Analysis Of George Orwell s The Great Gatsby

Mack Allen Mr.Booth Period 6 English 12/3/14 Author Study of George Orwell George Orwell was a literary tactician who won two major awards because of hia advanced and intriguing use of propaganda. At first glance, his books appear to be stories about animals, however, they contain much deeper and influential meanings. Orwell is most recognized for his portrayal of dystopian societies and how they parallel present society. Through intense allegories, Orwell unintentionally crafted novels that are applicable to the totalitarian government systems prevalent in many advanced societies today. His dystopian societies have influenced many on history and government alike, giving it timeless qualities. Born as Eric Arthur Blair, George Orwell was an extremely skilled novelist, critic, journalist, and essayist capable of spreading his thoughts through incredible literary propaganda. Orwell was born on July 25, 1903 in Bengal, India. He moved to England at a young age with his mom shortly after his father died. Orwell was first publicly recognized for his writing when a poem that he wrote at age eleven appeared in a local newspaper. Orwell was well educated through many reputable English academies that he was able to attend through hard-earned scholarships. After education, Orwell traveled back to India, where his grandma lived, and joined the police. While on a work leave due to catching a deadly disease in India, Orwell decided to quit his police career and devote his life toShow MoreRelatedAnalysis Of George Orwell s The Great Gatsby 1277 Words   |  6 Pages 1984 is a novel with a huge amount of political in-depth meanings written by George Orwell. Although the future soci ety that 1984 pictured implies a lot of connections with the Soviet Union during the reign of Stalin, indeed it projects the terrible aftereffects that autocracy in any kinds would bring. Orwell described the detailed life in the oceania which are extremely similar to the life in London after World War II: poverty, lack of supplies, food shortage, dirty street etc. butRead MoreAnalysis Of George Orwell s The Great Gatsby 984 Words   |  4 PagesDuring the 1930’s, the people of Great Britain had become increasingly aware of the class divisions, unemployment, and poverty that were plaguing their society. Because the mid-upper classes had little contact with those of the lower classes, and due to either negative or extremely exaggerated information about them, the mid-upper classes held certain prejudices against those of the lower classes. Orwell, who was a member of the middle class, had been raised with these negative prejudices but wasRead MoreAnalysis Of George Orwell s The Great Gatsby 1350 Words   |  6 Pages1984, George Orwell portrays the effects a government can have on their citizens if their powers are not restricted. The unlimited power a government has over its citizens can be defined as totalitarianism. In the effects of this type of government can be most clearly seen from the citizens in Oceania. The dictator referred to as â€Å"Big Brother† tells the citizens what to do, eat, and wear. A result of an oppression filled government can be seen through extreme emotions of their citizens. Orwell goesRead MoreAnalysis Of George Orwell s The Great Gatsby 1868 Words   |  8 PagesBiography On June 25, 1903, George Orwell, originally named Eric Arthur Blair, was born. Born in Motihari, India, but moved to England with his mother, Ida and sister, Marjorie when he was one-year-old. Richard, his father was a British Civil Servant who stayed in India because he was stationed there. Growing up, Orwell did not see his father much until he retired in 1912. (Biography.com) When he was five years old, Orwell attended a parish school in Henley. A few years later, he received a partialRead MoreAnalysis Of George Orwell s The Great Gatsby 4085 Words   |  17 Pages(5) A. Quote: â€Å"It thrilled him with a vague uncertain horror, to know that behind the dusky shroud, there were ghostly eyes intently fixed upon him, while he, though he stretched his own to the utmost, could see nothing but a spectral hand and one great heap of black.† Device: Ominous Diction Purpose: By utilizing threatening and such evil choices of words, dickens’ attempts to set the right mood for the occasion so the audience will live the scene. Scrooge is an a dark room waiting for the next spiritRead MoreAnalysis Of George Orwell s The Great Gatsby 1633 Words   |  7 PagesSetting: an uninhabited tropical island in the Pacific Ocean, sometime around World War ll Major Conflicts: The boys are abandoned on the island with no adults to supervise them, and while some boys try to keep things in order, others simply want to convert to the savage lifestyle that they find exciting and like nothing they’ve experienced in England. A couple boys lose their lives in this intense struggle for survival while the need to be rescued becomes much more urgent. Major Characters andRead MoreAnalysis Of George Orwell s The Great Gatsby 1289 Words   |  6 PagesGeorge Orwell explores various kinds of betrayal in order to enhance the mood of solitude with the events leading up to the ultimate betrayal in 1984. The events that contribute to this is the Party s intolerance of betrayal to its ideology, individual betrayal of one another, hope for a love affair, and self-betrayal. The government uses treachery to manipulate numerous characters in order to expose someone’s genuine feelings. The structure of the society as being capitalists is well organizedRead MoreAnalysis Of George Orwell s The Great Gatsby 1370 Words   |  6 Pageswarning has great potential because this book was written during the rise of communism. Orwell has specifically warned us about the danger of a government having control over everything that happens in the state and he achieves this by using language in motifs and themes. To begin with, George Orwell definition of dystopia was meant as a warning to those of the modern era, specifically about the danger of all-powerful government, and he achieves this by using motifs. One of the many motifs Orwell uses throughoutRead MoreAnalysis Of George Orwell s The Great Gatsby Essay1529 Words   |  7 PagesWatching You† (Orwell 1). One may ponder the thought of living in a world where the powers that be controlled, every step one takes and every move one made. Image the control being so drastic that it controlled one’s telepathic thought. There have been many who envisioned the thought of government surveillance. One of these visionaries is George Orwell. Orwell implemented his warnings to private citizens of his era, about these dangers through fictional writing. On June 8, 1949, George Orwell publishedRead MoreAnalysis Of George Orwell s The Great Gatsby 1531 Words   |  7 PagesGeorge Orwell once said, â€Å"Happiness can only exist in acc eptance,† and this overall idea of acceptance would become a reoccurring theme in his literary work 1984. In 1984, Winston Smith, the protagonist, would team up with Julia, a fellow nonconformist, to fight the Party, and more specifically, Big Brother, all taking place in the continent of Oceania. Overall, the main concept of 1984 is the Party’s need to control every aspect of life, completed through the use of constant surveillance, fear, Analysis Of George Orwell s The Great Gatsby Book III Chapter III In 1984, George Orwell portrays the effects a government can have on their citizens if their powers are not restricted. The unlimited power a government has over its citizens can be defined as totalitarianism. In the effects of this type of government can be most clearly seen from the citizens in Oceania. The dictator referred to as â€Å"Big Brother† tells the citizens what to do, eat, and wear. A result of an oppression filled government can be seen through extreme emotions of their citizens. Orwell goes on to write his ideas on totalitarian government and the corruption of Oceania. The book starts out with Orwell introducing the protagonist, Winston Smith. Smith is a minor member of the ruling Party in near-future†¦show more content†¦The third chapter of book three starts out with O’Brien and Winston in a small-condensed room. O’Brien is a key member in the ruling Party and thus far, agrees with the Party’s ideals. Winston is lying flat on h is back chained to his bed, as O’Brien talks to him about the ruling Party. He believes that There are three stages in your reintegration,’ said O’Brien. ‘There is learning, there is understanding, and there is acceptance. (Orwell p. 329)† O’Brien says this as if Winston has a problem or is facing a deep issue. He then goes on to rant about the superiority of the Party. As Winston is tied down to his bed he listens to O’Brien’s views on the Party. The main point Smith comes across is the repetitive idea of the Party ’s power. O’Brien says, â€Å"Power is not a means, it is an end. One does not establish a dictatorship in order to safeguard a revolution; one makes the revolution in order to establish the dictatorship (Orwell p. 333).† This is a perfect example of the universal theme of totalitarianism throughout this book. O’Brien clearly stated that the only reason the Party wants power is to control the population in a dictatorial sense. This idea can be easily compared to Hitler’s Germany or Stalin’s Russia. Both dictators only wanted power and they would silence anything that got in their way. Big Brother is similar to both these totalitarians because he too wants power. To receive that power and his authoritative position he has to be willing to do anything,

The International Relations Theory That Best - 2071 Words

The international relations theory that best explains Operation Provide Comfort would be the constructivist theory. However, Turkey’s involvement in the operation may also be explained through subaltern realism. The fact that the nations that comprised the coalition, save for Turkey, conducting Operation Provide Comfort went through the official channel of the UN shows that the intention was to act within the norms of the international community for conducting humanitarian interventions. Had the US decided to act unilaterally, without permission from the other states involved or the UN, it strongly indicate that the US self-interests superseded those of the global community. Furthermore, the coalition of western powers respected Turkey’s sovereignty by keeping the refugees at the border and providing aid in refugee camps there. Respecting a nations sovereignty, or giving reasonable cause for violating it, is an essential portion of constructivism as it indicates that st ates respect the artificially implemented restraints on themselves that they have set up. Beyond the evidence that strongly suggests that OPC was conducted in the sphere of constructivism, there is little evidence that would support any other international relations theory. In a constructivists perspective, the mission devolved from an international system based operation to a more â€Å"realists† military intervention when it became Operation Norther Watch (to compliment Operation Southern Watch.) This idea isShow MoreRelatedAn Introduction Of International Relations1702 Words   |  7 Pages an introduction of International Relations, my views have consistently been fluid. From week to week with new information and new theories presented, researched and analysed along with my increasing knowledge of attributes and models of these principles. I have had assimilations, with the key concepts of nearly all theories, yet none sat wholly in my perception of international relatio ns. I found concepts of the disciplines to be too black and white. International relations is such a complicatedRead MoreThe Goal Of Studying International Politics1549 Words   |  7 PagesThe goal of studying international politics is to create generalizable conclusions about the relationships at the international level. That is, there is a scientific method used to understand how the world works. The three main methods for understanding how the world works are realism, liberalism, and constructivism. The purpose of this paper is to explain the components of the main theories and apply them to the relationship between Taiwan and China, and the likelihood, or lack thereof, of anotherRead MoreStrengths and Weaknesses of Neorealism, Neoliberalism and Constructivism1390 Words   |  6 Pagesformulation of various theories and ideas by renowned thinkers and researchers, constituting under the International Relations domain. International Relations or IR for short, focuses on the rela tions between the countries of the world and how those relationship is handled from the diplomatic and military perspective. This handling of relationship under IR is further divided into three main theories, Neorealism, Neoliberalism and Constructivism. So, this paper will focus on these three theories and will discussRead MoreWhat Is Power And What Forms Can It Shape? International Relations? Essay1672 Words   |  7 Pagesanother. Moreover, power in international society has never been disturbed equally. Therefore, what is power and what forms can it shape to affect international relations? The three political theories of realism, marxism and social constructivism define power in association with the taxonomy principles of concepts. Therefore, it is the purpose of this essay to examine the taxonomy principle that form the corresponding concepts of power with the appropriate political theory, along with providing an analyticalRead MoreHistory of British Foreign Policy1135 Words à ‚  |  5 Pagesstate of international relations. In brief my research paper argues two main points, the history of the balance of power theory predates modern Europe and its current state, and how British foreign policy was influenced not only by British desire for balance of power in Europe, but by geographic, historical, parliamentary, political and economic influence on foreign policy. This research paper was the first venture into serious scholarship that has affirmed my passion for international relations, worldRead MoreUsing the International Relation’s Theory to Explain the Kosovo Albanian War1278 Words   |  6 PagesAlbanian War drips with International Relations’ theory. Steeped lavishly with interactions, mostly violent unfortunately, there is ample breeding ground for one’s crop of theory. With societal rifts of anguish, for each side unable to appease the other, the land slipped into an entrenched ideology of nationalism against one another. The extent of the war pre-dates NATO and the UN, institutions that made a firm stand in Kosovo, and even the whispered declaration of war. Theory provokes the profoundRead MoreInternational Relation Theories of Realism and Liberalism Essay534 Words   |  3 PagesRealism and liberalism ‎ International relations theories are the study of international relations from a ‎theoretical perspective. Such as, realism, liberalism, maximise, socialism ‎ This assignment will be discussed about two theories of international relations ‎which are Realism the most important in international relations. Liberalism is the ‎second theory will be considered. The aim of this essay to compare between these ‎two theories. ‎ Firstly, in the first paragraphs in this assignmentRead More Realism and Neo-Realism Essay1162 Words   |  5 Pagesentrenched theoretical perspective in international relations theory is that of classical realism. Surprisingly though classical realism was not sensationalized in the international relations arena until World War II despite its existence in fifth-century Athens. Many great philosophers such as Thucydides, Machiavelli and Hobbes developed the basics of classical realism and in 1948 Hans J. Morgenthau made the great leap into contemporizing classical realism theory with his six principles of politicalRead MoreThe Governing Principles Of The Balance Of Power Theory And Polarity Failed778 Words   |  4 PagesCase Study The governing principles of the balance of power theory and polarity failed to predict the outbreak of the first world war. To understand the dangers of grand simplifications such as the two aforementioned principles it’s best to contrast how they viewed international relations precluding the war with how the actual state of affairs and its consequences. Prior to the first world war, the world was in a state of multipolarity with a multitude of empires vying for power [Brown and AinleyRead MoreForeign Policy And The Current Syrian Conflict993 Words   |  4 PagesIn the study of International Relations there exists a number of different theories, each in which try to explain the role of America in foreign policy and world politics. This essay will work to explain the purpose of theories in foreign policy and the limits they have when they are applied to particular policies. President Barack Obama, for example, has come under sustained criticism regarding his foreign policy. Many have wondered whether Obama is a â€Å"realist† or â€Å"idealist† with his policy decisions

Analysis of the Case Oticon Using the Political Metaphor Essay Sample free essay sample

1. IntroductionThe metaphors of organisations and direction have been discussed by Gareth Morgan in his book â€Å"Images of Organizations† ( Morgan. 2006 ) . Morgan exposed eight metaphorical images of organisations including machine. being. encephalon. civilization. political system. psychic prison. flux and transmutation. and instrument of domination. Each one of these metaphors creates insight. but besides obscures some corners. They have both pros and cons. They enable seeing. but besides non seeing. No 1 of them is said to be right and right. 2. BackgroundChattanooga Ice Cream Division is one of three major incorporated industries to CFC. Chattanooga Food Corporation. The division lost third-largest client for no logical grounds. Charles Moore. the president and general director of the division conducted a direction meeting to discourse current state of affairss. look into the root causes. and happen out proper solutions. Many struggles occurred during the meeting. The actions and reactions can be projected to reflect how the division maps as one of metaphorical images. In this study. the instance is analyzed utilizing the political system metaphor. In other words. it discusses what we could see and reflect when projecting the division’s behaviour on the rules and attacks of the political system metaphor. 3. TheoryAn organization’s political relations is most clearly manifest in the struggles and power dramas that sometimes occupy halfway phase. and in the infinite interpersonal machinations that provide recreations in the flow of organisational activity. More basically. nevertheless. political relations occurs on an on-going footing. frequently in a manner that is unseeable to all but those straight involved ( Bacharach A ; Lawler. 2000 ) . There are three relationships to be considered when speech production of organisations the systems of political activities. which are involvements. struggle and power ( Morgan. 2006 ) . Politics accepts the world of multilateralism. Therefore. the construct of political relations is strongly connected with the diverseness of involvements. Projecting that on organisations by and large. they could be regarded as spheres for accommodating different involvements ( Culbert A ; McDonough. 1980 ) . Different involvements are natural and must be handled. For that intent. the general involvements are analyzed as single involvements. There are three types of single involvements including undertaking. calling. and extramural involvements. Undertaking involvements are connected with the work one time has to execute. while calling involvements are connected to what the individual want to accomplish with the work. The extramural involvements are connected what we want to accomplish as a private self’s. There is a structural diverseness of involvements in organisations. That could be bounded by two extremes along hierarchal graduated tables. where bureaucrats’ inclination represents the upper portion. and professionals’ inclination dominates the lower broad countries ( Benson. 1973 ) . When involvements collide. struggles arise. The political position admits the presence of struggles. There are three major signifiers of struggles including. struggles between individual. groups/departments. and value systems/structures ( Brown. 1983 ) . There are five chief attacks for struggle declaration. including avoiding. viing. suiting. compromising and collaborating manners ( Burrell A ; Morgan. 1979 ) . Power is the medium through which struggles are resolved ( Bacharach A ; Lawler. 1980 ) . There are two relevant positions of power signifiers including resources and societal relation or dependence. Furthermore. there are 14 beginnings of power. That may affect formal authorization ; control of scarce resources ; usage of organisational construction. regulations. and ordinances ; control of determination procedures ; control of cognition and information ; control of boundaries ; ability to get by with uncertainness ; control of engineering ; interpersonal confederations. webs. and control of informal organisation ; control of counterorganizations ; symbolism the direction of significance ; gender and the direction gender dealingss ; structural factors that define the phases of action ; and the power one already has ( Morgan. 2006 ) . 4. Analysis4. 1. InterestsWhen looking through the instance of Chattanooga Ice Cream Division. many manifestations and contemplation could be analyzed from the political system metaphor position. One of the worlds that political relations accept is that all political systems embrace different involvements ( Culbert A ; McDonough. 1980 ) . The meeting Moore conducted reflects this world every bit good. As we noticed. many frailty presidents of the division’s sections tried to depict and analyse the job the division experienced in a manner that made their sections out of lending causes. For case. Billy Fale. the frailty president of production. tried to justify his section by explicating their immense attempt to acquire stock lists manageable despite the limited efficiency the division’s information systems had. Whereas. Stephanie Krane. the division’s accountant. blamed the complexness of the information systems that required long clip to develop. trial. and put in. Furthermore. for forcing herself off of the causation factors. Krane explained her experience to retrieve old problems. The other frailty presidents manipulated the description of the state of affairs so that the possible solutions go in their departments’ favours or involvements so to talk. Barry Walkins. the frailty president of selling. attributed the job to the disregard of his recommendations. He asked sing mixed-ins in the division’s production program. establishing that on his selling research. He might be seen as a director who wanted to enter a triumph for his manner of thought. researches. or departmental sphere. Another contemplation could be built on the reaction of Les Holly. the division’s gross revenues director. He tried to drive the sentiments judgmentally. Holly started reflect the root causes of the job from the sense that the remainder of directors didn’t have the broad image he had. since he used to pass most of the clip in the shops. He focused on operational lacks. such as stockouts and back orders. to do it rational to counterbalance that with the promotional allowances. irrespective any other conducive factors. Moore has accepted the difference of involvements of the directors. This is evident from the manner he dealt with their sentiments. He considered all solutions in malice of his familiarity to the background of motivations for each director. The single involvements could be classified into undertaking involvement. calling involvements. and extramural involvements ( Culbert A ; McDonough. 1980 ) . Fale showed his involvements of maintaining everything under control by rejecting the alteration Walkins proposed. All his reactions during the meeting seemed to be operational and numerical contemplations. That sort of involvements could be seen as undertaking involvements. The same is to be said for Krane. Her remarks reflect her involvement of lodging to certainty and non doing mistakes. On the other manus. Holly’s involvements may be classified as calling involvements. as he emphasized on the promotional allowances many times. Possibly. he wanted to better his external personal relationships utilizing such allotments. In the same context. we think that Walkin’s involvements could be classified as extram ural involvements. since he wanted to turn out his endowment of marketing research practically. His proposal was rational and strongly relevant to the job. He tried to demo his trueness through his honest efforts to do the division changes positively. This manner of categorization doesn’t needfully mean that this categorization is an absolute affair. All of them may hold overlapped involvements that belong to each class. ConflictsAnother common facet of the political system is struggles. Conflict will ever be present every bit long as the involvements collide. That may include struggles between individuals. sections. and constructions ( Coser. 1956 ) . In Chattanooga. the struggle arose between Fale and Walkins were more personal. Walkins criticized Fale’s disregard to his suggestion. and Fale in bend criticized Walkins’ thoughts. Both reviews were directed to the personal behavior. Additionally. Holly criticized the policy concerned with cost decrease at the disbursal of gross revenues section. The struggle arose between him and Krane could be seen as departmental struggle. There are five common manners of struggle declaration including avoiding. via media. competition. adjustment. and coaction ( Burrell A ; Morgan. 1979 ) . For Chattanooga. and before the age of Charlie Moore. his male parent led the show wholly. He was the first responsible for about everything. while Charlie wanted to travel the division toward the collaborative manner. During the meeting. he gave manner for everybody to demo their contemplations. But they were still unfamiliar with this sort of communicating. When struggles arose. Moore played the function of moderator. which was doing certain that everybody would show about their ideas and sentiments reasonably. However. he kept the concluding determination to himself. We find the behavior Moore showed in struggle declaration is more like the adjustment manner. PowerPower is a really important histrion in the political systems. It is the medium through which struggles are resolved. There are 14 beginnings of power ( Morgan. 2006 ) . many of them could be projected on the instance. One of that is control of scarce resources including money. stuff. forces. and engineering ( Emerson. 1962 ) . Krane. as the division’s accountant. had the control to apportion resources including wages. disbursals. and information systems. She had extra beginning of power that represents a structural factor that defines the phase of histrions ( Bachrach A ; Baratz. 1962. 1970 ) . This beginning of power came from her being monitored. non merely by Moore. but besides by Arthur Silver. the main fiscal officer. Therefore. she had more considerable power to accept or reject any thought. which interprets her confident reactions during the meeting. Fale. as the frailty president of production. had besides the power of engineering ( Child. 1985 ) . boundaries ( Millar A ; Rice. 1967 ) and resources control ( Emerson. 1962 ) . He had besides the ability to ge t by with uncertainnesss ( Hickson et al. . 1971 ) . His contemplations were cardinal and referral. since he managed the production procedures and could judge any suggestion wanted to be implemented. Fale had extra power of interpersonal confederations ( Pfeffer A ; Salancik. 1978 ) . which is represented by his friendly relationship with Frank O’Brien. the frailty president of forces. They used to hang out with each other for angling. When Frank changed his place during the meeting. Fale became more flexible to accommodate with Walkins’ proposal. That reflects a serious impact of interpersonal confederations within the organisation ( Pfeffer A ; Salancik. 1978 ) . Krane and Fale had the power of Moore’s trust in run intoing their promises ( Bachrach A ; Baratz. 1962. 1970 ) . In the same context. Walkins had besides the power of information and cognition ( Crozier. 1964 ) . which is represented by his familiarity to the market tendencies and competitory advantages. Moore admitted his endowment and that was besides extra credits for Walkins. Bing the division’s gross revenues director. Holly had besides the power of cognition and networking ( Pfeffe r A ; Salancik. 1978 ) . He could lend in the solution by happening new clients. His direct exposure to the market added more power to him. In general and as a direction squad. all directors had the power of the usage of organisational construction. regulations. and ordinances ( Crozier. 1964 ) . But Moore might hold the biggest portion of power. non merely due to him being a general director. but besides as a descendent of the household to the full owned the division ( Kanter. 1977 ) . He controlled the determination doing procedure wholly ( Bachrach A ; Baratz. 1962. 1970 ) . He started that by analysing the job. Then. he motivated the directors to portion their ideas. Finally. he ended up with choosing the most efficient solution that might accommodate the client orientation and budget. 5. CONCLUSIONSEven though the organisational political relations may be recognizable by everybody within any organisation. it is really rare to discourse it openly ( Morgan. 2006 ) . The instance of Chattanooga shows clear illustrations of subjects discussed in private. as we found when the caputs of sections questioned the competency and trustiness of each other. As discussed before. we can acknowledge that it is necessarily that political relations is indispensable characteristic of organisational life. The political metaphor emphasizes that the usage of power is cardinal of organisational analysis. The metaphor helps to better understand organizations’ reason. as it enforces the thought that actions within organisations are more political than rational ( Morgan. 2006 ) . In Chattanooga. each director suggested solutions so that to increase the benefits for his/her section instead than the benefit for the division as a whole. Furthermore. the political metaphor helps to happ en solutions to the thought that organisations are incorporate constructions. which is non ever the instance ( Morgan. 2006 ) . Moore failed to merely use the collaborative values of squad work in Chattanooga. while that worked successfully when he worked at National Geographic. The political metaphor focuses on involvements. struggles and beginnings of power in order to understand and pull off them ( Morgan. 2006 ) . That besides helped Moore to understand the force drivers within the division. Finally. the metaphor has great influence to actuate persons to move politically. The chief drawback of utilizing the political metaphor is frights of change overing every activity within organisations into political Acts of the Apostless. This may sometimes make ambiance of uncertainness and misgiving ( Morgan. 2006 ) . That appears in the Chattanooga instance when most of troughs reflected negative feelings about each other. Another restriction is that the coevals of penetrations through different involvements possibly misused to accomplish personal ends. Last. but non least. it is complex to cover with pluralism’s inquiry. As a consequence. the political metaphor must be used carefully ( Morgan. 2006 ) . 6. Reference Bachrach. P. and Baratz. M. S. ( 1962 ) . †Two Faces of Power. † American Political Science Review. Bachrach. P. and Baratz. M. S. ( 1970 ) . Power and Poverty. New York: Oxford University Press. Bacharach. S. B. and Lawler. E. I. ( 1980 ) . Power and Politics in Organizations. San Francisco: Iossey-Bass. Bacharach. S. B. and Lawler. E. I. ( 2000 ) . Organizational Politics. Stamford. Connecticut: IAI Press. Benson. I. K. ( 1973 ) . â€Å"The Analysis of Bureaucratic-Professional Con?ict. † Sociological Quarterly. Brown. L. D. ( 1983 ) . â€Å"Managing Con?ict Among Groups. † pp. 225-237 in D. A. Kolb. I. M. Rubin. and Mclntyre. I. Organizational Psychology. Englewood Cliffs. Nickel: Prentice Hall. Buroway. M. ( 1979 ) . Manufacturing Consent. Chicago: University of Chicago Press. Burrell. G. and Morgan. G. ( 1979 ) . Sociological Paradigms and Organizational Analysis. London: Heinernann Educational Books. Child. I. ( 1935 ) . â€Å"Management Strategies. N ew Technology and the Labour Process. † in D. Knights. H. Willmott. and Collinson. D. Job Redesign. Aldershot. United kingdom: Cnnlpr. Coser. L. A. ( 1956 ) . The Functions of Social Con?ict. New York: Routledge A ; Kegan Paul. Crozier. M. ( 1964 ) . The Bureaucratic Phenomenon. London: Tavistock. Culbert. S. and McDonough. I. ( 1980 ) . The Invisible War: Prosecuting Self-Interest at Work. Toronto: Iohn Wiley. Emerson.

University of Pennsylvania Class of 2022s Record-Breaking Low Early Acceptance Rate

University of Pennsylvania released their early admissions results on December 13th, shocking everyone with its record-breaking low acceptance rate of 18.5% this year. University of Pennsylvania received a record-breaking 7,074 early decision applications for the Class of 2022, a 15% increase from the number of applicants last year. Of the 7,074 applicants, 1,312 were admitted to Penn’s Class of 2022, resulting in a 18.5% acceptance rate. The dramatic drop is a result of the increase in the early decision application pool, which has grown 38% since the Class of 2018 four years ago. Penn takes advantage of their Early Decision program, a binding application for accepted students, to fill the 2,445 available spots in each incoming class. To benefit yield percentage and give dedicated students an advantage, Penn typically accepts 50% of its total class in the Early Decision round. This year is no exception as they accepted 1,312 early applicants, similar to last year’s 1,354 early admitted applicants last year. Of those who applied this year, 1,131 were legacy applicants, meaning they had a parent or grandparent who had attended Penn. 328 students of early legacy applicants were accepted, and make up 25% of the early admitted students. The ethnic breakdown of the early admitted students have not been released, however, it is reported that 43% of accepted identify as students of color and 1 in 8 admitted students are non-US citizens or permanent residents. Penn did not release the number of students who were deferred or denied admissions. Congratulations to all students accepted to Penn Class of 2022! Create a profile and upload your successful college application materials to inspire and help future applicants. Plus, earn some extra money while you’re at it! Got deferred or rejected? Reset and focus on your regular decision applications.Ourpremium plansoffer different levels of profile access and data insights that can help you get into your dream school. Unlock any of ourpackagesor search ourundergraduate profile databaseto find specific profiles that can help you make an informed choice about where to apply! We have 60,000+ successfulcollege application filesuploaded by college students. See how they got in, and how you can too!

Anglo

Anglo Although, it now became a commonplace practice among particularly ‘progressive’ social activists to blame Western civilization on account of its environmental unfriendliness, the objective analysis points out to the fact that it is namely in Western societies, where people have traditionally been concerned with trying to preserve nature. The soundness of this suggestion can be well illustrated even today.Advertising We will write a custom research paper sample on Anglo-Germanic Writers’ Influence on Popular Environmental Thinking specifically for you for only $16.05 $11/page Learn More For example; whereas, in Nigeria it is being considered absolutely normal by the residents of country’s even biggest cities to dump garbage onto the street, right in front of their shabby houses1, in such Western countries as Britain, Sweden and Germany, one may very well end up facing administrative charges for even as little as throwing a cigarette butt anywhere else but into specially designed garbage bins. And, the reason why, as compared to the people from Third World countries, Westerners appear to grow ever more environmentally aware is simple. As history indicates, the more a particular society is being affected by scientific progress, the less its members require natural resources to sustain their physical existence, which in its turn creates objective preconditions for them to consider adopting friendly stance towards the nature. In other words, the notions of environmental friendliness and scientific progress are very much.2 This is precisely the reason why it is specifically Anglo-Saxon societies, which have traditionally been considered the most technologically advanced, that continue to feature world’s highest environmental standards. In our paper, we will aim to substantiate the full soundness of this suggestion by exploring how creative writings and visual artworks from Anglo/Germanic authors, concerned w ith popularizing the objective essence of natural laws, contributed towards increasing the extent of public’s environmental awareness in 19th and 20th centuries. When we assess the qualitative subtleties of Western civilization’s socio-cultural and scientific progress, from the time of antiquity until today, a very striking picture will emerge – the pace of this progress appears to have been gaining exponential momentum during the time of antiquity (5th century B.C. 5th century A.D.) and during the time of comparatively modern era (15th-20th centuries). However, during the course of so-called Dark Ages (6th – 14th centuries), the pace of Western socio-cultural and scientific progress came to virtually a complete stall – all thanks to Catholic Christianity.3 Therefore, it comes as not a particular surprise that it was specifically the exposure of Biblical fables’ anti-scientific essence, on the part of European most prominent intellectuals, which created the initial preconditions for Western civilization to be set back on its natural track of development.4 And, there can be very little doubt that Erasmus Darwin (1731-1802) was one of these intellectuals. In his poetical work The Botanic Garden; a Poem in Two Parts, supplemented by scientific commentaries, Darwin went about promoting a revolutionary idea that people and plants are being subjected to the same laws of nature.Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In its turn, this implied plants’ sexuality: â€Å"The first buds of tree raised from seed die annually and are succeeded by new buds by solitary reproduction; which are larger or more perfect for several suc ­cessive years, and then they produce sexual flowers, which are succeeded by seminal repro ­duction†.5 Nevertheless, it were not the explicit references to the very n otion of sexuality, quite unconventional for its time, which ensured Darwin poem’s progressive sounding, but the fact that this poem suggested the physiological origins of a number of purely metaphysical notions, such as ‘soul’. As a result, Darwin’s poem ended up promoting clearly positivist message that it is the existence that defines consciousnesses, and not the other way around. As it was noted by Reed: â€Å"If life, mind, and feeling are concomitants of the arrangement of organs and of a fluid ether in animal bodies, what role was left for either God or the soul? Erasmus Darwin†¦ argued that the way we act is a function of our upbringing- of social, not divine intervention†.6 It goes without saying, of course, that such Darwin’s botanical stance was wholly inconsistent with the very spirit of anthropocentrism, based upon Judeo-Christian tradition, which contributed rather substantially to poem’s scientific value. After all, even during the course of 18th century, Church continued to exert a strong influence onto the essence of socio-political dynamics in British society. And yet, Darwin proved himself intellectually honest and courageous enough to utilize his poetic talent for the purposes of enlightenment, while defying the conventions of anthropocentrism. What is particularly interesting, in this respect, is the fact that he went about accomplishing it by the mean of endowing plants with clearly anthropocentric psychological traits – whatever the ironic it might sound. In The Botanic Garden; a Poem in Two Parts, flowers are being represented as such that can experience a variety of different emotions: Whilst erythrina oer her tender flowerAdvertising We will write a custom research paper sample on Anglo-Germanic Writers’ Influence on Popular Environmental Thinking specifically for you for only $16.05 $11/page Learn More Bends all her leaves, and braves the sul try hour;- Shield, when cold hesper sheds his dewy light, Mimosa’s soft sensations from the night.7 Thus, even though in Darwin’s poem, plants can be formally referred to as God’s creations, under no circumstances can they be referred to as some sort of God’s commodity. Just as it is being the case with people, in this poem, plants appear to have a life of their own. And, even though The Botanic Garden; a Poem in Two Parts is not being concerned with promotion of the concept of evolution, by being exposed to plants’ sexuality, readers come to suspect the existence of dialectically predetermined links between flora and fauna. Thus, it will not be much of an exaggeration, on our part, to suggest that Charles Darwin’s Theory of Evolution partially derives out of his grandfather’s insights, in regards to biological commonality between just about all life-forms. The irony lies in the fact that both: Erasmus and Charles’s insightful ness in the matters of biology appears to be of essentially Lamarckian nature. As Barlow had put it: â€Å"Erasmus’s cast of mind appears to hold special heritable qualities When we examine the achievements and characteristics of his (Charles Darwin’s) forbears and descendants, the copious mind of Erasmus appears as a vast family aggregate†.8Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Apparently, the example of Erasmus Darwin shows that in 18th century, the sheer vibrancy of the process of Western empirical sciences freeing themselves out of Christian imprisonment had put era’s most prominent intellectuals at liberty to utilize just about any creative techniques, while popularizing scientific notions. The legitimacy of an earlier suggestion can be also explored in regards to one of 19th century’s most famous ornithologists John Gould (1804 – 1881). Just as it used to be the case with many intellectually advanced enthusiasts of science at the time, Gould took an interest in a number of scientific pursuits. Contemporaries considered Gould a professional in the fields of taxidermy, gardening, naval navigation and zoology.  Nevertheless, it was namely his love of birds, which did not only allow Gould to ensure its fame as ornithologist but also to contribute to the process of Charles Darwin designing the concept of natural selection. According to Pycior: â€Å"Darwin has been described as being ‘frankly stunned’ by Gould’s telling him that the Galapagos finches were a peculiar group of thirteen species, all closely related to one South American finch, that Galapagos mockingbirds belonged to three distinct species from different islands, and that twenty’, Current Anthropology, 26/4 (1985), 503. 2 Joel Mokyr, ‘Technological Progress and the Decline of European Mortality’, The American Economic Review, 83/2 (1993), 325. 3 Andrew Keitt, ‘Religious Enthusiasm, the Spanish Inquisition, and the Disenchantment of the World’,  Journal of the History of Ideas, 65/2 (2004), 233. 4 Arthur Melzer, ‘The Origin of the Counter-Enlightenment: Rousseau and the New Religion of Sincerity’, The American Political Science Review, 90/2 (1996), 350. 5 E. Darwin, Botanic Garden, a Poem, in Two Parts; Containing the Economy of Vegetation and The Loves of Plants, with Philosophica l Notes (London: Jones Company, 1825), 23. 6 E. Reed, From Soul to Mind: The Emergence of Psychology from Erasmus Darwin to William James (New Haven: Yale University Press, 1997), 15. 7 Darwin. Op. Cit. 66. 8 Nora Barlow, ‘Erasmus Darwin, F.R.S. (1731-1802)’, Notes and Records of the Royal Society of London, 14/1 (1959), 85. 9 H. Pycior, Creative Couples in the Sciences (New Brunswick, N.J: Rutgers University Press, 1996), 89. 10 J. Gould, The Birds of Australia: in Seven Volumes (London: Richard and John Taylor, 1848), 28. http://nla.gov.au/nla.aus-f4773-1. 11 S. Gliboff, H.G. Bronn, Ernst Haeckel, and the Origins of German Darwinism: a Study in Translation and Transformation (Cambridge: Mass MIT Press, 2008), 156. 12 Niles Holt, ‘Ernst Haeckels Monistic Religion’, Journal of the History of Ideas, 32/2 (1971), 270. 13 Max Rieser, ‘Three Principles of Natural Beauty’, The Journal of Philosophy, 53/11 (1956), 355. 14 Harold McWhinnie, ‘A Biological Basis for the Golden Section in Art and Design’, Leonardo, 22/1 (1989), 61. 15 Reiser, Op. Cit. 356. 16 Nicholas Kyriazis, ‘Seapower and Socioeconomic Change’, Theory and Society, 35/1 (2006), 75. 17 A. Humboldt. Aspects of Nature in Different Lands and Different Climates; with Scientific Elucidations (London: Longman, Brown, Green Longmans, 1849), ix. archive.org/stream/aspectsofnaturei01humbuoft#page/viii/mode/2up. 18 Aaron Sachs, ‘The Ultimate ‘Other’: Post-Colonialism and Alexander Von Humboldts Ecological Relationship with Nature’, History and Theory, 42/4 (2003), 119. 19 C. Rourke J. MacDonald, Audubon (New York: Harcourt Brace and Company, 1936), 284. 20 P. Murphy,T. Gifford K. Yamazato, Literature of Nature: An International Sourcebook (Chicago: Fitzroy Dearborn, 1998), 172. 21 R. Dawkins, The Selfish Gene (Oxford: Oxford University Press, 1976), 3. 22 R. Dawkins. The Blind Watchmaker (London: Longmans, 1986), 13. 2 3 C. Darwin, On the Origin of Species by Means of Natural Selection, or the Preservation of Favored Races in the Struggle for Life (Oxford: Oxford University Press, [1859]1996), 70. 24 R. Dawkins, The God Delusion (London: Bantam Press, 2006), 79. 25 F. Nietzsche, Thus Spake Zarathustra: A Book for All and None (New York: Algora Publishing, [1891] 2003), 75. 26 K.. Dobbelaere, Secularization: An Analysis at Three Levels (Berlin: Peter Lang, 2004), 167. 27 Christopher Hoag, ‘The Atlantic Telegraph Cable and Capital Market Information Flows’, The Journal of Economic History 66/2 (2006), 350. 28 H. Thoreau, On the Duty of Civil Disobedience, FeedBooks.Com [web page] (2007) http:// generation.feedbooks.com/book/219.pdf. 29 R. Lynn T. Vanhanen, IQ and the Wealth of Nations (Westport: Greenwood Publishing Group, 2002), 63. 30 John Leighly, ‘John Muirs Image of the West’, Annals of the Association of American Geographers, 48/4 (1958), 312. 31 J. Muir. A Thousand- Mile Walk to the Gulf (Boston: Houghton Mifflin, 1916), 139. 32 J. Burroughs. The Gospel of Nature, ReadBookOnline.Net [web page] (2011) readbookonline.net/readOnLine/21513/. 33 Ibid., 2011.

What Recruiters See On Your Resume The Good, the Bad, and the Unexpected

What Recruiters See On Your Resume The Good, the Bad, and the Unexpected According to Ambra Benjamin, an engineering recruiter answering questions over at Quora.com, every recruiter reviews applications differently. However, it may help you polish up the latest version of your resume to know the highlights at least one executive-level recruiter looks for! Dauntingly, all of these categories are mentally checked off by recruiters in about 30 seconds- they don’t have time to decode your intricately worded prose.Don’t Mess These UpMost Recent RoleRecruiters look at your current status to figure out why you might be looking for a new job. Were you fired from the last one? Laid off? Are you jumping ship after only a few months? Is this most recent position relevant to the one you’re applying for?Company RecognitionIt’s great to work for a company that garners immediate recognition- a recruiter will have an immediate frame of reference, and if they have a positive association with your company, you’ll have a leg up. Keep that in mind while applying and touting your accomplishments. Working for a   company that’s not well-known just means you’ll want to be more explicit about who they are and what they do, as well as your own role.Overall ExperienceDoes one position lead logically to another? Is there a sense of progress? Do the job titles make sense? Is your responsibility increasing from one gig to the next? If a recruiter wouldn’t automatically understand how you’ve made your way from one job to another, that’s something to explain in your cover letter.Keyword SearchYes, recruiters use Command+F to find words relevant to particular skills, programs, and experience- do your research (and read the job posting very closely) so you know what your industry is looking for and can make sure that’s represented on your resume.GapsIt is okay to have a gap- families happen, illnesses happen, grad school happens. Just make sure it’s explained somehow, in your cove r letter or as the reason you left the job before taking time away.Personal Web PresenceIf you list personal blogs, Twitter accounts, or any other social media sites, rest assured a recruiter will likely click through and see not only what you’re posting, but who you follow and who follows you.General LogisticsWhere do you live and where are you eligible to work? Make it clear on your resume- and if you know you’re a geographical long shot, figure out how to indicate your willingness to relocate.Overall OrganizationThe no-brainer basics: grammar, spelling, clarity, readability.What Doesn’t  Really MatterEducationOuch, cry all of us with any kind of student loan debt. Benjamin is mostly referring to mid-level or senior hires. By that time, she prioritizes experience over education, with a few exceptions for MBAs or particularly prestigious institutions.Fancy FormattingRemember that even companies with online submission forms convert your resume to plain text fo r quick and easy reading. Consider submitting a plain text version along with the PDF if it’s an option- a recruiter will know there’s probably an aesthetically pleasing version waiting for them if they call you in to meet with a hiring manager.Uncomfortably Personal DetailsNo photos, no references to anything that a recruiter legally can’t ask about (spouse, kids, disability, health issues, etc). If they want to google you, they will.Cover LettersWell this is heartbreaking- I work so hard on my cover letters! I use them to explain my job-hopping early 20s! So, I wouldn’t take this for granted at most entry level positions; make sure your letter is immaculate if it’s requested, and don’t send one if they don’t ask.What Not To DoUse Word templates: Yuck. They are boring and basic and you can do better!Write in the first person: It’s implied that everything on your resume has to do with you. â€Å"Responsibilities included coord inating office networking events† works just fine without â€Å"My† in front of it.Include a ridiculous number of pages: Curate your experience to apply only to the job you’re applying for, and get it down to two pages max.Mix up POV and tense: Pick one and stick to it!Include resume objectivesMail or hand deliver paper copiesSend resumes straight to the CEOExaggerateBut Feel Free to Do These!And just to make it that much harder to figure out the right thing to do, here’re some features Benjamin wishes she could see more of:Insert personalityHave one! Don’t let your resume sound like it was generated by an SEO robot- feel free to include a (tasteful, thoughtful, relevant) joke, a personal preference, or an engaging detail. Make it worth your recruiter’s while to close-read your work!Include URLs for other presencesYour mileage may vary. If you tend to showcase interesting industry-related articles and news items publicly, maybe share your Fac ebook or tumblr. If you use the internet to blow off steam, maybe lock your profiles down during the job search.Share personal projectsWhat else are you working on? In your free time, what do you do or make or go out of your way to see? Even if you decide not to include this on your resume, have an anecdote or two ready for an interview!Use different colors and typography: Be deliberate and thoughtful about your choices, and keep it tasteful. Remember recruiters are seeing dozens of these- be appealing without being appalling.

Cross Cultural Health Perspectives Personal Statement

Cross Cultural Health Perspectives - Personal Statement Example Q1- Even "objectively measured clinical outcomes" may be erroneous when there is a lack of cross-cultural understanding. Apart from attitudinal differences between the patient and the care provider leading to miscommunication, there could be 'real' differences like some conditions/immunities being more prevalent among some groups, and even differing responses to medication. Q 4 - Even a "conscientious" care-provider cannot eliminate all prejudice or false assumptions about other groups of people, as many of these may be deeply rooted-in his/her subconscious. Being aware of this enables me to question my assumptions, accept that I am prone to error, and retain a degree of flexibility to correct myself when the evidence points out that I may have culturally stereotyped a patient at any time. Q 5- When noting medical history where a communication barrier exists, yes or no answers are least useful (response a). It is possible that when the questions are asked, some important aspect may be ignored. My mistake in this question happened due to inattention. I gave the response for the 'most useful', instead for 'least useful'. The lesson for my in this is that I should be paying more attention, in general, when I do a task-whether reading something or listening to a patient. Lesson taken! Q 6 - The least useful technique when tackling a patient's beliefs about treatment is to tell the patient that his/her belief is false, even if this is done in a gentle manner (resp b), because beliefs could be deeply entrenched. I was unable to identify this, while doing the quiz. Q 13- Japanese men, after migration to the US, retain a lower susceptibility to coronary heart disease than the general population (resp b)-a fact which I now know. Facts like these, based on research studies, can be accessed by more study and reading. Q15 - Immigrants who go to traditional healers do not keep away from Western medicine (resp b-false) Q 17- A smile could express worry or dis-satisfaction in some cultures. (resp a) It is useful to know this, a fact which seems strange at first, but so necessary for a care provider to know so that diagnosis is correctly done. All the other responses (16 in number, as earlier mentioned) were correct. In order to maintain cultural competence-both to avoid the deficiencies as revealed in my quiz answers, as well as to strengthen my correct perceptions-I have to keep working at developing more empathy, enhance listening skills, retain openness of mind, and improve my information base by keeping myself updated about various research studies regarding health indicators of different cultural groups. Works Cited Hunt, Linda Beyond Cultural Competence in The Park Ridge Centre for Health, Faith and Ethics, , retrieved 30th Nov, 2008 The Provider's Guide to Quality and Culture , retrieved 30th

School Administration Essay Example | Topics and Well Written Essays - 1750 words

School Administration - Essay Example As a result, reluctance of potential administrators (Rayfield), and the turnover rate of administrators continue to rise (Senge et. al 88). Nevertheless, the slim chance to beam in and at success motivates site administrators to persevere through battles and wars waged on them by stakeholders to whom they offer their public service. Due to inexperience, aspiring administrators lack the skill to realistically anticipate and effectively cope with the pressing responsibilities often experienced in lead administration. Aspiring administrators should seek the help of others to cope as some of their ideal expectations are adjusted by realistic occurrences. According to Dr. Lorraine Monroe, leadership is the key determinant of a great school (12). Candidates for the leading position take great notice of the publicity that comes along with the leading position but slightly recognize the magnitude of responsibility. As the chief official of a designated school site, the administrator bears the responsibility of all that happens within the building. According to elementary principal Kimsherion Reid, "No matter what goes on in the building, it reflects on you" (Delisio). Thus, the site administrator has the challenge of making sure all aspects of the school exist peacefully and productively. Lorraine Monroe states: "The real leader is the servant of the people she leads" (126). Administrative candidates may not realize that an administrator does not occupy the throne of a dictator. Rather, he or she must learn from and oftentimes accommodate stakeholders, others who take part in the educational process. Stakeholders include parents, students, teachers, custodians, as well as other members of the community. A content group of stakeholders lessens administrators' worries. Thus, administrators and aspiring administrators alike must learn to find a comfortable medium that will appease most who are involved in issues that arise. One frequent issue school administrators encounter is adequately and effectively handling student discipline. In Loco Parentis grants educators the right to stand in place of parents while children are in the school's jurisdiction. As they temporarily stand in place of the parent, educators are liable for students' safety and "have the authority to direct the pupil and to punish for infractions, much as a parent would" (Reutter 763). Specifically designed to protect the best interest of all students, In Loco Parentis grants educators authority to exercise control. However, some inexperienced administrators are surprised to find that the granted authority is often challenged resulting in the necessity for additional accommodations. Differences in values and opinions often sabotage efforts to accommodate everyone in a satisfactorily manner. For example, administrators and parents may agree to work for the students' best interest. What happens, however, when the administrator and parent disagree on the consequence assigned for the child's misbehavior What is the solution when the parent contends that his or her child's behavior is not misbehavior at all In such a situation, how can the administrator appropriately serve and appease the student and parent while fulfilling his or her duty as one who maintains order in the school Administrators are expected to be diplomatic chief officials. With the responsibility of diffusing problems prior to their getting out of hand, administrators must balance and compromise without totally

Intellectual and Cognitive Development Essay Example for Free

Intellectual and Cognitive Development Essay Intellectual and Cognitive Development Explain the sequence and rate of development Age Range 0-3 Months Babies at this age are learning a lot about their parents they are beginning to recognise the sound of their voices, especially Mums voice and smell, they may stop crying when Mums voice is heard. 3-6 Months Objects and toys become very interesting to babies at this time. Toys are explored with fingers and mouth. They are very alert. 6-9 Months Around this time babies will cry when their primary carer leaves the room but then around 8 or 9 moths learn that people and objects do not disappear but continue to exist even when they are out of sight. 1-2 Years At this time in their life they recognise routines throughout the day, babies may get excited when they see a familiar face or toy or when a bib is put on for feeding. They enjoy toys that they put things in to containers and out again, they may pull off hats and socks repeatedly. They also respond well to brothers and sisters. 2-4 Years Children begin to know what they like and play with the same games over and over again. They like pretend play games like drinking from an empty cup or dressing up in clothes of their heros. 4-7 Years This is the age they gain load of confidence and co-ordination. They start school and learn to read, write and count they also do simple maths. -12 Years By this age children are well co-ordinated, the way children think and reason is reflected in their play, they are much more organised and focused. 12-16 Years Children of this age have learnt how to solve problems and have an understanding of reasoning. 16-19 Years Decisions have to be made at this tae of ones life, if to stay in education or to find a job. If leaving your familiar environment you have to embrace new settings, rules and people.

Dating: Bars, Clubs, And Personal Advertisements :: essays research papers

Dating: Bars, Clubs, and Personal Advertisements Single adults partake of many activities to seek dates and find mates. Many use advertisements in local newspapers to attract possible candidates for a relationship. Others go to single's clubs and bars to find their potential soul mate. The type of activities people choose are dependent on the person's self- esteem and self-confidence. The information for this research was obtained from the article â€Å"Self Esteem of Persons Seeking Dates Via Bars, Singles Clubs, and Personal Advertisements.† The article was written by Paul Yelsma and Paul L. Wienir. It appears in â€Å"Sociological Spectrum† for January - March 1996.   Ã‚  Ã‚  Ã‚  Ã‚  The research method used in this article was a questionnaire. These questionnaires were sent to people who advertised in the local paper. Single's club participants were presented questionnaires and asked to complete them at one of the two clubs in the same geographic region. Those who attended bars were either contacted directly or given questionnaires. The questionnaires were completed by 152 subjects: 40 from ads; 62 attended singles clubs, and 50 frequented bars. (Yelsma and Weinir, p. 35)   Ã‚  Ã‚  Ã‚  Ã‚  What effect does self esteem have in a person's decision on what type of method to use to find their possible companion? It is shown that people with lower self-esteems tend to choose personal advertisements, while people with higher self esteems tend to lean towards the bar scene. Others with a mediocre self-esteem seem to go towards the clubs scene. According to Josephs, Larrick, Steele, and Nisbett, (1992, p. 27) â€Å"The higher one's self esteem, the less one has to fear from threats to the self, and individuals with higher levels of self-esteem should be less affected by the threats to the self.† This means that the higher ones self esteem is, the more they will not be afraid to show themselves in public. Those with the low self-esteems, will hide behind the words of a personal advertisement, while those with higher self-esteems will be open enough to attempt to meet people on a personal basis.   Ã‚  Ã‚  Ã‚  Ã‚  One of the reasons people are reluctant to use personal ads are because of their odd beginnings. In the early days of personal ads, they were used by those seeking homosexual relationships, and for â€Å"immoral actions.† However, since then, the have become much popular. People from all walks of life use personal ads to attract others with similar likes and dislikes. In a personal advertisement, the person making the ad gets the advantage of never actually meeting the person before first contact. This allows them to have a veil of secrecy around them. For those with low self-esteem, this allows them to hide

Investigating Psychology Classic Studies Research Essay

Examine and assess the ways in which the classic studies discussed in Chapters 2, 4 and 8 of Investigating Psychology influenced subsequent psychological research. Certain psychological studies are termed ‘classics’ as they’ve become renowned for the influence or contribution that they’ve made to particular areas of psychology. This essay looks in detail at such studies, carried out by Milgram, Skinner and Broadbent, with a view to assessing the value of their influences on subsequent psychological research. This essay aims to demonstrate how these studies have largely been influential and valuable as a result of their strengths, but will also demonstrate that a weakness within the structure of a study can also be influential. B.F. Skinner is considered to be one of the most influential psychologists of the twentieth century (Brace and Byford, 2012). His work on behaviour shaping and theory of operant conditioning is still influential today. Skinner believed that behaviour could be influenced through manipulation such as reinforcement, and controversially believed that thought processes and free will play no part in d etermining behaviour. To test his theories he experimented with rats and pigeons. He created the ‘Skinner box’ which meant that the animals’ behaviour could scientifically and objectively be measured. This was an influential and important development that enabled future studies to be carried out under tight controls. Skinner argued that learning through reinforcement could be successfully extended to humans (Toates, 2012). Subsequent research studies have been carried out testing the sustained influence of Skinners theory of reinforcement, and supporting its validity and value. Studies by Swinson and Harrop, 2005 (cited in Toates, 2012) support that challenging behaviour in the classroom can be reduced using positive reinforcement. E.g. a child receives praise for desired behaviours, rather than receiving attention for undesirable behaviour. Therefore Skinner’s classical study has had a positive influence in relation to behaviour in education. Furthermore there is evidence from therapeutic settings (Flora 2004), (cited in Toates, 2012) including mental hospitals, showing that children and adults have been successfully modified for psychological issues such as self-harming, using therapies derived from Skinner’s studies. These techniques of reinforcement are being used today in many hospitals, schools and prisons. (Toates, 2012). However, aspects of Skinner’s theory of behaviourism, displayed weaknesses  and as such is not favoured in psychology today. Most psychologists retain the view that free will is instrumental to behaviour and how we learn, believing that our ability to make choices is influenced by factors other than operant conditioning alone. This was a view rejected by Skinner (Toates, 2012). This aspect of behaviourism has had little influence on subsequent research other than to refute it. Nevertheless Skinners work on operant conditioning remains influential, and is used by many professionals (Cherry, 2013). Furthermore, the work of David Broadbent has been greatly influential and valuable, the evidence of which continues to be seen in research today. Broadbent’s work has contributed to our understanding of attention. He invented the modern study of attention, introducing and making popular the ‘information-processing’ approach which launched the cognitive revolution. This approach was the first testable model of attention and Broadbent was keen that others carried out experiments to test it (Edgar and Edgar 2012). He believed that psychological theory should come from considering practical problems, and with this approach he bridged the gap between the laboratory and the real-world (Berry, 2002, p.403). Broadbent’s model displayed that we have limited capacity to how much information we can process at one time, and as such this affects our abilities to multi-task etc. (Edgar and Edgar, 2012). This has implications on everyday tasks such as driving. This proved extremely valuable information with regards to researching cognitive abilities in humans, and is still used in cognitive psychology today. Colin Cherry was a contemporary of Broadbent’s, whose research extended that of Broadbent’s to explore the role of ‘meaning’ in attention. Cherry’s (1953) findings showed that meaning does play a role in information-processing and as a consequence Broadbent’s original model needed to be modified in a way that recognised memory, experience and expectations can influence attention. These findings generated refinements to the model, raised further specific questions and generated hypothesis which have been, and continue to be tested by carefully designed experiments. This process is known as the â€Å"Cycle of Enquiry†. Broadbent’s research regarding attention and multi-tasking influenced Ivan Brown et al. (1960), (cited in Edgar and Edgar, 2012) to conduct studies into the effects on driving whilst using a mobile ‘phone. This study is an excellent example and evidence of hypothesis testing. There were certain  elements applied to the experiment to ensure a valid test of the hypothesis: Performance or ‘dependent variables’ were measured by speed/accuracy; the two ‘conditions’ were driving without using a ‘phone, and driving the same route whilst answering questions using a ‘phone. The ‘conditions’ arose from manipulating the ‘independent’ variable’ – the use of a ‘phone or not. Other variables were controlled to ensure that the only influence on the result of the study was the variable being measured. The finding of the experiment supported Broadbent’s views regarding attention and multi-tasking. The value that the ‘cycle of enquiry’ adds to subsequent psychological research is immeasurable, as it ensures research is constantly open to re-evaluation. Over time and with the advent of technology, re search performed by Broadbent has influenced studies using fMRI which have been able to ‘see’ how attention is depicted in brain activity. Findings were consistent with Broadbent’s theory of limited capacity (Sabine Kastner et. al. (1998) cited in Edgar and Edgar 2012). Broadbent’s methodical approach to experimental research and theory development were the origins of subsequent psychological research. As such he was instrumental in the development of cognitive psychology. (Edgar and Edgar 2012). Equally influential on psychological research is Milgram’s studies into obedience from authorities’ (1961), which was provoked by the atrocities of the Second World War. The studies investigated whether volunteers would administer potential lethal electrical shocks to another human because they were told to by an ‘authoritative figure’. The findings were alarming in that most people were willing to administer the shocks on the instruction of ‘someone in authority.’ It was these findings that provoked much debate and influenced attempts at replications of the original study. Weaknesses of the study included it being conducted in a single geographical area, using same gender participants, and not being carried out in a real-world environment. In order to address the issue of gender, Milgram himself replicated his study using only females, with the resu lts showing that women were just as likely as men to give the shocks (Banyard, 2012). With regards to culture and geography, Milgram’s study was replicated in many countries and the results were analysed by Peter Smith and Michael Bond (1993), (cited in Banyard, 2012). The findings were that varying degrees of obedience were displayed by different cultures. To test the theory in a real-world  environment, a replication was carried out in a work environment by Charles Hofling et.al. (1996), (cited in Banyard, 2012) to see if nurses would give patients an overdose of a drug on the instruction of a telephone call from a Doctor. The drugs were ‘dummies’ and the Doctor a fake. The request broke hospital protocol but alarmingly a very high percentage of nurses followed the Doctors instruction. However, it’s not just the findings regarding human behaviour that have been greatly influential, but a significant weakness of the study has been equally so. The first code of ethics, The Nuremberg Code, was devised in 1946 as a response to the atrocities carried out during the Second World War. Many people disapproved of Milgram’s obedience studies as they felt that it was ethically wrong. One such psychologist was Diana Baumrind who felt Milgram had broken certain aspects of the code of ethics (Banyard, 2012). She believe d that the participants hadn’t been treated properly as their welfare had been compromised due to the extreme stress they had encountered; they weren’t able to give informed consent; the emotional cost to the participants wasn’t worth the benefit of the study, and participants weren’t able to exercise their right to withdraw. Furthermore, she argued that Milgram had harmed the public image of psychology. The value of this to subsequent research is that the obedience study demonstrated why ethics is so important in psychology, and highlighted the need for strict guidelines in research (Banyard, 2012). These very concerns regarding ethics would make it difficult to replicate the original study today. However, the development of technology has enabled replications of the study to be carried out in a virtual environment (Mel Slater et.al 2006, cited in Banyard 2012). The findings were similar to that of the original study. However you measure Milgram’s impact, whether it’s in terms of obedience, ethics or human behaviour, he remains one of the most influential Social Psychologists of our time. (Banyard, 2012). To conclude, having looked in detail at the classic studies, the evidence supplied clearly demonstrates that they’ve had a significant and valuable influence on subsequent psychological research. The influence that they’ve had and the high value to research are evident throughout history. However, it is also important to note that these studies do also display weaknesses; there are elements which have been challenged, offer no value, and have had no significant influence on subsequent research. This is however, over  shadowed by the body of evidence presented that outline the many ways in which the classical studies have influenced subsequent psychological research and continue to do so. (1553 words). References: Banyard, P. (2012) ‘Just Following Orders?’ in Brace, N. and Byford, J. (eds) Investigating Psychology, Oxford, Oxford University press/Milton Keynes, The Open University. Berry, D. (2012) The Psychologist, vol.15, no.8 22 August [Online]. Available at www.thepsychologist.org.uk/archive/archive_home.cfm/volumeID_15-edition_83-ArticleID_437-getfile-getPDF/thepsychologist/aug02berry.pdf) (Accessed 14 August 2013) Brace, N. and Byford, J. (eds) Investigating Psychology, Oxford, Oxford University press/Milton Keynes, The Open University. Cherry, K. (2013) http://psychology.about.com/od/profileofmajorthinkers/p/bio_skinner.htm (Accessed 14 August 2013) Edgar, H. and Edgar, G. (2012) ‘Paying Attention’ in Brace, N. and Byford, J. (eds) Investigating Psychology, Oxford, Oxford University press/Milton Keynes, The Open University. Toates, F. (2012. ‘Changing Behaviour’ in Brace, N. and Byford, J. (eds) Investigating Psychology, Oxford, Oxford University press/Milton Keynes, The Open University.

Columbine Shooting Essay

Columbine high school was built in 1973 on a dirt road off a larger dirt road way out in horse country. It was named after the flower that blankets section of the Rockies. Hardly anybody lived near the school, but soon enough there were about 100,000 new arrivals that filled one continuous suburb with no town center: no main street, no town hall, town library, or town name. Littleton is what they called this quiet suburb where columbine lied several miles west from. Eric and Dylan called it Judgment Day. Monday, April 19th was the day columbine would erupt with an explosion killing hundreds of students and faculty. Eric read instructions to create bombs from the internet called The Anarchist Cookbook. The first step was to plant a bomb near Eric’s house, three miles from the school. That bomb could kill hundreds of people but was intended for only stones and trees. The attack was to begin with a decoy that would rock the neighborhood and divert police. There plan was separated in three acts. The first act would start with a massive explosion by using two bombs in the commons, which would have about six hundred students killed. The bombs would wipe out most of the lunch crowd and set the school ablaze. The bombs would be set out for maximum killing radius and would be planted near two thick columns supporting the second floor which would collapse after exploding. After the explosion, Eric and Dylan would start firing their weapons at whoever they see in sight. Each had a backpack and duffle bag to carry more weapons and explosives. There next step was to have bombs planted in their own cars in the school parking lot near the school exits that would detonate forty five minutes after the initial blast. The cars were placed near the ideal locations for police command, emergency medical staging, and news vans. The maximum body count they were planning on would be: nearly 2,000 students, plus 150 faculty and staff, plus who knows how many police, paramedics, and journalists. The bombs Eric and Dylan planted in the school had failed to explode, but that didn’t stop them from going in and opening fire. They took pipe bombs and threw them wherever they saw a big crowed and opened fire to anyone they saw. They both had trench coats on and Eric discarded his trench coat at the top of the stairs almost as soon as he began shooting. Dylan kept his on until he got to the library. Each costume change created another shooter that would confuse the students and faculty. Nate was a friend of Eric’s and seen something peculiar. He saw Eric walk into the building from the wrong parking lot at the wrong time, when he should have been walking out. Nate figured Eric and Dylan were up to something since he knew they had both been missing that morning. At this point students were running for their lives and finding classrooms they could hide in. no one really knew who the shooters were and didn’t know why they were doing such an attack. Even though Eric and Dylan were shooting whoever they find in sight, they were mainly looking for people with white hats on. People who wore the white hats at school were the jocks. Eric and Dylan had committed suicide once they saw empty halls and when the school looked abandoned. Before they shot themselves, the officers had discovered files on the boys. The cops had twelve pages from Eric’s website, spewing hate and threatening to kill. Dylan Bennet Klebold was born brilliant. He started school a year early, and by third grade he was enrolled in the CHIPS program which stood for Challenging High Intellectual Potential Students. Even among the brains, Dylan stood out as math prodigy. Tom and Sue were Dylan’s parents. His father couldn’t see his boy as the killer, saying â€Å"this was not my son. † Dylan’s service was done quietly with just fifteen people including, friends, family and clergy. The Klebolds were afraid to bury Dylan because his grave would be defaced. It would become and anit-shrine, so they cremated his body and kept the ashes in the house. Eric Dutro was evolving inside and the changes began to show in his sophomore year. Social status was important to Eric as he always made friends. People described Eric as nice, polite, preppy and a dork, but in sophomore year, he tried an edgier look with combat boots and all black outfits. He was breaking out of his shell and grew boisterous, moody, and aggressive. Eric was neither normal nor insane, he was a psychopath. He killed for two reasons: to demonstrate his superiority and to enjoy it. â€Å"Psychopaths are distinguished by two characteristics. The first is a ruthless disregard for others: they will defraud, maim, or kill for the most trivial personal gain. The second is an astonishing gift for disguising the first. It’s the deception that makes them so dangerous. You never see him coming (it’s usually a him – more than 80 percent are male. ) Don’t look for the oddball creeping you out. Psychopaths don’t act like Hannibal Lecter or Norman Bates. They come off like Hugh Grant, in his most adorable role. † (Cullen, 240) Psychopaths take great personal pride in their deceptions and extract tremendous joy from them. Lies become the psychopath’s occupation. The truth does work, but they lie for fun. I have read stories about columbine before but reading this book has really enlightened me on such details that actually happened in this event. I didn’t know that there were bombs involved in this massacre until I read the book. Columbine was organized and well planned by high school students. Eric and Dylan planned this for nearly a year and half so they knew what they were doing. They made home video tapes saying their good-byes to their parents and apologizing to them about the trouble the columbine shooting might cause them. So they knew at some point they were going to either be killed or commit suicide. This impacted me because as it said in the book, the people who do these devastating events can be friends of mine and I wouldn’t even know it. They are people who act good to the public eye, but also have hidden secrets behind closed doors. I can’t imagine someone that is close to me going through this kind of tragedy. The question that was brought to mind was: why would someone do this? Why would two kids want to kill hundreds of people? What was the reason? Was it video games? Was it depression? Was it because they were being bullied and wanted payback? Was it because they were psychotic? I believe they had all of these problems. They were psychotic, Eric did have depression and was taking depression pills for it, and they might have been aiming for jocks because they were bullied by them.

How to Teach the Past Perfect Continuous

How to Teach the Past Perfect Continuous Teaching the past perfect continuous is sometimes a choice. On the one hand, to complete the overview of each tense the past perfect continuous needs to be included. On the other hand, the past perfect continuous is rarely used by native speakers in their daily activities. The choice whether to teach this tense should,  therefore, be made based on a student needs analysis: Do the students need to understand the past perfect continuous for use on exams such as the TOEFL or Cambridge exams, or is the focus of the class more on communication skills. If the class needs the tense for academic tests, a quick once-over of the past perfect continuous is probably worthwhile. Teaching this tense should be relatively easy as students will be familiar with the concepts from having learned the present perfect continuous and the future perfect continuous. Introducing the Past Perfect Continuous Introduce the present perfect continuous by speaking about a past event of some import. For example, speaking about a situation in which people were asked to wait for a long period, or some other anticipatory action took place. A good example might be an exciting new product release by Apple. Duration of a Past Activity The customers had been waiting for three hours just to get in the door when the store finally opened.Jennifer said she had bee saving her money to buy the new iPhone. Another example could be a test that students have recently taken. In this case, you can also ask some questions: How long had you been studying for the TOEFL when you took it?Had you been working together before you took the test? Result of a Past Activity Students should also understand the past perfect continuous can be used to express the cause of something that happened in the past. To introduce this usage, tell a story about something unusual that happened in the past and use the past perfect continuous to relate, comment and speculate as to the cause: There was a horrible car crash yesterday on I-5. Apparently, one driver had been texting and didnt see that the other driver had stopped. Not only that, but it had been raining for a few hours so the conditions were awful. Use in the Third Conditional Form The past perfect continuous is also sometimes used in the third, or past unreal, conditional form. Its worthwhile pointing this out to students, but also reminding them that the past perfect is generally used. The exception is that the past perfect conditional is used to focus on a specific moment in time in the past. If I had been working on that project, we would have got the contract.He wouldnt have been in the accident if he hadnt been texting while driving. Practicing the Present Perfect Continuous Explaining the Past Perfect Continuous on the Board Use a past perfect continuous timeline to illustrate the relationship of the tense to a past event. The construction is a little complicated, so providing a quick grammar chart can also help with understanding. Subject had been verb(ing) objects We had been working for twelve hours by the time we finished the project.Susan had been complaining for weeks when he finally purchased her the new car. Activities Lesson activities should include a thorough comparison of the when to use the perfect or perfect continuous form. A great lesson for this can be adapted by this lesson comparing the present perfect simple and continuous. Take the biography of someone from the past, students then ask questions using either the past perfect of the past perfect continuous to ask and answer questions based on the biography. Student 1: How many years had he studied law before he became a judge?Student 2: He had studied law for ten years before his appointment. Student 1: What had she been doing before she moved to Texas?Student 2: She had been working for a designer in New York.

4 Steps to Figure Out What Any ACT Math Question Is Asking

4 Steps to Figure Out What Any ACT Math Question Is Asking SAT / ACT Prep Online Guides and Tips ACT Math questions can be confusing. Many leave readers wondering what's being asked and where to start. That's why it's such a good idea to have a reliable method for dissecting these questions in your back pocket. That way, whenever you sit down to a confusing ACT Math problem, you know where to turn. In this artcile, I outlinefour fool-proof steps to clearing up what a question is asking, as well as offering a few other tips for attacking ACT Math. 4Steps to Understanding ACT MathQuestions The point of these steps is to discover what the question is really getting at. Often, some of the multiple-choice answers you're offered are the right answers to the wrong questions, and you don't want to be duped into selecting one of these red herrings. Instead of panicking over how confusing it all is, stay calm and start with this method. 1. Read the Problem Just read, and see where you stand as far as sizing up the situation. Take a look at this question: Now, it may look intimidating, but it's pretty clear what the actual question is: what is $c$? From there, we can plug in what we know ($f = 450$ and $d = 10$),and we get: $450 = c(10)^3 = 1000c$ Divide to isolate the variable, and $c = 0.45$ Yes! We figured it out! Alright, that was actually fairly straightforward. How about this one? There's more going on in this question. An initial read does, though, reveal a couple ofthings: This question will require further attention. We're talking about functions on a graph. At least we know basically what we're dealing with as we proceed to the next step. 2. Find the Given Information This includes question and command terms. Now, not all questions will be technicalquestions; some will contain command terms, likefind,state, oridentify. Pick outwhatever it is that tells you what's being looked for. In the above problem, I see the wordwhich: "Which... describes a true relationship...?" Basically, this question is just asking which of the following statements is true! Also identify any given information, including stated quantities such as dimensions or simple numbers. This includes units- it's not much good to know there are 15 unless you know 15 ofwhat. Also look at any other labels that give you information about the quantities in question. In the question above, I see $f(x) = (x - 3)^2 + 2$ and $g(x) = 1/2x + 1$. No units, but that's okay; we're working withfunctions on a graph in a purely abstract sense- not quantities in the real world. If there's any extraneous information, you can eliminate it this point. For example, take a look at this problem: Look at the question: "When $a$ is multiplied by 2, what is the effect on $p$?" To answer the question, do we really need to know what the formula represents (a short-term loan)- or what any of the variables mean? Not really! So, we can eliminate everything but the formula itself and the last sentence. From there, we can see that we could rewrite the formula as $p = a({1/2ry+1}/{12y})$. Getting back to the original question, multiplying $a$ by 2 results in multiplying the whole right-hand side of the equation by 2, as follows: $2a({1/2ry+1}/{12y})$. What you do to the right side you must do the left, so $p$ is also multiplied by 2 at this point, making the answer D. It's sort of like finding clues- you're a math detective! 3. Look to the Answer Choices What differs from option to option? Whatever's changing is what the question must be testing. If you're still not sure what the question is, look at the answer choices and ask yourself what question they could answer. Units are hugely helpful in this: "25 miles" will not answer how many more cookies Sam has than Lucy, but it might answer how far Sam's house is from Lucy's. In the question about the two functions on the graph, we're looking for a true statement among answer choices, so of course we have to examine those answer choices to see what we're working with. Answer choice (F) is true, and none of the others are, so that settles that: The graphs touch at two points. The one is sometimes lower, sometimes higher than the other. The graphs are very different; they do not look like direct inverses of each other. Sometimes, the answer won't fall into place just yet. In that case, continue on to the next step. 4. Rephrase the Question to Make Sense For instance, we could say for the graphing question, "Which statement is true about this graph?" You've dissected a lot about this problem; now, put it all back together.At this point, you can pretty much ignore the original, convoluted wording (keep it around for reference just in case)- stick to what you've boiled it down to. Now, go forth and solve! You're on a quest to conquer the mathematical dragon of the ACT! Other Tips for Working with ACT Math Problems Here are a few pointers to working with all ACT Math problems, including those that are hard to parse. Recognize Information Stated Different Ways There are a lot of ways to say the same thing: the ability to recognize the same info in different forms is key. For instance, be very handy with mathematical vocabulary and the symbolic/numeric representations that are often used. When you see $y = f(x)$ on a graph, it means essentially the same as, "The graph of $f(x)$ is shown on the xy-coordinate plane above." Merewording can also contribute to difficulty in understanding a problem, so keep track of unnecessarily florid terminology as you go; note where a problemsays "increases" instead of "grows", etc. Take Things One Step at a Time You don't need to see all the way to the end result when you're beginninga problem; just take the next available step and see where it leads. The great thing about deductive disciplines such as math is that they proceed relatively linearly; one piece of information allows you to advance to the next until you get to the end. If you're in a factored form, expand; if you're in the expanded form, factor. Do whatever's available to you, and see what you glean. Work Backwards If You're Not Sure Where to Go Next This is a multiple-choice test: plug answers in and try them out. Start with any answer you like and treat it as the answer. Stick it into the problem and see if it works out. If it does, great! If it doesn't, go ahead and try it with another answer choice. Your options for a correct answer are limited; take advantage of this fact and apply process of elimination. Ferret Outthe Information You've Been Given There isalwaysenough information to answer the question. Unless there's an answer choice that specifically says, "Not enough information is given," you can find a concrete answer to what's being asked. You may need to use information to find other information that you then use to solve- the path is not always perfectly direct, but there's always a path. If there's one piece of information that you really need to solve and the test doesn't give it to you, there must be a way of figuring it out. The information has to be here somewhere! "If" Is Not an Option Ifdoes not indicatea mere possibility. When the ACT says, "If Bob invests $500 in his bank account...", the ACT means, "Bob invests $500 in his bank account, end of story." For the purposes of a math problemif indicates something that's known to be true. Don't let that throw you off- when you seeif, you can trust that information: no need to doubt it. Notice the "Notes" "Note" means you should pay attention. Some problems will give you a note about a formula or conversion factor that you'll need to use. Don't ignore it- it's a freebie. It's easy to skim over the note at the end, but that would be a mistake. It's definitely true that there's always enough information to answer the question, but you do have to search for it and not skip over what you're given. Start Somewhere Get your pencil moving. The main thing is to start a problem and get over that initial momentum hurdle. Once you're working, it's a lot easier to keep going than it was to get started. Try something. Make a note. Plug in a number. Just get started with something, follow the tips outlined above, and don't let a problem stop you in your tracks. At least toy with a questionbefore you jump to guessing. Conclusion When you're working with a confusing math problem, stay calm and come back to the information you've been given. Read the problem, identify the given information, look to theanswerchoices, and rephrase the question. Also, keep the big picture in mind: there's a whole section's worth of math problems to be solved. That means there are many more opportunities toshine; it's OK to skip a problem and come back to it later- or even guess. Unless you're confidently aiming for a perfect 36, no one question is going to make or break it all. Do your best, but don't beat yourself up if your best isn't perfect; master what you can as you progress. Respect your own journey. What's Next? Getting stuck happens. Accept that it's going to happen to you, and read about how you can work with that experience. Practice with some really tough problems; that way, you'll be prepared for the worst of it on actual test day. You might also want to spend some time thinking about word problems, as these are often some of the trickiest to work though in terms of figuring out what's being asked. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Business Writing week one discussion Assignment Example | Topics and Well Written Essays - 500 words

Business Writing week one discussion - Assignment Example Listening with an open mind isnt always easy, but its the only way to make sure you really hear what people are telling you† (Bovee 38). Rather than approaching the communication situation with an open mind, they brought in preconceived notions. The conversation advanced with them continuing to advance the narrative that they had devised in their minds. The text indicates that communication prominently involves listening, as it is impossible to properly disseminate information without having a back and forth discussion. Ultimately, the communication event would have been more successful if my supervisor had been a more active listener and constructed her knowledge based on the conversation. My name is Birgit. I have a large number of hobbies. Undoubtedly, one of my most frequent hobbies is personal fitness. Throughout high school, I participated in a number of team sports and sort of got in the habit of being physically active. Since graduating from high school, I’ve kept up my physical activity through running every day. I also occasionally play basketball and volleyball with friends. In addition to physical activity, I am an active reader. I recently purchased an iPad so I would have to stop buying so many print books; so far I’ve read the Hunger Games trilogy and the latest Harry Potter novel. I also regularly enjoy cooking, particularly pasta. My greatest communication challenge would definitely have to be public speaking. While in front of certain audiences I am able to be engaging, in most instances I find that I am incredibly shy and slightly anxious. Another communication challenge I face is verbal tests; similar to my fear of public speaking, these instances make me highly nervous. The most effective communicator I know is my uncle. Currently, he is the general manager of a hotel in Los Angeles, California. I have visited him and witnessed how he interacts