The Federal Reserve Essay Example | Topics and Well Written Essays - 2000 words - 1

The Federal Reserve - Essay Example The effectiveness of the role of the Federal Reserve System lies in the monetary policies of the bank. The responsibility of designing appropriate monetary policies is bestowed on the Federal Reserve System by the Federal Reserve Act in order to ensure availability of money and liquidity in the economy and to arrange for provision of affordable cost of credit in order to fulfil the national economic goals. The monetary policies of the Federal Reserve System are aimed at sustaining the level of productivity and create a balance between the supply and demand. The responsibility of the Federal Reserve System also encompasses controlling of inflation rates by fixation of appropriate interest rates in the financial system. The basis of the monetary policies of the Federal Reserve System lies in the inter bank lending policy (Mankiw, 2011). During the phase of revival from the period of recession in the current economy, the Federal Reserve System modified its monetary policies in order to boost consumption demand in the economy by undertaking policies to inject sufficient flow of funds. The interbank rates depend on the Federal fund rate which is determined by the Federal Reserve System. ... The discount rate is determined by the Federal Reserve System looking at the demand of the economy and providing credits to the banks in required rates to fulfil the demand of liquidity in the economy. The reserve fund requirements are the deposit base held by the banks as a statutory requirement with the Federal Reserve System. The decrease in the reserve requirement as determined by the Federal Reserve policy would help to inject more liquid funds into the economy. The current economic conditions which showed a financial crisis led to the need of increased direct lending by the banks and financial institutions (Allen, 1999). The Federal Reserve System played an important role in determining appropriate inter bank rate to encourage increase in lending for the business. This has been done through increase in open market operations by the Federal Reserve System that has led to the increase in the flow of liquidity ion the economy. A higher level of production in the current economic c onditions has created the stage for revival of the economy. This in turn has led to the rise in income levels of the people thereby boosting the spending in the economy. As the banking system was severely hit during the current economic recession, the Federal Reserve System adopted measure to increase the credit to organisations other than banks. The central bank engaged in liquidity swaps with the other central banks of other countries. The usage of derivative products raised giving hope to the recovery of economic conditions. Thus the roles and responsibilities of the Federal Reserve System have been highly significant in establishing a position of stability for the current economy. It is through the policies of the Federal Reserve

The different between simulated reverberation using corner speakers in Research Paper

The different between simulated reverberation using corner speakers in the room and real reverberation - Research Paper Example Another researcher has found that the effects of steady-state suppression are similar in simulated and real reverberant environments. Therefore, there are advances that are closing the gap between the simulated and real reverberant environments, and there are commonalities as well. The following describes the differences between the two environments as well as the common ground that they share. Simulated verses Real Reverberation Simulated reverberation creates a diotic sound field (like loudspeaker in front) prone to spectral cancellations. C.f. to â€Å"amplitude mapping† / â€Å"summing localisation†. The diotic sound field may be replicated by the researcher, such as with the study done by Arai et al. (2007). They wanted to evaluate the effect of overlap-masking on speech intelligibility, so they conducted a study where they presented stimuli diotically through headphones connected to a computer. They were further able to adjust the sound level to the comfort of eac h subject. They found that the intelligibility of speech in reverberation was inversely correlated with the amount of overlap-masking (Arai et al., 2007, p. 440). ... n acoustic field is considered to be perfectly diffuse in a volume V if the energy density is the same on all points of this volume V† (Nelisse & Nicola, 1997, p. 3517). According to Kopco and Shinn-Cunningham (2002), however, this diffusion depends upon where the listener is in the reverberant room. For listeners in the center of the room, the reflective surfaces are located relatively far from the listener, which makes the sounds from all positions in the room diffuse to the listener. On the other hand, when the listener is close to a wall, early reflections are prominent, and these early reflections’ magnitude and timing depends upon where the source is in relation to the listener (Kopco & Shinn-Cunningham, 2002, p. 109). They also found that the reverberation effect on localization varies dramatically depending upon where the listener is positioned in the room, while the effects of room position on localization are modest (Kopco & Shinn-Cunningham, 2002, p. 112). On the other hand, Moorer (1979) found that diffusion is one of the reasons that simulating reverberation does not sound like real reverberation, and found that the effects of diffusion are most prominent when the walls are irregular, as opposed to flat, which is the case with most concert halls. For instance, Moorer cites the case of the Boston Symphony Hall, with its fluted side walls and box well ceiling. This configuration causes a confusion of sounds which are caused by the multiplicity of the diffused sources of sounds that are reflected from every irregularity in the room. Therefore, everything but the first few images are washed out, which means that artificial reverberation has a difficult time simulating the acoustics of a concert hall, which is the source of real reverberation (Moorer, 1979,

Theories of attribution bias Essay Example for Free

Theories of attribution bias Essay Attribution theory is concerned with how individuals interpret events and how this relates to their thinking and behaviour. Heider (1958) was the first to propose a psychological theory of attribution, but Weiner and colleagues (e.g., Jones et al, 1972; Weiner, 1974, 1986) developed a theoretical framework that has become a major research paradigm of social psychology Fundamental attribution error The fundamental attribution error focuses generally on how people explain how and why things happen in a social setting. There is a strong tendency for people to explain their own behavior as a function of external situations, but attribute the behavior of others to internal factors. The fundamental attribution error explains why people often blame other people for things over which they usually have no control. The term blaming the victim is often used by social psychologists to describe a phenomenon in which people blame innocent victims of crimes for their misfortune. The actor-observer bias tends to be more pronounced in situations where the outcomes are negative.For example, someone might say they did poorly on an exam because it was very difficult or unfair. But when explaining anothers behavior, they would be more likely to attribute something internal, like not studying enough. Actor observer effect The actor-observer bias is a term in social psychology that refers to a tendency to attribute ones own actions to external causes, while attributing other peoples behaviors to internal causes. Essentially, people tend to make different attributions depending upon whether they are the actor or the observer in a situation. 3.1 Self-monitoring in social encounters- Snyder 87-95 3.1 self-disclosure in social encounters- wiemann Giles/Jourard71 3.1 self-presentation in social encounters- duck 88 influence people in positive way

Copernicus, Galileo and Hamlet :: Hamlet Copernicus

Copernicus, Galileo and Hamlet If imagination is the lifeblood of literature, then each new scientific advance which extends our scope of the universe is as fruitful to the poet as to the astronomer. External and environmental change stimulates internal and personal tropes for the poetic mind, and the new Copernican astronomy of the late 16th- and early 17th-centuries may have altered the literary composition of the era as much as any contemporaneous political shifts. Marjorie Nicolson, in "The Breaking of the Circle," argues that the heliocentric system greatly influenced the metaphysical poets, especially John Donne, as it necessarily mated the concept of a universal macrocosm with the preexisting notions of a personal microcosm and earthbound geocosm. Nicolson claims that the Elizabethans, Shakespeare included, failed to apply the new motion of heavenly bodies to their own bodies of work, and that their obsolete cosmology confers obsolescence upon their literary endeavors. I will argue that Hamlet, written in the aftermath of Copernicus's De Revolutionibus and Tycho Brahe's cosmological observations, not only follows many of Nicolson's tenets for the metaphysical poetry of the time, but stands as a central metaphor for the ambiguous period between Copernicus's initial theories and Galileo's visual proofs in Sidereus Nuncius. The conflict of Hamlet is the geocentric pitted against the heliocentric; Hamlet the "son/Sun" must revenge his Hyperion father's death by deposition of his traitorous and swinish uncle from the English throne, the center of the action and royally emblematized through the Sun. But the addition of the macrocosmic/heliocentric view to Hamlet's preexisting microcosmic†¹that is, self-centered or, to use a word that rings of etymological irony, solipsistic†¹obsessions does not make for a happy marriage; rather, the two spheres, representing externality and internality, stall Hamlet's geocentric development†¹earthly, physi cal action. Hamlet's legendary propensity to delay stems not from a mere excess of thought but from a divisive thought process that clouded Shakespeare's times: its fractured and debated cosmology. As Nicolson postulates, "'Correspondence' between macrocosm and microcosm, which man had accepted as basic to faith, was no longer valid in a new mechanical universe and mechanical world" (Nicolson, xxi). In Nicolson's eyes, King Lear reflects Shakespeare's preoccupation with the new cosmology more in astrological than astronomical terms: "Disruption in the heavens presaged disruption upon earth, the storms of the geocosm paralleled those in the microcosm, but our attention and Shakespeare's is centered on Lear, the man, rather than on the world and the universe" (Nicolson, 149).

Jazz Concert Review

Concert Evaluation Guidelines: MUS 2014: General guidelines to writing the paper. AFTER THE CONCERT Write your paper as soon as possible after the concert while the experience is fresh in your mind. What you include in you Concert Review will depend largely on the concert you attend. FORMAT Typed: double-spaced, 12 point, Times New Roman, one inch margins Title page: Concert title, performers (do not list performers in larger ensembles), date of concert, course number and section, your name, and date. Length: No more than three pages. Assemble: All concert reports must be stapled, with the concert program stapled behind your paper.Your name should be on each page, and also on the program. Programs: Attendance at a live performance is required; streaming concerts are not acceptable for this assignment. The concert program must be turned in with your paper; papers submitted without programs will not be accepted. Printed PDF programs and Xerox copies will also not be accepted. Be advise d that a well-attended performance may run out of programs; be sure to arrive early to get a program. STYLE Write your paper in the first person. This is about your concert experience and your reactions. Avoid jargon, slang, and wordiness.Points will be deducted for grammatical and spelling errors. CONTENT What do you include in your paper? The most important goal of the concert-going experience is to enjoy the music. If you are busy taking notes and trying to remember everything that you hear, then you are not listening and reflecting. There is not time to analyze the music in great detail in the context of a concert. The primary goals are to listen, enjoy, reflect, and to later articulate your impressions using musical terminology to the best of your ability through the writing of your Concert Review.What to include: Your paper should follow a standard format including an introductory paragraph, body (one paragraph on each work), conclusions, and a closing paragraph. Introduction: Include name of ensemble(s) and/or soloists performing and the genre of music being performed (eg. Swing, Latin, BeBop, etc.. ). Body: Dedicate one paragraph to each work of music. In each paragraph give the name of the piece, composer, and performer(s) (if different from one to the next). For concerts with several shorter works, these paragraphs will be brief. You MUST attend the entire performance. For concerts with several works, a minimum of 4 works is required) †¢ If possible, include historical context. Include the time period. Were there musical characteristics from that time period that you were able to recognize? Did the piece sound like other pieces in that time period that you heard in class? †¢ Most importantly, include your overall impressions of each piece. Did you like or dislike the work? What was it that you liked or disliked? Using musical terminology articulate to the best of your ability what you liked. †¢ Can you relate the piece to anything you have listened to in class? Had you heard the piece before?Conclusions/Closing Paragraph: †¢ Did you enjoy one piece of music more than others? If so, why? †¢ Have you been to a concert of this type before? †¢ How does attending a live concert influence your listening? †¢ What did you think of the quality of the performance? †¢ Given the opportunity, would you go to another concert of this type? Things to Avoid: †¢ Do not give a â€Å"play by play† of the pieces. â€Å"First the piano†¦ † â€Å"Next the Saxophones†¦ † then the percussion†¦. † †¢ Do not take unnecessary space with long lists of instruments, and performers. †¢ Avoid overused words like upbeat, smooth, entertaining, and cool. Avoid redundancies. For example, if an entire concert of music is from the Swing era, this does not need to be stated in each paragraph. †¢ Do not call a piece of music a â€Å"song† unless it has words an d someone was singing. †¢ Do not use additional sources without citing them. THE UNIVERSITY WRITING CENTER The University Writing Center is located on the bottom level of the Belk Library and Information Commons, in Room 008. Consultants will work with you one-on-one and provide assistance with style, organization, content, grammar, and documentation. For more information, visit www. writingcenter. appstate. du; or call 262-3144 to make an appointment. ACADEMIC INTEGRITY As a community of learners atAppalachian State University, we must create an atmosphere of honesty, fairness, and responsibility, without which we cannot earn the trust and respect of each other. Furthermore, we recognize that academic dishonesty detracts from the value of anAppalachian degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form and will oppose any instance of academic dishonesty. This course will follow the provisions of the Academic Integrity Code, which can be found on the Office of Student Conduct Web Site: Jazz Concert Review Mus1104 Concert Review A Night of Jazz with the University Jazz Bands The concert I chose to attend was the University Jazz Bands’ Student Ensemble Concert on Wednesday, March 6, 2013. The concert featured two ensembles, both the Virginia Tech Jazz Ensemble and the Jazz Lab Band. At this concert, I was both a perceptive listener due to my knowledge of music and music performance, and a casual listener enjoying my friends performing a great concert. I enjoy my nature of listening because I can appreciate the music on many different levels, and get much more out of the performances than the casual listener.The concert was entirely jazz music, performing hits by Tommy Wolf, Duke Ellington, Mike Tomaro, and on. The ensembles varied in exact composition, but both contained: alto, tenor, and baritone saxophones; trumpets and trombones; drums, bass, piano, and guitar. A performer of every instrument had a solo and one point or another in the various songs, which provided not only a g reat chance to hear individual musician’s talents, but also a great opportunity to hear how the instrument itself can be used in jazz improvisation and how styles vary from instrument to instrument due to the nature of playing/performing them.There were nine songs performed at the concert, each with their own unique melody and form, but all following the jazz standards. The first song, â€Å"Rosewood,† was written by Woody Shaw and was performed by the Jazz Lab Band. The song features a fast presto tempo, fast with engineering and a driving bass line. A quarter of the way through the song, there’s a great trumpet solo blaring over a more subdued standard jazz riff, which goes straight into a tenor saxophone solo. The saxophone solo developed nicely upon the trumpet solo, both incorporating the first melody with some minor improvisations.The song had three themes, which were played in an ABACA pattern. The song was generally polyphonic, with one soloist or instru ment group playing a melody (theme) while the other instruments provided harmonies. The contrast between the trumpet section’s unity and the saxophones’ varying parts added depth to the song. The second song was â€Å"Dat Dere† was written by Bobby Timmons but arranged by Mark Taylor. In contrast to â€Å"Rosewood,† this song features a main theme that recurs throughout, with episodes throughout which develop upon the theme before it is repeated in its original form again.It featured a trombone solo which was unique to hear for me, because most pieces I’ve heard feature saxophone and trumpets but never a trombone. â€Å"Dat Dere† also features the typical saxophone and trumpet solos, however those follow the trombone. The tempo is more relaxed than that of â€Å"Rosewood† and is just below an allegro. However, the energy and enthusiasm of the musicians made it lively even though it wasn’t fast-paced. The third piece, Sammy Nest ico’s â€Å"Basie, Straight Ahead† also had a unique solo: the piano.The pianist had been switching between piano and keyboard for the first two songs, and in â€Å"Basie, Straight Ahead† finally got his time to shine. The piece emphasizes syncopation like none other, with the melody being one syncopated measure after another. There was great conversation between the saxophones and the trumpets, firing back and forth at each other with their music. The tempo was similar to that of â€Å"Dat Dere†. Towards the end, the drums really emphasize the syncopation by playing on the beat so that you can clearly hear that everyone else is off the beat.The next song the Jazz Lab Band played was â€Å"C-Jam Blues† by Duke Ellington, a classic jazz piece featuring a distinctive motif that is played over and over again. The theme is then developed upon by a few soloists, taking a simple two measure phrase and turning it into great ditty. The trumpet players make great use of Harmon Wah-wah mutes, keeping in the style of the original song by the Duke. Definitely the most laid back piece with regards to tempo, â€Å"C-Jam Blues† is definitely more bluesy than jazz.After the blues, the Band went into Tommy Wolf’s â€Å"Spring Can Really Hang You Up The Most† which ended up morphing into â€Å"Mercy, Mercy, Mercy† by Josef Zawinul. It opens with a beautiful slow piano solo which is quickly followed by a beautifully flowing saxophone solo. Definitely a song of polyphony to start, the saxophone soloist keeps going while the rest of the band accompanies quietly in the background. As soon as the solo is over though, the song quickly sped up and the background temporarily took over the melody, before the solo began some great improvisation upon the main theme.After the saxophonist, the drummer takes over for some great rhythmic variations. After a brief intermission, the Jazz Ensemble performed four pieces, which were al l more lively, energetic, and engaging than the first half. It was the Jazz Ensemble’s performance that I would recommend to friends, because it was much more enjoyable to watch and listen to than the Jazz Lab Band. Whether it was because of their bigger numbers or just a difference in personality of the performers, they were so much more energetic.The Ensemble’s first piece was â€Å"Max† by John Clayton, which gradually adds instruments in and gives a lot of attention to the saxophones by giving most of the melody and theme to them, unless it is being played by everyone. The trumpets break out their Harmon mutes again, which really does add a great layer of depth to the piece. The tempo was more casual than the other pieces which was a great way to relax into the second half. The next piece was â€Å"Lambeau Leap† by Fred Sturm, which quickly crescendos before a duet between the keyboardist and a trumpeter.Following them was a great guitar solo which wa s quite enjoyable, due to how great jazz guitar sounds. The theme was recurring, with an ABABA pattern throughout, with the B theme being improvisations upon the theme by soloists. The second to last piece was â€Å"Ice Castles† by Marvin Hamlisch, which was an incredible piece and was rich in melody and harmonies. Originally intended to be performed by a trumpet player Dave Detwiler, it was performed instead by the director Jason Crafton due to Mr. Detwiler getting stuck in Washington, D.C. from weather. The trumpet solos throughout the piece are quite smooth and beautiful, giving the piece a nice calm blues feeling. The piece is almost a concerto due to the nature of the trumpet solo. However, it was a great example of polyphony as the ensemble built underneath him, gradually growing in the number of people playing and in dynamic level, all the while accompanying the main trumpet’s theme. The final piece of the concert was â€Å"Minuano†, which is an intriguin g and difficult piece by Pat Metheny and Lyle Mays.Starting with a swirling almost klezmer melody. The song is led by a saxophone soloist until a trombone player takes over and leads the group. A theme and variation of sorts, the main melody is constantly developed upon by various instrumental parts, the tempo changing as they go, starting from a relaxed andante and quickly working their way up. The trumpets’ final use of the Harmon mute was quite enjoyable; a personal favorite of mine. All in all, it was a great concert, with much to talk about! It gave me a new appreciation for jazz music.

Professional Ethics Statement: Ethical Foundations Essay

Ron Brown’s your ethical framework and principles are to make amends where possible. Ron Brown must employ the ethics of being concerned for others, empathetic, responsible, accountable, grateful, motivated, and seek God’s grace which will be my only salvation. These character traits shape the makings of the best ethical position which will amount to Ron Brown’s success with mankind and God. Personally, when dealing with people Ron Brown’s ethical view consists of respect, consideration, gratitude, acknowledge of boundaries, cooperation, and honesty, trustworthiness, and kindness influences Mr. Ron’s perception of the people when working with and teaching. These are the area that warrant more care and affect differently the body Many individuals feel sucked into the black-hole or the abyss of empty ethics following a leaders’ vision to personally survive. Michael Joseph’s video suggested that ethics is more likely pushed aside when it comes to complying with an organizational culture. Many of the individuals feel sucked into the black-hole or the abyss of empty ethics to personally survive. This is the body of â€Å"everyday, ordinary life† as Palmer (2004) states there is absorption of jobs where people are working to pay bills, there is a limit on achieving dreams, constant making excuses, the world responsibilities carried on the backs of all human beings. Here it is, sitting in a mess without true deliverance. For example, rationalizations may appear when instructors may take off points on a graduate student’s paper only due to the fact that it was late. Maybe the student did not understand the due date. The ethical sticking to the policy even if it hurts the student represent a higher education’s established ethics despite the destruction of a students moral and grade. Particularly when a student first starts the online venture, the student is not quite sure of all of the procedures. When the ethics of the company or organization fails the people then it is time to reconsider the restructuring of the ethic that hold the mortar of future education and survival of Americans in the world work market (Bonhoeffer, 1995; Palmer, 2004; Borgmann, 2006; Butterfield, 2003). The body of â€Å"everyday, ordinary life† is laden with a heavy exoskeleton. This imaginary yet invisible shell that Ron Brown hides serves to temporarily protect, excrete, sense, support, feed and act as some supportive barrier against terrestrial organisms and desiccation (Butterfield, 2003). Exoskeletons serve to establish defenses from predators, pests and protection from unwarranted possible invasions while clinging to fear. People not comprehending my plight as an artist, musician, scholar, free mind in an over structured society holding fast to their rubrics of life, yet unforgiving and judgmental. Reference: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Bonhoeffer, D. (1995). Ethics. (N. H. Smith, Trans.). New York, NY: Borgmann, A. (2006). Real American ethics: Taking responsibility for our country. Chicago, IL: University of Chicago Press. Butterfield, N. J. (2003). Exceptional fossil preservation and the Cambrian explosion. Integrative and Comparative Biology, 43(1) 166–177. Palmer, P. (2004). A hidden wholeness: The journey toward an undivided life. San Francisco, CA: Jossey-Bass.

Tips for Successful Late Night Studying

Tips for Successful Late Night Studying What is your best study time? Do you feel most like studying in the wee hours of the night? If so, you are not alone. But  that can be a problem for parents and school officials. While some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better at nightand the fact that parents might find surprising and  interesting is that  science seems to agree. That can be a problem. School starts early in the morning for most students, so the benefits of studying at night can be eliminated by the drowsiness of missing sleep! Science also shows that the amount of sleep you get will affect your academic performance. Here Are a Few Tips for Maximizing Study Time Figure out if you are a morning person or a night person. You might surprise yourself. Try getting up early to study and see if it works out.Have a talk with parents to tell them that teen brains do perform better at night, so you won’t have to deal with miscommunication. Show them the science. You might be able to come up with a solution.Agree on an absolute â€Å"start time† for studying if you need to study late. Turn off the TV! Your brain should be just fine at six or seven o’clock. You don’t need to start after dark.Agree on a solid deadline for closing books and getting to sleep.Dont waste time on texts, games, and social media. You can do all of that early evening and get serious later in the evening if youre a night owl.Upon occasion, you may be able to go to school a little late if you have to study for an afternoon test. As long as you are communicating with your parents, and as long as the tardiness doesnt hurt your grades, you may be able to w ork this out. Sources: Improved Academic Success. ScienceDaily. Retrieved November 7, 2009, from sciencedaily.com ¬ /releases/2009/06/090610091232.htm Teens. ScienceDaily. Retrieved November 7, 2009, from sciencedaily.com ¬ /releases/2007/05/070520130046.htm