Paperwork Research Paper Example | Topics and Well Written Essays - 750 words

Paperwork - Research Paper Example The analysis attempts to understand systematic data flow and how humans input, transform and store data and access information in an organization’s context. The process of defining the components, architecture, modules, data and interfaces for a system to meet specified needs comprises systems design (Ulrich & Eppinger, 2000). Installing systems without proper plans results in dissatisfied users, and the system is often abandoned after short usage. Together, systems analysis and design work in an overlap to lend structure to information systems and determine what changes need to be applied or how a new one may be implemented (Ulrich & Eppinger, 2000). Databases Databases are structured and designed to collect data while offering organized machinery for managing, storing, analyzing and retrieving information (Connolly & Begg, 2002). This is achieved by using tables prearranged to model appropriate aspects of the project being undertaken in a manner supporting the processes usin g this information. The role of databases in projects is compiling, categorizing and interpreting data. All information used by the project managers, including the researches they conduct, is centrally stored in the database for ease of access by users and developers. Databases also play a key role in identifying international trends (Connolly & Begg, 2002). Programming Programming entails the designing, documenting, trying, debugging as well as maintaining source codes for computer programs (Meyer, 2000). A reliable process of programming aims to produce a software solution that is efficient and can be developed when the project dictates the need. It should be usable, portable, easily maintained and able to anticipate errors occurring from inappropriate, corrupt or incorrect data. The role of programming in projects is to create sets of instructions for use by computers to carry out specified instructions and display desired behaviors. Programming also saves the efforts of other te ams in the project by automating the processes which would otherwise have been conducted manually (Meyer, 2000). Networking Networking is the linking and interconnecting of groups of computers and hardware through communication channels thus allowing users to share information, files and resources such as printers (Tanenbaum, 2006). Within the network, relevant files may be selected for sharing between concerned users and departments. In a project, networking merges different departments and even office buildings. The needless distinction of common tools that collect, process, store or transmit information is eliminated when networks are deployed. Barriers to information held on separate computers and systems are also overcome, creating a borderless information and communication environment (Tanenbaum, 2006). It is only through networking that all the other aspects of running a project are held together. The project also benefits by saving costs that would have been used to equip ea ch department with its own resources, which duplicates purchases. The Web The World Wide Web is an application that runs on the internet (Stallings, 2004). It is a system made up of interlinked internet servers supporting hypertext documents and is accessed through the

The explanatory gap Essay Example | Topics and Well Written Essays - 1000 words

The explanatory gap - Essay Example John Levine introduced the explanatory gap for the difficulty that the mind theories of physicalists have in explaining the physical properties in giving rise to the way things experienced when they are felt. Levine in his 1983 article used the explanatory gap to point out that even though it might be applicable in a physiological sense, the explanatory gap does not aid our understanding of pain feeling. The explanatory gap has intrigued and vexed a number of researchers and philosophers in a similar way in the past decades and resulted into a considerable debate. Finding a fulfilling and gratifying mechanistic explanation to bridge the gap is a hard problem. This paper seeks to define the explanatory gap, and highlight whether or not the explanatory gap poses an obstacle to materialism with reference to the work of Levine. The explanatory gap infers that there is an existence of a gap of consistent and rational meaningful information that describe and account for characteristics and qualities of consciousness processes, content and states that it is explicable to a rational and logical level of mastery. That is to say, explanatory gap is in the human concept. The term explanatory gap does not illustrate a gap in nature, but rather a gap in our own understanding of nature (Levine 1983). Joseph Levine in his works demonstrates the explanatory gap as an obstacle to materialism. Materialism holds that there exist identities between material kinds and conscious kinds. Joseph Levine illustrates that pain is identical with the C-fibers firing, and also gives an example of viewing something are red which is identical with an activity in the visual V4 area cortex. Joseph Levine also looks at the explanatory gap as an obstacle to materialism in the line with contemporary orthodoxy materialist, and that such kind of identities are posteriori. Levine argues that it is a matter of scientific investigation, to ascertain whether or not pain is the firing C-fibers, rather tha n conceptual reflection to seeing things as red is an activity in the V4 area in the visual cortex. In this regard, the identities of mind and brain that are discovered will be of the same kind to such exemplary a posteriori identities of science as that of temperature is mean kinetic energy, or that of water is H2O. There is also a good scientific evidence for the presence of such like brain and mind identities. In particular cases, there are direct evidence in the co-occurrence of certain material kinds and conscious kinds. Joseph Levine even asserted that the identities of mind and brain strike quite differently from the apparently corresponding scientific identities (Levine 1983). Levine cites some questions to demonstrate the explanatory gap as an obstacle to materialism: presume that we actually have evidence that pain is the same as firing of C-fiber and is one. Would we not still want to try and find out why firing of C-fiber feels pain instead of something else? And why the re is pain in the firing of the C-fiber? There is however no analogous questions that press on us in most of the scientific cases. For example, after finding out that water is H2O, there is no further feeling of the need to know why even when there is H2O, we still have water, or why water is H2O and not anything else. This is the reason Joseph Levine coined the explanatory gap in order to give an impression that something have been left unexplained by mind and brain identities. Many other philosophers besides Joseph Levine have argued that explanatory gap emerges because people cannot draw from the facts

Big five personality inventory with academic success

Big five personality inventory with academic success Many validation studies have been performed to test the validity of the Big 5 personality inventory with academic success and performance as well as which personality is predictor of good grades. In particular studies have found that contentiousness and openness especially correlated with academic performance. This essay will examine and evaluate the usefulness of the big 5 personality inventory and will be discussing its validity and implications. Conscientiousness personality traits lead students to be organised, disciplined and motivated to succeed. This in turn has a positive effect on their ability to study and on their effort and commitment they put into their work (Maltby et al 2007 p.387) a trait referring to individuals level of dutifulness, achievement striving and organization. Bratko, Chamorro-Premuzic Saks (2006) also have documented and argued that the Importance of Conscientiousness in educational settings is self-explanatory: Being organized, disciplined and motivate d to succeed has no doubt beneficial effects on students study habits, affecting their level of effort and commitment with the course (Bratko, Chamorro-Premuzic Saks 2006). Research indicates that the Big Five Traits (Neuroticism, Extraversion, Openness, Conscientiousness and Agreeableness) reflect core aspects of humans personality and have strong influences on behaviour (Costa McCrae 1992 in Komarraju Karau 2005). Conscientiousness has consistently and positively predicted examination performance as well as grade point average and academic success. Openness is positively related to final grades with high scorers using learning strategies that emphasize critical thinking. Neuroticism is related to reduced- academic performance. Agreeableness is positively associated with grades. Entwistle and Entwistle (1970 in ibid) found that stable introverts using good study methods achieved higher performance than extroverts or emotionally unstable students, whereas Furnham and Medhurst (19 95 in ibid) showed a significant positive correlation between sociability and performance in a seminar class (Komarraju Karau 2005). Paunonen Nicol (2001 in Durham 2004) found the Big Five traits among the significant predictors of grade point average (GPA) in a population of college students. Similarly, Lounsbury, Loveland, Sundstorm Gibson (2003 in Durham 2004) found that Big Five traits significantly predicted cumulative GPA among adolescents in high school and middle school. Lounsbury et al (2003 in Durham 2004) found that the Big Five constructs of conscientiousness, openness and agreeableness were positively related to course grades and grade point average. Durham (2004) therefore argues that these results suggest that students who are more open to new learning, discovery and exploration, higher on self control. More orderly, higher of achievement striving and lower on anxiety, impulsivity, hostility, and vulnerability will have higher GPA. Durham (2004) furthers his argume nt by saying that students who sit in the front of the class (conscientiousness) prepare their assignments (conscientiousness), follow the directions given (agreeableness) and ask questions (openness) and usually better students; high levels of openness, conscientiousness and agreeableness and low levels of neuroticism are an ideal combination (Durham, 2004) Hypothesis The hypothesis of this literature review is that Big 5 personality traits of Openness, contentiousness, extraversion, agreeableness and neuroticism are significantly related to academic performance and predicting grades. There have been many studies documented which have investigated the relationship of the five personality traits namely, openness, contentiousness, extraversion, agreeableness and neuroticism with academic achievement. For example, in studying the relationship between the big five personality traits and academic performance, Komarraju Karau (2005) developed the following specific hypotheses. First, as Neuroticism is characterized by emotional distress and poor impulse control (Komarraju Karau 2005), Komarraju Karau (2005) expected students high in Neuroticism to have difficulty in coping with academic challenges and dealing with setbacks. There, Komarraju Karau (2005) predicted that Neuroticism would be positively related with the academic motivation factors of debilitating anxiety, withdrawing, disliking school, and discouraged about school. Extraverted individuals are warm, socially-oriented, and assertive (Komarraju Karau 2005). Agreeable individuals tend to be trusting and co operative, and may be receptive to collaborative learning (Komarraju Karau 2005). Therefore, Komarraju Karau (2005) predicted that Extraversion and Agreeableness would both be positively related with approval and affiliating motives. Komarraju Karau (2005) argue that because assertiveness is an element of Extraversion they predicted that Extraversion would be related with influencing motives. Individuals high in Openness seek novel experiences, are intellectually curious, and may be more receptive to novel educational experiences Komarraju Karau (2005). The researchers therefore predicted that Openness would be positively related with thinking and desire for self improvement. Finally, conscientious individuals are generally organized, disciplined, and hard working, and have been found to achieve greater academic success (Komarraju Karau 2005). Therefore, the researchers predicted that Conscientiousness would be positively related with persisting, achieving, and desire for self- improvement. Komarraju Karau (2005) found that avoidance was positively related with both Neuroticism and Extraversion, and was negatively related with both Conscientiousness and Openness, with Neuroticism explaining the most variance. Komarraju Karau (2005) argue that these results may suggest that neurotic students tend to avoid many aspects of academic life and view education as a means to an end rather than an intrinsically fulfilling enterprise. Similarly, Komarraju Karau (2005) argue that extraverts may be more concerned with social aspects of college life. In contrast, conscientious and open students are less likely to be avoidant in their motivation. Komarraju Karau (2005) found that students with higher levels of Openness and Extraversion were more engaged in learning, with Openness explaining the most variance. Komarraju Karau (2005) further their argument by saying this suggests that students who are sociable and enjoy exposure to new ideas are likely to be engaged i n the educational experience and may benefit from discussion and interactive learning. Finally, Komarraju Karau (2005) found that students who were more conscientious, neurotic, and open to experience scored higher on achievement with Conscientiousness explaining the most variance. Komarraju Karau (2005) argue that these results suggest that students who are responsible and intellectually curious may be more achievement oriented, hard-working, and competitive. Komarraju Karau (2005) noted that neuroticism was related with achievement, and this relation between Neuroticism and achievement may be because of compulsive preparation Komarraju Karau (2005). Correlation of subjective responses and objective assessment and confirmation of the validity of conscientiousness trait with relation to academic achievement Discussion section There may be narrower personality traits that could add to the incremental validity of the Big 5 inventory with relation to academic success and predicting grades for example. Lounsbury, Sundstorm, Loveland Gibson (2003) investigated and examined the narrow traits in addition to the Big Five in predicting academic success among adolescents. Lounsbury et al (2003) investigated individual grade point average (GPA) and scores from the Adolescent Personal Style Inventory among 220 seventh-graders and 290 tenth-graders, including agreeableness, conscientiousness, emotional stability, extraversion, and openness, plus four narrow traits, aggression, optimism, tough-mindedness, and work drive. Lounsbury et al (2003) found that all traits correlated significantly (P The validity and reliability of the NEO PIR in terms applicability: discussing the issue for the professional development of the teacher in schools and also for the positive feedback and educational development of the child, analysing the practicality of the learning style Personality tests that are to predict academic achievement and success are not only for the professional development of the teacher, lecturer but also for the personal and educational development of the student or pupil at school or university. These personality tests therefore they need to be such that the teacher and student can interact with them for the teacher to perhaps to alter his or her teaching style and approach and more so for the student to be aware of his or her subjective and predominate learning style and how these are contributing to many cognitive aspects such as information processing, retention of information, memory or indeed knowledge acquisition. Research has testified that from the NEO PIR the trait that is predominately applicable is conscientiousness as we have seen, although the other four have also contributory effects for academic achievement, however the practicality of using it may still be questionable because if the trait of conscientiousness is the p redictor of academic success then will it be easy for the student to develop these traits within him. How easy will it be for the teachers to aid and support the students in developing a conscientiousness personality is questionable. An easier way for both the student to understand for his or her own academic development and also for the teacher to support the student may be through the education of personal learning styles. Learning styles in particular is a model which pinpoints and highlights the cognitive abilities necessary for learning, which is a cognitive process. The tools of learning style can enable the student to completely understand which styles may aid him or her and according to that style of learning, the teacher will be able to help and support the student developing a interactional system between the teacher and the student in an academic environment and discussing cognitive variables in relation to learning styles rather than broad personality traits which maybe far difficult to generalize towards the students learning process. Therefore learning style approach and assessment may not only be a cognitive and academic achievement predictor most importantly on the basis of individual differences but this will enable both the teacher and student to interact with them for the professional development of the teacher and for the academic and cognitive development of learner. A well known and documented approach to learning is presented by Kolb (1984 in Maltby 2007) in which he discusses the learning processes such as concrete experience, reflective observation, abstract conceptualization and active experimentation. Other than the Big Five traits of conscientiousness, openness, agreeableness, extraversion and neuroticism, there are other traits or, motivation related traits as argued by Lounsbury (2003 in Durham 2004) which can add incremental and predictive validity to the NEO personality inventory in the domains of education success. For example, Lounsbury (2003) found that traits such as aggression, optimism tough mindedness and work drive can not only significantly correlate with grade point average but moreover add incremental validity to the existing NEO Five. (Durham, 2004) In line with Lounsbury (2003) Durham (2004) is also for the inclusion of the factors of aggression, optimism and tough mindedness. Durham (2004) argues that these traits of optimism, aggression and tough mindedness could be better predictors of academic performance and grade point average. Optimism, Durham (2004) argues is a tendency to maintain positive expectations about the future and Prola and Stern (1984 in Durham 2004) found positive correlations between optimism and grade point average. Optimism is an important assessment because it influences task-orientated behaviours (Durham 2004). With regards to conscientiousness there will a consensus that it is correlated with academic achievement and performance through Meta analysis and self and other assessed approaches, however with regards to openness, although it has been acknowledged that it refers to academic intelligence, agreeableness, neuroticism, extraversion there is far lesser consensus how it refers and relates to academic achievement. For example Bratko, Chamorro-Premuzic Saks (2006) have found that some argue that high neuroticism is detrimental for academic performance on school examinations but others suggests that higher levels of worry and perfectionism that characterize neurotic individuals may lead to better and higher performance. The trait of extraversion is also debated with academic achievement as some have argued of negative correlation and other have argued of positive correlation (Bratko et al 2006). Bratko et al (2006) also argue that alternative explanations indicate in the direction of deve lopmental changes in the ability-extraversion correlation, such that brighter individuals become more introverted over time. Some traits of the BIG 5 such as extraversion, conscientiousness and openness which all relate to motivation, striving and academic self fulfilment have been correlated with certain measures but have not been correlated with other measures such as the IQ tests. Psychologists have argues that the NEO Big 5 personality inventory predominately reflects a persons motivation and in particular motivation to self actualise in academic domains but does not take into consideration specific academic cognitive abilities which is predominately related and correlated with academic success and achievement. For example, Ones Schmidt Viswesvaran 1993 (in Gagner Pere 2001) have established no correlation between motivational factors and IQ ability for academic progress. The psychologists argue that the tests such as the NEO PIR which may measure or take into consideration the motivation factor of conscientiousness and disregard cognitive abilities may not be highly valid in predicting achievement in comparison to higher validity and reliability of cognitive and IQ measures of predicting achievement, and the results obtained from an IQ test maybe useful for the professional development of the teacher with relation developing cognitive constructs of the child such as numeracy but also important for the development of the learner to know which areas in academia need to be concentrated upon. Gagner Pere (2001) assessed the unique contribution of motivation to academic achievement. Over 200 high school students completed two IQ tests and three motivation and conscientiousness related measures twice during a semester. The results revealed that IQ and motivation were not correlated; cognitive abilities were by far the best predictor of school achievement. The psychologists argue that these results question the belief of most educators about the crucial role of motivation as a determinant of scholastic achievement these findings may in invite the educators to not only consider moti vation and conscientiousness as an important factor of achievement but to also concentrate on the cognitive abilities of the learner and ways to enhance them perhaps by working with the learning style of the learner considering the VAK (the visual, auditory or kinaesthetic individual differences) and modifying educational resources to support all types of learners and by working within the unique learning style of the individual with the belief that by working within the cognitive framework of the individual this will improve the cognitive performance and abilities of the learner such as problem solving, information processing, logical and rational thinking which will enhance the IQ and therefore academic achievement. Komarraju Karau (2005) also acknowledge that students who are taught in a way that matches their learning style and ability are likely to achieve at higher levels. In light of the findings that there are less or no correlations of motivational factors such as conscien tiousness with academic progress Bratko et al (2006) argue that empirically, evidence is mixed with some studies indicating personality has incremental validity over ability in the prediction of academic progress but others showing it doesnt (Bratko et al 2006). Bratko et al (2006) also argue that personality inventories such as the NEO PIR use self ratings of traits. Whilst Bratko et al (2006) acknowledge and argue that most investigators have used self report personality inventories and academic progress as they are convenient and because they believe that people have a unique perspective of their own experiences and history of behaviour, however Bratko et al (2006) also maintain that self ratings can be inaccurate because people may present themselves in an unrealistically positive light or their position of an actor can bias their perception of their own consistent personality attributes other-rating data can be less susceptible to distortions caused by defensiveness and self-pr esentational strategies (Bratko et al 2006). As studies have shown that peer-ratings consistently show a substantial correlation with self rating data and their validity widely demonstrated (Bratko et al 2006), Bratko et al (2006) suggest that adding to peer-rating to self-rating can enhance the incremental validity of personality tests such as the NEO PIR further. Although some studies did not find a link between motivation and academic achievement some other studies did. For example Komarraju Karau (2005) investigated the relationship between personality characteristics and academic motivation. Their research examined the link between the Big Five personality traits and individual differences in college students academic motivation. Students were asked to complete the NEO Five Factor Inventory and the Academic Motivations inventory and the facets of both the academic motivations inventory and NEO big Five were correlated together which supports their academic motivation hypothesi s and its importance with success (Komarraju Karau 2005). This study not only indicated the importance of administering tests to examine academic motivations with relation to individual differences but also confirms the validity and reliability of the NEO Big Five. Personality or intelligence tests: independence of personality tests from intelligence: understanding the correlations of ability intelligence tests and personality tests Although studies have testified to the theory that measure of intelligence is valid and reliable for prediction of academic achievement some other studies have discovered the importance of personality tests independently from intelligence which adds to the validity and reliability of personality testing in relation to academic performance and achievement. For example Bratko et al (2006) analysed the relationship of self and other-assessed personality with school grades in 255 pupils. Conscientiousness was the strongest personality correlate of school grades for both self and peer-ratings. That is, the scores of self-rating and peer-rating for conscientiousness significantly correlated. It was interesting to discover that grades were negatively correlated with self assessed extraversion and emotional stability (neuroticism) and positively correlated with peer-ratings of autonomy. When cognitive ability was partialled out correlations between personality and school grades showed little change indicating that the effects of personality on academic performance was independent of intelligence. The investigators not only argue of the independence of personality to academic performance and therefore stressing its validity in domains of education but also argue that self ratings had only marginal incremental validity (3%) over peer-ratings in predicting school grades while incremental validity of peer-over self -rating was larger (9%). Therefore this study supports the notion that testing personality in domains of education and academic performance is indeed valid. In this study the self-rated assessment or rating compared to the peer-rated (observer) assessment and rating is thought provoking because there was a difference in both ratings and their correlations significances. In the study of Bratko et al (2006) noted that the relationship between. In the study Bratko et al (2006) found that the predictive power of conscientiousness increased substantially when assesse d by peer ratings as opposed to self-rating and there Bratko et (2006) argue that this suggests that socially desirable responding may undermine that validity of self rated conscientiousness. Their results also indicated that combining measures of conscientiousness with intelligence are likely to be advantageous when it comes to predicting academic progress (Bratko et al 2006). Bratko et al also argue that students may also want to look conscientious and autonomous in the eyes of personality tests and therefore Bratko et al (2006) recommend that investigators include social desirability alongside both peer and self-ratings of personality to explore determinants of success and failure (Bratko et al 2006). Another way to avoid distortion and therefore validity in applied educational settings is for participants to respond anonymously possibly by mail as argued by Schinka (1997). Schinka (1997) suggests that these techniques of anonymity will minimize conscious motivation to distort pe rsonality profiles. Psychologists studied how the Big Five personality traits may relate to individual differences in academic motivation. Alongside the achievement and academic success, motivation is very important to reach academic success and this area also needs to be considered for students. Komarraju Karau (2005) also reflect upon an interesting meta-analysis in support of the personality tests such as the NEO PIR for academic performance and success as well as for convergent and predictive validity. For example, Komarraju Karau (2005) argue that Ackerman and Heggestad (1997 in Komarraju Karau 2005) found some modest relationships between personality and intellectual ability measures. In their study Openness was positively related to intellectual ability, whereas Neuroticism was negatively related to intellectual ability. Komarraju Karau (2005) argue that these investigators concluded that intellectual abilities, interests and personality are interrelated and that intellectual ability level an d personality traits determine success. The validity of personality tests and their application in academic prediction of ethnic and culturally different students Durham (2004) acknowledges that studies have established differences in the scores between African American Students and White students on personality measures, as well as in the educational domains including. Ethnic students bring their values and in particular ethnic values to the learning environment. Therefore, when assessing personality and correlating with grade point average it is important to consider and acknowledge different cultural and racial differences which may affect an individuals learning style and development (Durham 2004). Therefore, generalising the significances of the results on populations this issue also needs to be considered thoroughly. Durham (2004) argues if there are differences in the personality traits scores of black and white students the applicability of these assessments to ethnic populations in doubt. Using the MMPI may be appropriate for use with ethnic and racial students The validity and reliability of the NEO-PIR or Big Five inventory and its applicability across races and cultures Worrell Cross (2004) investigated the reliability and validity of Big Five Inventory scores in a sample of African American college students as performed on the Big Five Inventory. The investigators discovered that reliable measures could be developed from the Adjective Q -sort and that there are no perceived predictive validity differences between White and Black students using the NEO PIR (Worrell Cross 2004) The use of other measures especially the inclusion and applicability of the Assessment of Academic Self concept and motivation (AASM) Assessment of Academic Self concept and motivation was developed according to the motivational systems theory. The uniqueness of this assessment is that it postulates that motivation is the patterns of gaols, emotions and personal agency beliefs (self -concept) which is consistent with the socio-cognitive theory of personality development proposed by Albert Bandura. Durham (2004) argues that this model and assessment four aspects of self concept- ability, environmental responsiveness, control and value or importance it also assess four dimensions of the education environment: cognitive, social extracurricular and personal (Durham, 2004) validation studies have been performed by Rouse Cashin (2000 in Durham 2004) and have found support for this assessment as well. Durham (2004) argues of the advantages of this measure with ethnic clients because it measures internal locus of control and the motivation aspect can measure academic success. With regards to values and race and cultural d ifferences, John (1989 in Goldberg 1998) examined judges classifications of the 300 terms in the Adjective Check list into the Big Five Categories to examine its validity and argues that traditional values and individuation/ autonomy adjectives closely related to the persons self -concept and cultural determinants may lie outside the Big Five. Goldberg (1998) argues that other personality factors that are not included inside the Big Five are religiousness, sexuality, introspectiveness, maturity, gender roles thrift and suppression and repression (Goldberg 1998). As there lays other aspects beyond the Big Five it would be interesting to see these influences for academic achievement as well. Paunonen Jackson (2000) had also investigated into the NEO PIR and the Big Five traits and after a thorough investigation and analysis they found that a) Religious, devout, reverent b) sly, deceptive manipulative c) honest, ethical moral d) conservative, traditional, down-to-earth e) egotistical, conceited, snobbish and f) thrill seeking behaviours were independent from the Big Five Factors as they did not correlate. This finding is important to establish the internal consistency validity and what differences it would make if these traits are also examined along with cultural values as discussed to evaluate the impact it has on education success and achievement because these traits such as masculinity-femininity, religiosity, are also determinants of human behaviour and also academic motivation. These recommendations will improve the internal consistency of the NEO PIR personality assessment as argued by Paunonen Jackson (2000)

Racism and Jealousy in Othello Essay -- Shakespeare Othello Iago Essay

Racism and Jealousy in Othello The theme of racism is strongly depicted in William Shakespeare's Othello. It depicts the attitude of European society towards those that were different in colour, race and language. In Europe, people of white complexion were the majority and all other races were considered to be less important and inferior.   Ã‚  Ã‚  Ã‚  Ã‚  There are several characters in this play that portray this mentality. These characters include Brabantio, Roderigo and Emilia. But by far, the face of racism in this play is that of Iago, who makes his intentions crystal clear in his soliloquy where he states I hate the Moor, (I, iii, 379). Throughout the play, Iago lays forward a number of reasons for his hatred, which leads to the ruin of most of the characters.   Ã‚  Ã‚  Ã‚  Ã‚  It is most likely that the main reason behind Iago's hatred of Othello is the colour of his skin. Similar to many other people of his time, Iago would have had little or no racial tolerance for others, and thereby saw Othello as an outcast that had risen to success which is a factor contributing to another of his reasons for hatred, jealousy. From the very first act of this play, and indeed the very first scene, Iago hurls racial insults at Othello, an example of which is ...very now, an old black ram is tupping your white ewe (I, i, 89-90) - A statement that has both racist and vulgar connotations, as well as referring to Othello as a Barbary horse (I, i, 112) - Which is degrading him to the level of a filth...

One of the largest Bottlers for the Coca-Cola Company Essay

Case Studies Aileen R. Arias MKT 500 – Marketing Management Sections A International American University Professor Mara Murphy MBA Management -2017 Fall 2 Title Coca-Cola According to the source the word means of Coca-Cola was from a Dutch phrase that had two meaning Ik Ook translates to Me Too and Op Stap translates to Move On. The invention of the popular drink since 1886 came from the curiosity of an Atlanta pharmacist, Dr. John S. Pemberton, its discovered a distinctive tasting of soft drink that could be sold at soda fountains. Then he flavored syrup and took it to his neighborhood into a pharmacy, had mixed with carbonated water and became a superb by those who tasted the product began a milestone formulated the drinks into major success the collaboration of bookkeeper, Frank M. Robinson, was credited with naming the beverage Coca-Cola the unique designing the trademarked, distinct script, still used today. It stands for connecting with more individual no matter which co ntinent they lived they can be happy when they see Coca-Cola. The product tastes of happiness for everyone. The company advertise in overseas and all of the poster campaign are not the same they choose carefully what should the theme as their advertisements before broadcasting it to the media. Review/Analysis of the Case Analysis of Findings The extraordinary ways of a good campaign of Coca-Cola had considered not only the brand, but the music that gives the slogan provided a simple, direct way to communicate about the product. Through the year of 1906, its theme The Great National Temperance Beverage reflected a time when the society in the United States was veering away from alcoholic beverages, and Coca-Cola provided a nice alternative. It is Jingle had concerned the sales figures, such as from a Three Million a Day from 1917 or Six Million a Day from 1925. Further views upon the ways of drinks a day, had difference from the one billion a day mark TheCoca-ColaCompany passed in 1997. Variation of advertisement forCoca-Colts concentrated on th e quality of the product, Either ways of its refreshing taste or even its role in entertaining, as in 1948s Where There’s Coke There’s Hospitality. Into way back of the year 1985 into the introduction of a new taste of Coca-Cola (commonly called new Coke ) and the reintroduction of Coca-Cola classic and the original formula led to multiple slogans. Its featured Americas Real Choice, while by the year 1986, two slogans were used to differentiate the brands, from with the colors Red, White You forCoca-Cola classic and Catch the Wave forCoca-Cola. In the ways of reselling themselves for increase the level of memorable slogans. In hence from the year 1971 Hilltop ad featured a song with the words Id Like to Buy the World a Coke. Almost that wasn’t an actual slogan (the ad, in fact, was part of the Its the Real Thing campaign), the beautiful ad and song lyrics are still so well known today that the lyrics are considered a slogan to many. Furthermore years to January 2003, its recent campaign forCoca-Cola was introduced Coca-Cola Real. The ways it turns out to be (and slogan in turn) reflects a genuine, authentic feel into the life and the natural roleCoca-Coldplay in them. Summary and Conclusions The Company Coca-Cola had great deal of success regarding upon the campaign became a unique ways of marketing to billions of people around the world. As the social impact came a uplifting global campaigns that translates well into different overseas, languages, and cultures. It becomes a deal of companies to help as well income growth of ones countries to their people regarding employment. Because of a great deal of success of Coca-cola they try to copy and compete with them example the Pepsi company but they end up to be failure, I think and believe that a genuine ways and trend-setting of the company like Hansen Beverage Company (Monster Energy) could surpass Coca-Cola in the American Market and possibly change of game plan in the global market. Likewise, to Coke, Monster Energy Company was alert to keep up the changing times all while developing a premium product tied with a strong market, they are able to expand their product mix offering energy drinks, tea, coffee, sports drinks, also it goes to recently naturally flavored sparkling spring water. Now days a new wave became craze to avoid illness and aging problem in health, by a solution in the market became a major threat to producer and manufacture of soda beverages because it effect to falling aw ay fr to people choosing healthier options and that the case we must able to think the benefits and make watch list of nutritional value for our health seeking. References Kotler,Philip and Keller,Kevin Lane Marketing Management , Person 610pp.

Discursive Essay

Compare the advantages and disadvantages of three of the following as media for communicating information. State which you consider to be the most effective. †¢ comics †¢ books †¢ radio †¢ television †¢ film †¢ theatre The role of media is no longer able to be separated from information. As it is a very important element in the information delivery, there are various kinds of media existed nowadays. Among those media, television, radio, and film are mostly favorite choices of people around the world. Radio is a media which has been used for decades but still keep its uniqueness as its greatest power.People love hearing news from radio because they could get it for free. Plus, they can do it everywhere they are. They can do it at home, in the office or on the way to certain place. However, radio has some weaknesses. One of them is give people a limitation in seeing the visual. In many cases, the importance of need to see the visual of the information give n is very high. Film is also considered as a favorite media for people because it is able to give a lot of information in a very interactive ways.We can even learn history which is considered boring for some people by watching movie. Nevertheless, the number of film that people can watch is very limited because it takes a quite long time to enjoy one full movie. The last media that influence alot in human’s life is television. There will always a television existed in a house. Not only one, sometimes there are more than two or three televisions in a house. It makes the use of this media can’t be monitored by adults regularly. This condition can be harmful for children as they can access it freely.Moreover, unlike any other media, there is nothing can be done to prevent them to get access to some inappropriate shows for children under age. Besides, there is a high tendency for someone to get addicted to it. It could happen to children, or even adults. When it happens to someone, it will definitely give him or her some disadvantages. They will not be able to give full focus on things that they currently do as they are bothered with this problem. Further, television is a media with a very high number of advertisements.There are thousands of advertisements showed up in television every day. These advertisements take a big role in changing someone’s shopping habit. It has a great power to influence the audience to be very consumptive in life. The audience might get high impulse to buy things that they even really need. On the other hand, television is proved as a great companion in every house. Television could be a great media to take away stress that the owner might get after working all day long. The show can be accessed for free, so someone does not have to spend some amount of money to have it.Besides, the owner does not have to get out of his or her house to enjoy the show. They just need to turn their television on and sit calmly. Moreov er, television provides thousands of information from its shows. It provides news that is updated regularly. As a plus, the audience could also get the visualization of the updated events happened. It seems that television has erased distance gap among countries all over the world so we could get current news from other countries in a very short time.Plus, television gives a lot of job opportunities for many people. They can work as newscaster, reporter, script writer, producers, and other jobs by the existence of television. It can be categorized as a big business as well, so it needs a lot of personnel to support. It means that more people could get work from it. In conclusion, I think television has brought more influence on human’s life because it provides more benefits for our life compared to other media such as radio Discursive Essay Compare the advantages and disadvantages of three of the following as media for communicating information. State which you consider to be the most effective. †¢ comics †¢ books †¢ radio †¢ television †¢ film †¢ theatre The role of media is no longer able to be separated from information. As it is a very important element in the information delivery, there are various kinds of media existed nowadays. Among those media, television, radio, and film are mostly favorite choices of people around the world. Radio is a media which has been used for decades but still keep its uniqueness as its greatest power.People love hearing news from radio because they could get it for free. Plus, they can do it everywhere they are. They can do it at home, in the office or on the way to certain place. However, radio has some weaknesses. One of them is give people a limitation in seeing the visual. In many cases, the importance of need to see the visual of the information give n is very high. Film is also considered as a favorite media for people because it is able to give a lot of information in a very interactive ways.We can even learn history which is considered boring for some people by watching movie. Nevertheless, the number of film that people can watch is very limited because it takes a quite long time to enjoy one full movie. The last media that influence alot in human’s life is television. There will always a television existed in a house. Not only one, sometimes there are more than two or three televisions in a house. It makes the use of this media can’t be monitored by adults regularly. This condition can be harmful for children as they can access it freely.Moreover, unlike any other media, there is nothing can be done to prevent them to get access to some inappropriate shows for children under age. Besides, there is a high tendency for someone to get addicted to it. It could happen to children, or even adults. When it happens to someone, it will definitely give him or her some disadvantages. They will not be able to give full focus on things that they currently do as they are bothered with this problem. Further, television is a media with a very high number of advertisements.There are thousands of advertisements showed up in television every day. These advertisements take a big role in changing someone’s shopping habit. It has a great power to influence the audience to be very consumptive in life. The audience might get high impulse to buy things that they even really need. On the other hand, television is proved as a great companion in every house. Television could be a great media to take away stress that the owner might get after working all day long. The show can be accessed for free, so someone does not have to spend some amount of money to have it.Besides, the owner does not have to get out of his or her house to enjoy the show. They just need to turn their television on and sit calmly. Moreov er, television provides thousands of information from its shows. It provides news that is updated regularly. As a plus, the audience could also get the visualization of the updated events happened. It seems that television has erased distance gap among countries all over the world so we could get current news from other countries in a very short time.Plus, television gives a lot of job opportunities for many people. They can work as newscaster, reporter, script writer, producers, and other jobs by the existence of television. It can be categorized as a big business as well, so it needs a lot of personnel to support. It means that more people could get work from it. In conclusion, I think television has brought more influence on human’s life because it provides more benefits for our life compared to other media such as radio

Dinah and Male-Dominated Biblical Narrative

Dinah and Male-Dominated Biblical Narrative One of the aptest historical criticisms of The Holy Bible is the way it fails to chronicle womens lives, abilities and viewpoints with the same effort it puts into mens lives. The story of Dinah in Genesis 34 is one of the best examples of this male-dominated narrative. A Young Woman at the Mercy of Men Dinahs story actually starts in Genesis 30:21, which tells of her birth to Jacob and his first wife, Leah. Dinah reappears in Genesis 34, a chapter that early versions of the Bible titled the rape of Dinah. Ironically, Dinah never speaks for herself in this significant episode of her life. In brief, Jacob and his family are encamped in Canaan near the city of Shechem. By now having reached puberty, teen-aged Dinah understandably wants to see something of the world. While visiting the city, she is defiled or outraged by the prince of the land, also called Shechem, who is the son of Hamor the Hivite. Although scripture says Prince Shechem is eager to marry Dinah, her brothers Simeon and Levi are enraged at the way their sister has been treated. They convince their father, Jacob, to exact a high bride price, or dowry. They tell Hamor and Shechem that it is against their religion to allow their women to marry men who are not circumcised, i.e., converts to the religion of Abraham. Because Shechem is in love with Dinah, he, his father, and eventually all the men of the city agree to this extreme measure. However, circumcision turns out to be a trap devised by Simeon and Levi to incapacitate the Shechemites. Genesis 34 says they, and possibly more of Dinahs brothers, attack the city, kill all the men, rescue their sister and despoil the town. Jacob is horrified and frightened, fearing that other Canaanites sympathetic with the people of Shechem will rise against his tribe in retaliation. How Dinah feels at the murder of her betrothed, who by this time may even have been her husband, is never mentioned. Rabbinical Interpretations Vary on Dinahs Story Later sources blame Dinah for this episode, citing her curiosity about life in the city as a sin since it exposed her to risk of rape. Shes also condemned in other rabbinical interpretations of scripture known as Midrash because she didnt want to leave her prince, Shechem. This earns Dinah the nickname of the Canaanite woman. A text of Jewish myth and mysticism, The Testament of the Patriarchs, justifies the anger of Dinahs brothers by saying that an angel instructed Levi to take revenge on Shechem for the rape of Dinah. A more critical view of Dinahs story holds the tale may be not historical at all. Instead, some Jewish scholars think Dinahs story is an allegory that symbolizes the way Israelite men conducted feuds against neighboring tribes or clans that raped or abducted their women. This reflection of ancient customs makes the story valuable, according to Jewish historians. A Feminist View of Dinahs Story In 1997, novelist Anita Diamant re-imagined Dinahs story in her book, The Red Tent, a New York Times best-seller. In this novel, Dinah is the first-person narrator, and her encounter with Shechem is not rape but consensual sex in anticipation of marriage. Dinah willingly marries the Canaanite prince and is horrified and grieved by her brothers vengeful actions. She flees to Egypt to bear Shechems son and is reunited with her brother Joseph, now Egypts prime minister. The Red Tent became a worldwide phenomenon embraced by women who longed for a more positive view of women in the Bible. Although entirely fiction, Diamant said she wrote the novel with attention to the history of the era, around 1600 B.C., particularly in terms of what could be discerned about the lives of ancient women. The red tent of the title refers to a practice common to tribes of the ancient Near East, in which menstruating women or women giving birth lived in such a tent along with their co-wives, sisters, daughters and mothers. In a question-and-answer on her website, Diamant cites work by Rabbi Arthur Waskow, who links the biblical law that keeps a mother separate from the tribe for 60 days upon the birth of a daughter as a sign that it is a sacred act for a woman to bear to another potential birth-giver. A subsequent work of non-fiction, Inside the Red Tent by Baptist scholar Sandra Hack Polaski, examines Diamants novel in light of both biblical story and ancient history, particularly the difficulties of finding historical documentation for womens lives. Diamants novel and Polaskis non-fiction work are completely extra-biblical, and yet their readers believe that they give voice to a female character whom the Bible never allows to speak for herself. Sources Giving Voice to Dinah Sermon given December 12, 2003, by Rabbi Allison Bergman Vann The Jewish Study Bible, featuring the Jewish Publication Societys TANAKH translation (Oxford University Press, 2004). Dinah by Eduard KÃ ¶nig, Emil G. Hirsch, Louis Ginzberg, Caspar Levias, Jewish Encyclopedia. Ten Questions on the Occasion of the Tenth Anniversary of The Red Tent by Anita Diamant (St. Martins Press, 1997). Inside the Red Tent (Popular Insights) by Sandra Hack Polaski (Chalice Press, 2006)

The 4 SAT Sections What They Test and How to Do Well

The 4 SAT Sections What They Test and How to Do Well SAT / ACT Prep Online Guides and Tips Whether you're actively preparing for theSAT or simply want tolearn more about the ubiquitous college entrance exam, it’s important youstart with the basics: how many sections are on the SAT? What are the names of the SAT sections? And what kinds of skills does each section measure? In this article, we answer all of your burning questions about theSAT sections. We'll begin bydiscussing how many sections are on the SAT as well ashow these sections differ from one another. Then, we’ll go over the different skills on which you'll be tested, giving youour experttips for combating each of the SAT test sections with confidence. Finally,we'll take a look at whether certain sections of the SAT are more important than others and what this meansfor you and your college applications. What Are the SAT Sections? The SAT (which was redesigned in 2016) consists offour sections: Reading Writing and Language Math (which consists oftwo subsections, No Calculator and Calculator) Essay (optional) Asthe College Board(the creator of the SAT) puts it, all sections of the SATwork together totest â€Å"what you learn in high school† and â€Å"what you need to succeed in college.† In other words, the goal of the SAT is to ensureyou possess the appropriate reading, writing, and math skills deemed necessary for success as a college student. Eachof theSAT test sectionsappearsonly once on the exam and varies in the number of questions it contains as well as inhow much time it allocates. The following table showcases some of the major features ofthe SAT test sections: Reading Writing and Language Math Essay (Optional) Order on Test 1st 2nd 3rd 4th # of Questions 52 44 58 (20 No Calculator, 38 Calculator) 1 Question Format Multiple choice Multiple choice Multiple choice, grid-ins Essay Time 65 mins 35 mins 80 mins (25 mins No Calculator, 55 mins Calculator) 50 mins Skills Tested Command of Evidence Words in Context Command of Evidence Words in Context Expression of Ideas Standard English Conventions Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Additional Topics in Math Reading Analysis Writing Scoring Combined with Writing and Language for a total Evidence-Based Reading and Writing (EBRW) score on a scale of 200-800 Combined with Reading for a total Evidence-Based Reading and Writing (EBRW) score on a scale of 200-800 No Calculator and Calculator subsections are combined for a total Math score on a scale of 200-800 Three separate scores (Reading, Analysis, Writing), each on a scale of 2-8 According to this table, the longest section (in terms of both time and number of questions) is the Math section. This is because the Math section is composed oftwo subsections: a No Calculator section (which always comes first) and a Calculator section. While theNo Calculator section is fairly brief at only 25 minutes and 20 questions long, theCalculator section lasts for 55 minutes and contains a total of 38 questions. You may also notice a few keysimilarities between the Reading and Writing and Language sections. These two sections were specifically designed to test a couple of the same skills - namely Command of Evidence and Words in Context - in different ways. Thetwo sections also combine for an overall Evidence-Based Reading and Writing (EBRW) score out of 800 points, so they clearly have a lot in common with each other! Lastly,the above table highlights how all sections of the SAT (excluding the Essay) are predominantly multiple choice. Mostquestions on the SAT contain four answer choices from which you mustselect one answer. On the Math section, however, you will also face a handful ofgrid-in questionsfor which you must come up with your own answers and bubble them in using the numbers provided. Now that we've covered all of the fundamentals, let’s take a closer look at each of the four sections of the SAT. The SAT Reading Section The Reading section focuses onreading comprehension and understanding vocabulary in context. Each of the 52 questions in this section will bebased on a passage. You'll be given five passages in total: 1 passage on U.S. or world literature 2 passages on history/social studies 2 passages on science (which may include graphs and/or charts) On some areas of theReading section, you may be givena pair of related passages instead of a single passage. You may also encounter graphs, charts, orother forms of data representation. (Note that you will not have to use any math for these questions, though you willbe expected to know how to interpret the data provided.) As illuminated in the table above, the Reading section test two primary skills: Command of Evidence:your ability to find concrete evidence within the passage tosupport the author’s claims or answers to specific questions Words in Context: yourability to decipher the meanings of vocabulary words within the context of the passage, and yourability to understand how word choice influences the style and tone of atext As you take the Reading section of the SAT, you'll answer the following types of Reading questions: Big Picture Little Picture/Function Inference Vocabulary in Context Author Technique Evidence Support Data Interpretation Below, I describe each of these question types and then provide you withour besttips fordoing well on the SAT Reading section. SAT Reading Question Types Here are the different types of questions you'll encounter on the SAT Reading section. #1: Big Picture and Little Picture/Function These two Reading question typesare opposites: Big Picture questions focusonthe main point of a passage, whereas Little Picture (or Function)questions focus on the function ofspecific lines or sentences within a passage. Your job, then, is to use contextual evidenceto decipher either the author’s overall message or the function of a selected area of the text. Big Picture Little Picture/Function #2: Inference For this Reading question type, you must correctlyinterpret the meaning of a sentence, a group of sentences, or the entire passage. #3: Vocabulary in Context These Reading questions ask you about the meaning of a specific word or phrase within the passage. Thesewords and phrases may not alwaysappearto be difficult but will usually take on lesser-known alternative meanings. #4: Author Technique This type of Reading question requires you toanalyze the author’s stylistic choices in regards to tone, voice, perspective, etc. #5: Evidence Support For Evidence Support questions, you mustlocate contextualevidence for an answer to a previous question. (In other words, these questions are directly related to the questions that precede them.) To answer these questions, you mustidentify a particular line or group of lines from which you found theanswer to a question. #6: Data Interpretation A Data Interpretation questionrequires you to interpret data (usually in the form of a table, chart, or graph) and understand how it relates to the passage. Top 3 SAT Reading Tips Once you've familiarized yourself with all of theReading question types, it's time for you to employour top three tips for the SAT Reading section! #1: Practice Reading Passages Because the Reading section revolves solely around passages, it's critical you dedicate the bulk of your SAT Reading prep to working with SAT-esque passages. The best resources for passages similar to those you’ll encounter on the SAT areofficial SAT practice tests. These mock SAT tests created by the College Board offer a plethora ofrealistic Reading passages thatclosely mimic thestyle and form of the passages you'll be given on test day. In addition to official practice tests, you canalso use unofficial SAT Reading materials - as long as they containhigh-quality Reading passagessimilar to those on the SAT. Finally, it's a smart idea toread real-life texts, such as The New York Times, The Atlantic, and Psychology Today,from which SAT passages are often borrowed. This way you can familiarize yourself with the type of materials you'll see on test day. #2: Use Process of Elimination Process of elimination is an excellent strategy (and even one recommended by a perfect scorer!) that will aid you significantly on the Reading section. As we already know, each Reading question offersfour possible answer choices of which just one iscorrect. This means thatthe other three choices must contain clear signs indicating they’re incorrect.Some of the most commonreasons answer choices are eliminated are that they're: Too specific Too broad Too loosely connected to the overall purpose or message of the passage Remember, even a single word in an answer choice can make it incorrect,so look closely for any reason to eliminate a choice before deciding on the correct one. Be sure youavoid gettingcaught up in answer choices that sort of sound correct - if a choice doesn’t 100-percent answer the question or is ambiguous in any way, chances are it's wrong! #3: Study Vocabulary Sparingly Unlike the old (pre-2016) SAT, which often tested obscure vocabulary words in complete isolation, the new SAT only tests vocabulary knowledge within the context of passages. Additionally,current SAT vocabulary is only about medium difficulty, meaning many of the words testedare ones you've likely seen and may have even used before. (Woo hoo!) The challenging part of SAT vocabulary, however, isbeing able to identifylesser-known tertiary meanings of common words.What this means is, whileyou no longer need to dedicate hours upon hours tomemorizing thousands of vocabulary words,you do need to familiarize yourself with some of the rarermeanings of common words. Likewise, you should also know how to decipher a vocabulary word'smeaning based on how it's being used in apassage. These days, many SAT vocabulary words are similar to those on the ACT; thus, we recommend studying vocabulary with either our ACT list of 150 medium-level vocabulary words or Scholastic’s 100-word listfor the SAT/ACT. The SAT Writing and Language Section The Writing and Language section (often referred to as simply the â€Å"Writing section†) may looksimilar to the Reading section, but instead of measuring yourreading comprehension skills, this section measuresyour ability to identify and correct grammatical errors and stylistic weaknesses within passages. In other words, theWriting section is all about your proofreading and editing skills! Like the Reading section, the Writing section revolves entirely around passages. These passages cover a widearray of topics, including careers, history/social studies, science, and the humanities. Unlike Reading passages, however, all Writing passages are nonfiction, taking theform of narratives, arguments, and explanatory texts. Your primary mission on the Writing section is tocorrect (or leave as is, if no errors are present) words and sentences within these passages. For science-based passages containing charts or graphs, you may beasked to replace an incorrect sentence with a new sentence that more accurately reflects the data provided. The Writing and Language section measures the following skills: Command of Evidence Words in Context Expression of Ideas Standard English Conventions Below, I discuss each of these four question types and what they measure on the SAT Writing section. I then provide you with our top three tips for getting a great score on SAT Writing. SAT Writing and LanguageQuestion Types In this section, we examine the SAT Writing question types and look atexamples of how they'll appearon the SAT. #1: Command of Evidence These types of Writing questions focus primarily onthe big picture of a passage and usually ask you to provide evidence for why you are making a particular change. #2: Words in Context For these questions, you mustreplace a word or phrase with a more logical choice, or select â€Å"NO CHANGE† if the highlighted areais appropriate as is. #3: Expression of Ideas These questions require you to think about the various waysideas canbe expressed in words. More specifically, you mustrearrange, add, combine, or delete sentences to improve the overall flow of a passage. #4: Standard English Conventions For Standard English Conventions questions, you must correct incorrect words or phrases, so that they adhere to the basicrules of English grammar, punctuation, spelling, and capitalization. If the highlighted word or phrase is grammatically sound, selectâ€Å"NO CHANGE.† Top 3 SAT Writing and Language Tips Here areour toptips for getting the score you want on the SAT Writing section! #1: Master Common SAT Grammar and Punctuation Rules Nearly half of all SAT Writing questions focus on standard English conventions, so naturally you can’t expect to do well on SAT Writing if you haven’t mastered the basic rules of English grammar and usage! This doesn't mean you mustreview every single grammar rule in existence - just the ones most commonly tested on the SAT. For more details on what these rules are and how you can master them, check out our in-depth guides toSAT grammar and SAT punctuation. #2: Read Articles and Essays Because none of the Writing section's passages areworks offiction, your best bet is to readreal-life newspaper and magazine articles, persuasive texts, and essays. As you study, you'll use these texts to hone your editorial eye, identifyingtransitional words and connections in thought. You'll also want to examine how the author builds his or her argument or main point throughout the text. What evidence does he or she provide? Is it ultimately effective? Why or why not? There will be awide array of topics for Writing passages, so feel free to dig into a variety of texts. I recommend starting with major publications such as The New Yorker, The New York Times, The Atlantic, Wired, and Pyschology Today. #3: Hone Your Writing Skills To be a sharp editor, you must understand how to write well. And to write well, you mustlearn from the feedback on your own writing. Begin by noting any red marks on essays you turn in at school, making yourself aware of any errors you continuously make on your writing. If you’re confused about a mistake you've made, ask yourteacher to explain the mistakeand give youtips on how you can avoid making it again. As you write essays for school, make sure you're alsopaying attention to the structure of your arguments. Consider thesimple "hamburger" structure of essays: you've got yourintroduction (top bun), your evidence and supporting details (lettuce, tomato, and meat), and your conclusion (bottom bun). Knowing how to effectively structure your own essays should over time allow you to develop a keener understanding of how SAT passages are organized. The SAT Math Section Ontothe world of numbers! Unlike the English-centered Reading and Writing sections, the SAT Math section consists ofpractical, real-world math and measures the problem-solving abilities most usefulfor college-level coursework andfuture employment. The Math section comprises two subsections: Math No Calculator, for which you are not permitted to use a calculator Math Calculator, for which you may (but aren't required to) use a calculator The Math section is the only section on the SAT (excluding the Essay) to contain a non-multiple-choice question format called the grid-in. 22 percent of Math questions are grid-ins, so although it’s not the main question format on SAT Math, it’s crucial you understand how it works. The Math section tests you on the following concepts: Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Additional Topics in Math Below, I describe each of these Math question types and give you expert tips for securing an excellent SAT Math score. SAT Math Question Types Here are the four types of Math questions you'll see on the SAT. #1:Heart of Algebra This content area constitutes thelargest focus of the SAT Math section, accounting for approximately one-third of all Math questions. Heart of Algebraquestions focus on (you guessed it!) algebra - primarily linear equations, systems of equations, inequalities, and absolute values. #2:Problem Solving and Data Analysis There are 17 Problem Solving and Data Analysis questions on the SAT. All of these questions are on the Math Calculator subsection (meaning you'll see none of these onthe No Calculator subsection). These questions focus on data interpretation (i.e., how to read charts, graphs, tables, etc.) as well as rates, ratios, percentages, linear and exponential relationships, and probability. #3:Passport to Advanced Math There are 16 Passport to Advanced Math questions on the SAT. These advanced questionstest your understanding of the structure of equations and expressions, including your ability torearrange and rewrite them. For these questions, you may be asked to solve a quadratic equation, create an exponential function,or manipulate polynomials. #4: Additional Topics in Math While 90 percent of the Math section deals with the three topics listed above, the last 10 percent targets what the College Board calls "Additional Topics in Math." This question type is basically a catch-all for any math concept that doesn’t fit neatly into the other three categories. Suchtopics predominantly deal withgeometry, trigonometry, and complex numbers. Top 3 SAT Math Tips Use our top tips below to get your best score ever on SAT Math! #1: Review Basic Math Concepts You can’t expect to score highly on the Math section if you’re not familiar with most or all of the basic math concepts being tested on the SAT. To get started, take a look at ourgiant stockpile of SAT Math resources you can use (for free!). This guidecontains links to several Math guides offering a solid overview of critical math concepts you should know for the SAT, including algebra, numbers, coordinate geometry, and plane and solid geometry. You can also check out our guide to the best SAT Math prep booksand browse your options for high-quality Math content review and practice. #2: Memorize Common Formulas Another tip is to memorize allcriticalSAT Math formulas you’ll need for test day. Doing this will allow you to solve many math problems that you can't solve without knowledge of a particular formula. But what about the reference diagram on the test? Do you really need to memorize formulas if you'll be given a list of them on the SAT? Although you may think memorizing these formulas is a waste of time, in realitymemorizing them willactuallysave you time on test day. Here are the formulas exactly as you'll see them on the SAT: By memorizing the formulas above, you won't need to constantly flipback to the diagram and will therefore be able to solve math problems more quickly. This will effectively give youmore time to put towardother math problems that are more challenging. However, there is one caveat:the 12 formulas on this reference diagram deal specifically with geometry, a topic whichmakes up a significantly small portion of the new SAT. So while it’s crucial you memorize these formulas, it’ll be far more advantageous for you to prioritize other major laws and formulas that will not be given to you on test day and are more likely to come up on the SAT. #3: Plug In Answers and Numbers Our final tip for SAT Math is a popular test-taking strategy: plugging in answers and numbers. In this strategy, if you’re faced with a math problem you’re unsure how to solve, you can attempt to solve it by either plugging in random numbers or plugging in answer choices one by one. Doing thiswill reveal which answer choice yields the correct result. Use the plug-in answer strategy for multiple-choice math questions that ask you to solve for a specific value. Always start with answer choice B or C,so you can determine whether to work your way up or down to get a higher or lower answer. For multiple-choice and grid-in questions you don’t understand, try plugging inyour own numbers (or sets of numbers) to see whether equations and inequalities hold truefor various values. Note that these strategies, though helpful, should generally only be used if you’re unsure how to solve a mathproblem using other methods, such assimplification and algebra. Ultimately, though,the SAT doesn’t care how you get an answer - just that it’s the correct one! So if you don't know what to do, get in there and plug away. The SAT Essay (Optional) The SAT Essay is an entirely writing-based section for which you must read a 650-750-word passage and thenwrite an essay analyzing how the author constructs his or her argument as well as how persuasive the argument is. Note that you are not being asked whether you agree or disagree with the argument. You are also not expected to write about your personal experiences (like how test takers were prompted todo on the old SAT). Unlike the other three SAT sections, the Essay is entirely optional. Whether you should take it depends on where you apply, as some colleges may require the Essay for admission. The Essay also uses a unique scoring system compared to those of the other SAT test sections. There are three components to the SAT Essay grade: Reading Analysis Writing For each of these components, two graders will assign you a score on a scale of 1-4. These two scores are then added together to give you total scores for each component(on a scale of 2-8). Thus, a perfect SAT Essay grade would be 8|8|8 (4s from both graders for each of the three rubrics). But what exactly do these three components measure? Below, I describe each of the SAT Essay gradesand introduce to you our top three tips for ensuring a high Essay score on test day. Skills Tested on the SAT Essay The three components of the SAT Essay grading rubric each measure a different skill in regards to your writing ability. Reading The Reading score highlights your overallunderstanding of the passage and how well you use appropriate textual evidence from the passage to construct your essay. Analysis The Analysis score shows how well you understand the construction of the author's argumentin terms of reasoning, style, and evidence. It also measuresyour ability to choose the most effective evidence from the passage to support your evaluation. Writing The Writing score revolves entirely around your ability to write. You will begiven a grade based on the strength of your thesis and on your essay's organization, focus, tone, style, and adherence to standard written English conventions. Top 3 SAT Essay Tips And now here are our expert SAT Essay tips to help you get the high score you deserve! #1: Learn the Types of Examples to Look for in Passages Before you take the exam, make sure you know all of the major types of examples you can look for in passages to use as support in your essay. The six types of evidence to be aware of are: Facts and statistics Anecdotes Counterarguments and counterclaims Explanation of evidence Vivid language Direct appeals to the reader For more information, check out our detailed guide on how to look for and use these pieces of evidence. As you write, besure you’re using the most relevant and effective support; you don’t need to use every example you find! #2: Read the Prompt First Although you'll likelybe tempted to get through the passage before attacking the prompt, reading the prompt first can lend you a big hand as it directly states what the author’s central claim is. Once you know what kind of argument you'll be dealing with, you can then read the entire passage, keeping an eye out for any evidence that supportsthis central claim and thinking of ways you caneffectively incorporate these pieces of evidence into your essay. As a reminder, your essay should focus on what techniques and evidence the authors uses to set up his or her argumentas well as how effective these techniquesare. #3: Write More Than 1 Page Though not explicitly stated on the SAT Essay rubric, your essay must be of a reasonable length (1+ pages) in order to merit a high score. This means anything less than a page is bound toguarantee youa low essay score, as the essay will very likely lack sufficient detail, evidence, and analysis. On test day, you’ll get four pages for writing (and one additional piece of scratch paper for planning and outlining your essay). Aim to use at least two pages for your essay.Anything longer is perfectly fine; however, just rememberit's ultimately better to produce asuccinct and focused essay instead of averbose or tangential one. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Are Certain SAT Sections More Important Than Others? Because the SAT has several sections, you may be wondering which (if any) are the most important in regards to scores. To start, the Essay is the least important of all SAT sections.This is because the essay is often optional for many colleges. Schools that don’t require the essay usually choose to do so because they feel other application factors, such as the personal statement, are better indicators of students’ writing abilities. But what about the SAT Reading, Writing, and Math sections? Which of these is the most important? Or are they allequally important? Generally speaking, the SAT Reading, Writing, and Math sections are all offairly equal importance. Most schools report SAT scores using the total score (a combination of the EBRW and Math scores), implying there isequal consideration of theReading, Writing, and Math sections. Furthermore, any school requiring the SAT will always require scores from the Reading, Writing, and Math sections, soall three of these sections are evidently essential for college admission (unlike the optional Essay). In spite of these trends,there may be cases in which one of the two scores (EBRW or Math)will hold slightly more weight than the other. For example, if you are applying to an engineering school like MIT, admissions committees maypay a little extra attention to your SAT Math score - the more relevant score to your program - and less to your EBRW score. In the end, it's best to think of both your EBRW and Math scores as being equally important, and your Essay score (if you took the essay) as being the least important. Key Takeaways for the SAT Sections The SAT is composed of four sections: Reading, Writing and Language, Math, and Essay (optional). These sections target an array of academic skills deemed necessary for college, from reading comprehension toproofreading to problem solving. To ultimately do well on the SAT, you must understand what each of the SAT sections measures, what each sections tests you on, and what approaches you can use to get the scores youwant. Althoughthe Essay isn’t a requirement for all colleges, thoserequiring SAT scores will often prefer applicants who have astrong set of EBRW (Reading and Writing) and Math scores, so always try to aim for a high total score! What’s Next? Want to learn more about the SAT? Take a look at our complete guide to what the SAT is and get tips on when to start studying and what resources you can use to get the scores you need for college! Thinking of taking the ACT, too? Start with our introduction to the ACT sections (coming soon) and then check outour guide to what a good ACT score isto learn how you can get a great ACT score. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Bomb and Information

His statement is how the government is manipulating the media about the bombing incident. He wanted to prove me that the government has something to do with the attack and also is manipulating the media with fake or inaccurate information so we can believe whatever the media says. When I first heard about the attack on the media I was so sure that the government did a good Job but Many showed me a video as evidence to reinforce his statement. Now I am standing in the middle of a circle of accurate and inaccurate information, but unfortunately I ant decide who to trust.The media is not always right with the information that they are publishing therefore you cant always trust the most reliable sources when there is a news. To trust the media right after the event it is not a bad idea, but we need to know how to evaluate the information provided. The media controls our minds because they have the information that we are seeking, but we can rate the sources as accurate and non-accurate or incorrect. If you like to watch the news online, you should look at more trusted websites and match the information.Furthermore look for evidence that proves that the information is accurate. View the authors bibliography and make sure the author knows about the topic and somehow has something to do with the topic. During the Marathon in Boston on April 15, 2013 there were a lot of rumors about the explosion. The media was so desperate to find a suspect that they made an unknown number of speculations about people who were looking suspicious to them. At the beginning of the week when there were not pictures of the suspects the media was wondering if the attack was made by an alQaeda group or if the person who did it was related to them. There was an Indian American student who was accused as suspect number two by a website called http://www. Reedit. Com/. The information was declared incorrect after a few days. The general manager of website Reedit Erik Martin apologized in public to the student for the misunderstanding (Alexander). Many reporters were looking for evidence where they can find or identify a suspect. After the attack many pictures were sent to the TV, newspaper, and radio Stations, but there was one picture published onTwitter by a marathon spectator Dan Lampooner that caused an immense rumor. Lampooner posted a picture of an individual on top of the roof off building. The picture rapidly got 2,361 rewets and 620 favorites which is a lot for a picture posted the same day of the attack. A lot of people were alarm because the rumor and the false information of the supposed suspect on top of the roof were spread around by the users of the social networks. The FBI declined to mention on the photo or any other rumor (Brenner).There was a speculation about another bomb the same day f the marathon minutes after the Bombing. This speculation was about a bomb that went off at the JEFF Library in Boston. A Police Commissioner Edward Davis said during a press conference that besides those two bombs that went off during the marathon, there is a third case occurred at the Library and the authorities consider this as related to the attack. During the investigation the rumor was still being reported and the false information was being watched at everyones house even in my house.In the evening of the next day the authorities said, The JEFF incident may not have been n explosion; rather, it appears to be fire-related (Brenner). The reality of the fire on the library was a mechanical fire that broke out about the same time the two bombs went off (Brenner). In the course of the bombing there were a lot of victims involved in the incident, 144 people were reported injured. Unfortunately there were 3 people dead. Martin Richard was one of those who unluckily died while watching the marathon. A lot of different versions of the story were circulating by the news.The rumor was about an years old girl from Sandy Hook that was running the marathon and died while she was running. The media was wrong once again with this information and many people were there wrong information delivered to their housed by the media. Richards mother and his sister were gravely hurt in the attack. This information was declared by Richards father who said My dear son Martin has died from injuries sustained in the attack on Boston. My wife and daughter are both recovering from serious injuries. (Brenner).For the period of the week the FBI were collecting as such information as they could so they could investigate it. Two videos were published about two suspects walking near the place were the second bomb went off. The FBI called them black hat suspect and white hat suspect. On the video, it is well shown how they were carrying backpacks with them. The FBI published the two pictures of the suspects and the broadcast did an accurate Job this time because they posted and shared the pictures with the State of Massachusetts and the entire United States of America.The authorities found the suspects location when they ailed a MIT officer who was on duty. On Thursday, April 18, the FBI official decided to share the pictures of the two suspects involved in the attacks because they knew the media was going to publish it right away. The purpose of it was to get the audience aware and call the FBI or any police department if they see anything suspicious. The FBI received information about two suspects who robbed a seven eleven and shoot a couple times against an officer who was on his car.The police department started the chase against the two brothers Dashboard and Temperament Tsarinas. The police had a man on the ground in Watertown which was suspect number 1 Temperament Tsarinas. The second suspect was still on the run. The FBI, SWAT team, State Police and Boston police had a manhunt looking for Dashboard Tsarinas. The officials were looking for the suspect in Watertown. Dashboard was captured at night inside a boat that was in someones driveway covered by blood (The Telegraph). When you are looking for sources online or watching any news it is always a good Idea to think as a critical thinker.

Passage analysis Essay Example | Topics and Well Written Essays - 500 words

Passage analysis - Essay Example She first contemplates that the birthmark may be dangerous to remove because trying to do so may lead to a cureless deformity. The birth mark here is used as a symbol of human imperfection, and this phrase may mean that humans are meant to be imperfect and therefore trying to remove the imperfection will only lead to more imperfection (cureless deformity). It may be necessary to note that the story was written at a time when religion still played a major part of people. In the western world where the author lived, Christianity was the major religion. From a biblical point of view, imperfection was also regarded as a positive thing because it is the only thing that separates mortals from God. By accepting that humans are imperfect, they are then allowed to recognize that God is above them. However, refusing to admit their imperfection amounts to pride that is regarded as blasphemy (incurable deformity) and thus leads to a sin that is not forgivable (incurable deformity). The second part of the phrase is also significant. In this part, she says, â€Å"or it may be the stain that goes as deep as life itself.† In other words, the only way human imperfection can be removed is by death. This has two significant meanings; first that for human beings, perfection can only be achieved through and during death. Again, this concept has its roots in most religions and especially Christianity which advocates for the idea that it is only when people have died and their spirits gone to heaven that they can hope to be perfect. Although this sentence can also be regarded as a sign of what would happen later when they tried to remove the birthmark, that is, the death of Georgina after going through the â€Å"plastic surgery†, it may also mean that she was saying that if they become arrogant enough to want to correct what nature (God) has set, they must be prepared to face death. The next part of the sentence refers to imperfection that is conjoined with

The Blues Research Paper Example | Topics and Well Written Essays - 1250 words

The Blues - Research Paper Example Bessie Smith was born to a poor African American family in Chattanooga, Tennessee, and was brought up by her older sister because her parents both died very young. This hard start in life, moving from house to house without a stable home environment, is the classic stuff of the Blues, and she got involved in singing with other family members initially as a way to earn money to feed herself and her siblings. Many details about Bessie’s early life are not known, and this is mainly because the lives of black people were often not considered remarkable enough to be documented accurately. Evidence of her school career and early singing activities is, for example sketchy. It is likely that she experienced singing in the Church, since her father was a part time preacher as well as a day labourer, and in the street, since that is where she would have spent a lot of time as a child. It appears that Bessie started her performing career with her brother in the streets near her home, and then gradually progressing to various roles in Vaudeville and travelling â€Å"tent shows† which appeared frequently in Chattanooga due to the town’s strong connections with railway companies. (Scott, 2008, p. 92) Much of this early work was in supporting roles, such as chorus singing. As a young woman without parents to chaperone her, Bessie had a freedom to experience all the excitement, and of course the danger and immorality, that surrounded the music scene in the black communities of the South. Bessie’s singing talent and huge personality made an impression with music publishers and soon she began to record songs made famous by other female singers like Ma Rainey, adding her own personal style, and incidentally creating a fashion for â€Å"cover† records which then took hold of the music publishing world. (Davis, 1995, p. 76) Although Bessie Smith died tragically in an automobile accident at the age of only forty three, she was one of the most distin ctive voices of the early Blues period. Bessie Smith’s singing talent was the key to her success but added to this was her larger than life personality and her commanding physique. As a large and confident black woman she dressed lavishly and obviously enjoyed the star status that her career had brought her. The beauty that she had was of a different kind than the ideals of the age: instead of the slim and tailored look that professional women chose, Bessie opted for flamboyant styles and exuberant colors. This was not a woman who could be easily overlooked in a room full of people. Her voice was loud and deep, but with a very subtle flexibility that made it ideal for the nuances of sadness that the early Blues lyrics required. Bessie sang the popular blues songs of the day, most famously the title song â€Å"St Louis Blues† for the famous film of that name, but she also wrote her own material which indicated an assertive, rebellious, and very womanly perspective on th e world. The lyrics to her song, â€Å"Young Woman’s Blues† for example, promote the lifestyle of a wandering singer, deliberately choosing to reject conformity and the attractions of respectable married life, which emulated white society’s standards: â€Å"I’m as good as any woman in your town, I ain’t no high yella, I’m a deep killer brown. â€Å"I ain’t gonna marry, ain’t gon’ settle down. I’m gon’ drink good moonshine and run these browns down.†

Avatar (2009) Essay Example | Topics and Well Written Essays - 750 words

Avatar (2009) - Essay Example Avatar gives an enormously rewarding experience. Avatar (2009) was a production of Lightstorm Entertainment and released by the 20th Century Fox. Once again, after the Titanic, James Cameron captured headlines with a stunning and sensational production in a fictitious country called Pandora with a future setting of 2154. The film was not just a stir entertainment but also a technology breakthrough with plausible visual detailing. James Cameron invented a new language with new people, Na’vi, which doubtfully can be spoken by humans. As the story unfolds events, coupled with the language, you get the feeling to keep up with both the story and conversations. The film is a game-changer; to date no movie director has built a world of this scale, complexity and ambition. Avatar prompted rival directors to scramble to carry on with James Cameron with its amazing feast for both eyes and ears, with sequences and shots that boggle the mind. From the details of waterfalls flowing into nothingness and a floating mountain in the sky to the tiny details, of a paraplegic sinking his blue, new and operational toes into the sand are just amazing. The intensity of immersive face in Avatar is simply incredible. Cameron throws you straight in, without giving you a moment to contemplate. In a dizzyingly fast impressionistic introductory ten minutes, Cameron introduces us to everything we need to know about a film that runs for 150 minutes. He pictures Pandora’s climate and the largely deadly population of Na’zi, and he talks of Jake Sully’s condition, explain the Avatar programme including the hardnosed plans of the human attackers led by Stephen Lang (Col. Quaritch) and Selfridge (Giovanni Ribisi) and Carter Burke. Then, with no time, Cameron hit the film running, into an action sequence showing Jake the Avatar hardly surviving encounters with unsociable local wildlife. The story is set in 2154, close to One hundred years and counting or so

Summery of the studies been done by 3 researchers (B.K. CAMPBELL, Outline

Summery of the studies been done by 3 researchers (B.K. CAMPBELL, HELEN PICTON and MC NEILY) on folliculogenesis in Female ewes - Outline Example Concentration of FSH decreased during follicular growth, while that of LH surged. FSH concentration increased on day 1 and a second batch of follicles with 5 mm diameter emerged. The researchers concluded that preovulatory follicles emerge from large follicle population supported by FSH generation. Building up on this research, Campbell and Baird (1998) examined the antral of follicle development of genetic variation in ovulation rates for different sheep breeds. Two strategies have evolved to help achieve high fertility, the Finnish Landrace and the Fec gene, and these suppress FSH. The research indicated an unidentified gene mutation that brings this effect. An interesting research by Campbell (et al. 2000) helped to develop cortical autograft procedures to restore fertility in aged sheep. The results indicate the FSH helps to modulate folliculogenesis, and it can be used for early follicle and oocyte development. Campbell and Baird (2001) undertook a research to evaluate the local actions, the origin and control of inhibin A in sheep. The research concluded that inhibin A acts as an FSH-responsive marker of granulosa cell differentiation, and that it performs paracrine and autocrine activities. In the same years, Campbell (et al. 2001) examined the role of Booroola gene, an autosomal mutation that influences the ovulation rate, and discovered that it leads to the growth of antral follicles that increases the ovulation rate in sheep. Campbell (et al. 2003) undertook further research on the FecB Booroola gene that acts at the ovary of sheep, and enhances the sensitivity of the ovaries to stimulation. Examining the FecB (Booroola) gene, Campbell (et al. 2009) presented a paper on the mechanism of action of the FecB mutation at a conference in Pune, India. In another research, Campbell (et al. 2007) examined the use of LH on growth of large preovulatory follicles and hormone secretion in Ewes. T he study indicated that LH is required

You decide ( should be relevant financial accounting class ) Research Paper

You decide ( should be relevant financial accounting class ) - Research Paper Example Financial statements are, therefore, the financial results that are presented in the form of reports to represent the financial condition of the organization (AccountingTools 1). Financial statements are useful in various ways. These statements are very useful in the course of determining the ability of a business as far as raising cash and cash equivalents, is concerned. It also concerns the various uses and the sources of such cash. The statements are also very useful in determining whether a business can pay back its debts (Philip 2). The information of this nature can be of much importance to the creditors to find out whether the business can pay back the money they would like to lend to it. The statements also assist the organization to be able to track financial trends and use the trends to spot any profitability issues. From the financial statements, financial ratios can also be derived to help in showing the indications about the condition of the business. Financial statements are also critical in investigating certain transactions that are carried out in the business. This paper is, therefore, aimed at investigating the types of financial statements that are commonly used, their purposes and components. There are various types of financial statements that exist. However, the commonly used financial statements are three and include a balance sheet, income statement and statement of cash flow. Financial statements need to be formatted in accordance with the major accounting frameworks when the statements are intended to be supplied to the external users such as lenders and investors. This will make it easy for the external persons to be able to understand the statements without any personalized guidance. The frameworks give a leeway on how the financial statements can be structured. To this effect, statements issued by different firms in the same industry have some particular differences in appearance. Such guidelines are not