International Finance Question Bank free essay sample

Choose the one alternative that best completes the statement or answers the question. 1) The currency used to buy imported goods is A) the buyers home currency. C) the currency of a third country. 1) B) the sellers home currency. D) special drawing rights. 2) 2) If portable disk players made in China are imported into the United States, the Chinese manufacturer is paid with A) international monetary credits. B) dollars. C) yuan, the Chinese currency. D) euros, or any other third currency. 3) If the United States sells beef to Japan, the U.S. beef producer is paid with A) euros, or any other third currency. B) dollars. C) yen, the Japanese currency. D) international monetary credits. 4) When Safeway supermarkets in the United States buys strawberries from Mexico, A) it must use dollars to pay Mexican farmers. We will write a custom essay sample on International Finance Question Bank or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page B) it may use any currency it chooses. C) it must use pesos to pay Mexican farmers. D) the transaction shows up in the U. S. capital account. 5) A country records its international finance accounts in its A) balance of payments accounts. B) import/export log accounts. C) trade payments accounts. D) net exports payments account. ) A countrys balance of payments accounts record A) its international trading, borrowing, and lending. B) only its official transactions with other governments. C) the countrys net indebtedness to foreigners. D) the flow of human and nonhuman resources between it and its trading partners. 7) A countrys balance of payments accounts include all of the following EXCEPT A) military account. B) capital account. C) current account. D) official settlements account. 8) The balance of payments accounts include the A) non-performing account. C) current account. 3) 4) 5) 6) 7) 8) B) export bank account. D) exim bank account. 9) 9) In part, a countrys current account measures A) its current debt as opposed to its long-term debt. B) receipts from the sale of goods and services to foreigners and payments for goods and services bought from foreigners. C) net increases and decreases in a countrys holdings of foreign currency. D) borrowing and lending activity between the countrys residents and foreigners. 10) The balance of payments account used to record payments for imported goods and services is the A) exim account. B) current account. C) capital account. D) import account. 1 10) 1) The largest part of the U. S. current account consists of A) net transfer payments between the United States and Mexico. B) Fed transfers of U. S. dollars to other central banks. C) receipts from exports and payments for imports. D) net borrowing between the United States and other countries. 12) In 2003, the U. S. current account had a A) deficit of $559 billion. B) balance with a discrepancy of $40 billi on. C) surplus of $559 billion. D) deficit of $90 billion. 13) The balance of payments account that records foreign investment in the United States is the A) capital account. B) current account. C) exim account D) non-performing account. 14) The U. S. capital account measures A) foreign investment in the United States minus U. S. investment abroad. B) net increases and decreases in the U. S. holdings of foreign currency. C) net transfer payments between U. S. residents and foreigners. D) receipts from goods and services sold and transfers to and from foreigners. 15) If foreign investment in the United States exceeds U. S. investment abroad, there is a ________; and when U. S. investment abroad exceeds foreign investment in the United States, there is a(n) ________. A) current account surplus; current account deficit B) capital account deficit; capital account surplus C) current account surplus; official accounts surplus D) capital account surplus; capital account deficit 16) In 2003, the U. S. capital account had a A) deficit of $559 billion. C) surplus of $559 billion. 11) 12) 13) 14) 15) 16) B) surplus of $115 billion. D) deficit of $115 billion. 17) 17) The official settlements account of a country measures A) the receipts from goods and services bought and sold, and transfers to and from foreigners. B) borrowing and lending between the countrys residents and foreigners. C) net transfer payments between the countrys citizens and foreigners. D) the net increase or decrease in the countrys official reserves. 18) The account used to record changes in the official reserve is the A) capital account. B) current account. C) official settlements account. D) official reserves account. 19) The official settlements account for the United States measures the A) net value of foreign goods purchased by U. S. residents. B) value of U. S. merchandise purchased by foreigners. C) net value of U. S. exports of services. D) net increase or decrease in the governments holdings of foreign currency. 18) 9) 2 20) The change in U. S. official reserves is equal to A) the current account balance minus the capital account balance. B) the current account balance plus the capital account balance. C) borrowing from abroad plus the current account deficit. D) foreign investment in the United States minus U. S. investment abroad. 21) Which of the following statements about the balan ce of payments accounts is correct? A) The official settlements account is typically larger than both the capital and current accounts. B) The sum of all three accounts is always zero. C) The current account must be greater than the capital account. D) Typically the capital account is near zero because it equals the difference between the current account and the official settlements account. 22) Over the last two decades, according to the United States balance of payments, A) the official settlements balance fluctuates greatly from year to year. B) there is no clear relationship between the current account balance and the capital account balance. C) the current account and the capital account balances tend to move in opposite directions. D) the current account and the capital account balances tend to move in the same direction. 23) During most of the 1980s and 1990s, the U. S. has had A) a negative current account and a positive capital account. B) a positive current account and a positive capital account. C) a positive current account and a negative capital account. D) a negative current account and a negative capital account. 24) If a nation during its entire history has borrowed more from the rest of the world than it has lent to the rest of the world, the country is a A) net lender. B) creditor nation. C) net borrower. D) debtor nation. 25) If a country is currently lending more to the rest of the world than it is borrowing from the rest of the world, the country is a A) creditor nation. B) debtor nation. C) net lender. D) net borrower. 26) A net borrower is a country that ________, while a net lender is a country that ________. A) decreases its stock of outstanding foreign debt; lends more than it borrows B) borrows more than it lends; lends more than it borrows C) borrows more than it lends; owes more to foreigners than foreigners owe to it D) lends more than it borrows; borrows more than it lends 27) If a country during its entire history has invested more in the rest of the world than the rest of the world has invested in it, the country is a A) net lender. B) net borrower. C) creditor nation. D) debtor nation. 28) If a country is currently borrowing more from the rest of the world than it is lending to the rest of the world, the country is a A) debtor nation. B) creditor nation. C) net lender. D) net borrower. 20) 21) 22) 23) 24) 25) 26) 27) 28) 3 29) A creditor nation is a country that ________ and a debtor nation is a country that ________. A) currently lends more than it borrows; currently borrows more than it lends B) through its history has lent more than it has borrowed; through its history has borrowed more than it has lent C) currently borrows more than it lends; currently lends more than it borrows D) through its history has borrowed more than it has lent; through its history has lent more than it has borrowed 30) A creditor nation means a nation whose A) total investments in the rest of the world exceeds the rest of the worlds investments in that country. B) exports exceed its imports. C) current account is larger than its capital account. D) lending to the rest of the world exceeds its borrowing from the rest of the world. 31) A debtor nation means a nation whose A) total investments in the rest of the world are less than the rest of the worlds investments in that country. B) lending to the rest of the world exceeds its borrowing from the rest of the world. C) current account is less than its capital account. D) imports exceeds its exports. 32) Today, the United States is a I. net borrower II. net lender III. debtor nation IV. creditor nation A) II and III B) II and IV 29) 0) 31) 32) C) I and III D) I and IV 33) 33) If a country has a capital account surplus, that countrys stock of international indebtedness is A) increasing. B) decreasing. C) zero. D) constant. 34) If a country has a capital account deficit, that countrys stock of international indebtedness is A) zero. B) decreasing. C) increasing. D) constant. 35) Since 1983, the United States has been a net ___ _____ and since 1989 has been a ________ nation. A) lender; debtor B) borrower; creditor C) borrower; debtor D) lender; creditor 36) Currently, the United States is a net ________ and a ________ nation. A) lender; creditor B) borrower; creditor C) borrower; debtor D) lender; debtor 37) The main source of fluctuations in the current account balance is A) net interest income. B) net exports. C) net taxes. D) net transfers. 38) The private sector surplus or deficit equals A) net taxes minus government purchases. C) government purchases minus net taxes. 4 34) 35) 36) 37) 38) B) investment minus saving. D) saving minus investment. 39) Net exports equals A) government saving plus private saving. B) imports of goods and services minus exports of goods and services. C) exports of goods and services minus imports of goods and services. D) Both answers A and C are correct. 40) A net exports deficit or surplus equals A) taxes minus savings plus public and private investment. B) net worth plus the government sector surplus or deficit minus the private sector surplus or deficit. C) the government sector surplus or deficit plus the private sector surplus or deficit. D) net lending by both the private and public sector plus savings minus investment. 41) Which of the following is correct? A) The public sector surplus or deficit equals net exports plus the private sector surplus or deficit. B) Net exports equals the government sector surplus or deficit plus the private sector surplus or deficit. C) Net exports equals the current account plus the capital account plus the official settlements account. D) The private sector surplus or deficit equals net exports plus the public sector surplus or deficit. 42) Which of the following statements is true? A) If (private) investment is greater than (private) saving then the private sector has a deficit. B) If (private) saving is greater than (private) investment then the private sector has a surplus. C) If (private) investment is greater than (private) saving then either the government or net export sector must have a surplus. D) All of the above answers are correct. 43) X is exports, M is imports, T is net taxes, G is government purchases, C is consumption expenditure, S is saving, and I is investment. Which of the following equations represents the private sector surplus or deficit? A) S I B) T G C) X M D) C + S + T 44) Suppose X M = net exports; T G = government sector surplus or deficit; and S I = private sector surplus or deficit. Which of the following relationships is correct? A) T G = X M + S I B) S I = X M + T G C) X M = T G + S I D) None of the above answers are correct. 45) Which of the following statements about net exports, the government sector, and the private sector is INCORRECT? A) Net exports equals exports minus imports. B) The government sector balance equals net taxes minus government purchase of goods and services. C) The sum of government sector and private sector balances equals net exports. D) Private sector balance equal private investment minus private saving. 46) If net exports is 100 and the private sector balance is 150, then the government sector balance is A) -50. B) 0. C) 50. D) 250. 39) 40) 41) 42) 43) 44) 45) 46) 5 47) Suppose U. S. net exports are -$400 billion and the U. S. government sector surplus is $200 billion. Then in the private sector, saving minus investment equals A) -$600 billion. B) +$200 billion. C) -$200 billion. D) +$600 billion. 48) Hong Kong has imports of $1,130 billion and exports of $1,255 billion. Hong Kong definitely has ________ in 2000. A) negative net exports of $125 billion B) a government budget surplus C) positive net exports of $125 billion D) Both answers B and C are correct. 47) 48) Component Investment, I Net taxes, T Government purchases, G Exports, X Imports, M Amount (billions of dollars) 700 1,300 1,200 1,500 1,700 49) 49) In the above table, the government sector surplus or deficit (its budget balance) is a A) surplus of $100 billion. B) surplus of $200 billion. C) deficit of $200 billion. D) deficit of $100 billion. 50) In the above table, the net exports is a A) surplus of $100 billion. C) surplus of $200 billion. 50) B) deficit of $100 billion. D) deficit of $200 billion. 51) 51) In the above table, the government sector surplus or deficit is a ________ and net exports is a ________. A) deficit of $100 billion; surplus of $200 billion B) surplus of $100 billion; surplus of $200 billion C) surplus of $100 billion; deficit of $200 billion D) deficit of $100 billion; deficit of $200 billion 52) In the above table, the private sector has a A) deficit of $400 billion. C) surplus of $300 billion. 53) In the above table, saving must be A) -$400 billion. B) $400 billion. 52) B) deficit of $200 billion. D) deficit of $300 billion. 53) C) -$300 billion. D) $300 billion. Item Exports Imports Government purchases Net taxes Investment Saving Billions of dollars 234 277 887 855 760 749 54) 4) The above table gives data for the nation of Sueland. What is the value of net exports? A) $234 billion B) -$43 billion C) $43 billion D) $511 billion 6 55) The above table gives data for the nation of Sueland. What is the government sector surplus or deficit? A) -$43 billion B) $1,772 billion C) -$32 billion D) $32 billion 56) The above table gives data for the nation of Sueland. What is the private sector surplus or deficit? A) -$11 billion B) -$43 billion C) $11 billion D) $43 billion Item Exports Imports Government sector surplus Private sector deficit Dollars 500 400 250 -150 55) 56) 7) The above table describes accounts for the country of Pacifica. Using this information, net exports for Pacifica equals A) -$100. B) $650. C) $900. D) $100. 58) In the foreign exchange market, the ________ of one country is traded for the ________ of another country. A) currency; currency B) currency; financial instruments C) currency; goods D) goods; goods 59) Which of the following apply to exchange rates? I. The exchange rate is a price. II. The exchange rate for a currency depends on which foreign exchange market you use. III. The foreign exchange rate is different from other prices because it is NOT determined by supply and demand. A) I B) II and III C) I, II, and III D) I and II 60) The foreign exchange rate is the price at which the ________ of one country exchanges for the ________ of another country. A) currency; goods B) currency; financial instruments C) currency; currency D) goods; goods 61) By definition, currency depreciation occurs when the value of A) one currency falls relative to another currency. B) one currency rises relative to another currency. C) all currencies fall relative to gold. D) gold falls relative to the value of currencies. 62) Which of the following examples definitely illustrates a depreciation of the U. S. dollar? A) The dollar exchanges for 1 pound and then exchanges for 1. 2 pounds. B) The dollar exchanges for 250 yen and then exchanges for 275 francs. C) The dollar exchanges for 100 francs and then exchanges for 120 yen. D) The dollar exchanges for 120 francs and then exchanges for 100 francs. 57) 58) 59) 60) 61) 62) 7 63) Which of the following examples definitely illustrates a depreciation of the U. S. dollar? A) The dollar exchanges for 200 yen and then exchanges for 250 yen. B) The dollar exchanges for 2,000 pesos and then exchanges for 3,400 pesos. C) The dollar exchanges for 250 yen and then exchanges for 200 francs. D) The dollar exchanges for 120 yen and then exchanges for 100 yen. 64) When the U. S. dollar depreciates against the yen, the yen becomes ________ expensive and the exchange rate ________. A) more; rises B) less; falls C) more; falls D) less; rises 65) When the U. S. dollar depreciates against the yen, the yen ________ and the exchange rate ________. A) appreciates; rises B) depreciates; rises C) depreciates; falls D) appreciates; falls 66) Suppose the exchange rate of the U. S. dollar was 1. 50 British pounds = $1. 00 (U. S. on Wednesday, and on Monday the exchange rate was $. 75 (U. S. ) = 1. 00 British pound. Which of the following best describes what happened between Wednesday and Monday? A) The U. S. dollar appreciated against the British pound. B) The U. S. dollar depreciated against the British pound. C) The British pound appreciated against the U. S. dollar. D) Both answers B and C are correct. 67) By def inition, currency appreciation occurs when A) the value of all currencies fall relative to gold. B) the value of all currencies rise relative to gold. C) the value of one currency rises relative to another currency. D) the value of one currency falls relative to another currency. 68) Which of the following examples definitely illustrates an appreciation of the U. S. dollar? A) The dollar exchanges for 1 pound and then exchanges for 1. 2 pounds. B) The dollar exchanges for 120 francs and then exchanges for 100 francs. C) The dollar exchanges for 200 yen and then exchanges for 250 francs. D) none of the above 69) Which of the following examples definitely illustrates an appreciation of the U. S. dollar? A) The dollar exchanges for 200 yen and then exchanges for 250 yen. B) The dollar exchanges for 1. pounds and then exchanges for 200 yen. C) The dollar exchanges for 120 francs and then exchanges for 100 francs. D) none of the above 70) Suppose the exchange rate of the U. S. dollar was 1. 00 German mark = $0. 50 (U. S. ) on Thursday, and on Friday the exchange rate was $1. 00 (U. S. ) = 2. 10 German marks. Which of the following best describes what happened between Thursday and Friday? A) The U. S. dollar appreciated against the German mark. B) The U. S. dollar depreciated against the German mark. C) The German mark appreciated against the dollar. D) Both answers B and C are correct. 3) 64) 65) 66) 67) 68) 69) 70) 8 71) The law of demand for dollars means that A) the lower the exchange rate, the greater the quantity of dollars demanded. B) the higher the exchange rate, the smaller the quantity of dollars demanded. C) the lower the exchange rate, the smaller the quantity of U. S. exports demanded. D) Both answers A and B are correct. 72) A rise in the U. S. exchange rate will A) decrease the demand for dollars. B) increase the demand for dollars. C) decrease the quantity of dollars demanded. D) increase the quantity of dollars demanded. 73) A fall in the U. S. exchange rate will A) increase the quantity of dollars demanded. B) increase the demand for dollars. C) decrease the quantity of dollars demanded. D) decrease the demand for dollars. 74) The demand curve for U. S. dollars slopes downward because, A) as the dollar appreciates, U. S. goods become less expensive to foreign residents, they purchase fewer U. S. goods, and the quantity of dollars demanded decreases. B) as the dollar appreciates, U. S. goods become more expensive to foreign residents, they purchase fewer U. S. goods, and the quantity of dollars demanded decreases. C) as the dollar depreciates, U. S. goods become more expensive to foreign residents, they purchase fewer U. S. goods, and the quantity of dollars demanded decreases. D) as the dollar depreciates, U. S. goods become less expensive to foreign residents, they purchase fewer U. S. goods, and the quantity of dollars demanded decreases. 75) As the exchange rate ________, the ________ is the value of U. S. ________. A) rises; smaller; imports B) falls; greater; imports C) rises; greater; exports D) falls; greater; exports 76) The greater the demand for U. S. exports, the A) smaller is the demand for U. S. ollars. B) larger is the demand for U. S. dollars. C) larger is the demand for non-U. S. currencies. D) larger is the current account deficit. 77) The ________ the current exchange rate, the ________ is the expected profit from holding dollars, all other things remaining the same. A) lower; larger B) lower; smaller C) higher; larger D) The premise of the question is wrong because the exch ange rate has nothing to do with expected profit from holding dollars. 71) 72) 73) 74) 75) 76) 77) 9 Investor Investor A Investor B Investor C Expected future value of a dollar (francs per dollar) 120 100 85 78) 8) Using the table above, if the current market value of the dollar is 125 francs per dollar, A) investor A expects dollar depreciation, but B and C expect appreciation. B) investor A expects dollar appreciation, but B and C expect depreciation. C) all three investors expect the dollar to appreciate. D) all three investors expect the dollar to depreciate. 79) Using the table above, if the current market value of the dollar is 125 francs, A) investor A holds francs, but B and C hold dollars. B) investor A holds dollars, but B and C hold francs. C) all three investors hold francs. D) all three investors hold dollars. 0) Using the table above, if the current market value of the dollar is 70 francs, A) all three investors expect the dollar to depreciate. B) all three investors expect the dollar to appreciate. C) investor A expects dollar appreciation, but B and C expect depreciation. D) investor A expects dollar depreciation, but B and C expect appreciation. 81) Using the table above, if the current market value of the dollar is 70 francs, A) investor A holds francs, but B and C hold dollars. B) all three investors hold dollars. C) investor A holds dollars, but B and C hold francs. D) all three investors hold francs. 2) Using the table above, if the current market value of the dollar is 90 francs, A) investor A expects dollar appreciation, but B and C expect depreciation. B) all three investors expect the dollar to appreciate. C) investor C expects dollar depreciation, but A and B expect appreciation. D) all three investors expect the dollar to depreciate. 83) Using the table above, if the current market value of the dollar is 110 francs, A) all three investors expect the dollar to depreciate. B) investor C expects dollar depreciation, but A and B expect appreciation. C) investor A expects dollar appreciation, but B and C expect depreciation. D) all three investors expect the dollar to appreciate. 84) Important factors that change the demand for dollars and shift the demand curve for dollars include which of the following? I. Interest rates around the world. II. The current exchange rate. III. The expected future exchange rate. A) I and III B) I, II, and III C) II D) I and II 79) 80) 81) 82) 83) 84) 10 85) If the interest rate on Japanese yen assets falls, the A) quantity of dollars demanded will increase. B) demand for dollars will decrease. C) demand for dollars will increase. D) quantity of dollars demanded will decrease. 6) If the interest rate on Swiss franc assets increases, the A) quantity of dollars demanded will increase. B) quantity of dollars demanded will decrease. C) demand for dollars will increase. D) demand for dollars will decrease. 87) If the interest rate on U. S. dollar assets increases, the A) quantity of dollars demanded will decrease. B) quantity of dollars demanded will increase. C) demand for doll ars will increase. D) demand for dollars will decrease. 88) If the U. S. interest rate rises, the A) there is a movement downward along the demand curve for dollars. B) demand curve for dollars shifts leftward. C) demand curve for dollars shifts rightward. D) None of the above answers are correct. 89) If U. S. interest rates fall, the A) demand curve for dollars shifts rightward. B) there is a movement upward along the demand curve for dollars. C) demand curve for dollars shifts leftward. D) None of the above answers are correct. 90) If Japanese interest rates rise, the A) demand curve for dollars shifts rightward. B) there is a movement upward along the demand curve for dollars. C) demand curve for dollars shifts leftward. D) None of the above answers are correct. 91) If Japanese interest rates fall, the A) demand curve for dollars shifts leftward. B) demand curve for dollars shifts rightward. C) there is a movement downward along the demand curve for dollars. D) None of the above answers are correct. 92) U. S. residents come to believe that the dollar will depreciate in the future, that is, the exchange rate in the future will be lower than the current exchange rate. As a result, A) there is a movement upward along the demand curve for dollars. B) the demand curve for dollars shifts rightward. C) the demand curve for dollars shifts leftward. D) None of the above answers are correct. 85) 86) 87) 88) 89) 90) 91) 92) 11 93) U. S. esidents come to believe that the dollar will appreciate in the future, that is, the exchange rate in the future will be higher than the current exchange rate. As a result, A) the demand curve for dollars shifts leftward. B) the demand curve for dollars shifts rightward. C) there is a movement downward along the demand curve for dollars. D) None of the above answers are correct. 93) 94) In the figure abo ve, the shift in the demand curve for U. S. dollars from D0 to D1 could occur when A) the U. S. interest rate rises. B) the expected future exchange rate decreases. C) people expect that the dollar will depreciate. D) foreign interest rates increase. 95) In the figure above, the shift in the demand curve for U. S. dollars from D0 to D1 could occur when A) foreign interest rates drop. B) the expected future exchange rate falls. C) people expect that the dollar will depreciate. D) the U. S. interest rate drops. 96) In the figure above, the shift in the demand curve for U. S. dollars from D0 to D2 could occur when A) people expect that the dollar will appreciate. B) the U. S. interest rate rises. C) foreign interest rates fall. D) the U. S. interest rate falls. 94) 95) 96) 12 97) In the figure above, the shift in the demand curve for U. S. dollars from D0 to D2 could occur when A) people expect that the dollar will appreciate. B) foreign interest rates fall. C) the U. S. interest rate falls. D) the expected future exchange rate increases. 98) In the figure above, the shift in the demand curve for U. S. dollars from D0 to D2 could occur when A) people expect that the dollar will appreciate. B) foreign interest rates rise. C) the expected future exchange rate increases. D) the U. S. interest rate rises. 99) In the figure above, the shift in the demand curve for U. S. dollars from D0 to D1 could occur when A) the expected future exchange rate increases. B) people expect that the dollar will depreciate. C) foreign interest rates increase. D) the U. S. interest rate falls. 100) In the figure above, the shift in the demand curve for U. S. dollars from D0 to D1 could occur when A) the expected future exchange rate falls. B) people expect that the dollar will appreciate. C) the U. S. interest rate decreases. D) foreign interest rates increase. 101) In the figure above, the shift in the demand curve for U. S. dollars from D0 to D2 could occur when A) foreign interest rates fall. B) the expected future exchange rate increases. C) people expect that the dollar will depreciate. D) the U. S. interest rate rises. 102) Other things remaining the same, the ________ the exchange rate for dollars, the greater the ________ in the foreign exchange market. A) lower; value of U. S. imports B) higher; quantity of dollars supplied C) higher; expected profits from holding dollars D) higher; quantity of dollars demanded 103) As the exchange rate ________, the quantity of dollars ________ on the foreign exchange market ________. A) falls; supplied; increases B) falls; demanded; decreases C) rises; demanded; increases D) rises; supplied; increases 97) 98) 99) 100) 101) 102) 103) 13 04) In the foreign exchange market, the supply curve for dollars slopes upwards because A) as the exchange rate rises, imports become more expensive, and more dollars are supplied to pay for the imports. B) as the exchange rate rises, imports become cheaper, and more dollars are supplied to pay for the increase in the quantity of imports. C) supply curves always slope upwards. D) as the exchange rate rises, more dollars are supplied because the profit from selling dollars falls. 105) In the foreign exchange market, which of the following results in a movement along the supply curve of dollars? A) a change in the U. S. interest rate B) a change in the expected future exchange rate C) a change in the current exchange rate D) None of the above answers are correct. 106) Which of the following is a factor that determines the amount of dollars supplied in the foreign exchange market? A) the exchange rate B) interest rates in foreign countries C) U. S. interest rate D) All of the above affect the number of dollars supplied in the foreign exchange market. 107) Other things remaining the same, the A) larger the value of U. S. imports, the smaller is the quantity of foreign currency demanded. B) higher the exchange rate, the smaller is the expected profit from selling dollars. C) lower the exchange rate, the cheaper are foreign-produced goods and services. D) larger the value of U. S. imports, the greater is the quantity of U. S. dollars supplied to the foreign exchange market. 108) One of the main reasons the supply curve for dollars slopes ________ includes the ________. A) upward; exports effect B) downward; imports effect C) downward; expected profit effect D) upward; imports effect 109) The larger the value of U. S. imports, the greater the quantity of ________ causing the quantity supplied of dollars to ________. A) U. S. dollars demanded; decrease B) U. S. dollars demanded; increase C) foreign currency demanded; increase D) foreign currency demanded; decrease 110) The ________ the exchange rate, the ________ are foreign-produced goods and hence the greater the quantity of dollars supplied. A) higher; more expensive B) lower; cheaper C) lower; more expensive D) higher; cheaper 111) The ________ the exchange rate, the ________ are foreign-produced goods and hence the smaller the quantity of dollars supplied. A) greater; cheaper B) lower; cheaper C) lower; more expensive D) greater; more expensive 04) 105) 106) 107) 108) 109) 110) 111) 14 112) The quantity of dollars supplied will increase if A) U. S. imports increase. B) foreign demand for U. S. exports increases. C) U. S. interest rates are high. D) tourism to the United States increases. 113) The quantity of dollars supplied will decrease if A) the interest rate in the United States falls. C) fewer U. S. residents travel abroad. 112) 113) B) imports into the United States increase. D) the expected future exchange rate falls. 114) 114) One of the main reasons the supply curve for dollars slopes ________ includes the ________. A) upward; expected profits effect B) downward; expected profit effect C) upward; exports effect D) downward; imports effect 115) The ________ the expected profit from holding a foreign currency, the greater is the ________ in the foreign exchange market. A) larger; quantity demanded of dollars B) larger; quantity supplied of dollars C) smaller; quantity demanded of foreign currency D) None of the above is correct because the expected profit has nothing to do with the supply and demand for dollars or foreign currency. 116) Which of the following statements is correct? A) The higher the exchange rate, the larger is the expected profit from demanding dollars in the foreign exchange market. B) The higher the exchange rate, the larger is the expected profit from selling dollars in the foreign exchange market. C) The lower the exchange rate, the larger is the expected profit from selling dollars in the foreign exchange market. D) None of the above because the exchange rate has nothing to do with the expected profit from buying or selling dollars in the foreign exchange market. 117) A change in which of the following will cause a change in the supply of dollars and shift the supply curve of dollars? I. An increase in the exchange rate. II. A change in interest rates. III. A decrease in the expected future exchange rate. A) I, II, and III B) I C) II and III D) I and II 118) The larger the U. S. interest rate differential, the A) smaller the supply of dollars on the foreign exchange market. B) larger the demand for foreign assets. C) larger the supply of dollars on the foreign exchange market. D) smaller the supply of yen on the foreign exchange market. 119) As the expected future exchange rate for dollars increases, A) the supply of U. S. dollars decreases. B) the expected profit from selling U. S. dollars today falls. C) the U. S. interest rate will fall. D) Both answers A and B are correct. 115) 116) 117) 118) 119) 15 120) In the figure above, the shift in the supply curve for U. S. dollars from S0 to S1 could occur when A) the U. S. interest rate differential decreases. B) the expected future exchange rate falls. C) the U. S. interest rate differential increases. 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New Potential Class of Long Gamma-Ray Bursts

New Potential Class of Long Gamma-Ray Bursts Intro Since their discovery, a debate has been sparked over the classification of a new potential class of long gamma-ray bursts (LGRB) that possess ultra-long durations lasting at least 1000s, along with distinctly different x-ray and optical light curves to regular gamma-ray bursts (GRB) (Levan 2014). The search for members of the ultra-long gamma-ray burst (ULGRB) population is currently gaining traction, with some suggesting they may be commonly occurring despite difficulties detecting them (levan 2014) and that their origins may be uniquely different from regular LGRBs (Boer 2015). It is thought that ULGRBs are produced by stars of very large radii evolving into an engine driven super-luminous supernova (SLSN), rather than an envelope stripped compact Wolf-Rayet star which is commonly accepted as a progenitor for LGRBs (levan 2014), however, the connection between SN signatures and ULGRBs is an ambiguous one. More recent work has been centred on exploring this partially vague connection, attempting to refine models explaining an engine driven SLSN, the nature of their progenitors and the host galaxy properties (bersten, kann, japlj, gao). The focus of this work is on two papers in this area of astrophysics: A very luminous magnetar-powered supernova associated with an ultra-long gamma-ray burst, (Greiner) and The Diversity of Transients from Magnetar Birth, (Metzger). The former details the discovery and observational analysis of SN2011k, preceded by GRB111209A, and postulates a magnetar origin, whereas the latter acknowledges the ULGB-SLSN connection and builds a thorough model of magnetar formation in order to explain it. A very luminous magnetar-powered supernova associated with an ultra-long gamma-ray burst Summary The work performed by (greiner) at first focuses on observational data of GRB111209A taken with GROND, a 7-channel imager specifically designed for rapid observations of GRB afterglows that performs simultaneous imaging in the Sloan grIz and near infra-red JHK bands. Use of the GROND imager gives the authors the ability to calculate multiple properties of the GRB, such as photometric redshift, the intrinsic power law slope of the continuum emission, and the galactic host emission, which can all be done in a short window and   monitored as the GRB afterglow evolves (greiner 2008). z΄ GROND was used on 16 epochs with logarithmic temporal spacing until 72 days after the GRB was detected by the Swift satellite on December 9 2011; however, readings were interrupted by the Sun until 280 days after detection when a final epoch for host photometry was obtained. There is also inclusion of supplementary observations of the GRB afterglow: u-band observations from Swift with applied UVOT photometry; HST F336W/F125W data from 11.1 and 35.1 days after the GRB, respectively; two epochs of VLT(X-shooter)/FORS2 g΄RCi΄z΄ data during the SN phase; a late-time Gemini-S u΄-band observation 198 days after the GRB. Data tables for all GROND and Swift data can be found in Appendix A. GRB111209A was measured to last ~10,000s at a redshift of z=0.677, and to have an equivalent isotropic energy output of Eiso = (5.7à ¯Ã¢â‚¬Å¡Ã‚ ±0.7)à ¯Ã¢â‚¬Å¡Ã‚ ´1053 erg which is among the brightest of LGRBs. After analysis of the VLT/X-shooter spectrum, obtained near the peak of excess emission and detailed below, (greiner) deduces this emission to be caused by a SN, dubbed SN2011k1, because of similarities in spectral shape to known GRB-SNe and development in time and colour. Decomposition of the GRB afterglow is shown in figure 1 which displays data from GROND and other instruments. Since the authors accurately determined the host galaxy emission, they were able to subtract it from the GRB afterglow. The optical light curve displays a deviation from its initial power law decay, remaining flat for around 15 days, before decaying again. They also plot the light curve in the u-band showing a steeper decay slope >10 days where the initial slope is a1.. and the second a2 Since there is no contribution from the associated SN in the u-band, they explain that they can build a template for the pure afterglow contribution from the SN. The authors construct a quasi-bolometric light curve for the SN from GROND and supplementary data by first extinction-correcting filter band with Avà ¢Ã¢â€š ¬Ã‚ ¦, galactic foreground, and Avhostà ¢Ã¢â€š ¬Ã‚ ¦ which was derived from the GRB afterglow spectral energy distribution, then secondly deriving quadratic polynomials for sets of 3 consecutive filters, which were combined to form the light curve.   They then integrate the polynomials over rest-frame wavelength from 3860/(1+z) Ã… to 13560/(1+z) Ã…, corresponding to the blue limit of the g-band filter to the red limit of the J filter, and used k-correction computed from the spectral energy distribution. Finally, they transformed the integrated flux into luminosity (figure 2), employing a luminosity distance of d=4080 Mpc, using concordance cosmology (à ¯Ã‚ -à ¯Ã‚ Ã…’=0.73, à ¯Ã‚ -m=0.27, and H0=71 km sà ¯Ã¢â€š ¬Ã‚ ­1 Mpcà ¯Ã¢â€š ¬Ã‚ ­1) Using data from the VLT/X-shooter spectrum, which is the sum of light from the GRB afterglow, the GRB host galaxy, and the supernova SN 2011kl and taken near the SN peak, (greiner) again subtracts the GRB and host contributions followed by rest-frame conversion and correction for intrinsic reddening of E(Bà ¯Ã¢â€š ¬Ã‚ ­V)=0.04à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 mag. They use this data, shown in figure 3, to draw similarities between SN2011k1 and SLSN, noting that its flat shape and high UV flux is clearly different from the brightest known GRB-SNe. When comparing this spectrum (figure 3) to the GRB afterglow, they find that there is no change in absorption lines or redshift and that they are similar to those found in hosts of LGRBs, thus relating SN2011k1 to the same galaxy as GRB111209A. Also mentioned in this comparison is that there is no offset between the GRB afterglow and SN images, which the authors say implies the events are co-spatial to within Spectral analysis of SN2011k1 reveals very low metal content and lack of H or He, unlike typical SNe Ic associated with LGRBs, therefore, (greiner) apply parameterized SN light curve fits to derive an ejecta mass Mej = 3à ¯Ã¢â‚¬Å¡Ã‚ ±1 Mà ¢Ã…  Ã¢â€ž ¢ and a 56Ni mass of 1.0à ¯Ã¢â‚¬Å¡Ã‚ ±0.1 Mà ¢Ã…  Ã¢â€ž ¢ for photospheric velocity vph = 20,000 km/s, and a grey opacity of 0.07à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 cm2 gà ¯Ã¢â€š ¬Ã‚ ­1. The high Ni/Mej ratio is reported to be incompatible with the spectrum (figure 3) and thus the authors seek an alternative explanation for the luminosity source. The likeness of SN2011k1 to SLSNe, its host galaxy properties, low metal abundance, improbable Ni powered luminosity and association with GRB111209A lead to the authors to suggest a magnetar origin for this event, stating that post-birth from the collapse of a massive star it powers the surrounding ejecta for a super-luminous effect. This hypothesis is evidenced by reproducing the SN spectrum via sampling of   magnetar initial spin period Pi, magnetic dipole field strength B, Mej and rotational energy Ek. Best fits to the data found P=12.2à ¯Ã¢â‚¬Å¡Ã‚ ±0.3 ms and B=7.5à ¯Ã¢â‚¬Å¡Ã‚ ±1.5à ¯Ã¢â‚¬Å¡Ã‚ ´1014 G for observed short tpeak (à ¯Ã‚ Ã‚ ¾14 rest-frame days) and moderate peak luminosity, as well as Mej=2.4 ±0.7 Mà ¢Ã…  Ã¢â€ž ¢ and energy EK=(5.5à ¯Ã¢â‚¬Å¡Ã‚ ±3.3)à ¯Ã¢â‚¬Å¡Ã‚ ´1051 erg. Importance and Implications The significance of this paper arises from its robust analysis of the GRB111209A afterglow and SN2011k1 using multiple datasets on top of their own data, collected with GROND. It is clear that the development (g2008) and implementation of this instrument is extraordinarily useful in this area of observational astrophysics due to its multiple measurement taking capabilities. Without this device, it is unlikely the authors could have developed their results as well as they have done, despite much of their comparison data coming from other sources, such as the ESO VLT/X-shooter. On the note of observational data analysis, there are a few important points to consider underneath the various statistical methods and rebinning mentioned in this paper. It is explained that the SN light curve error depends on the decay slope a2 remaining constant after the last afterglow measurement before onset of the SN, and since the GRB light curve is observed to steepen, the authors claim their SN luminosity measurement of 2.8+1.2-1.0 x 1043 erg/s is in fact a lower limit. They also explain that they lack any near-infrared measurements for SN2011k1, acknowledging that the bolometric peak luminosity could be underestimated by 5%-30%. A crucial achievement from this paper is that a SN with such high bolometric peak luminosity was detected, not only within the same host galaxy, but to within Evidently the authors are confident that neither the GRB is caused by a tidal disruption event, or that the unusual SN spectrum and luminosity is caused by 56Ni brightening and hence distancing it from SNIc. The former is explained by the lack of ejecta and fall back accretion time being too short to produce an ULGRB, and the latter simply by the overly large amount of 56Ni needed to reproduce the spectrum of SN2011k1. Formation and subsequent accretion of matter on a black hole is also rejected, leaving the authors to suggest the birth of a magnetar as the cause, and as seen in fig 2 their model reproduces the quasi-bolometric spectrum of SN2011k1 rather well without invoking any 56Ni interaction. Critical Assessment This paper is difficult to follow for a number of reasons. The layout is most unusual for a scientific report; it presents the abstract, which is well written and informative, then without a section heading proceeds to give a few paragraphs summarising their observational findings, with some values then absent in crucial places throughout the remainder of the work. These paragraphs are followed by a qualitative description of their interpretations for an origin of GRB111209A and SN2011k1 and their modelling of magnetar SN enhancement, in attempt to draw connections. At the end of this section, they suggest that the events could have been caused by formation of a magnetar which then lives on to power SN2011k1, and up to this point they make a good argument. The problem with this argument is that it is devoid of any mathematical content, and all the data provided is in the three graphs included in this work or essentially contained in references to other papers, making it difficult to decipher which parts (greiner) did themselves, or how they did it. The captions for each figure are also all on separate pages to the figures, located after the end of the untitled section and a collection of references. Beyond this point is a Methods section with seven 7 subsections, each with their own title and even some supplementary data to explain the origin of their work. Unfortunately, this part of the paper feels cyclical and can often feel at odds with methods they had already discussed. For example, they talk about subtracting the host galaxy emission from most of the light curves, but at multiple points in between mention they firstly have to build a template for the emission, which is detailed in a later section to be constructed from GROND data and using LePHARE . Again, there is a complete lack of mathematical clarity on their methods, however, it appears that the majority is all computational statistics performed on their copious data sources or modelling techniques. Even when discussing the origin for their magnetar properties, they give a simple qualitative explanation which should probably have been accompanied by some mathematics. When all of this is put together, it makes for an excruciatingly difficult read. There are inconsistencies everywhere in its presentation and in some comments of the work, making one wonder why they would read it again. Despite (greiner) providing some outstanding results and performing brilliant analysis on the afterglow of GRB2011k1 and spectrum of SN2011k1, the details of their work is lost to disorganisation. The Diversity of Transients from Magnetar Birth Summary This paper takes an approach to modelling physical properties of highly magnetized, millisecond rotational neutron stars, known as magnetars, in order to unify ULGRBs and SLSNe in a common framework. The authors intend to show that under their model, both of these events can be explained individually with a magnetar central engine and simultaneously via magnetar formation, as well as stating that the transition from ULGRBs to SLSNe is a natural consequence of the model. They focus on the observations of GRB111209A and SN2011k1 as a benchmark since the pair were found to be closely associated events, whilst also including various observational signatures of magnetar formation. Also discussed is the SLSN, ASASSN-15lh, which has the highest recorded peak luminosity of à ¢Ã¢â€š ¬Ã‚ ¦ (very recently it has been suggested to be a tidal disruption event (leloudas)). This event challenges the magnetar central engine model because of its extreme energy peaks, however, the authors go on to sh ow that the maximum energy output from magnetars was previously underestimated and hence fit ASASSN-15lh within their model. The proto-magnetar spin-down energetics used in the model were given as follows: firstly, the rotational energy of a magnetar with mass is where is the NS moment of inertia and is the rotational period. The rate which the NS loses rotational energy for an aligned force-free wind is given by is the spin-down luminosity, the NS magnetic dipole moment and is the surface equatorial dipole field, with a radius 12 km and is the initial spin-down time. The authors note that, although the correction is minor for ULGRBs, the spin-down luminosity given in equation eqref{2} is exceeded for a few seconds after core bounce due to neutrino-heated wind. (Metzger) secondly consider the constraints on the GRB jet collimation and how the NS properties described by the above equations can be translated to derive opening angle conditions for observed peak luminosity. Though a stable jet may be formed, it may not cleanly escape the star over time, tsd, of peak spin-down power. This is because there is uncertainty over whether the strong toroidal magnetic field in the nebula, separating the magnetar wind from the surrounding star, remains stable in the case of non-asymmetric instabilities. It is required, for a jet of luminosity Lj and half opening angle à ¢Ã¢â€š ¬Ã‚ ¦, that tesc Where (Metzger) assume Erot=à ¢Ã¢â€š ¬Ã‚ ¦ since the kinetic energy of the explosion is dominated by the magnetar rotational energy. A cleanly escaping jet will then have a peak spin-down luminosity of Lj=.., implying that the observed isotropic gamma-ray luminosity is Liso=.., where e= is the radiative efficiency and fb=.. the beaming fraction. The authors state that, assuming the propagation time through the star is negligible, we can expect the GRB duration, Ty, to be such that Ty=.. Lastly, the authors describe how SN mass ejecta, Mej, thermalizes over time through adiabatic expansion and 56Ni decay (the standard process for type Ic SNe), which is enhanced by input from the NS to super-luminous levels. The thermal energy E evolution over time t as the ejecta expands is given by For an initial kinetic energy of Eokà ¢Ã¢â€š ¬Ã‚ ¦ , where the LHS accounts for PdV losses, vej=.. is the ejecta velocity and rej the mean radius. Conservation of energy requires that the kinetic energy Ek=à ¢Ã¢â€š ¬Ã‚ ¦ increases due to the work done from PdV, thus dEk=à ¢Ã¢â€š ¬Ã‚ ¦ Lsn=à ¢Ã¢â€š ¬Ã‚ ¦ is the radiated luminosity, where td=.. is the photon diffusion timescale, with k=à ¢Ã¢â€š ¬Ã‚ ¦ the optical opacity which is set by electron scattering and Doppler broadening lines. Lni=à ¢Ã¢â€š ¬Ã‚ ¦ is the rate of heating due to 56Ni decay where Mni is the 56Ni mass. The final term is the energy input from the magnetar which is assumed to thermalize the ejecta with unity efficiency.

Investigate the Osmosis in Potato Rods in Various Concentrations of Sal

Investigate the Osmosis in Potato Rods in Various Concentrations of Salt Solutions Introduction: Osmosis is the movement of water molecules across a partially permeable membrane from a region of high water potential to a region of low water potential. It can be affected by several different variables including concentration of salt solutions. When a plant cell is put in pure water it will become turgid and it will not burst due to the presence of a cell wall and a large permanent vacuole and when it is put in a concentrated solution it will be plasmolysed, on the other hand when an animal cell is put in pure water it will burst due to the absence of the cell wall which is only present in the plant cell and if is plant cell is put in a concentrated solution it will shrink. What is the water potential? The water potential of a solution is a measure of whether it is likely to lose or gain water molecules from another solution. A dilute solution, with its high concentration of water molecules is said to have a higher water potential than a concentrated solution, because water will flow from the dilute solution to the concentrated solution (from a high water potential to a low water potential).: Pure water has the highest water potential because water molecules will flow from it to any other aqueous concentrated solution even if this solution is a highly dilute solution. Variables that affect the osmosis process in the potato rods: ÃÆ'ËÅ" Independent variables: The Difference in concentration of salt solutions: This will affect the osmosis in the plant cell as I will prepare five different concentrations of the salt solutions and they are: 0.0, 0.3, 0.5, 0.7, 1.0and this is how they are prepared: - For preparing the concentration of 0.0 I used pure water. - For preparing the concentration of 0.3: I measured 3 cm3 of the salt solution by using the syringe and poured it into the test tube that is labeled 0.3, then I measured 7 cm3 of water and poured it into the same test tube. - For preparing the concentration of 0.5: I measured 5 cm3 of the salt solution and poured it into the test tube that is labeled 0.5, then I measured 5 cm3 of water and poured it into the same test tube. - For preparing the concentration of 0.7: I measured 7 cm3 of the salt solution and poured it into the test tube that is labeled 0.7, then I measured 3 cm3 of water and... ... points on the graphs were plotted as accurately as possible practically. All my results supported my prediction I made and helped me to make a strong trend in the graph. Although, I might have got few anomalous results but that is to be expected, I may be have measured any substance which I am using wrong or not accurately. I repeated the experiment two times to get the accurate average results and to ensure that I had not made any mistakes and so as not to have any anomalous results in my experiment and there wouldn't be any chance for error to occurs. My results seem reliable as I am basing my results' reliability on a hypothesis and my own prediction. I repeated the same experiments using different concentration of the salt solution or change the temperature so as to help the rate of osmosis in the potato rod. Also for more accurate results, I could extend my coursework by testing the same brand of potatoes using different substances. By this I mean using a different thing instead of salt, i.e. sugar or maybe any fruit juice. Then I could find out whether osmosis occurs differently with different things diluted in the water. I could even use different vegetables and fruits.

The Impact of Colonialism

It is almost a given now that most everyone considers colonialism as a mistake. They thought that the spreading of ideas, culture, and religion would have a positive effect on the native cultures they colonized. In fact though, these changes had an adverse effect on the peoples of these countries. For although many laud the efforts of these countries to spread Christianity, some question the motives of these countries in dealing the everyday needs of these people. In seeing the natives as inferior the mother countries were able to justify their treatment of them. At this time many subscribed to the belief of manifest destiny and social Darwinism. This is the belief in which the colonizing of other countries is justified by the belief that if God hadn†t wanted these people to be colonized He wouldn†t have let it happen, or would have provided the colonized with the same technology which would make an invasion impossible. Another item that has caused a lot of strife within the lives of the natives is in the area of education. For many natives the history of their country before colonization is very foggy. They have been schooled from day one on the histories of their European conquerors, but seldom is the history of the native cultural even discussed let alone taught. This reminds me of the point made in Jamaica Kincaid†s novel â€Å"A Small Place† in which she comments about getting a day off of school for Queen Victoria†s birthday. In the book Kincaid states that most of the people on the island of Antigua don†t even realize why they have been given a holiday. This type of confusion is typical in dealing with the relationship between colony and colonizer. It is however easy to sympathize with the colonizing country because they are teaching the only thing they know. They can†t teach about the native culture because they have no clue of the history. In fact probably the best method would have been to leave the history part of education in the hands of the natives. In other subjects, such as math, the colonizing may then be able to add insights that may not have been apparent to the natives. But as for the history of the country, there is nothing that a colonizing country can tell a native culture that wasn†t already known. As Jamaica Kincaid implies in her book, if there is one thing that was sorely missed after the English left Antigua it is the fact that for the first time in Antigua there were quality built, well organized places to learn. As kincaid explains in the book, the beautiful library built by the British has since been demolished. And although the renovations for a new one were supposed to end years ago it hasn†t worked out that way. The library has now been moved to a tiny apartment above a grocery store. Where once these books had been categorically stacked on shelves, they were now gathering dust, strewn across the floor and randomly inserted into cardboard boxes. This demise of education in Antigua says only one thing to me, that being that the emphasis of the government is in the wrong place. It is true that Antigua has had their problems with a corrupt government that is more interested in padding their pockets with foreign money than doing anything to improve the state of education. For what does it mean when you have a Minister of Education, possibly that you have no education? Often in looking for the hard-hitting effects of colonialism, the biggest effects are often missed. While pondering the effects of religion, commerce, and education, sometimes the effect of prejudice is left forgotten. We must realize that these are human beings that, in some cases, have just recently gained independence from their mother country. The problem with one country capturing another is the fact that the capturing country now thinks they are in some way superior to the country they have defeated. There is an air of inequality in these situations. One country is taught to feel as if their people are inferior and are therefore subject to obey the laws and rules set down by the ruling peoples. The obvious problem that arises from this position is the fact that there is now a proud native people that have been reduced to feeling as though they are less than the Europeans who have colonized them. This in turn creates a ripple effect that infects the future generations that also feel as though they are inferior. Hopefully eventually this lengthy chain ends, and a few are able to see beyond the situation being presented directly in their face. They are able to see that the prejudice is simply one country trying to keep another subservient to their wishes. And are in turn able to avoid the pit to which every other native has fallen victim to. These are sometimes the leaders that are able to lead their countries out of colonialism and into independence. Then again these leaders sometimes end up being as ruthless, or worse, than the colonizing country. This is where Kincaid†s comment from her book must be looked at a little more closely. She states that it is unfair to harshly judge the job of ruling that the Antiguans did after independence. Her point is that if corrupt ruling is all that you have ever witnessed, one can†t be expected to know how to suddenly run a successful country. For in many of these countries they are neck deep in problems with no end in sight. Yes, they were given their independence by the mother country, but in most cases the natives were left high and dry by the mother country financially. In conclusion, it is unfortunate that our world has been marred by the practice of colonialism. And even more unfortunate that so many countries in the world subscribed that same practice. It is hard to argue that we as a people have matured all that much since the days of colonialism. But if we as humans are able to avoid this terrible practice we are taking a step in the right direction.

On-Line Recruitment essays

On-Line Recruitment essays On-line recruiting is the process of attracting and hiring applicants for positions within an organization through use of the internet. In this paper I will assess an on-line recruitment service, identify the advantages and disadvantages of this vehicle as a recruiting technique for an organization, evaluate the pros and cons of dealing with virtual resumes, and develop criteria an organization can use for selecting an on-line recruiting service. CareerBuilder.com is an on-line recruitment service based out of Reston, Virginia. Their resume database contains of over 1.5 million resumes, utilizes over 250 search agents, and has over 48,000 jobs posted on the main site, as well as 243,000 on their network, which consists of over fifty participating sites and network job boards. CareerBuilder.com was rated by the February 2000 Forester Report as the most efficient on-line service, and claims to provide employers with the best access and exposure to top websites such as MSN and USA Today, along with various industry sites and localized new sites. CareerBuilder.com also provides interactive banner advertising on its home site, as well as all participating job sites and career centers on the internet, providing additional advertising exposure to their cclients (Career Builder, Inc.,1996-2000). Although the Job Search Agent only hunts through jobs posted on the Career Builder network, which limits the amount of info rmation available to their clients, CareerBuilder.com was rated by The Standard.com as by far the best job megasite for employers... practically perfect in every way (Slayton,2000,popup chart). There are several advantages and disadvantages to using this particular vehicle to recruit potential employees. Using an internet recruitment service is more cost effective; a newspaper advertisement costs between $50 to $100, and is good for approximately ten days. An internet listing costs as ...

The Dynamic Duo of John and Samuel Adams Essays

The Dynamic Duo of John and Samuel Adams Essays The Dynamic Duo of John and Samuel Adams Essay The Dynamic Duo of John and Samuel Adams Essay Two of the most dangerous men in Boston during the time of the revolutionary war were the Adams’ brothers. Though they were not brothers at all, they were in fact they were second cousins. They both had similar ideals about independence but came from different backgrounds. In time John Adams would become the more recognized Adams’ mostly in part to becoming the 1st vice president then later elected as the 2nd president of the United States. John Adams could also be well known for his heated debates with political rival Thomas Jefferson.Samuel Adams on the other hand is thought to be one of the main agitators the sparked the interest of independence among the colonies and influenced John Adams’ ideas on the subject. Today most people associate the name Samuel Adams with the popular Boston beer brewing company. Though Samuel Adams was from Boston and a brewer himself, he was not a very good one. Thankfully his recipes were not used in the Boston lager that we know today. If we were to wander the fields of Braintree Massachusetts around 1745 we might have encountered a bright young 10 year old skipping school and searching for direction in life.This little boy would be John Adams. John Adams was born in 1735 in Braintree Massachusetts about 12 miles south of Boston. Braintree was a farming community and residents there where rooted deep in their faith. This is where John Adams would grow up, and his father being a devout Protestant farmer tried to instill these values in his son. John Adams’ father wanted nothing more than for his son to be a minister. At the time this was the most noble and spiritually rewarding job one could have. John didn’t share this view with his father and would often skip school to daydream and frolic in the fields.One day when his father found out about his truancy, John said he was fine settling to be a farmer and didn’t see a need to go back to school. John’s father was thought to be an intelligent man and decided not to pick a fight but instead immediately put his son to work as he had wished. It didn’t take long for the young John Adams to realize that maybe going to school was that bad compared to the life of a farmer. John proceeded to excel in academics and would later graduate from Harvard University in 1755.He did not pursue the path in which his father wanted for him but instead became a teacher and later practiced law. John found law fascinating and had a strong belief in fair trials for anyone being prosecuted. He believed everyone should have a fair trial, so much in fact that he was even a defender for one of the British soldiers involved in the Boston Massacre. John Adams, in his old age, called his defense of British soldiers in 1770 one of the most gallant, generous, manly, and disinterested actions of my whole life, and one of the best pieces of service I ever rendered my country. http://law2. umkc. edu/faculty/projects/ftrials/bostonmassacre/keyfigures. html John Adams political career would take off when he and Thomas Jefferson were tasked to draft the Constitution. Notoriety of his work with the Constitution would propel Adams to be elected President President. Samuel Adams was also considered one of the founding fathers of the United States. Born in Boston on September 1772, Samuel was raised in a religious family like John Adams. Samuel Adams was raised in a Puritan home; his father was a deacon of the church and a successful beer brewer.Like John Adams, Samuel attended Harvard and proceeded to study law after graduation. Unlike John, Samuel didn’t study law for long, instead he took a job working as a clerk in the counting house of Thomas Cushing. Then decided to venture out on his own and test his entrepreneurial skills, none of which were successful. These pitfalls lead Samuel into politics. He felt as if his father’s business ventures and his own were stifled by the British economic stronghold on the colonies. This idea was the driving force for his bolstering opposition of British taxation and the beginning of his political career. It does not require a majority to prevail, but rather an irate, tireless minority keen to set brush fires in people’s minds. ’ Samuel Adams. This quote is an accurate portrayal of Samuel Adams political philosophy. Though he was unsuccessful in previous ventures Samuel found his strongest trait to be the ability to rally people and persuade. This would make him a very successful politician. The British viewed Samuel Adams the same way The United States views radical Islamic extremists today. He was not only a hreat to the British economic ties to the colonies but a revolutionary that could possibly persuade the way government was perceived around the world. The British promised they would not punish Colonists who would stop fighting against them, all except Samuel Adams and John Hancock. http://library. thinkquest. org/TQ0312848/sadams. htm Though the desire of independence was similar with both Samuel and John their political philosophies differed. John was a republican and Samuel was a Federalist. Though this was not the most prolific difference between the two.The main difference between the two was their approach of obtaining independence. John Adams believed that negotiations and the justice system was the best path to independence. Samuel on the other hand, initiated mobs and felt a militaristic revolution was the only answer. The Stamp Act was an example of the distinctive difference in approaches. During this conflict John Adams took a conservative approach and wrote articles in the Boston Gazette stating the legal logistics of how the Stamp Act was infringing on the rights of the colonist. He also drafted Braintree Instructions.The Braintree Instructions were a comprehensive essay outlining the rights of the colonists. He would promote his publications by giving speeches at government assemblies. Samuel Adams decided to take a more rash approach. He founded was it to be believed to be Americas first gang The Sons of Liberty. The Sons of Liberty was a violent group of activists that were responsible the hangings of British appointed officials. When the British passed the Stamp Act Samuel Adams decided to set fire to and destroy the building that was going to be the headquarters for this new tax.During the campaign for freedom john Adams could be considered the brains while Samuel Adams was the muscle of the operation. Though their tactics were in stark contrast, both Adams’ thought very highly of each other and would share ideas through meetings and letters. This exchange of ideas would complement one another and help balance their next course of actions. In the letters exchanged between the two, they ask questions and often refer to ancient European philosophers. The interpretation of the teachings of these philosophers varies between them.This is evident when they would write about the future political architecture of the country and balance of powers. In a letter to John Adams, Samuel Adams states The best formed constitutions that have yet been contrived by the wit of man, have, and will come to an end,- because the kingdoms of the earth have not been governed by reason. The pride of kings, of nobles, and leaders of the people, who have all governed in their turns, have disadjusted the delicate frame, and thrown all into confusion. http://democraticthinker. ordpress. com/2010/04/10/samuel-john-adams-on-government%E2%80%94letter-ii/. This shows Samuel Adams civil unrest for any past government in place. Even with a fair constitution he believes that the powers that are to enforce the constitution can and will one day be corrupt unless there exists a checks and balances system. John Adams would keep statements like this in mind when he would take part in drafting the America’s new constitution and lay the ground work for the prosperous country it would become.