close connection between fast food and obesity and identified a childhood obesity epidemic with increased negative health factors. According to the American journal of public health, 2005 September issue, fast food retail sales in the United States have increased 900% from $16. 1 billion in 1975 to a projected $153. 1 billion in 2004, during the past 3 decades. The numbers of fast food restaurants targeting child and adolescent customers are found to be clustered around schools. We will write a custom essay sample on Fast Food and the Risk of Childhood Obesity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With the addicting flavors and affordability of fast food has contributed to adjusting the young minds gradually to grab the quick lunch without second thought. Apart from the many types of fast food offered inside the school cafeteria, Studies have shown the fast food restaurant outlets are multiplying around the school grounds and neighborhood. The American Journal of Public Health estimated that there are 3 to 4 times as many fast-food restaurants within 1. km from schools than would be expected if the restaurants were located around the city in a way unrelated to schools. They also reveals that the median distance between any school to the nearest fast food restaurant is only 0. 5km, which means, there is only a walk of little more than 5 mints for any kid to grab that delicious treat. Some schools in the nation have already begun the fight against the fast food epidemic, although they’re a much less percentage of the whole. The marketing strategies used by fast food brand s mostly target children and adolescents. In his book Fast Food Nation, Eric Schlosser describes the history of child marketing explaining the concept of ‘kid kustomers’ McDonalds was the first fast food chain to direct their marketing towards kids. Schlosser explains how McDonalds took on the certain strategy from Disney, who by the time had understood the way to success is approaching the kids and who intern will attract a third party to the equation. They understood that the best way to make sales with adults was to lure the children who would keep whining until they got what they want. The ast food industry does not stop until it would possibly attract every single kid kustomer possible. Beginning with famous cartoon characters, the fast food industry started giving away free toys to children as compliment. They promoted unique collections of the current child attractions of super heroes and other toys such as stuffed animals and army troops. The constant advertising of such collector’s editions, scra tch and wins, party hosting ides with fun activities and also, the building of personal play grounds with structures was and still is a major attraction strategy used by the fast food industry. They know how to manipulate a young mind in to thinking that love and care is about giving you food that tastes so good, and giving away free toys. The sole problem is not in just the types of fast food that is served in fast food restaurants-which are obviously fatty, oily and high in sugar content-but also in the portions. The portion size was drastically increased over the past couple of decades, bringing the once ‘Large’ size portion as the now ‘small’ size and having 5 categories as small, medium, large, supersize and combo meals in the ascending order. The trick is, every time you go for the next bigger portion, the customers are made believe that they get more for less price, in turn making the sale a worthwhile exchange. Since it is all about the visual of it, the customers tend to over look that whether it is more for less, it is all too much than what anybody needs to consume per meal. Fast food tastes best when they are fresh out of the restaurant. No matter how big the portion is, fast food can be hardly eaten as leftovers. So children have gradually trained their stomachs-adults likewise-to hold fattier, oily, sugary foods that come in super sizes. The initial issue seemed to be just being overweight and obese, as these children who consume more fatty foods than necessary grew up to be a fat generation of adults. But now, the fast food monster has grown bigger and wilder that it brings children critical health issues at much younger ages. Children in the United States are currently considered to be facing an obesity epidemic. Overweight and obese children are diagnosed with a number of health issues such as Type 2 diabetes, Hypertension, Cholesterol and Lipid abnormalities, Hyperinsulinemia and obstructive Sleep Apnea. In her book, Underage and Overweight, Frances M. Berg, a licensed nutritionist and adjunct professor at the University of North Dakota School of Medicine stated that during the 1990s, cases of diagnostic diabetes for all ages rose 33% nationwide. She also explains by 2004 diabetes was the seventh leading cause of death in the United States and is the main contributor to health problems like heart disease, stroke, blindness, high blood pressure, kidney disease and amputation which occurs with increased frequency in overweight children and adolescents. Although many fast food restaurant businesses argue that they do not serve unhealthy food to their customers, the fact remains that since the rise of fast food restaurants, the obesity epidemic has only grown alarmingly. And as mentioned before, the portion size has massively increased, contributing to this epidemic every step of the way. This is now not just a concern of individual willpower but also a fight to save the nation as a whole. Studies show that children can be brain washed to believe in anything with little incentives. With the fast food industry being the top manipulators of children’s mind, they keep stuffing themselves with the mouth watering hamburgers, fries and shakes. Apart from these critical health problems, obesity brings in other issues to a child’s life. David Ludwig, an associate professor of pediatrics at Harvard Medical School has dedicated his life to researching and contributing to overweight reduction in children. He is the director of the Optimal Weight for Life (OWL) program at Children’s Hospital Boston, one of the largest clinics for overweight children and their parents. In his book, Ending the Food Fight, Lundwig explains the Vicious Cycle of poor diet and inactive life style which fosters many other negative factors in between. He lays out a great picture of poor diet that resembles over eating, that lowers metabolism, resulting in sluggishness and low motivation leading to an inactive lifestyle. Once this life style is acquired, the amount of calories stored in the body increases, causes fatigue and boredom, results in low self esteem that succumbs to temptation for ‘comfort food’ which contributes again to the poor diet that started out the cycle. He also explains in detail how obesity due to high-glycemic food intake-the type of food available at fast food restaurants-result in complications in a child in his/her Brain, Heart and blood vessels, lungs, digestive tract, hormones and also mental health. Obesity is also a key factor in most children’s self esteem and performance levels. Dr. Sylvia Rimm, a Child Psychologist and clinical professor at Case Western Reserve University School of Medicine describes in detail the contribution of Obesity in depression and quality of life of children. She mentions â€Å"In a nationally representative survey conducted in 1996-1998, researchers reported that more than 60% of kids ate 5 servings of food fruits and vegetables a day. Unfortunately these results were based on a broad range of vegetables that included potatoes. † In illuminating potatoes from the vegetable group, Sylvia states, â€Å"children who consumed five servings of fruits and vegetables a day dropped to 30%. † This means the consumption of fast food is quite often as the most popular method of potato intake is through fries and fries are often not consumed by itself. The 30% that actually dropped was consuming 5 portions of potatoes a day. Rimm shows a wide range of analysis and research done on over weight/obese children on Self Description of Intelligence, Self-Description of Grades in School, Self-perception of Intelligence, self-deception of work ethic, Self-description of Athletic etc, of all which with ought a failure represented the obese and overweight children in the more negative side of the chart. When childhood innocence takes a turn in emotional fields like this, it is high time that there is even greater attention be given to the issue of fast food that make unhealthy little human beings who are not only physically but also emotionally malfunctioning. To bring back attention to the facts and analysis made on the fast food industry and childhood obesity; obesity is currently exposing an unfortunate epidemic in children who consume the wrong types of food, in wrong amounts. The fast food industry promotes sales by manipulating the children’s mind with toys and other prize promotions, luring them in the friendly caring restaurants. Children not only get to have happy meals, but they get rewarded with toys and more importantly critical health issues such as diabetes, hypertension and other heart and mental illnesses. The emotional lives of young children which is critical to having healthy physical and mental conditions in future is also subjected to being obese/overweight resulted in too much unsuitable food intake. Being from a South Asian country, I myself have faced the discomfort of fast food addiction as I grew up. I preferred less activity and ate out more times a week than necessary and ended up with low self esteem during my high school years. I was bullied; I did not have guys who were at all interested in me or even good grades. I am just one person who went through this painful process of growing up with too much ‘tasty food. ’ But I know there are many more who are entangled in the same web. It is not easy to wake up one day and say to yourself, I’m not going to be discouraged. We need help. And if as a whole world people need to stand up for the root of the problem, fast food, then isn’t it worth the try?

Biography of Charles Darwin

Biography of Charles Darwin Charles Darwin  (Feb. 12, 1809 to April 19, 1882) holds a unique place in history as the foremost proponent of the theory of evolution. Indeed, to this day, Darwin is the most famous evolution scientist and is credited with developing the theory of evolution through natural selection. While he lived a relatively quiet and studious life, his writings were controversial in their day and still routinely spark controversy. As an educated young man, he embarked on an astounding voyage of discovery aboard a Royal Navy ship. The strange animals and plants he saw in remote places inspired his deep thinking about how life might have developed. When he published his masterpiece, On the Origin of Species by Means of Natural Selection, he profoundly shook the scientific world. Darwins influence on modern science is impossible to overstate. Fast Facts: Charles Darwin Occupation: Naturalist and BiologistKnown For: Creating the Theory of Evolution, also known as DarwinismBorn: Feb. 12, 1809  in Shrewsbury, United KingdomDied: April 19, 1882 in Downe, United KingdomEducation: Christs College, Cambridge, United Kingdom, Bachelor of Arts, 1831; Master of Arts,1836Published Works: On the Origin of the Species, The Descent of Man, The Voyage of the BeagleSpouse: Emma WedgwoodChildren: William Erasmus, Anne Elizabeth, Mary Eleanor, Henrietta Emma (Etty), George Howard, Elizabeth, Francis, Leonard, Horace, Charles Waring   Early Life Darwin was born in Shrewsbury, England. His father was a medical doctor, and his mother was the daughter of the famous potter Josiah Wedgwood. Darwin’s mother died when he was 8, and he was essentially raised by older sisters. He was not a brilliant student as a child but went on to study at The University of Edinburgh in Scotland, intending to become a doctor. Darwin took a strong dislike to medical education and eventually studied at Cambridge. He planned to become an Anglican minister before becoming intensely interested in botany. He received a degree in 1831. Voyage of the Beagle On the recommendation of a college professor, Darwin was accepted to travel on the second voyage of the H.M.S. Beagle. The ship was embarking on a scientific expedition to South America and islands of the South Pacific, leaving in late December 1831. The Beagle returned to England nearly five years later, in October 1836. Darwins position on the ship was peculiar. A former captain of the vessel had become despondent during a long scientific voyage because, it was assumed, he had no intelligent person to converse with while at sea. The British Admiralty thought that sending an intelligent young gentleman along on a voyage would serve a combined purpose: He could study and make records of discoveries while also providing intelligent companionship for the captain. Darwins famous journey allowed him time to study natural specimens from across the globe and collect some to study back in England. He also read books by Charles Lyell and Thomas Malthus, which influenced his early thoughts on evolution. In all, Darwin spent more than 500 days at sea and about 1,200 days on land during the trip. He studied plants, animals, fossils, and geological formations and wrote his observations in a series of notebooks. During long periods at sea, he organized his notes. Upon returning to England, Darwin married his first cousin Emma Wedgwood and began years of researching and cataloging his specimens. At first, Darwin was reluctant to share his findings and ideas about evolution. It wasnt until 1854 that he collaborated with Alfred Russel Wallace to jointly present the idea of evolution and natural selection. The two men were scheduled to present jointly to the Linnaean Society meeting in 1858. However, Darwin decided to not attend as one of his children was gravely ill. (The child died shortly thereafter.) Wallace also did not attend the meeting due to other conflicts. Their research was nevertheless presented by others at the conference, and the scientific world was intrigued by their findings. Early Writings and Influences Three years after returning to England, Darwin published Journal of Researches, an account of his observations during the expedition aboard the Beagle. The book was an entertaining account of Darwins scientific travels and was popular enough to be published in successive editions. Darwin also edited five volumes titled Zoology of the Voyage of the Beagle, which contained contributions by other scientists. Darwin himself wrote sections dealing with the distribution of animal species and geological notes on fossils he had seen. The voyage on the Beagle was, of course, a highly significant event in Darwin’s life, but his observations on the expedition were hardly the only influence on the development of his theory of natural selection. He was also greatly influenced by what he was reading. In 1838 Darwin read an Essay on the Principle of Population, which the British philosopher Thomas Malthus had written 40 years earlier. The ideas of Malthus helped Darwin refine his own notion of survival of the fittest. Malthus had been writing about overpopulation and discussed how some members of society were able to survive difficult living conditions. After reading Malthus, Darwin continued collecting scientific samples and data, eventually spending 20 years refining his own thoughts on natural selection. Publication of His Masterpiece Darwin’s reputation as a naturalist and geologist had grown throughout the 1840s and 1850s, yet he had not revealed his ideas about natural selection widely. Friends urged him to publish them in the late 1850s. And it was the publication of an essay by Wallace expressing similar thoughts that encouraged Darwin to write a book setting out his own ideas. In November 1859, Darwin published the book that secured his place in history, On the Origin of Species By Means of Natural Selection. Darwin knew his views would be controversial, especially with those who believed heavily in religion, as he was somewhat of a spiritual man himself. His first edition of the book did not talk extensively about human evolution but did hypothesize that there was a common ancestor for all life. It wasnt until much later when he published The Descent of Man that Darwin really delved into how humans had evolved. This book was probably the most controversial of all his works. Darwins work instantly became famous and revered by scientists across the globe and his theories had an almost immediate impact upon religion, science, and society at large. Darwin was not the first person to propose that plants and animals adapt to circumstances and evolve over eons of time. But his book put forth his hypothesis in an accessible format and led to controversy. Later Life and Death On the Origin of Species was published in several editions, with Darwin periodically editing and updating material in the book. He also wrote a few more books on the topic in the remaining years of his life. While the scientific and religious communities debated his works, Darwin lived a quiet life in the English countryside, content to conduct botanical experiments. He came to be highly respected, regarded as a grand old man of science. Darwin died on April 19, 1882, and was honored by being buried in Westminster Abbey in London. At the time of his death, Darwin was hailed as a national hero.

The Missing Pet Assignment Example | Topics and Well Written Essays - 750 words

The Missing Pet - Assignment Example Were any assumptions they made unreasonable? Fred and Dwayne were armed with more than enough experience, brains, commitment and motivation needed for business success but the numbers didn’t exactly add up. They had perfect access to the market since they knew the industry well because of their long term association with the industry. Fred being a sales person had access to customers whereas since Dwayne was a buyer he had contacts with suppliers strengthening the business and justifying their business plans. Fred's 6 years experience and Dwayne's 9 year experience with an impeccable background of bringing profits was also a bonus to the business as both of them brought with them diverse, successful experience from the same industry. Their business plans were accurate and while Dwayne shored customers, Fred worked to draw business plans. The business started after considerable long term planning and at least studying the market for seven months, therefore their business and ma rket analysis and projections can also be considered accurate. The only glitch in the plan and the initial hurdle was a lack of financing which was assured by a friend. The problem with the plan was that it was a personally guaranteed bank debt which was not guaranteed well after the initiation of business. Thus access to capital was not present and the availability was not confirmed. This could stop all activity as capital is the lifeblood of business and eventually led to problems. Thus though Fred and Dwayne were armed with all intangible resources for business, the main resource which was financing was not available and led to business problems as they had wrongfully assumed its sure availability and the opposite happened. 2) What were the ethical issues facing Dwayne and Fred in contemplating starting their business? The main ethical dilemma for Fred and Dwayne was to be loyal to their current employer despite knowing that he is going to be their competitor eventually. Working with diligence for ACME pets meant that they will be penetrating and securing the market for ACME, thus decreasing the saturation level of the market and thus reducing their potential for future success. Being completely honest to ACME will mean that they will be grounding ACME more firmly which is not viable for their future business but their ethical and moral responsibility now. This meant they had to decide between their future benefits and current ethical responsibilities. 3) Build a simple income statement for Fred and Dwayne's first year based on the numbers in the case. Based on the first years projected profit, is this business worth it? Why or Why not? What additional information do you need? Income statement Gross income $1000000 Cost of goods sold(Inventory) - $ 700000 Operating expenses+ interest - $ 288000 Startup costs - $ 87500 Net income (loss) $ - 75500 The projected income for the first year in business is the loss of $75500, but that includes the startup costs as well. The first year for any business is very crucial and businesses normally suffer a loss in the first year. It is generally after the first year that businesses break even and start generating profits so losses should not deter Fred and Dwayne from initiating the business. It should also be considered that the amount of losses is less than the startup costs which will not be incurred in the second year and thus the business can expect reasonable returns and profit in the second year. Thus this business idea is qyuite feasible. Other expenses incurred are also needed and the amount of taxes incurred will also be needed to generate a definite income statement. 4) What would you recommend Dwayne and Fred to do in their current situation? What are their options? If at all possible how might they make this work? Dwayne