Morality of Management Earnings Essay

The term â€Å"Earnings Management† is a type of â€Å"number smoothing† utilized by a company’s the board to control or impact the company’s profit to coordinate a pre-decided dollar sum. This is done trying to keep financials stable, rather than indicating money related changes. At the point when an organization seems, by all accounts, to be steady it has a more prominent possibility of pulling in financial specialists, which thusly requests higher offer costs. At the point when an organization can have higher offer costs, the almost certain they are to draw new financial specialists. In like manner, an organization that has low offer costs is frequently an impression of an organization that isn't doing great monetarily (Investopedia, 2009, para 2). Regularly, organizations perform injurious income the board rehearses with an end goal to â€Å"make the numbers† (Inevestopedia, 2009, para 4). So as to do this, the executives might be enticed to â⠂¬Å"make up† numbers as a methods for attracting speculators or to cause their organization to show up monetarily more grounded than what it really is. The techniques utilized in income the executives can be changed, and might be done through control of money related numbers or working strategies (As refered to by Gibson, 2013, p. 84). In an examination directed by the National Association of Accountants, a poll was readied which depicted 13 watched income the executives circumstances (As refered to by Gibson, 2013, p. 83). The following are five recorded speculations that can be made by the investigation discoveries with respect to momentary income the executives rehearses. 1. Respondents of the overview felt that profit the executives works on using bookkeeping strategies to be less adequate than techniques for working method control (As refered to by Gibson, 2013, p. 84). Control of tasks can incorporate something as straightforward as pushing transportation to the most recent day of the monetary quarter or soliciting clients to take early conveyance from products (As refered to by Gibson, 2013, p. 85). Another model is when organizations make â€Å"Unusually attractive terms to customers† or â€Å"Deferring important consumptions to a resulting year† (Rosenzweig ; Fischer, 1994, para 5). As per review reactions, specialists had less moral quandaries when utilizing operational income the board strategies contrasted with those including bookkeeping techniques (Rosenzweig ; Fischer, 1994, para 7). 2. At the point when it came to bookkeeping, review respondents felt that expanding income reports to be less worthy than the diminishing of profit reports (As cited by Gibson, pg. 84). Directors seem, by all accounts, to be increasingly agreeable in decreasing the general organization benefit when stores show raised numbers (As refered to by G ibson, p. 85). No doubt the board may expect that on the off chance that their hold numbers are high, at that point diminishing them to show lessor benefit worthy. On the off chance that the cash is truly there, at that point what is the mischief in decreasing the benefit add up to meet an assigned number? Be that as it may, when it came to revealing benefit expands, supervisors were reluctant in figuring out what profit the executives techniques would be moral and which would not. 3. Speculation #3 is like speculation number two where morals are concerned. Respondents felt that if income the executives strategies were kept little that it was more adequate than if the impacts were enormous (As refered to by Gibson, p. 84). At the point when controls of numbers or working methods are kept to littler changes, supervisors appear to feel it increasingly legitimate and worthy. For example, if the board were solicited to show an expansion from deals by $12,000.00, such controls would be more moral than if requested to build deals by $120,000.00. Similarly, if creation costs were postponed for publicizing to meet a quarterly spending it would be more adequate than if creation costs for promoting were deferred to meet the finish of year financial spending plan. This additionally ties in to speculation #4, the timespan of the end impact. 4. Timespans have a huge impact in deciding how moral income the board rehearses are. As portrayed above, when requested to modify numbers or working systems with an end goal to make quarterly conjectures, supervisors appeared to feel this training to be progressively worthy. When requested to modify numbers or working methods for yearly reports, in any case, the line among moral and faulty is obscured. 47% of respondents to the overview felt that profit the board rehearses that were made to meet a between time quarterly spending plan to be moral, while just 41% felt that such controls so as to make a yearly financial plan to be morally solid (Asâ cited by Gibson, 2013, p. 85). 5. When asked whether it was satisfactory to offer extraordinary stretched out credit terms to clients trying to build benefits, just 43% of overview respondents felt the training to be moral. Nonetheless, when inquired as to whether a similar final product would be moral whenever accomplished through requesting additional time to transport however much item as could be expected at the end of the year, 74% of respondents felt this control to be moral (As refered to by Gibson, 2013, p. 85). An amazing 80% of overview respondents felt that selling overabundance resources as a methods for understanding a benefit to be moral, while just 16% felt it would be flawed (As refered to by Gibson, 2013, p. 85). Transient profit the executives strategies, while sketchy, are regularly lawful. The adjustment of money related data trying to meet spending plans or as an approach to show benefit is frequently charming and a â€Å"easy† approach to draw financial specialists. Directors who use income the executives strategies must contemplate the effect such activities may have with key partners (As refered to by Gibson, 2013, p. 86). At the point when numbers are slanted well, it gives partners a misguided sensation that all is well and good in their speculations. Organizations who participate in momentary profit the board rehearses regularly set themselves up for misfortunes after some time. At the point when numbers are changed in accordance with make a quarterly or yearly dollar sum, odds are the accompanying quarter will discover the organization in the negative. Such practices are once in a while idiot proof and care must be taken when settling on profit the board practice choices. Concentrating on long haul income the board rehearses are eventually progressively good, yet so as to be viable administration must stay focused on steady operational systems. Anticipating the item needs of clients and looking forward are key procedures for keeping deals pay at a steady level. Holding up until the last moment to offer clients liberal credit terms with an end goal to help end of year or quarterly deals is a transient answer, best case scenario. Taking a gander at the buy history of clients and coordinating propositions deals number into future financial plans should help ease the need to fall back on a minute ago scrambling to make spending targets.

A Feminist Examination of Pride and Prejudice Research Paper

A Feminist Examination of Pride and Prejudice - Research Paper Example Characterizing ladies in these terms has served to profit men in all fields, in the political, open, and private domains, while causing this gap between the sexes to show up as a characteristic given that has consistently existed, all through time. The belief system of sex has effectively positioned ladies into a crate, in which their voices are quieted, and their activities are rendered inconsequential, and therefore imperceptible, or are profoundly investigated, and accordingly rebuffed. Notwithstanding, the acknowledgment that the class of ‘woman’ is a social development and not a natural basic offered ascend to a bunch of women's activist hypotheses that attempted to find and deconstruct â€Å"predominantly male social paradigms,† while rescuing women’s encounters from the destruction of customary verifiable and scholarly analysis that overlooked, quieted and minimized them (Green and Kahn 1). At the focal point of the male social worldview is the ability to make and reproduce significance from a male viewpoint, anyway one-sided or slanted it might be; de Beauvoir contends that the â€Å"representation of the world, similar to the world itself, is crafted by men; they depict it from their own perspective, which they mistake for the supreme truth† (qtd. in MacKinnon 537). Men have utilized this capacity to name, and along these lines own, beginning and end from the earliest starting point of time; in the Genesis story of creation, not exclusively was Eve made from Adam’s rib, she was likewise named by Adam, and appropriately, she got apparent as his property. This capacity to make and reproduce significance is profoundly settled in recounting stories, most routinely known as the composition of history, which has been ruled by men, who have expounded on men for men. Women's activists have contended that, because of having the option to compose things into reali ty, men employ a wild measure of capacity to compose the female body into a huge number of abused jobs, and through fundamental bigotry, misogynist, heterosexism, and classicist control, ladies have been

22 James Baldwin Quotes on Life, Literature, and Prejudice

22 James Baldwin Quotes on Life, Literature, and Prejudice “You think your pain and your heartbreak are unprecedented in the history of the world, but then you read,” James Baldwin said in 1963 in an interview for LIFE Magazine. There are so many perfect James Baldwin quotes about everything from writing to America that it was difficult to fit them into one post. The American novelist, social critic, and essayist wrote about race, homosexuality, writing, history, and more in his non-fictionâ€"his most famous works including essay collection Notes of a Native Son and long essay and letter to his nephew, The Fire Next Time. Baldwin fictionalized the lives of gay and bisexual African American men in his novels and plays such as Go Tell It On the Mountain and Giovanni’s Room, as well as exploring the urban life of Black Americans in Another Country.   Baldwin lived most of his life after the age of 24 in Paris, disillusioned by American racism and homophobia and hoping to write outside of what seemed like a limiting African-American context. He is one of America’s most important exile writers, and one of its most thoughtful critics.   ON MUSIC “All I know about music is that not many people ever really hear it. And even then, on the rare occasions when something opens within, and the music enters, what we mainly hear, or hear corroborated, are personal, private, vanishing evocations. But the man who creates the music is hearing something else, is dealing with the roar rising from the void and imposing order on it as it hits the air. What is evoked in him, then, is of another order, more terrible because it has no words, and triumphant, too, for that same reason. And his triumph, when he triumphs, is ours.” â€"from  Sonny’s Blues  (1957) ON LIFE “To be sensual, I think, is to respect and rejoice in the force of life, of life itself, and to be present in all that one does, from the effort of loving to the making of bread.”  â€"from  The Fire Next Time (1963) ON LOVE “Love does not begin and end the way we seem to think it does. Love is a battle, love is a war; love is a growing up.”  â€"from  Nobody Knows My Name: More Notes of a Native Son (1961) “Love takes off masks that we fear we cannot live without and know we cannot live within.”  â€"from  The Fire Next Time  (1963) “People cant, unhappily, invent their mooring posts, their lovers and their friends, anymore than they can invent their parents. Life gives these and also takes them away and the great difficulty is to say Yes to life.” â€"from  Giovanni’s Room  (1956) “Everybody’s journey is individual. If you fall in love with a boy, you fall in love with a boy. The fact that many Americans consider it a disease says more about them than it does about homosexuality.” â€"from  Conversations with James Baldwin  (1989) ON PREJUDICE “People who treat other people as less than human must not be surprised when the bread they have cast on the waters comes floating back to them, poisoned.” â€"from  No Name in the Street (1972) “I imagine one of the reasons people cling to their hates so stubbornly is because they sense, once hate is gone, they will be forced to deal with pain.” â€"from  Notes of a Native Son  (1955) “I know what the world has done to my brother and how narrowly he has survived it. And I know, which is much worse, and this is the crime of which I accuse my country and my countrymen, and for which neither I nor time nor history will ever forgive them, that they have destroyed and are destroying hundreds of thousands of lives and do not know it and do not want to know it. One can be, indeed one must strive to become, tough and philosophical concerning destruction and death, for this is what most of mankind has been best at since we have heard of man. (But remember: most of mankind is not all of mankind.) But it is not permissible that the authors of devastation should also be innocent. It is the innocence which constitutes the crime.” â€"from  The Fire Next Time  (1963) “There are so many ways of being despicable it quite makes one’s head spin. But the way to be really despicable is to be contemptuous of other people’s pain.” â€"from  Giovanni’s Room  (1956) ON AMERICA “Well, if one really wishes to know how justice is administered in a country, one does not question the policemen, the lawyers, the judges, or the protected members of the middle class. One goes to the unprotectedâ€"those, precisely, who need the laws protection most!â€"and listens to their testimony. Ask any Mexican, any Puerto Rican, any black man, any poor personâ€"ask the wretched how they fare in the halls of justice, and then you will know, not whether or not the country is just, but whether or not it has any love for justice, or any concept of it. It is certain, in any case, that ignorance, allied with power, is the most ferocious enemy justice can have.” â€"from  No Name in the Street (1972) “I love America more than any other country in the world, and, exactly for this reason, I insist on the right to criticize her perpetually. I think all theories are suspect, that the finest principles may have to be modified, or may even be pulverized by the demands of life, and that one must find, therefore, ones own moral center and move through the world hoping that this center will guide one aright.” â€"from  Notes of a Native Son  (1955) “What one does realize is that when you try to stand up and look the world in the face like you had a right to be here, without knowing that this is the result of it, you have attacked the entire power structure of the Western world.”  â€"from a 1969 talk in London ON HISTORY “To accept one’s pastâ€"one’s historyâ€"is not the same thing as drowning in it; it is learning how to use it. An invented past can never be used; it cracks and crumbles under the pressures of life like clay in a season of drought.” â€"from  The Fire Next Time (1963) “Precisely at the point when you begin to develop a conscience, you must find yourself at war with your society.” â€"from “A Talk for Teachers,” 1963 ON POVERTY “Anyone who has struggled with poverty knows how extremely expensive it is to be poor.” â€"from  Nobody Knows My Name: More Notes of a Native Son (1961) ON CHANGE “Not everything that is faced can be changed, but nothing can be changed until it is faced.”  â€"from  The Cross of Redemption: Uncollected Writings  (2010) ON RELIGION “If the concept of God has any validity or any use, it can only be to make us larger, freer, and more loving. If God cannot do this, then it is time we got rid of Him.”  â€"from  The Fire Next Time (1963) ON WRITING “I consider that I have many responsibilities, but none greater than this: to last, as Hemingway says, and get my work done.”  â€"from  Notes of a Native Son  (1955) “One writes out of one thing onlyâ€"ones own experience. Everything depends on how relentlessly one forces from this experience the last drop, sweet or bitter, it can possibly give. This is the only real concern of the artist, to recreate out of the disorder of life that order which is art.” â€"from  Notes of a Native Son  (1955) ON BOOKS “You read something which you thought only happened to you, and you discover that it happened 100 years ago to Dostoyevsky. This is a very great liberation for the suffering, struggling person, who always thinks that he is alone. This is why art is important. Art would not be important if life were not important, and life is important.”  â€"from “An interview with James Baldwin” (1961)

Office Of An Ad Hoc Homeless Tent City - 2373 Words

Background In December of 2014 the Albuquerque downtown experienced the establishment of an ad hoc homeless tent city of approximately 80 homeless living in 36 tents located at First and Iron SW. Over the course of two months city social services along with community agencies attempted to address the needs of the tent city residents. By February 4, 2015 the tent city had been reduced to 14 tents. On February 9, city government ordered eviction notices to the tent city residents. Following the February 9 eviction order, significant public criticism of the city’s handling of the homeless tent city was voiced at the February 18, and March 2 Albuquerque city council meetings. During the February 18 city council meeting, homeless advocates†¦show more content†¦Contents Methodology Albuquerque Homeless Demographics Government Approach to Sheltering Homeless Albuquerque’s Ad Hoc Tent City Las Cruces’s Tent City Discussion Recommendations Methodology This report’s methodology consists of the following: 1. Homeless demographic research using the New Mexico Coalition to End Homelessness (NMCEH) 2013 Point in Time (PIT) Homeless Count. Demographic research will focus on total homeless, age, behavioral health, and transitional housing/sheltered/unsheltered status. 2. Research of Albuquerque’s city government position on sheltering approaches for the homeless using inputs from city officials and homeless advocates 3. Research of Albuquerque’s ad hoc tent city for the homeless focusing on inputs from tent city residents, community residents, and homeless advocates. 4. Research of Las Cruces’ Hope Village for the homeless focusing on inputs from tent city residents, community residents, homeless advocates and Las Cruces city officials. Albuquerque Homeless Demographics On January 28, 2013, New Mexico Coalition to End Homelessness coordinated the 2013 PIT Count in collaboration with Albuquerque Heading Home. The U.S. Department of Housing and Urban Development (HUD) considers a person to be homeless if he or she is staying in an

Safety and Hazards in Oil and Gas Industry - 4535 Words

Occupational Hazards in Oil amp; Gas Industry Occupational Hazards in Oil amp; Gas Industry Dr Salahedin Bendak Nauman SharifU00015925 Mohammad Alghafri U00017849 15-May-12 Dr Salahedin Bendak Nauman SharifU00015925 Mohammad Alghafri U00017849 15-May-12 Design for Environment amp; Safety Engineering. Design for Environment amp; Safety Engineering. Table of Contents What is oil and gas industry? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦2 How oil and gas is drilled for? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Occupational Hazards †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦4 Occupational Hazards in Oil and Gas Industry †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Safety implementation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦17 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 What is oil and gas†¦show more content†¦The process of drilling for oil is classified into three segments; Primary, Secondary and Tertiary. Each is explained below in a condensed form: Primary During the primary recovery stage, reservoir drive comes from a number of natural mechanisms. These include: natural water displacing oil downward into the well, expansion of the natural gas at the top of the reservoir, expansion of gas initially dissolved in the crude oil. Secondary At some point there will be insufficient underground pressure to force the oil to the surface or the viscosity of the oil will be too high. Hence, secondary recovery methods are applied. Sometimes pumps, such as beam pumps and electrical submersible pumps (ESPs), are used to bring the oil to the surface. Other secondary recovery techniques increase the reservoirs pressure by water injection, natural gas reinjection and gas lift. Tertiary Thermally enhanced oil recovery methods (TEOR) are tertiary recovery techniques that heat the oil, thus reducing its viscosity and making it easier to extract. Steam injection is the most common form of TEOR. Here, a gas turbine is used to generate electricity and the waste heat is used to produce steam, which is then injected into the reservoir. Occasionally surfactants are injected to alter the surface tension between the water and oil in the reservoir, mobilizing the oil.Show MoreRelatedSafety and Hazards in Oil and Gas Industry4544 Words   |  19 PagesOccupational Hazards in Oil amp; Gas Industry Occupational Hazards in Oil amp; Gas Industry Dr Salahedin Bendak Nauman SharifU00015925 Mohammad Alghafri U00017849 15-May-12 Dr Salahedin Bendak Nauman SharifU00015925 Mohammad Alghafri U00017849 15-May-12 Design for Environment amp; Safety Engineering. Design for Environment amp; Safety Engineering. 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Argo and Casablanca †Main Characters Comparison Free Essays

Both Tony and Rick are faced with a dilemma throughout Argo and Casablanca, respectively. They catch themselves getting more and more involved with the escape plan, and then their emotional connection leads to altruistic actions. Both Argo and Casablanca have a scene that underscores these characters transitions. We will write a custom essay sample on Argo and Casablanca – Main Characters Comparison or any similar topic only for you Order Now On the first movie Mendez, have a heated up conversation with his boss on the phone, while on the other movie, Blaine points a gun at an official. Up to this part, the characters were very cold, and professional, however, after it they become attached to the people that are being saved. On one side, the scene selected in Argo focuses on: camera proximity and movement, decor and framing. On the other side, the scene selected in Casablanca focuses on: soundtrack, camera movement and positioning, and on and off screen space. The camera proximity and camera movement in Argo, emphasizes the characters reactions, by always showing the character with the strongest reaction. It is noticeable that the camera zooms in Tony as soon as he is alone in the room, and is kept that close to him until the end; his supervisor only has one close-up shot, while the camera spins around him, it is when he is explaining the new changes in CIA’s operation, and for the rest of the scene, the camera captures Jack O’Donnell through medium/close-up shots, finishing with a medium shot of him breaking a cup on his table. The camera is handheld on Mendez’ shots, creating a more personal, and emotional perception of the character, while the zoom highlights his reactions and creates tension to the scene as whole. The steady shots of Jack are calmer, and more impersonal, making him look more professional, and less emotive. The framing plays an important role on this sequence. Both Tony and Jack are placed on the right side of the screen at first, with Tony changing sides on the frame only when he states that he and his boss are responsible for the people they are trying to save. The right side of the screen is reserved for when the characters are more impersonal and professional, while the left side of the screen is used only when Tony explicitly becomes emotionally attached. Decor and lighting differentiate the perception of each space used on the scene. In the house located in Iran, the lighting is darker because the scene is slightly underexposed, which helps create a low-key effect, while warm colors dominate the location. This assists on the creation of a more intimate environment, just like a house should be. On the other side of the world, in CIA’s headquarters, O’Donnell’s office receives natural lighting from its window, which illuminates a blue wall as well as a typewriter of the same color, making this space look like a professional location, analogous to a typical workplace. In Casablanca, the camera positioning and movement play an important part too. However, the positions and movement are broader, ranging from long shots to close-ups and from static positioning to panning around the location; different angles are used as well. Long shots in addition to panning introduce the area that will be used throughout the scene, which are the Cafe’s bar, and its entrance, that is seen from both the inside and outside. Another panning, more noticeable than the others, is the one that shows Renault spying on the other characters from Rick’s office; the camera pans in a diagonal fashion from the upper right, where the officer is hidden, to the lower left, the spot where the three other character are and also the place where the rest of the sequence takes place. Racking focus is used when Major Strasser’s subordinate opens his office’s door; the focus quickly changes between the man and his superior. A low angle is used when the official says that Laszlo is under arrest, which aggrandizes the captain. In this scene, mood and tension is accomplished mainly by soundtrack and sound effects instead of dialogue, in comparison to Argo’s selected scene, which does exactly the opposite. At first, when Rick is talking to Ilsa, the song â€Å"As Time Goes By† plays on the background as a motif, creating intimacy between them, and as Victor joins them, the song transforms for a brief moment, suddenly disappearing when Renault, in the same shot as aforementioned in the last paragraph, surprises the Resistance hero, thus producing tension. To increase tension even further, a sound effect is used when Rick points his gun at Louis, and his voice is heard off-screen, until the camera tilts towards his face. The soundtrack is back before long, and its purpose now is to underscore tension as Renault makes the phone call. In terms of formal elements, Casablanca’s selected sequence relates more to the rest of the movie than does Argo’s, because only the editing and mise-en-scene aspects are kept the same through the picture, the sound and cinematography are an exception to the rule. Casablanca brands its mise-en-scene and cinematography with relatively spacious locations, and the camera helps to manifest it by using wide angled lens on top of long-shots. Lighting is often the standard three-point scheme, and it kept fixed on most reaction shots. Men are always formally dressed, while Ilsa changes between three different outfits and the cinematography is widely characterized by the use of straight-on angles, to maintain neutrality towards characters, with the exception of a few low shots, which raises some characters’ power. Long shots are predominant on the beginning of scenes, and medium shots, showing two or more people in a group, soon substitute it; close-ups are used mostly for reaction shots. Camera movement includes everything, but handheld and aerial shots. Wide-angle lenses are the favorite in this motion picture. The editing and sounds, follows Hollywood’s standards, always consist of an establishing shot on the beginning of each new scene, introduced by a dissolve from the previous scene’s last shot, and a shot/reverse shot when characters are talking. Usually the rhythm happens on a medium speed. The diegetic sounds prevails, and are easily noticed, they include: most of the music heard on Rick’s Cafe, background noises and sound effects of all sorts, and dialogues. The start of both Argo and Casablanca are almost the same, a narration in addition to various dissolves, introduces rapidly where the films will take place and also a point on history, the only difference is that Casablanca uses a globe, while Argo utilizes the sketches of the fake movie. In Argo, only the editing and mise-en-scene relates to the chosen sequence and the rest of the movie. The main locations are six: Los Angeles, the Central Intelligence Agency’s headquarters, the Iranian house, Iran’s streets, the airport/airplane, and the US embassy on the opening of the movie; and each of them has its own rhythm and amounts of tension, with the ones located in United States having the longest takes with less direct tension and the ones in Iran’s outdoors being the most tense ones and with the shortest takes. The connection between the countries is made with the repetitive use of cross cutting on some sequences. Continuity practically does not exist on the chosen sequence, but does on the rest of the motion picture. Most of the lighting is supposed to be natural. The costumes are typical of each character’s home country. The editing strongly relates to Casablanca by using Hollywood’s standards, like dissolve between scenes, shot/reverse shot during conversations. Cinematography is very different among scenes, and uses all of the possibilities. The scene selected is the only one with a handheld camera with shots focusing on only one character; the other uses for this technique always include groups of people. Aerial shots are also included throughout the movie, in contrast with Casablanca that has none. The camera is always on the eye-level of the shortest character being shown. Close-ups are equally used to show reactions and details, with more camera movement on the last. Sound use is somewhat more complex in Argo, with many off-screen and voice over sounds, like when a conversation is held over the phone or background noises for instance. However, for all the other sections Casablanca and Argo are very similar. Tony and Rick are exclusively professional characters, both of them possess a high social position, and are financially stable, they also enjoy desired political positions among their peers, and neither display signs of emotional attachment to others, until the selected scene on each movie. After it, both characters start to be perceived as warmer people, who are still able to be, in their own ways, part of intimate relationships. As the pictures get closer to their ends, Mendez and Blaine are not seen exclusively as professionals anymore, but as more altruistic persons, the CIA’s agent also boosts his social, and political, position by receiving an award, while the Cafe’s owner earns respect from the couple and the corrupt official. In the end, it is easily acknowledged that both movies are more similar than different, with a special call for their plot, beginning, development of main character, and major formal elements. The differences, if evaluated properly, are almost none, and are all hidden among small details. Coincidentally or not, Michael Curtiz has a quote that applies appropriately to both Tony and Rick when they become emotionally attached to the hostages and the couple, respectively; the quote is â€Å"The only things you regret are the things you don’t do. † How to cite Argo and Casablanca – Main Characters Comparison, Essay examples

Persuasion Speech Essays - Smoking, Cigarette, Electronic Cigarette

Persuasion Speech Rob Burke Com 210 Mr. Hunn Persuasion speech Intro: Today I would like to inform you why cigarettes are bad, and why you shouldn't smoke. Did you know that smoking related deaths total up to the #1 cause of death in peoples. Not only can it effect you personally but it can also harm others around you. Main Idea I: Why do people even start smoking? 1.) Some start young because they think its cool a.) They may see older people do it. b.) Maybe their friends smoke and they want to fit in. c.) Some just want to impress the opposite sex. 2.) Access is sometimes is very easy. a.) Their Parents are smokers and they can easily steal them from their pack. Main Idea II: Here are some ways to quit smoking. 1.) There is a patch, which sends nicotine through your skin, 2.) Nicorett Gum is where you chew and the nicotine goes through you walls of your mouth. 3.) Some may believe the best way though is to go Cold Turkey a.) This is where you use mental will to cut off all nicotine intakes until your body is no longer addicted to it. Main Idea III: Why would you want to quit smoking? 1.) The whole idea is to respect your body. The more you respect your body the healthier you will be. Being Healthy makes you more attractive. 2.) Second hand smoke can be harmful to others. a.) People breath in carbon monoxide with the exhaled smoke. b.) When you smoke your cigarettes, they burn so it is like the people with you are breathing it in too. 3.) Quitting smoking makes since for how they effect your life span. a.) It takes 10 marijuana cigarettes to equal 1-tobacco cigarettes. b.) Every cigarette takes 10 min off your life. - Therefore one pack would take 200 min of your life. - On pack a day for a week is 1400 min and 35 dollars. - In one year that is 72800 min and $1, 825. Conclusion: As you can see, smoking doesn't exhibit and positive effects for your life. It may seem good for the time but when you are diagnosed with cancer it won't be cool to go through Chemotherapy. Medicine Essays

The Founding of the North Carolina Colony

The Founding of the North Carolina Colony The North Carolina colony was carved out of the Carolina province in 1729, but the history of the region begins during the Elizabethan period of the late 16th century and is closely tied up with the Virginia colony. The North Carolina colony is the direct result of British colonization efforts in the New World: it was also the place where the first English settlement was built and mysteriously disappeared. Fast Facts: North Carolina Colony Also Known As: Carolana, Province of Carolina (combined both South and North Carolina)Named After: King Charles I of Britain (1600–1649)Founding Year: 1587 (founding of Roanoke), 1663 (official)Founding Country: England; Virginia ColonyFirst Known Permanent European Settlement: ~1648Residential Native Communities: Eno (Oenochs or Occoneechi), Chesapeake, Secotan, Weapemeoc, Croatons, among othersFounders: Nathaniel Batts and other colonists from VirginiaImportant People: The Lord Proprietors, King Charles II, John Yeamans Roanoke The first European settlement in what is today North Carolina- indeed, the first English settlement in the New World- was the lost colony of Roanoke, founded by the English explorer and poet Walter Raleigh in 1587. On July 22nd of that year, John White and 121 settlers came to Roanoke Island in present-day Dare County. The first English person born in North America was settler John Whites granddaughter Virginia Dare (born to Elenora White and her husband Ananias Dare on August 18, 1587). John White returned to England shortly after its founding, and apparently, the colonists also left the area. When White returned in 1590, all the colonists on Roanoke Island were gone. There were only two clues left: the word Croatoan that had been carved on a post in the fort along with the letters Cro carved on a tree. Although much archaeological and historical research has been attempted, no one has yet discovered what actually happened to the settlers, and Roanoke is called The Lost Colony. Albemarle Settlements   By the late 16th century, Elizabethans Thomas Hariot (1516–1621) and Richard Hakluyt (1530–1591) were writing accounts of the Chesapeake Bay area exhorting the beauties of the New World. (Hariot visited the region in 1585–1586, but Hakluyt never actually made it to North America.) The mouth of the bay opens up at the northeastern corner of what is today North Carolina. In an attempt to discover what had happened to his colony, Walter Raleigh sent several expeditions out of his Virginia colony at Jamestown into the region.   The first charter to include North Carolina included part of Albemarle County and was given by Charles I to Robert Heath, the kings attorney general in 1629. That parcel, from Albemarle sound to Florida, was named Carolana after Charles I. Although there were repeated efforts to establish colonies, they all failed until 1648, when Virginians Henry Plumpton of Nansemond County and Thomas Tuke of the Isle of Wight County purchased a tract of land from the local Native Americans.   First European Settlement The first successful settlement of what became the North Carolina colony likely dates to around 1648, by Plumpton and Tuke. A 1657 map of the region between the Chowan and Roanoke Rivers illustrates Batts house, but it probably represents a small community perhaps including Plumpton and Tuke, not just Batts. Captain Nathaniel Batts was a wealthy man, know to some as the Governor of Roan-oak. Other Virginians moved in over the next decade or so, either purchasing land from the residential Native Americans- Chesapeake, Secotan, Weapemeoc, and Croatons among others- or obtaining grants from Virginia. Official Founding The Carolina Province, including what are today North and South Carolina, was finally officially founded in 1663 when King Charles II recognized the efforts of eight noblemen who helped him regain the throne in England by giving them the Province of Carolina. The eight men were known as the Lord Proprietors: John Berkeley (1st Baron Berkeley of Stratton); Sir William Berkeley (Governor of Virginia); George Carteret (Governor of Jersey in Britain); John Colleton (soldier and nobleman); Anthony Ashley Cooper (1st Earl of Shaftsbury); William Craven (1st Earl of Craven); Edward Hyde (1st Earl of Clarendon); and George Monck (1st Duke of Albemarle). The Lord Proprietors named the colony in honor of their king. The area they were given included the area of present-day North and South Carolina.  In 1665, John Yeamans created a settlement in North Carolina on the Cape Fear River, near present-day Wilmington. Charles Town was named the main seat of government in 1670.  However, internal problems arose in the colony, leading the Lord Proprietors to sell their interests in the colony. The crown took over the colony and formed both North and  South Carolina  out of it in 1729. North Carolina and the American Revolution The colonists in North Carolina were a disparate group, which often led to internal problems and disputes. However, they were also heavily involved in the reaction to British taxation. Their resistance to the Stamp Act  helped prevent that acts implementation and led to the rise of the Sons of Liberty.   These irascible colonists were also  one of the last hold outs to ratify the Constitution- after it had already gone into effect and the government had been established. Sources and Further Reading Anderson, Jean Bradley. Durham County: A History of Durham County, North Carolina, 2nd ed. Durham: Duke University Press, 2011.Butler, Lindley S. The Early Settlement of Carolina: Virginias Southern Frontier. The Virginia Magazine of History and Biography 79.1 (1971): 20–28. Print.Crow, Jeffrey J. and Larry E. Tise (eds.). Writing North Carolina History. Raleigh: University of North Carolina Press Books, 2017.  Cumming, W. P. The Earliest Permanent Settlement in Carolina. The American Historical Review 45.1 (1939): 82–89. Print.Miller, Lee. Roanoke: Solving the Mystery of the Lost Colony. Arcade Publishing, 2001Parramore, Thomas C. The Lost Colony Found: A Documentary Perspective. The North Carolina Historical Review 78.1 (2001): 67–83. Print.

How to Get 800 on SAT Math, by a Perfect Scorer

How to Get 800 on SAT Math, by a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 600-750 range on SAT Math? Do you want to raise that score as high as possible- to a perfect 800? Getting to an 800 SAT Math score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've scored 800 on Math on all my SATs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 600 on SAT math or above. If you're below this range, my "How to improve your SAT Math score" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 600. Overview A lot of SAT Math guides out there are pretty bad. They're written by people who don't have actual expertise in the test, or they contain vague advice that isn't helpful to the advanced student. You need better advice than simple SAT Math tips like "remember there's no guessing penalty!" In contrast, I've written what I believe to be the best guide on getting an 800 available anywhere. I have confidence that these strategies work because I used them myself to score 800 on SAT Math, every time I've taken the SAT.They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring an 800 is a good idea, what it takes to score an 800, and then go into the 8 key SAT Math strategies so you know how to get an 800 on SAT Math. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why an 800 Math score is useful, since this will fuel your motivation to get a high score. Finally, in this guide, I talk mainly about getting to a 800. But if your goal is a 700, these strategies still equally apply. Understand the Stakes: Why an 800 SAT Math? Let's make something clear: for all intents and purposes, a 1530+ on an SAT is equivalent to a perfect 1600. No top college is going to give you more credit for a 1580 than a 1540. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 1550, don't waste your time studying trying to get a 1600. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 1520 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 1530or above. There's a big difference between a 1450 and a 1550, largely because it's easy to get a 1450 (and a lot more applicants do) and a lot harder to get a 1550. A 1530places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get an 800 on SAT Math? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your composite score moreso than your individual section scores. If you can get an 800 in SAT Math, that means you only need a 730 in SAT Reading and Writing. This gives you a lot more flexibility. MIT expects an 800 in SAT Math. There are two other scenarios where an 800 in SAT Math is really important. First is if you're planning for a quantitative or science major (like math, physics, statistics, chemistry). The second is if you're applying to a highly selective technical school like MIT or Caltech. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a math/science major, you're competing against other math/science folks: people for whom SAT Math is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, MIT, Caltech, and even less selective schools like Harvey Mudd, the 75th percentile SAT Math score is an 800. That means at least 25% of all students at these schools have an 800 in SAT Math. Even more surprising: the 25th percentile score for SAT Math at MIT and Caltech are 750 and 770, respectively. This means if you score a 750 on your SAT Math, you'rewell below average for these schools! I'm not going to lie. SAT Math was super easy for me. I got 800 on pretty much every practice test and official SAT I ever took. This was largely because I had a strong math background and competed in math competitions like AMC/AIME. I also worked hard and applied the strategies below to achieve perfection. You're competing against people like me. And if you apply with a 700 on Math, schools like MIT, Harvard, and Princeton are going to doubt your ability. Because SAT Math is supposed to be trivially easy for you. But if you can work your way to an 800, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score an 800 on SAT Math. The reason most people don't is they don't try hard enough or they don't study the right way. Even if math wasn't your strongest suit, or you got a B+ in Calculus, you're capable of this. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? It's purposely designed this way. The SAT can't test difficult concepts, because this would be unfair for students who never took AP Calculus. It can't ask you to solve Fermat's Last Theorem. The SAT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover. Basic algebra (solving single-variable equations, word problems), advanced algebra (quadratic and exponential equations), geometry (x-y coordinate geometry, circles squares and triangles), and basic statistics. You've learned all of this before in high school. But the SAT still has to make the test difficult to differentiate student skill levels, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: Find the area of the shaded region below, if the radius of the circle is 5. This is a classic SAT type question. You might already know how to solve it. But it's unlikely you ever ran into something like this in school. The first time you see this, it might be confusing. How do you get the area of each of the shaded corners? It kind of looks like a triangle, but not really because of the curve region. But you've learned all the concepts you need to solve this. Notice that the shaded area is the area of the square, with the area of the circle punched out. To get to the answer quickly, this means that the area of a square is 10 x 10 = 100, and the area of a circle isÏ€r2, orÏ€ * 5 * 5 = 25Ï€. So the area of the shaded region is 100- 25Ï€. The SAT math section is full of weird examples like this, some of which get much more difficult. To improve your score, you just need to: master the types of questions that the SAT tests, like the one above draw on the correct concepts you already know to solve the questions practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right an 800. What It Takes to Get An 800 in Math If we have a target score in mind, it helps to understand what you need to get that score on the actual test. There are 58 questions in the Math section, and how many questions you miss determines your scaled score out of 800. From the Official SAT Practice Tests, I've taken the raw score to scaled score conversion tables from 4 tests.(If you could use a refresher on how the SAT is scored and how raw scores are calculated, read this.) Raw Score Test 1 Test 2 Test 3 Test 4 58 800 800 800 800 57 790 790 790 800 56 780 780 780 790 55 760 770 770 790 54 750 760 750 780 53 740 750 740 770 52 730 740 730 760 51 710 730 720 750 Math has a REALLY strict grading scale. On 3 out of 4 tests, if you just miss a single question, you get dropped down to a 790. That's it- no perfect score! On one of these tests, you get an extra cushion of 1 question, but that's not much. This all depends on how the particular test you're taking is scored. The harder the math questions are, the more likely you can miss one question and get an 800. The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for an 800. Whatever you're scoring now, take note of the difference you need to get to a 800. For example, if you're scoring a 700 now, you need to answer 8-9 more questions right to get to an 800. As a final example, here's a screenshot from my exact score report showing that I missed 0 questions and earned an 800. (This was from the previous 2400 version of the SAT.) OK- so we've covered why scoring a higher SAT math score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get an 800 on SAT Math What's your greatest weakness? Strategy 1: Understand Your High Level Weakness: Content or Time Management Every student has different flaws in SAT Math. Some people aren't comfortable with the underlying math material. Others know the math material well, but can't solve questions quickly enough in the harsh time limit. Here's how you can figure out which one applies more to you: Take only the math sections of one practice test. We have the complete list of free practice tests here. For each section, use a timer and have it count down the time allotted for that section. Treat it like a real test. If time runs out for that section and you're 100% ready to move on, then move on. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." When you're ready, move on to the next section, and repeat the above until you finish the second math section. Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 700 or above? If NO (Extra Time score 700), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all SAT Math subjects. If YES (Extra Time score 700), then: Was your Realistic score a 700 or above? If NO (Extra Time score 700, Realistic 700), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 50 points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at math across most questions? Or did particular problems slow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 700), then you have a really good shot at getting an 800. Compare your Extra Time and Realistic score- if they differed by more than 30 points, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get an 800 with extra time, but score a 700 in regular time, you know exactly that you need to work on time management to get an 800. Strategy 2:Do a TON of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of SAT Math will knock you down from an 800. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 SAT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who did 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near an 800 on SAT Math. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: on every practice test or question set that you take, mark every question that you're even 20% unsure about when you grade your test or quiz, review EVERY single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. in a notebook, write down 1) the gist of the question, 2) why you missed it, and 3) what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (algebra- solving equations, data analysis- experimental interpretation, etc.) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the math skill or knowledge needed to answer this question. One step further:What specific math skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing. One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3:If You Have Math Content Gaps, Be Ruthless About Filling Them Within SAT Math, you have to master a lot of subjects. At the high level, you need to know basic algebra, advanced algebra, data analysis, and geometry. Even further, within algebra, you need to know how to solve equations, how to deal with word problems, properties of functions, etc. Here's our complete mapping of all 24 skills you need in SAT Math: Basic Algebra Linear functions Single variable equations Systems of linear equations Absolute value Advanced Algebra Manipulating polynomials Quadratic equations Dividing polynomials Exponential functions Function notation Solving exponential equations Systems of equations with nonlinear equations Problem Solving and Data Analysis Ratios and proportions Scatterplots and graphs Categorical data and probabilities Experimental interpretation Mean, median, mode, standard deviation Additional Topics Coordinate geometry- lines and slopes Coordinate geometry- nonlinear functions Geometry- circles Geometry- lines and angles Geometry- solid geometry Geometry- triangles and polygons Trigonometry Complex numbers Whew! That's a handful. This might be a greater breakdown of skills then you're used to, but at PrepScholar we believe in grouping questions by specific skill so you can train most effectively. In our program, we break down all our SAT Math content into these detailed skills so you can train your specific weaknesses in focused groups. Unless you're a math whiz and are already scoring a 750-800, it's unlikely that you've mastered all of these evenly. You probably have different strengths and weaknesses across these subjects. If from the analysis of mistakes above you find that you have a content problem, you need to improve your understanding of that content. By Content problem, I mean that you're not comfortable with the underlying math concepts in a subject. Maybe you forgot how to solve a type of problem, or you forgot a formula to use, or you just don't remember the subject material. If you've identified one of these issues, you've spotted an opportunity for yourself to improve your score. Fill in the potholes of your understanding. Think of a mistake like discovering a cavity in your mouth. When your dentist fills in a cavity, he doesn't just patch up the hole right away. He cleans out the entire cavity, sterilizes it, then adds a filling. Content mistakes are similar- you have a weakness in a subject, say x-y coordinate geometry. This probably means you have a lot of other weaknesses in that subject other than the one identified by that question. Don't just focus on understanding that one question you missed. Take the opportunity to research that subject and get more practice in it. You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. In our SAT prep program PrepScholar, we do that work for you by splitting up our 1,500+ practice questions by skill and difficulty. If you're weak in algebra- solving equations, you get 20+ questions in a quiz dealing specifically with that skill. This repetitive practice fills up your content gap far better than any other method I know. Strategy 4: If You Miss a Question, Try It Again Before Reading the Explanation When you're doing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider thispassive learning- you're not actively engaging with the mistake you made. Instead, try something different- find the correct answer choice (A-D), but don't look at the explanation. Instead, try to re-solve the question once over again and try to get the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new strategy, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 5: Master Every SAT Math Skill- Even the Rare Ones The SAT has an uneven balance of questions by skill. Algebra dominates the test, taking up over 50% of the test. This is somewhat good news, in that if you're an Algebra whiz, you'll do well on the bulk of SAT math. The bad news is that there's a long tail of straggling skills that show up just a few times a test. We've done a careful analysis of every math question on every official SAT test, and here are the LEAST common skills in SAT math. I'll show you the frequency of appearance, as well as the expected # of questions per test for that skill. Skill Frequency Expected Questions Per Test Dividing polynomials 1.72% 1 Trigonometry, radians 1.72% 1 Absolute value 1.29% 0.75 Complex numbers 1.29% 0.75 Experimental interpretation 0.86% 0.5 Lines and angles 0.86% 0.5 Solid geometry 0.86% 0.5 Systems of equations with nonlinear equations 0.86% 0.5 Function notation 0.43% 0.25 This might surprise you. Some of these skills have an expected # of questions lower than one. That's right: sometimes you might not even get a complex number or solid geometry question. But you have to know it anyway. You have to know it all. In some ways, this is really extreme. You have to know a LOT of topics in trigonometry, just to answer that one question per test. Here's an example: You need knowledge of radians and standard triangles to answer this question.To solve the question, you can realize that if the x length is√3, and the height is 1, then you know that this is a 30-60-90 triangle lying on its long side. Thus the angle is 30 degrees. Then, becauseÏ€ radians is 180 degrees, then the angle isÏ€/6 radians, so a = 6. But notice that you weren't tested on any other items in standard trigonometry- SOH CAH TOA, graphing functions like cos (90 + 2x), and converting between sin and cos. Yet you still need to know this, because you can't predict what they're going to test. This is also true of complex numbers, solid geometry (volumes, surface areas), absolute value, dividing polynomials, etc. This is the challenge of the 800 Math scorer- you need a wide BREADTH of knowledge as well as DEPTH of mastery in each one.No single test is going to test the entire breadth of your knowledge, but you must be prepared anyway. The way we handle this at PrepScholar, which is based on how I mastered the SAT myself, is to give you detailed lessons and quizzes for all 24 Math skills, and all Reading/Writing skills. For even the least common skills like complex numbers and solid geometry, you'll get dozens of questions to practice with and master the skill. You'll leave no stone unturned, which is why top scoring students love us. If you don't use PrepScholar, then you need to find great sources of practice content yourself, and to structure your study time optimally so you get both breadth and depth. Strategy 6: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at SAT Math that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish SAT Math sections in about 60% of the time allotted. This means I finish a 25 minute section in 15 minutes or less, and a 55 minute section in 35 minutes. This gives me a TON of time to recheck my answers two times over and make sure I make no careless mistakes. How can I finish a section this quickly? It comes down to mastery of the math skills and a LOT of experience with the test. When I see a question, I usually know exactly what the College Board is asking for, and I've seen so many such questions that I know exactly how to solve it in the fewest steps needed. It comes from hard work and perseverance.If you're pretty far from this time benchmark, don't fret- it took me a lot of training and experience to get to this level. (After all, I've seen thousands of questions in my own SAT prep and when designing our PrepScholar SAT program). So let's say you finish a section ahead of time. What do you do with all that extra time? Don't rest and don't put your head down. Use this valuable time to double-check, even triple-check your work. Remember, even ONE question missed will bring you down from an 800- you need to achieve perfection. What's the best way to double-check your work? I have a reliable method that I follow: Re-read the question again. Question your assumption about what the question is about. If the question asks for a specific variable, make sure you're solving for that variable! Try to resolve the question another way. If I solved a question algebraically, I can recheck it by plugging in the solution. If I'm 100% sure I'm right on a question, I draw a huge check mark in the test book and never look at the question again. Even if I feel just a little twinge of remaining doubt, I'll come back to it on the third pass. At least 2 minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go 5 at a time ("A D E C B") for more speed. Here's an example of solving a question two ways: First way: My natural instinct is to solve this algebraically. I know I can plug in numbers, but I feel that's slower and more error prone than getting a definitive answer through solving the equation. 3x - 5≠¥ 4x - 3 I can rearrange in my head in one step like so: -2≠¥ x (if you make careless mistakes, like the College Board expects you to do, it's worthwhile splitting it up into smaller steps) OK, so the solutioin set is numbers less than or equal to -2. This leaves answer A as NOT the solution. Doublecheck way:Now that I know answer A should be correct, I'm going to verify by plugging that value back in and expecting the inequality to fail: 3x - 5 ≠¥ 4x - 3 -3 - 5≠¥ -4 -3 -8≠¥ -7 That's obviously false, so I can verify that A is the right answer. At this point I'm confident enough that I can move on and not check this question again. Another time management tip: If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for an 800, don't be afraid to skip. You can come back to it later, and on your first pass it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you 2 minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just 10 seconds per question, you get back 200 seconds on a section that has 20 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. 5 minutes before the section ends, make sure you bubble in the answers you already have. Strategy 7: Eliminate Careless Mistakes Careless mistakes are one of the most frustrating types of errors to make, and nearly everyone makes them, especially on Math. You know the underlying material, you know how to solve the question, and you're feeling good. But then you grade the quiz, and you find a careless mistake. Oops- the question asked for the perimeter of the circle and not the area, which is what you calculated. These types of errors are the most costly and frustrating. You've already put in a ton of work to master the underlying material, and here a question has tricked you into losing a point. This is why finishing the test early, like I mention above, is so helpful. You get extra time to take a breather and double-check your answers. If you find that careless mistakes are a recurring problem for you, here are some strategies to get rid of them: In the question, underline what the question is specifically asking you to solve for. It's so easy for the SAT to trick you into solving the wrong thing. If you're solving for a particular value (like length, area, etc), write the units down in the scratch space. Be careful with calculator entry. A missing parentheses makes a big difference. "4 + 9 / 2" is completely different from "(4 + 9) / 2" Avoid bubbling errors by using the Quick Tip above. Here's an example: This question is asking us to solve for y + z. Not x, y, or any other combination of variables. To make sure I remember this, I underline y + z, and I also write "y + z = ?" in the work space so that I remember what I'm solving for. You can bet that in many answer choices, the SAT will have trap answers for other things you can solve for, like x. (This one happens not to, but it's very common). Memorize the SAT Math Formulas. Strategy 8: Memorize the Formulas and Common Math Facts If you're still flipping to the front of the section to look at the math formulas, you haven't gotten to understand SAT Math well enough yet. Not only does this cost you time, it also indicates that you haven't practiced enough with SAT Math to have the required formulas come to you fluidly. Memorize the formulas at the front of the section and these common math facts: calculating slope from two points (rise over run) remainder when dividing a polynomial common right triangles: by angles 45-45-90 (1-1-√2) 30-60-90 (1-2-√3) by sides 3-4-5 5-12-13 formula forvolumes, surface areas We have a complete list of SAT Math formulas here. Strategy 9: Don't Overly Depend on the Calculator As you likely already know, Section 3 is a Math section forbidding the use of calculator, with 20 questions. Section 4 is a Math section that allows calculator, with 38 questions. The calculator is really useful for certain questions that require complex calculations, like multiplying decimals together or taking square roots of weird numbers. However, in many other situations, it's too much of a crutch, and it can make you soft. Learning to solve questions without the use of a calculator will strengthen your math intuition and force you to understand the underlying math, rather than relying on a calculator. Actually, every question on the SAT is solvable without a calculator. Because the College Board cares a lot about equality, it doesn't want to give an unfair advantage to students who have grown up with graphing calculators compared to students who can't afford them or never used them in school. So it designs questions that don't require advanced calculators to solve. Practically, this is important because some of the no-calculator questions are solvable WITH a calculator, and you need to wean yourself off of the calc. Here's an example: Yes- you can solve this by plugging it into your graphing calculator's systems of equations tool. But this appears on the no calculator section, so you have to get used to solving this with pen and paper. The second reason to depend less on the calculator is because solving without a calculator is actually faster in many cases. Here's an example: The calculator way to solve this would be to solve for the quadratic formula, 0 = -4.9 t2 + 25t. You can plug it in and the calculator will spit out two values for t. How I would naturally approach is to factor first: 0 = t (-4.9t + 25) Obviously t = 0 is one solution, but the other solution is pretty easy to find too.I don't even need to use the calculator- I know 4.9 is close to 5, so I can see that t is close to 5. This is answer D. For me, the second way is faster and feels more robust than the first. I know I've solved for t definitively, and I'm confident in my answer choice. Whereas if I used a calculator, I don't have a "feel" for the solution- I'm purely trusting the calculator and what I entered into the calculator as correct. Now, when I doublecheck (Strategy 6), I might solve it a different way by plugging in the answer choices. I'll try plugging in answer choices C and D, and it'll be clear that Dis the better answer. But this is reserved for answer checking, rather than the first time I solve it. Being able to solve SAT Math questions without a calculator will train your SAT Math skills more rigorously. This is important when you're aiming for a perfect math score. Strategy 10: Keep a Calm Mind During the Test, No Matter What Now you know what it takes to achieve perfection on SAT Math. You know that it's critical to get a perfect raw score, or you might score a 780. This makes a lot of students freak out during the test. "I can't solve this question...my 800 is gone...I'm getting more nervous and I have to skip the next question too..." You can see how quickly you can unravel like this. Before you know it, you're scoring way worse than you ever did on a practice test. You need to learn to be mentally strong, like an athlete on game day. Yes, you might have to skip a question on the first pass through. Maybe even two in a row. But you've practiced hard up to this point. You know this stuff, and you'll come back to those questions and get it later. You need to keep up a positive mindset during the test, or you'll crumble. And in the worst case, maybe you won't get an 800. But if you've consistently been getting 800's on the practice tests, you likely won't go much lower than 750- and that's still really good. Recap: How to Get a Perfect SAT Math Score Those are the main strategies I have for you to improve your SAT math score to an 800. If you're scoring above a 600 right now, with hard work and smart studying, you can raise it to a perfect SAT Math score. Notice that I didn't actually teach you that much math content. I didn't point to any specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. If you want to go back and review any strategies, here are quick links to them: Strategy 1: Understand Your High Level Weakness: Content or Time Management Strategy 2:Do a Ton of Practice, and Understand Every Single Mistake Strategy 3:If You Have Math Content Gaps, Be Ruthless About Filling Them Strategy 4:If You Miss a Question, Re-Solve It First Strategy 5: Master Every SAT Math Skill- Even the Rare Ones Strategy 6: Finish With Extra Time and Double Check Strategy 7: Eliminate Careless Mistakes Strategy 8: Memorize the Formulas and Common Math Facts Strategy 9: Don't Overly Depend on the Calculator Strategy 10: Keep a Calm Mind During the Test, No Matter What Keep reading for more resources on how to boost your SAT score. What's Next? We have a lot more useful guides to raise your SAT score. Read our complete guide to a perfect SAT score, written by me, a perfect scorer. Are you aiming for a top school like Harvard or the Ivy Leagues? Here's my famous guide, How to Get Into Harvard. Learn how to write a perfect-scoring SAT essay, step by step. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. I built the PrepScholar program based on the principles in this article- the principles that worked for me and thousands of our students. Check out our 5-day free trial today:

Human Rights Essay Example | Topics and Well Written Essays - 250 words

Human Rights - Essay Example For that reason, the array of ethics and morality is really as wide as the humans. Ethics without morality is drained. Except if this association is there people inside particular groups slip into the fantasy of contemplating that their personal ethical codes employ all there is certainly to morality on the whole. They make it possible for their particular ethics to masquerade as real morality. Human rights are principal to contemporary democracy and are developed on the wrecks of Great Depression and Holocaust. A democracy does not have any perceived importance without human rights; doing away with human rights from a democracy will let it stay soulless, a vacant cylinder. Human rights are the charms in democracies cover (Perelman, 45) In several African countries, HIV outbreak are the causes of violation of human rights and this has been proved through research. The human right abuses that have been found to be responsible for these catastrophes are absence of justice, lack of availability of HV prevention, police abuse, physical torture and many more. Police, in a few areas, has strived to deliver information to MSM in Uganda and other African states and homosexuality has been proved to be the main reason behind these catastrophes. To summarize, it may be declared that ideals, morality, ethics, regulation and human rights are usually connected in an elaborate normative set. It is evident form several researches that ethics and human rights are closely related because if a person does not bear Ethics, he won’t be able to fulfil all the human rights and he would not also obey the

Databases Coursework Example | Topics and Well Written Essays - 2250 words

Databases - Coursework Example The insert statements used for the creation of two rows are shown below along with the screen shot of populated table. Four staffs were added, two for each clinic. One staff is assumed to a nurse and the other as manager. ID for each staff is populated as a combination of year of joining, the clinic number and staff number. The city for each staff is populated with the same value as the city in which the clinic (they are employed) is located. Two managers were then updated in the clinic table. The SQL statements and the screen shot of populated table are shown below. Records for four patients were created, two for each clinic. Patient ID is chosen as a combination of clinic number of the clinic at which the registration is performed and a patient number incremented by one upon each entry. SQL statements and screenshot of populated table is shown below: Two rows are created for two vaccines: One for typhoid and another for yellow fever. VaccineID for each vaccine are chosen as an integer which increments by one upon every entry. Invoice cost is populated by querying the vaccine table for vaccine cost based on the vaccine id for which the invoice is created. The SQL statements and screen shot of populated table are shown below: Four invoices were recorded for two registered patients one for each clinic. Invoice ID are chosen as numbers incremented by one upon each entry. SQL statements and screen shot of populated table are shown below: Four rows were inserted, two for each clinic. Appointment ID is chosen as a combination of date on which the appointment is fixed and an appointment number incremented by one upon each entry for the day. The SQL statements and the populated table are shown

Prosthetic Limbs : Past, Present, and Future Essay -- Prosthetics Arti

Prosthetic Limbs: Past, Present, and Future Abstract: The purpose of my research paper is to discover how artificial limbs work in conjunction with the human body, which plastics are used in prosthetic limbs, and if there are any better possible plastics out there that can be used. The 1.9 million people in America who have lost limbs find it hard to pay for them, since they’re very expensive, so I looked into materials used, which are currently plastics such as polypropylene and carbon fibers. However, there are still some problems such as slow reaction time so manufacturers and laboratories are looking into alternate solutions such as carbon nanotubes and microchips. Research is expensive though, so I do not see the cost of prosthetic limbs going down anytime soon. With the cost of everything going up, the price of artificial limbs are going up as well, some even reaching $100,000 just for an arm or leg, preventing many people from getting one, even though it may be necessary to continue their job and normal life (New Life and Limbs). Imagine you were a soldier in the Iraq War. There are about six hundred soldiers who lose limbs from the war, which are costly to replace (War Fuels Prosthetics). After serving your country you would have to come home with your life completely changed, especially if you don’t have enough money to pay for a new limb. By looking at how artificial limbs work with the body and which plastics are used, I will try to see if there are new plastics which can reduce the cost and make artificial limbs available to more people around the world. Although there are only 600 soldiers from the Iraq war who have come home with lost limbs and needed to have them replaced, other ... ...t-is-polypropylene.htm>. Newton's Apple. "Prosthetic Limbs." Reach Out Michigan. Fall 2007. National Science Teachers Association. 27 July 2008 newton/prosthetic05.html>. Ossur Prosthetics. "Prosthetics by Ossur." Ossur. 14 Aug. 2007. Ossur. 28 July 2008 . Patel-Predd, Prachi. "Sensitive Synthetic Skin in the Works for Prosthetic Arms." Ieee Spectrum Online. 4 Jan. 2008. 29 July 2008 . Singer, Neal. "Prosthetic Limb to be Controlled by Microchip." Sandia. Sandia National Laboratories. 29 July 2008 . The Associated Press. "New life and limbs for Iraq war amputees." MSNBC Health News. 8 Mar. 2004. MSNBC. 27 July 2008 .

Greek and Roman Art Essay

Greek sculptures embody a lot of things and meanings. The way they create a certain object reflects to their psychological state that human beings are ‘the measure of things. ’ One of the known Greek artists during the ancient times is Praxiteles. He is the most famous ancient Greek artist because of his countless masterpieces such as the Aphrodite of Knidos and Nike Adjusting Her Sandal. Another well-known magnum opus that is crafted by Praxiteles is Hermes and the infant god Dionysus. Hermes and the infant god Dionysus is created by Praxiteles in a way that it is anchored to his ultimate decision of altering the rules and principles of the standard and ideal body proportions. It is the most famous example of an adult and child statuary. Praxiteles traces the Kephisodotos step by creating and sculpting a piece delineating a relationship between two figures (Praxiteles, 2008). This sculpture is found at Olympia where it has been commissioned for the said sanctuary. It conveys and expresses the secular world of the period (Hermes and the Infant Dionysus, n/d). Due to the artist’s manipulation and alteration of the standard body proportion, the adult on the artwork which is Hermes, is portrayed as tall and slender, standing in calm, tranquil and relax position. His figure encompasses various lines—from vertical, horizontal, curvilinear and spiral. Vertical lines are visible in his nose, neck and lower part of his leg. Horizontal lines are evident in his eyes and lips. Spiral lines are noticeable in his twisted and curly hair. Curvilinear dominates the whole figure—from Hermes’ face down to his feet. His phallus is not rendered. Nevertheless, a part of the male organ is still exposed and depicted. On the other hand, the baby figure, which is Dionysus, is illustrated in such a way that it is carried by Hermes in his left arm. The infant is just composed of curvilinear. He faces sideways making its physical features appear summarily represented. The cloth that wraps his lower body demonstrates horizontal lines, as well as the trunk of the tree which functions as support of the sculpture per se. On the contrary, Roman sculptures are said to be copied in Greek’s even though they are said to be purely Roman in origin and conception. Some statues are imitations and pastiche of more than one Greek original; some are combinations of Greek gods/athletes’ image and Roman head (Department of Greek Art and Roman, n/d). One of the ancient Roman sculptures which is said and believed that is copied from Greek’s is The Hope Dionysos. It embodies a retrospective Greco-Roman style (Hemingway, 2007). It is crafted during the late 1st century A. D. but during the 18th century it is restored by Vincenzo Pacetti (Vincenzo Pacetti. The Hope Dionysos: 1990. 247, 2006). The main figure in the sculpture is Dionysos. He is portrayed standing at ease and his left arm is resting on a female figure traditionally recognized as Spes, the embodiment and representation of hope. Dionysos wears a panther skin overlapping his chiton while a cloak envelops around his upper right arm and shoulder (Vincenzo Pacetti. The Hope Dionysos: 1990. 247, 2006). The statue is composed of various intricate lines—horizontal, vertical, curvilinear and spiral. The robes of the two figures possess a myriad of draperies which illustrate various vertical lines; however the cloth that is on Spes head shows curvatures. The two sculptures are depicted realistically with their complete body parts as compared to some statues that are lacking with head, arms or feet. Both sculptures possess two figures at the same time. If Hermes and the infant Dionysus showcases Dionysus as a baby, The Hope Dionysos illustrates the grown up one. The former is accompanied by a known Greek god Hermes, the latter is escorted with archaistic female figure, Spes. If Hermes is naked, Dionysos is very well-wrapped. The two statuaries imply dichotomies: the main focus (Hermes and Dionyos) and the out-of-focus (baby Dionysos and Spes), adult and baby, male and female. References Department of Greek and Roman Art. n. d. â€Å"Roman Copies of Greek Statues†. In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000. Retrieved January 15, 2009 from http://www. metmuseum. org/toah/hd/rogr/hd_rogr. htm. Hemingway, Colette. (July 2007). â€Å"Retrospective Styles in Greek and Roman Sculpture†. In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000. Retrieved January 15, 2009 from http://www. metmuseum. org/toah/hd/grsc/hd_grsc. htm. â€Å"Hermes with the Infant Dionysus. † n. d. The Museum of Antiquities Collection. Retrieved January 15, 2009 from http://www. usask. ca/antiquities/Collection/Hermes. html. Praxiteles. (2008). PEOPLE: Ancient Greece. Retrieved January 15, 2009 from http://www. ancientgreece. com/s/People/Praxiteles/. Vincenzo Pacetti: The Hope Dionysos-1990. 247. (October 2006). In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000. Retrieved January 15, 2009 from http://www. metmuseum. org/toah/hd/grsc/ho_1990. 247. htm . List of Figures Hermes and the infant Dionysus. n. d. Greek Art: Hermes and Dionysus of Praxiteles. Retrieved January 15, 2009 from http://www. mlahanas. de/Greeks/Arts/HermesPraxiteles. htm. The Hope Dionysos. (October 2006). Vincenzo Pacetti: The Ho

Article Analysis Demonstrating Group Process Using 12...

Intro The films we all love and cherish can also be used as tools to better understand individuals and groups within our society. Students studying various social sciences and relationships among members of the same society can turn to feature films as a way to further educate themselves on group dynamics from a perspective that might not be seen in an otherwise purely academic context. Such films provide students with interesting and entertaining case studies which with they can further understand and explore various theoretical concepts. This is exactly what is being highlighted in the article Demonstrating Group Process Using 12 Angry Men, written by Stephen A. Armstrong and Robert C. Berg. Utilizing elements from the movie, 12 Angry Men, the authors discuss the various elements of group dynamics. The film highlights group interaction in a stressful situation, in this case a jury room, and thus allows students to explore group dynamics through the interactions of the characters in the f ilm. The film highlights the dysfunction in a working group, allowing students to come up with their own theories and recommendations for increasing a more positive group dynamic that is needed to complete the task at hand. In the film are obvious conditions that fit the work of Sullivan (1953) and Bowlby (1983) in regards to interpersonal theory. 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Terrorism and war articles in translation of euphemisms 44 CONCLUSION 54 BIBLIOGRAPHY 57 ANNEX 60 INTRODUCTION This Diploma thesis is devoted to the problem of euphemisms in the English language. Euphemism (from Greek word meaningRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesManager, Production: Lisa Rinaldi Full-Service Project Management: Christian Holdener, S4Carlisle Publishing Services Composition: S4Carlisle Publishing Services Printer/Binder: Courier/Kendallville Cover Printer: Courier/Kendalville Text Font: 10.5/12 ITC New Baskerville Std Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishingRead MoreHuman Resources Management150900 Words   |  604 Pagesresults. GE Fanuc’s revenue is up women employees, who composed about three-fourths of the bank’s workers. As a result, several years later about one-fourth of all managers and executives are women. Similar attention also was focused on other diverse groups of employees. So that all employees were given opportunities to grow and learn, the Bank of Montreal’s Institute of Learning was established at a cost exceeding $50 million. The goal of providing five days of training and education to every employeeRead MoreSSD2 Module 4 Notes Essay28478 Words   |  114 Pagesï » ¿MODULE 04 Cross-Cultural Competency Culture Culture is the pattern of action and the ways of perceiving, feeling, and thinking acquired growing up in a particular group of people Ethnocentrism Ethnocentrism is the attitude held by the members of a culture that theirs is the only true, right, and best way to view and act in the world. Cultural relativism Cultural relativism is the idea that human behavior, ideas, and emotions must be understood in the context of the whole culture in which they occur