Solar Energy As A Alternative Energy Source - 2941 Words

Introduction The concept of solar energy is not a new one. We have seen it in practice from solar powered calculators, garden lights, watches, and a wide variety of other novelty products. However, the idea of solar energy as a sustainable, renewable form of electricity, is on another level completely. Solar energy is one of the most popular and fastest growing sources of alternative energy not only in the country, but in the world. Solar energy is the conversion of power from the sun to usable electricity (Alternative Energy, 2014). The most common source of solar energy utilizes photovoltaic cells to convert sunlight into electricity (Alternative Energy, 2014). Photovoltaics use a semi-conductor to absorb the radiation from the sun, creating and emitting electrons, which are then harnessed and used as electricity (Alternative Energy, 2014). Pros of Solar Energy Solar energy is a renewable energy source, which means that unlike non-renewable energy sources such as fossil fuels, coal, and nuclear energy, we cannot run out of solar energy (Maehlum, 2014). As long as the sun is alive, which according to NASA is another 6.5 billion years, we will have access to solar energy (Maehlum, 2014). The true potential of solar energy is astounding and overly abundant. The surface of Earth receives 120,000 terawatts of solar radiation, better known as sunlight, which is 20,000 times more energy than what is needed to supply power to the entire world (Maehlum, 2014). Solar energy isShow MoreRelatedSolar Energy : The Alternative Energy Sources2164 Words   |  9 PagesWith the evolution of society, the necessity of alternative energy sources, that suit in what sustainable development requires is more evident throughout the years. Since the reduction of the emission of gases that cause the greenhouse effect, for example, is an important factor. The sun is the planet’s primary energy. It is responsible for practically all of the observable natural processes. Thus, nowadays, technologies that have the sun as a source have been considered, studied and utilized. TheRead MoreSolar : An Alternative Energy Source868 Words   |  4 PagesTitle: Solar as an Alternative Energy Source Meta Tags: alternative energy, benefits of alternative energy, alternative energy sources, alternative sources of energy, alternative energy companies Meta Description: Save money and examine the positive impact of using the sun s rays as an alternative source of energy. With the availability of coal, oil and natural gas more limited every day, many people are turning to the oldest and most abundant source of power on Earth -- the sun. 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Alternative energy sources include solar power, which is acquired from the sun; wind power; water energy, which produces hydroelectricity; and biomass energy, which comes from plants. Due to these sources being free and causing

Three Varieties of Knowledge- a Critque Free Essays

Donald Davidson- Three Varieties of Knowledge Submitted By: Nathan Copeland- 500349268 Submitted to: Prof. Checkland PHL550 April 15, 2013 In Donald Davidsons Three Varieties of Knowledge, he sets out to more or less prove that â€Å"A community of minds is the basis of knowledge; it provides the measure of all things. † (Davidson, 218). We will write a custom essay sample on Three Varieties of Knowledge- a Critque or any similar topic only for you Order Now This is done by first categorizing knowledge into three distinct categories. There is knowledge of ones own mind, knowledge of another’s mind, and knowledge of the shared physical world around us. He argues that no one could exist without the others. According to Davidson, knowledge of ones own mind differs from the other two types of knowledge in the sense that one knows the contents of their own mind without any study or evidence in most cases. On the other hand, the minds of others and the physical world may only be interpreted through the senses, at least initially. He also notes that certain aspects of our physical world can be interpreted almost instantaneously, our example being distinguishing colours, while many aspects of another’s mind contents are done through physical observation of actions and words, which we then reconcile with our own knowledge to make inferences. This makes the latter two types of knowledge open to a degree of uncertainty that is rarely experienced in matters of your own mind. He also acknowledges the asymmetry that is apparent between coming about knowledge of our own minds and knowledge of other minds. They are both minds, yet we come to understand our own in a very unique way. He criticizes the solution that the actions and behavior or others is sufficient for inferring certain mental states to others, but those same actions and behaviours carried out by our selves are irrelevant when we attempt to describe ourselves. An issue being- If both types of knowledge come about so differently, how can we believe that others mental states are comparable to our own. He sets out to paint a picture that includes all three types of knowledge, and shows how they are related in hopes of solving these issues. Davidson claims that â€Å"what we could not do is get along without a way of expressing, and thus communicating, our thoughts about the natural world† (Davidson, pg. 208). He also proposes that in order for a creature to have a belief, they must also posses the idea of objective truths. He then draws on Wittgenstien to say that â€Å"the source of the concept of objective truth is interpersonal communication† (Davidson, pg. 209). This is based on the assumption that thought cannot exist without language. Davidson argues that without the distinction between objective truth and what one thinks to be the case, there is no thought at all, and since there cannot be objective truth without the confirmation on the correct use of words through communicating, there cannot be thought without communicating, in his example language. It is argued that in order for communication to work, the speaker and interpreter must share an understanding of what is meant by what is being said. Davidson then uses an example of how one would go about learning a new language to illustrate how we come about having an understanding of the words we use. In this case, we assign words and sentences we know in our native tongue to the utterances and actions made by a foreign speaker. With trial and error we come to understand what is meant by these utterances and how they relate to ‘reality’. This process of connecting ones own thoughts with the thoughts of another through some aspect of the external world is regarded by Davidson as triangulation. â€Å"it takes two points of view to give a location to the cause of a thought, and thus define its content† (Davidson, pg. 213). He believes this to be the only way that one can know another’s mind or the external world, making the two mutually dependent. He points out that there is the limitation of perception at play here, with no way to look in from outside the standard to see if its write, but we may consult a third and forth party and so on to lessen the chance of an error being made. Davidson, pg. 217) Davidson then goes on to say that â€Å"knowledge of the propositional contents of our own minds is not possible without the other forms of knowledge, since there is no propositional thought without communication† (Davidson, pg. 213). Furthermore, knowledge of others cannot be inferred unless we have kn owledge of ourselves, as the process of coming to know another’s mind is done by matching evidence from others behaviour to our knowledge of our own, thus showing that knowledge of our own minds and others is also mutually dependent. He acknowledges that there are a great deal of possible ways that we could assign our native language to the language and behavior of another to come about an understanding. He relates this to the measurement of weight in the sense that no matter what system you use for measurement; kilograms, pounds ounces, etc. , the invariable factor, in this case the actual weight of the object, is the fact of the matter, not the arbitrary units of measure. His point is that there will likely always be indeterminacy in our translations, but we will often get the general idea. He also believes that there are no strict laws that connect mental states with physical ones, stating that such laws can exist â€Å"only when concepts connected by the laws are based on criteria of the same sort† (Davidson, pg. 215). This all leads to the fact that we will never be able to agree on how sentences and thoughts should be structured to describe other sentences or thoughts, as the very process of discussing how we would do this is ultimately done with the very thoughts were discussing, leaving it perpetually open to interpretation. As such â€Å"A community of minds is the basis of knowledge; it is the measure of all things. It makes no sense to question the adequacy of this measure, or to seek a more ultimate standard. † (Davidson, pg. 218). Analysis I agree with the general idea of what Davidson is saying, with a few exceptions. I would agree that ‘advanced’ knowledge can only come about with the all three types of evidence, but I also believe that basic knowledge can be acquired by just a person and the observable world. Suppose I live in a world with no other living creatures. I have no formal language. If I walk across a bed of sharp rocks, my nervous system will say â€Å"ouch†, and it wont take long to figure out that sharp rocks hurt my feet. I am aware of this with no need to confirm with another. I am also in contention with the idea that â€Å"language is essential to thought† (Davidson, pg. 209). My dog ‘thinks’ its going for a walk every time I put my boots on. I suppose that may be considered language, or some may argue that my dogs actions have no thought, but it seems to me that to make such a claim demands more evidence. I also had an issue with the claim that â€Å"enough in the framework and fabric of our beliefs must be true to give content to the rest† (Davidson, pg. 214). Although I agree that ‘enough’ of our beliefs are true, I don’t see this as a necessary condition. What if everything we think is wrong, or we’re a brain in a vat. The claim is overly definitive for my liking. Going back to my ‘only creature’ idea, I find the statement â€Å"there is no propositional thought without communication† (Davidson, pg. 213). Perhaps on this lonely planet I have a rock, which I am in love with. I may possess the thought, as primitive as it may be, that I love this rock. We don’t communicate, but the thought remains. This may be argued as a feeling, not a thought, but I’m not sure I know the difference. Finally, I have another idea that is in opposition to Davidsons claims, although I’m not sure if I believe it myself. He seems to think there are three distinct categories of knowledge, with knowledge of ones self coming mostly from inside, and knowledge of the world and others minds coming indirectly. My idea is this; all of the thoughts, behaviors, desires etc. , of any living creature is merely a manifestation of very complex processes happening in our brains. Our brains are chemicals and axons and neurons and much more that we are not 100% about. I’m proposing that theoretically, if we can observe the brain all the way down to each and every atom, we could see how your brain looks for any given idea, memory, feeling, and document the physical state relating to each and every instance. The only difference between the three states is how we go about knowing them, and with this theory we could even come to know our own minds without having to think internally about how we feel, but by merely observing our brains. Tying this back to my ‘alone in the world’ scenario, if I had the capability to observe my own brains inner workings while feeling the mental manifestations of such neurological reactions, I could correlate the pictures with feelings the ame way we correlate others words with objects in the world. If I became well enough versed at this, I could then look at the brain of someone else whom I’ve never seen, and come to know their mind as well. This theory is in contradiction with Davidson’s statement that there are no strict laws that connect mental states to physical ones, but even he acknowledges that this topic â€Å"has understandably been found inconclusive by critics† (Davidson, pg. 216), myself included. How to cite Three Varieties of Knowledge- a Critque, Papers

De macht der schoonheid Essay Example For Students

De macht der schoonheid Essay Schoonheid speelt al sinds mensenheugenis een belangrijke rol in het dagelijks leven van de mens. Van kinds af aan krijgt men op verscheidene manieren de normen en waarden mee over het begrip. Er zijn zelfs algemene opvattingen en richtlijnen over schoonheid, die het mogelijk maken een grens te trekken tussen mooi en lelijk. Deze opvattingen zijn meestal wel tijdsgebonden, afhankelijk van cultuur en ook per persoon verschillend. Toch is in de meeste gevallen binnen een zelfde cultuur, de meerderheid het met elkaar eens of iets mooi of lelijk is. Dat geldt met name ook voor de uiterlijke schoonheid van een persoon. De algemene opvattingen, die bepalen of een persoon knap of lelijk is, kunnen leiden tot stereotypering: een persoon kan volgens de meerderheid mooi of lelijk zijn, of er een beetje tussenin zitten en dat brengt voor de desbetreffende ook meteen andere persoonlijkheidseigenschappen met zich mee. Bijvoorbeeld dat een knap persoon, sneller dan een onaantrekkelijk iemand, ook aardiger of intelligenter wordt gevonden. Dat heeft weer tot gevolg dat personen die verschillen in aantrekkelijkheid, ook verschillend worden behandeld door anderen. Vrijwel iedereen heeft wel eens opgemerkt dat fysiek aantrekkelijke mensen af en toe meer voordelen genieten in het dagelijks leven, dan hun minder bedeelde medemens. Een aantrekkelijk iemand krijgt bijvoorbeeld meer aandacht van anderen, wordt met meer respect behandeld of krijgt zelfs eerder hulp geboden in een lastige situatie. Het idee dat mensen voordeel genieten of nadeel ondervinden naar aanleiding van hun uiterlijk, lijkt voor velen oneerlijk en onrechtvaardig. Schoonheid zou een machtig wapen kunnen zijn in het dagelijks leven, om makkelijker bepaalde doelstellingen te bereiken. In deze paper zal er dan ook worden nagegaan of er een daadwerkelijk verband is tussen het bezitten van schoonheid en het toegeschreven krijgen van bepaalde positieve eigenschappen. Vervolgens zal er worden gekeken naar de gevolgen die dat met zich meebrengt en wat de eventuele verklaringen zouden kunnen zijn voor het fenomeen. De vraagstelling van deze paper luidt dus: is er een verband tussen fysieke aantrekkelijkheid en het toekennen van positieve eigenschappen door anderen en zo ja, wat zijn de gevolgen ervan en wat zouden eventuele verklaringen voor het fenomeen zijn? Om de vraagstelling te kunnen beantwoorden zal de indeling van de paper er als volgt uit zien. In de eerste paragraaf zal er aan de hand van een aantal onde rzoeken worden gekeken naar het verband tussen fysieke aantrekkelijkheid en het toekennen van positieve eigenschappen aan een persoon. In de tweede paragraaf zal er worden gekeken naar een aantal gevolgen van het fenomeen. Hiervoor zullen ook een aantal onderzoeken worden aangehaald. In de derde paragraaf zal er worden gezocht naar factoren die het fenomeen zouden kunnen verklaren. Ten slotte zal het geheel nog worden nabesproken en gevalueerd in de conclusie. Fysieke aantrekkelijkheid en attributieIn deze paragraaf staat de vraag centraal, wat het verband is tussen fysieke aantrekkelijkheid en de attributie (het toekennen van bepaalde kenmerken en eigenschappen aan een persoon) van positieve eigenschappen of persoonlijkheidskenmerken door anderen. Deze vraag zal met behulp van de volgende onderzoeken worden beantwoord. Het eerste experiment betreft dat van Dion, Bersheid en Walster (1972), waarin werd onderzocht of stereotypering op basis van iemand zijn fysieke aantrekkelijkheid voorkomt. Zowel mannen als vrouwen kregen drie fotos te zien van hetzij mannen, hetzij vrouwen die in aantrekkelijkheid varieerden, zogenaamd om te onderzoeken hoe precies hun waarneming van de personen op de fotos was. De personen op de fotos moesten op een groot aantal aspecten beoordeeld worden. Er werd gevonden dat, ongeacht het geslacht van de beoordelaar of dat van de persoon op de foto, aan fysiek aantrekkelijke personen veel meer sociaalwenselijke kenmerk en werden toegekend. Hierbij moet men vooral denken aan eigenschappen als gevoeligheid, aardig in de omgang, sociaal en interessant. Ook werd hen een betere toekomst voorspeld, een beter huwelijksleven en een beroep met een hoge status. Uit dit onderzoek blijkt dus dat mensen geneigd zijn zich op basis van fysieke aantrekkelijkheid, een mening te vormen over bepaalde karaktertrekken van een persoon. Een vergelijkbaar experiment dat van belang is in deze paragraaf, is dat van Miller (1970), waarin de invloed van fysieke aantrekkelijkheid op het vormen van een eerste indruk van een persoon werd onderzocht. Dit experiment is qua methode vergelijkbaar met dat van Dion et al. (1972) en de resultaten van zijn onderzoek zijn dan ook meer een toevoeging op het voorgaande experiment. Miller kwam tot de conclusie dat fysiek aantrekkelijke mensen duidelijk assertiever en minder onzeker worden gevonden dan onaantrekkelijke mensen. Een derde interessant onderzoek, is eveneens van Dion, maar betreft een ander experiment namelijk: Dion (1973), waarin werd gevonden dat het vooroordeel dat met fysieke aantrekkelijkheid gepaard gaat, reeds bij jonge kinderen aanwezig is. Driejarige kinderen zijn al geneigd om negatief gedrag als agressie en onvriendelijkheid, kenmerkender te vinden voor lelijke kinderen dan voor mooie kinderen. Nine Stages of Divine Vision EssayTot zover is het verband tussen fysieke aantrekkelijkheid en de attributie van eigenschappen bekeken: schoonheid is van invloed op het toekennen van positieve eigenschappen. Vervolgens is er een beeld geschetst van de consequenties die dit vooroordeel veroorzaakt. De volgende stap is het zoeken naar een verklaring. In deze paragraaf zullen twee verklaringen behandeld en gevalueerd worden. Een mogelijkheid is dat een individu gedurende zijn socialisatieproces leert om personen die in fysieke aantrekkelijkheid verschillen, daadwerkelijk verschillend te evalueren. Vanuit dit perspectief gezien, spelen de mensen waarmee men veel omgaat, zoals ouders, vrienden en leraren, een zeer belangrijke rol. Die hebben namelijk, volgens deze visie, veel invloed op het aanleren van wat fysieke aantrekkelijkheid inhoudt en welke eigenschappen daarmee verder gepaard zouden gaan. Het al eerder genoemde onderzoek van Stephan en Langlois (1984), laat zien dat volwassenen naar aanleiding van de aantrekkelijkheid van een kind, ook bepaalde verwachtingen ervan hebben. Er is gebleken dat een kind op die manier inderdaad al op jonge leeftijd, een vooroordeel aanleert in het voordeel van aantrekkelijke mensen. Een ander aspect dat invloed heeft tijdens het socialisatieproces is de media. Boeken, televisie, films en tijdschriften geven duidelijk signalen af, waarin schoonheid een eigenschap zou z ijn die met andere deugden gepaard gaat. Deze visie, gebaseerd op de theorie van het socialisatieproces, verklaart eigenlijk maar een deel van het fenomeen. Het geeft een goed beeld van de manier waarop het fenomeen doorgegeven en in stand gehouden wordt, maar legt nog steeds niet uit waar het vooroordeel vandaan komt. Een andere visie bekijkt het fenomeen vanuit een cognitief perspectief. Bij deze verklaring wordt de nadruk gelegd op de rol die cognitieve processen spelen in het denken van de mens. Een van die processen is het categoriseren van kenmerken. Het is handig en snel voor het dagelijks nemen van beslissingen, om alles en iedereen in categorien onder te brengen. Men zou dus de uiterlijke kenmerken van iemand gebruiken om de persoon in een bepaalde categorie onder te kunnen brengen. De tendens om verschillen in uiterlijk ook aan verschillende eigenschappen te koppelen, komt voort uit dit categorisatieproces. Doordat men een persoon in een categorie wil onderbrengen, is men geneigd de uiterlijke verschillen te koppelen aan een verschillend karakter. Het uiterlijk heeft vanuit deze visie de functie van een aanwijzing, voor het onderbrengen van een persoon in een categorie met een bepaald karakter. Deze theorie laat niet alleen zien hoe het vooroordeel in stand wordt gehouden, maar geeft ook een goede verklaring voor de oorsprong ervan. Het ontstaan van het stereotype is verklaard door middel van de twee hierboven beschreven theorien. De een bekijkt het fenomeen vanuit een socialisatieproces, waarin de sociale factoren voor het vooroordeel van belang zijn. De ander verklaart het vooroordeel vanuit een cognitief perspectief, waarin categorisatie de aanleiding en instandhouding ervan is. Hoewel de gegeven verklaringen duidelijk van elkaar verschillen, is het verstandig ze niet los van elkaar zien. De cognitieve visie verklaart wel het gehele fenomeen, maar bekijkt het probleem toch te eenzijdig. Zelfs al geeft de eerste verklaring geen duidelijke oorsprong van het stereotype, is de invloed van het socialisatieproces zeker niet verwaarloosbaar. Het ene sluit het andere dus niet uit, waardoor men de verschillende verklaringen juist als complementair aan elkaar kan zien. Om de vraag te beantwoorden of er een verband bestaat tussen fysieke aantrekkelijkheid en het toekennen van positieve eigenschappen, is er in de eerste paragraaf gekeken naar een aantal onderzoeken. Uit deze onderzoeken blijkt dat er wel degelijk een verband is, dat zelfs tot een vooroordeel heeft geleid. Dit vooroordeel betreft het wat mooi is, is goed principe, waarmee mensen de schoonheid van een bepaald persoon koppelen aan andere deugden. Ook is er gevonden dat dit vooroordeel al van jongs af aan een rol vertegenwoordigt in het beoordelen van mensen. Vervolgens is er een beeld geschetst van de consequenties die het fenomeen met zich meebrengt. Deze gevolgen zijn onder te verdelen in direct merkbare gevolgen, zoals bijvoorbeeld in een sollicitatiegesprek of in een noodsituatie en de minder snel constateerbare gevolgen, die schoonheid op de bezitter zelf heeft. Ten slotte zijn er nog twee verklaringen behandeld voor het feit dat de mens schoonheid aan andere positieve eigenschappen lijmt. De eerste visie bekijkt het fenomeen vanuit een socialisatieprincipe en de tweede visie vanuit een cognitief perspectief. Alhoewel de twee theorien zeer verschillend zijn, vullen ze elkaars gebreken goed aan. Deze bevindingen geven aan dat fysieke aantrekkelijkheid een belangrijke rol speelt in het dagelijks leven. De schoonheid van een individu bepaalt niet alleen veel gedrag en beslissingen van de omringenden, maar ook die van de eigenaar zelf. Gezien de consequenties die het met zich meebrengt, past schoonheid eigenlijk niet in de tegenwoordige samenleving, waarin democratie een uitgangspunt is. Allesomvattend kan men stellen dat schoonheid een wreed, maar desalniettemin zeer machtig wapen is. Bibliography:

Why The Us Needs The United Nations Essays - United Nations

Why The Us Needs The United Nations Why the US Needs the United Nations When sometimes one is given a question, thought is not required. Rather, history can answer with the loudest voice. The United States has proven time and time again to be the most powerful nation on earth, yet this nation does not abuse its power. It believes in righteousness and peace and only disputes when injustice is spawn. America does not turn away when another nation is in danger. It seeks to set wrongs right. With this position, America carries not a burden but a voluntary responsibility. It chooses to free people and maintain a world safe for democracy. Only when that goal is achieved may war only be experienced through history texts. Too many people of too many countries have suffered due to the tensions of conflicting governments that later catapult into hellish combat. There are only grave loses from war, nothing is gained, except torment and mortality. When will there be peace? The US is humane enough to answer this with a pledge to prevent war. It cannot be accomplished alone. Support is needed from all nations into one common alliance striving for peace. That is the United Nations. It was US President Roosevelt and British Prime Minister Churchill themselves who initiated this world organization. The United Nations not only performs peacekeeping activities and delivers humanitarian aid to distant countries, but it has a direct influence on all of our lives, every person everywhere in the world. The UN protects human rights, promotes protection of the environment, helps the advancement of women and children rights, battles epidemics, hunger, and poverty. Throughout the world the UN helps refugees, helps improve telecommunications, delivers food aid, protects consumers, make loans to developing countries and helps stabilize finanicial markets. The United States particularly feels responsible for all of these duties, whether the UN exists or not. Somewhere along the line, the US has become the police force of the world. If the world is kept secure, then international problems can be solved before the water ripples. But, aggressive situations cannot be pacified with polite words in a conference hall. Military force and financial funds are needed in the process of securing peace. Obviously, the US has its own nation to run, it wont abandon its country to save others. The US cant handle the financial burdens and world supervision to enforce such peace alone. A different perspective is to consider where the US would be if the UN did not exist. It certainly would not have as good overseas relations with troubled countries. Another world war could have easily occurred with the tension that existed between the United States and the Soviet Union. We the people wouldnt feel as secure about many aspects in our daily lives such as food, health, finances, environment, employment, and education. The United Nations touches so many facets of the government and the lives of the American people; its difficult to imagine our nation without it. Now the United States, along with 184 other nations, are united with the same goal to shape the international community. The United Nations is the lifeblood of world peace, we need it to correct inequity and create harmony for all humankind. Government Essays

Why does Harper Lee choose to tell the story from scouts viewpoint Essays

Why does Harper Lee choose to tell the story from scouts viewpoint Essays Why does Harper Lee choose to tell the story from scouts viewpoint Paper Why does Harper Lee choose to tell the story from scouts viewpoint Paper Essay Topic: Left To Tell Literature Harper Lee chooses to tell the story from scouts viewpoint because it allows the readers to see Scout mature and grow as the narrator and as a person. During the novel Scout learns many things and as we are viewing the events from her viewpoint we are able to see this more clearly. As Scout has grown up and changed, she can now see how things really were, and she can now begin to understand what happened. She can now see and understand the prejudice that was shown to Tom Robinson, Walter Cunningham, Miss Maudie and even herself. In the Novel Atticus teaches Jem and Scout to be polite, caring kids. He taught them to have great sense of love for their neighbour and told them things that would help them get on in life. Scout was very lucky to have someone to guide her along the way. Although she was faced with the real world, she had lots of people who would willingly explain to her and guide her. Because Harper Lee tells the novel from Scouts perspective we are able to see this more clearly. Also we are able to see Scout mature during the book. She goes from a six-year-old child with little understanding of the real world to a ten year old who has been taught a lot of important lessons at a young age. She had to learn, very quickly, that life would not always be easy and fun this is shown well by having an grown old Scout narrate the novel. In the novel She learns many things that when she was a child she couldnt understand but now that she is older she can understand such as Station when she was younger she didnt really understand the class system as she just thought of everyone as equals. The author, Harper Lee, picked an interesting person to narrate the story. The fact that Harper Lee chose Scout to narrate the story had some advantages and some disadvantages as the story progressed. When Harper Lee uses Scout as the first person, she opens the readers eyes to the way that children think and act. Scout also offers a fair opinion of the affairs of Maycomb, and doesnt dwell on adult matters which would make it boring for the reader. However there are also Some disadvantages of picking Scout for the first person viewpoint, even though she was smart, she didnt really understand what all the fuss was about as she was too young to understand everything that was going on around her. In my opinion Harper Lee the author did an excellent job of making the story easy to understand by using Scout as the narrator. In my opinion by Choosing to tell the story from a childs point of view, it was easier to read between the lines and find the real meaning of what was being said. This was because if Scout didnt understand she could ask someone whereas if the story had been narrated by an adult this would not have been possible. Its when you know youre licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do. Mrs. Dubose won, all ninety-eight pounds of her. According to her views, she died beholden to nothing and nobody. She was the bravest person I ever knew. This above paragraph speaks about what scout feels the meaning of courage is. There were many people who showed different kinds of courage in the story and even though scout sometimes didnt realise the reader was made aware. Atticus was probably one of the bravest people in the story even though scout and Jem didnt seem to think so. He stood up for a black man who was going against a white man in court. A lot of people disagreed with him, and some went so far as to spit in his face however he carried on against all odds. In the novel Boo Radley was also brave. He risked his own life to save two children that he barely knew. He also faced so much gossip and persecution because of his home life and the way he chose to live. He could have come out any time he wanted to but he didnt, and because he didnt, he suffered for it. Te fact that Boo Radley saved the lives of the children even though he didnt like to go out shows that he has courage and because this is sown through Scouts perspective his courage is shown more. We then begin to hear about how Tom Robinson, a black man, has been accused of raping Mayella Ewell, a white woman, and how everyone is saying that Atticus defends Negroes. The plot then goes on to explain about the trial and what happens afterwards, but we dont hear about Boo Radley until Halloween. When the kids are attacked, that is when the two plots combine. Boo Radley fights Mr. Ewell and carries Jem home. Scout figures out what happens and realizes who he is. Their game of Making Boo Radley Come Out has finally succeeded the fact that the above is all written from Scouts point of view makes it more effective. Also when Harper Lee wrote the book, she made the entire book like a flashback. She began the story as a reminiscence about her brothers broken arm. By making the entire story a flashback, she could add funny stories and still keeping the story line. . When Lee uses foreshadowing to tell what is going to come, she makes you wonder what is going to happen next. Irony is one of the biggest elements in this story. An ironic moment is when the children spend an entire summer trying to get Boo outside, and when he does come out (of his own accord), its to save them. Irony is important to the story because the theme of the book is ironic in itself. In the novel the childrens relation to Atticus starts out as a child-father relationship. But as the story progresses, they begin to see what a great man he is. They realized that by defending Tom Robinson, he was doing something that no other man would do, not for the glory, but because it was the right thing to do. The children and Boos relationship is probably the most interesting one in the book and is shown well from scouts perspective. It goes from an obsession to an unconditional love. When Boo saves the childrens lives, he proves that he is not scary as they had first thought. They realize that Boo was the one giving them little trinkets in the tree, and they realize that he was the one who folded Jems pants and left them on the fence. Boo cared for the children, even though he barely knew them. He showed an unconditional love that most adults would not show. He was so kind that he risked his life for the children, and that is why Scout grows to understand and care for him because he is the opposite to what they thought he was. I think that Harper lee chose to write the novel from scouts perspective because it gave the reader an added insight into the story and the events of Maycomb. It was good to write it in such a way because even though scout was young she was unusually clever and easily able to grasp what was going on around her and she always acted with the best intentions and didnt care about social class, she was a tomboy in Maycomb which would have been very unusual. Also by writing in this way the story became easier to understand and perhaps more interesting as scout was used as the narrator. Also because of this we can quickly realizes when reading To Kill a Mockingbird that Scout is who she is because of the way Atticus has raised her. While most girls in Scouts position would be wearing dresses and learning manners, Scout, thanks to Atticuss hands-off parenting style, wears overalls and learns to climb trees with Jem and Dill. She does not always grasp social workings this is shown when she tells her teacher that one of her fellow students is too poor to pay her back for lunch, and human behaviour often confuses her, when one of her teachers criticizes Hitlers prejudice against Jews while indulging in her own prejudice against blacks she cant understand it. Atticuss protection of Scout from social pressure has made her forthright and well meaning.

ACT Reading Test Questions, Content, and Scores

ACT Reading Test Questions, Content, and Scores Getting ready to master the ACT test? For those of you high school students who have decided to take the ACT as your college admissions test, and for those of you required to take it as a high school exit exam, youd better prepare yourself for the ACT Reading portion of the exam. The ACT Reading section is one of five sections upon which you will be during the ACT Test, and for many students, it is the most difficult. Not only will you need reading strategies to master it, you will need to practice, practice, practice! The other test sections are these: ACT EnglishACT MathematicsACT Science ReasoningThe Enhanced ACT Writing Test The ACT Reading Basics When you flip open your testing booklet to the ACT Reading portion, you will face the following:   40 questions35 minutes4 reading passages with 10 multiple choice questions following each reading passage.3 of the reading passages contain one long passage. 1 of the reading passages contains a pair of related passages.   Although it seems like it would be relatively easy to answer forty questions in 35 minutes, this test is difficult because you also must read the four accompanying passages or sets of passages in addition to answering the questions. Alone, or in pairs, the passages are roughly 80 - 90 lines in length.   ACT Reading Scores Just like the other ACT sections, the ACT Reading section can earn you between 1 and 36 points. The average ACT Reading score is about a 20, but your fellow test-takers are scoring higher than that to get into the really good schools. This score is also combined with the Writing score and English score to give you an ELA average score out of 36.   ACT Reading Skills The ACT Reading section does not test your memorization of vocabulary words in isolation, facts outside of the text, or logical skills. Here are the skills on which youll be tested, which are based on the reporting categories introduced in 2016: Key Ideas and Details: (approximately 22 - 24 questions) Finding the main ideaSummarizing  Making an inferenceUnderstanding sequence of eventsUnderstanding cause and effect relationshipsMaking comparisons Craft and Structure: (approximately 10 - 12 questions) Understanding  authors tone  Understanding  authors purposeAnalyzing characters points of viewUnderstanding vocabulary words in contextAnalyzing text structure Integration of Knowledge and Ideas: (approximately 5 - 7 questions) Analyzing and evaluating authors claimsDifferentiating between fact and opinionUsing evidence to connect texts ACT Reading Test Content So what will you be reading about? Good news! You will not have to interpret poetry. All the text on the ACT Reading section is prose. Whew, right? By the way, the information below is just for reference. As  stated before, you will not be held accountable for knowledge outside of the text, so you dont need to check out books from the library about this stuff. Just realize that you could be reading passages about one of the following subjects, so at least youll know what youre up against. Social Studies: anthropology, archaeology, biography, business, economics, education, geography, history, political science, psychology, and sociology.Natural Sciences: anatomy, astronomy, biology, botany, chemistry, ecology, geology, medicine, meteorology, microbiology, natural history, physiology, physics, technology, and zoology.Prose Fiction: short stories or excerpts from short stories or novels.Humanities: memoirs and personal essays and in the content areas of architecture, art, dance, ethics, film, language, literary criticism, music, philosophy, radio, television, and theater. ACT Reading Strategies Its imperative that you prepare for  ACT Reading strategies  for this test. Since youll have to answer 40 questions in just 30 minutes and read the four passages (either one long passage or two shorter, related passages), you will not have enough time to just go at it like you usually would in class. You must use some strategies before plunging in, or else you may only get to two or three of the passages! The link will take you to five reading strategies that can boost your score if you use them.   Thats about all you need to know about the ACT Reading section. Try your hand at the following reading comprehension worksheets to help prepare you for what you need to know!

Acquisitions and Mergers Essay Example | Topics and Well Written Essays - 3000 words

Acquisitions and Mergers - Essay Example However, if a merger is not successful, it can cause problem for the resulting organization. Nevertheless, the strategy to merge or acquire can be guided by the corporate philosophy that an organization may follow. Mergers and acquisitions are often taken to be as same terminologies however there is a difference between them. The differences, types, advantages and disadvantages of mergers and acquisitions will be discussed in detail in this assignment. Mergers and acquisition often abbreviated as M&A refers to the strategies and finance related to the corporate level and management which deals with the purchase, selling and joining of different companies for the purpose of assisting or helping a company grow in its respective industry without establishing a new business. Mergers or acquisitions may be private or public depending on whether the merging company is in the list of the public companies or not. These types of dealings can be either friendly or hostile. In the situation where one company takes over another company and declares itself as the new company, the purchase is termed to be as acquisition. Legally, the company that has been purchased can no longer operate in the market and the buyer is free to trade its stocks and shares. In merger, the two companies combine and continue to work as one business rather than existing as separate businesses. This usually takes place between companies which are of the same status, their previous stocks are dissolved and new stocks are maintained. This is usually termed as ‘merger of equals’. For instance in 1999 a merger took place between two pharmaceutical companies; GlaxoWellcome and SmithKline Beecham, both the firms combined together to and a new company, GlaxoSmithKline emerged. (Sherman, 2006) Vertical Merger: This type of merger takes place between a company and a supplier or to say it in other words, company

Hazardous materials Research Paper Example | Topics and Well Written Essays - 2500 words

Hazardous materials - Research Paper Example Hazardous material may take the form of gases, liquids or solids. Hazardous materials are known to be corrosive, toxic, reactive and inflammable. This paper will focus health care hazardous health care material. It will focus on the source, impact and prevention of hazardous material. Hazardous health care waste is produced as a result of diagnosis, treatment, research and immunization of human beings. They are classified as general and hazardous material generated in the health care facilities and institutions (Upton, 2003). It is produced during administrative procedures in the health care facilities. The hazardous materials include pathological, infectious material, sharps, genotoxic material, pharmaceutical waste, chemical waste and radioactive materials. The source of the material determines the composition of the waste. These wastes are also generated from the mortuary, drug manufacturers, laboratory and research centres as well as health care facilities and institutions. Infectious material contains pathogens, for example, bacteria, virus and fungi in sufficient concentration to cause a disease or harm in a susceptible host. Pathological materials consist of tissues, organs, body parts, blood and other body fluids which are considered to be infectious. Genotoxic wastes include cytostatic drugs, urine, feces and vomit from a patient who has been treated using radioactive, cytostatic drugs and chemicals (Upton, 2003). Pharmaceutical materials include expired, spilt or contaminated drugs and vaccines. Radioactive material includes liquids and gases containing radioactive material as well as the excretion products of a patient treated with radioactive substances. Health care hazardous waste exposure can lead to disease or injury. The hazardous attributes of the health waste may be due to several characteristics. These include genotoxic characteristics, radioactivity, containing infectious agents, containing

Italy and Spain Essay Example for Free

Italy and Spain Essay El Greco was a Greek painter, sculptor and architect, active in Italy and Spain. One of the most original and interesting painters of 16th-century Europe, he was renowned in his lifetime for his originality and extravagance. Being brought up as an artist of Byzantine tradition El Greco, on arriving to Italy and later to Spain, fused the Byzantine influences with styles of Western world, like mannerism and Venetian Renaissance. Slide 1 Title Page Born Domenikos Theotokopoulos in Candia, Crete, El Greco may be regarded as one of Spain’s foremost painters. He reached artistic maturity in Toledo, and his career and style are bound to the patronage and spiritual environment he found in the Spanish city. He usually signed his paintings in Greek Letters with his full name, Domenicos Theotokopoulos, underscoring his Greek descent. Slide 2 †¢ El Greco appears to have belonged to a Catholic Greek family of officials who worked for the Venetian colonial service; El Greco was formed in the tradition of Byzantine art current in Crete, where he was a master painter in 1566. His presence in Crete is documented until December 1566. †¢ By 1568 he is recorded in Venice, where he underwent a second artistic education that transformed him into a painter of the Venetian School. The pictures of this period, small tempera paintings, show his progressive assimilation of contemporary Venetian painting. He remained in Venice until late 1570, perhaps studying and working in Titian’s studio or perhaps only visiting it. †¢ In 1570 El Greco went to Rome, and the few paintings done there incorporate artistic models from central Italian 16th-century painting. By the end of the 1572 he had opened a workshop. Information on this period is limited, but there is evidence of enmity between El Greco and Giorgio Vasari, and of his criticizing Michelangelo’s Last Judgment in the Sistine Chapel, which probably caused his later departure for Spain. On the other hand, his stay in Rome aroused his interest in humanist and philosophical questions. It was in this context that El Greco formed his artistic creed as a colorist in the Venetian tradition. El Greco considered the color and light of the Venetians as the only possible means of imitating nature, thereby reinforcing the beauty of reality through art. Dissatisfied with his career in Rome, El Greco went to Spain in 1576. †¢ He is first documented in Toledo in 1577, at work on the Disrobing of Christ. The project that had taken him to Toledo was a commission for three altarpieces for Santo Domingo el Antiguo (1577–9). Having completed one commission for Philip II, the Glory of Philip II he was to embark on a second, the Martyrdom of St Maurice (1580–83), the work did not please Philip, however, and it was removed (though it remained in the King’s collection). At this point, in his forties, the artist decided to settle in Toledo and dedicate himself to a largely local clientele. In the 1580s he tended to give his paintings more clearly sculptural characteristics, closer to Spanish taste, using the portrayal of the mundane to create greater immediacy, and exaggerating features in the representation of divine and supernatural elements. †¢ While El Greco’s basic activity was as painting, he also designed sculptures and architectural decorations. Of greater importance, though not directly influential, was El Greco’s work as a designer of retables in an Italianate style. He introduced a type of retable in contrast to Spanish examples, based on models combining Palladian ideas with motifs derived from Michelangelo, in which the painted canvas is the focus of the composition, and the framework is only a complementary subordinate. Slide 3 The first work with which El Greco is documented in Toledo is Disrobing of Christ, a large canvas for the sacristy of Toledo cathedral. Its rich color and daring brushwork are Venetian in origin, but the composition’s density, spatial compression, and vertical axis reflect the concerns of central Italian Mannerist art. Slide 4 Toledo period was the most fruitful for El Greco. There he developed his specific style and made his greatest contribution to Spanish art. Some of the most distinctive features of his style—lack of space between figures, purplish red and acid olive-green draperies that obscure the underlying bodies—can already be seen in the central pictures for the high altar, the Assumption of the Virgin (Chicago, Art Institute). Slide 5 and 6 El Greco’s most famous work is the Burial of the Count of Orgaz (1586–8) in the church of Santo Tome in Toledo, painted in memory of a 14th-century benefactor of Santo Tome. It depicts the lowering of the Count’s body into his tomb by Santo Augustine and Santo Stephen, and his soul’s ascension to the Heavenly Glory. The Glory makes clear that El Greco had already developed an anti-naturalistic style for figures and space. (Slide5) In the earthly zone, which includes a gallery of portraits of Toledan gentlemen, on the other hand, the figures are only mildly attenuated and their garments are painted with the best Venetian illusionistic technique. Slide 7 The View of Toledo (c. 1597-1599; New York, Metropolitan Museum), El Greco’s only landscape, is formally consistent with his religious pictures. Its transcendental aura is a result of his compositional methods, which create a formidable tension between the patterns on the picture plane and the volumes implicit in the view, and of his characteristic cataclysmic skies and eerie light. The View is not a realistic panorama, but displays instead the city’s most notable monuments in a single image that highlights its past and present grandeur. Slide 8 El Greco also excelled as a portraitist, able not only to record a sitter’s features but also to convey their character. His portraits are fewer in number than his religious paintings, but are of equally high quality. Perhaps the earliest, in which format, composition, and iconography reflect Venetian models, is Giulio Clovio painted in Rome c. 1570–2. His most important one, for its size and superb artistry, is the Portrait of a Cardinal (c. 1600; New York, Metropolitan Museum). Unlike all El Greco’s portraits, austere and on a neutral ground, the Titianesque, colorist and naturalistic Portrait of a Cardinal shows his ability to render psychological and physical traits. These are conveyed through the impression of vitality and dynamism in repose of the sitter. The portrait’s format, a full-length, life-size seated figure, is rare at this date. Slide 9 El Greco’s last works testify development towards a freer, sketchy style. The painting Adoration of the Shepherds (1612–14; Madrid, Prado) is a smaller version of a work which the artist made to hang over his own tomb in the church of Santo Domingo el Antiguo in Toledo. This work has been interpreted as late and extreme witness to El Greco’s mystic and spontaneous expressionism; but it may alternatively be the result of his deliberate manipulation of form, using color and movement to convey the effects of light, mass and space. Extreme distortion of body characterizes the Adoration of the Shepherds like all the last paintings of El Greco. The brilliant, dissonant colors and the strange shapes and poses create a sense of wonder and ecstasy, as the shepherd and angels celebrate the miracle of the newly born child. The infant Christ seems to emit a light which plays off the faces of the barefoot shepherds who have gathered to pay homage to his miraculous birth. A rhythmic energy animates the painting, expressed in the dance-like motions of the figures. Slide 10. Key features of style and his contribution †¢ El Greco transformed the Byzantine style of his early paintings into another, wholly Western manner, which was developed during his Toledo period and brought him to the climax of glory. Stylistically, El Greco’s art is an expression of the Venetian school, and of the anti-naturalistic subjectivism of the international Mannerism of the second half of the 16th century. His deliberately distorted elongated figures, seated n a lurid, unearthly atmosphere are seen as a pre-figuration of modern Expressionism and as an instrument by which he could express his visionary, mystical and religious personality. †¢ His gift of colorist is revealed in the way he uses agitated and flickering light; while striking contrasts between light and dark passages heighten the sense of drama. He prefers Venetian coloring, and reveals taste for complexity which is realized by highly original compositions of elegance and dynamism, executed in a vital style. His consummate use of palette of brilliant color was imitated and refined by Diego Velazquez. In contrast to the portraiture of the court painters of the time of Philip II, El Greco brought a new spirit to a genre not often practiced in Spain and provided Spanish painting with an example of spontaneity, from which Velazquez was to learn. †¢ Because of his late assimilation of a Western style, he tackled certain formal problems and, free from prejudice, rejected norms of proportion and geometrical perspective that he considered superfluous to his purposes, particularly in his search for personal originality. His almost geometrical renderings of bodies and nature give his work â€Å"flatness† that is considered a goal of â€Å"pure† art or abstraction. El Greco’s colors and â€Å"cubistic† feel inspired Spanish modernists starting with Goya and following with Picasso, Dali and Gris.

Poem :: Poems

As we sat around like every other day, We decided we could no longer stay. So we packed up the van And we were determined to darken our tan. California was where we were going To the beach where it’s never snowing. We were off to watch the scenery during the day And at night, find the best partay. By now you’re wondering who is we It is five of my friends and don’t forget me. So without further adieu Let me introduce my crew. First on my list Is a man who is hard to miss. He wears a bright orange coat But is rarely one to gloat. He frequently runs naked through the streets But is a friend to most anyone he meets. He is the kind of guy that is never a stranger He waves to everyone in his Ford Ranger. His music is a unique pick Pretending to play along is his trick. He works at the hardware store called ACE But teaching is what he wishes to chase. Hunting and skanking is what he loves to do His name is Mickey now onto number two. The next girl is the understanding one. She takes a lot of crap, but it’s all in fun. I.S.U. is where she chose to learn An education she hopes to earn. Soccer was her favorite sport She is very good, although she is quite short Hanging out with her is always cool She did quite well during high school. She has always been a real smarty Whenever we visit her, she knows where to party. She will always be a part of the group Her name is Julie and she’s the second of the troop. My long time friend Gabe is the third He is hard to describe in just one word. He has the biggest ears around His girlfriend, Staci’s house is where he’ll be found . Soccer’s what he loves to play Instead he’s stuck at work all day. When it comes to humor he’s the best At funny stories, he’s better then the rest. He tried to change the color of his hair Many people just turned to stare. With his future he is still unclear Purdue is where he’d like his path to steer. As for worries he has none His mind is set on having fun. This trip is all he has on his mind Now we have the fourth member to find. The next member lives down the street form me. My college roommate will soon be he. He is the tallest of our six His basement’s where we watch our flicks. A ’97 Camero is what he drives An I.S.U. education is for what he strives. A hockey goalie he used to play,

Identification Of Potential Ischaemic Stroke Health And Social Care Essay

Stroke could shortly be the most common cause of decease worldwide ( Murray and Lopez, 1997 ) . Stroke is presently the 2nd prima cause of decease in the Western universe, ranking after bosom disease and before malignant neoplastic disease ( Donnan et al. , 2008 ) , and causes 10 % of deceases worldwide ( [ Anon ] , 2004 ) . Despite a decennary of intense public instruction and medical promotion, stroke continues to stand for a major cause of mortality accounting for around 53,000 deceases every twelvemonth ( [ ANON ] 2009 ) and this is the most common cause of terrible disablement which will necessitate long-run attention. There are more than 111,000 people who have suffered from new or perennial shot ‘s every twelvemonth, where in 2006/07 the NHS spent over ?2.8 billion in this country and the entire cost to the UK economic system was ?4.5 million ( [ ANON ] 2009 ) Stroke consequences from perturbation in the blood supply to the encephalon and leads to the decease of all cells within the affected tissue ( Sims and Muyderman, 2010 ) . There are 2 chief types of shot. They are ischaemic and haemorrhagic ( NINDS, 2009 ) . Ischemic shot is caused by the infarction of a vas providing blood and foods to the encephalon. The encephalon cells in the immediate country of hurt have died as a consequence of ischaemia ( NINDS, 2009, Deb et al. , 2010 ) . Ischemic shot can be embolic and thrombotic ; lacunar shot is besides under this class ( Wityk and Llinas, 2007 ) . Hemorrhagic shot is caused by compaction of tissue from an spread outing haematoma or haematoma. This force per unit area besides lead to a loss of blood supply to affected tissue and the blood released by encephalon bleeding appears to hold direct toxic effects on encephalon tissue and vasculature ( NINDS, 1999 ) . More than 80 % of shot are caused by ischaemia ( Flynn et al. , 2008 ) At the minute, the diagnosing of ischaemic shot is relied on an experient shot clinician ‘s scrutiny of the patient, supplemented by the consequences of encephalon imagination. However, those who all of a sudden become ailing with a suspected shot, the clinical appraisal within the first few hours is non ever straightforward. Many patients with acute shot are non assessed by a shot specializer ; the initial rating is frequently performed by a household practician, paramedic, or triage nurse ( Whiteley et al. , 2008 ) . Presently, the computed imaging ( CT ) and magnetic resonance Imaging ( MRI ) are the most common technique used to diagnosis acute shot and differentiate between ischaemic and haemorrhagic shot ( Wardlaw and Mielke, 2005 ) For most instances and at most establishments, CT remains the most practical imagination mode ( Adams, 2007 ) . For those assessed in infirmary, reading of encephalon imagination visual aspects can be hard, as CT is frequently normal after the oncoming of ischaemia and may stay normal in patients with mild ischaemic shots. MRI is more sensitive in observing ischaemia than CT, particularly in the diagnosing of mild shot ( Chalela et al. , 2007 ) , is still merely 83 % sensitive or 98 % specific ( Chalela et al. , 2007 ) . Furthermore, MRI may non be executable in acutely sick patients because they are ungratified, have a contraindication to MRI, or MRI may non be instantly available. The current diagnosing of shot remains hampered and delayed due to miss of a suited mechanism for rapid, accurate and analytically sensitive diagnostic trial ( Laskowitz et al. , 2009 ) . There is a clear demand for farther development in this country. Scientists have for a really long clip been look intoing and seeking to happen new ways to diagnosis shots. Increasing figure of articles, documents and journeys have been suggested that blood biomarker may be a possible campaigner for efficient and accurate diagnosing such as a blood trial for shots ( Hill, 2005 ) . Biomarker defined as a characteristic that is objectively measured and evaluated as an index of normal biological procedures, pathological procedures or pharmacological response to a curative intercession ( Biomarkers Definition Working Group, 2001 ) . It can be any sort of molecules that present in the mark being. During an ischaemic shot, obstruction of arterias causes accretion of blood metabolites and release of enceph alon tissue proteins one time the cardinal nervous system gets damaged. All of these proteins are the possible biomarkers, including neuron-specific enolase ( NSE ) , astroglial protein S-100b, medulla basic protein ( MBP ) , creatin phosphokinase isoenzyme BB ( CK-BB ) , tau, thrombomodulin ( Tm ) , glial fibrillary acidic protein ( GFAP ) , adenylkinase, lactate, lactate deshydrogenase, aspartate transaminase, glutathione, vasointestinal neuropeptide, and 7B2-specific neuropetide ( Allard et al. , 2004 ) . In order to go a individual specific diagnostic biomarker that will be clinically utile, the desirable belongingss are including duplicability to obtain in a standardised manner, acceptableness to the patient, how easy is it to construe by clinicians, truth such as high sensitiveness ( sensing of disease when it is truly present, i.e. placing true positive ) and high selectivity ( acknowledgment of absence of disease when disease is genuinely absent, i.e. placing true negative ) for the result it is expected to place, besides ability to explicate a sensible proportion of the result independent of established forecasters systematically in multiple surveies and there are informations to propose that cognition of biomarker degrees alterations direction, prognostic values, big likeliness ratios, low cost, rapid sustained lift, high tissue specificity ( bespeaking myocardial beginning ) , release relative to disease extent and check characteristics conductive to indicate of attention prov ing are critical ( Fon et al. , 1994, Kelly et al. , 2003 ) However, in 2008 a systematic reappraisal was published by the American Heart Association. 38 diagnostic literatures were reviewed and proving was carried out for 58 biomarkers, but a decision was made that none of them can be recommended for usage in everyday clinical pattern ( Whiteley et al. , 2008 ) . The high sensitiveness and specificity are the largest obstructor in ischaemic shot biomarker development ( Allard et al. , 2004 ) . There are a few concerns is addressed. First of wholly, the blood-brain barrier ( BBB ) will detain the release of encephalon tissue proteins into blood watercourse ; Second, the volume of damaged tissue released does n't correlate to the badness of the harm to within the encephalon. As Human shot is such a heterogenous disease, possibly a rapid blood trial for shot is difficult to believe. So far no blood trial can be 100 % specific and sensitive ( Hill, 2005 ) . However a blood trial can be used as a complementary clinical diagnosing bases on its sta tistic mark, together act as a diagnostic biomarker ( Hill, 2005 ) . If the constriction is able to interrupt, this will assist to salvage 1000s of lives and besides save an unbelievable sum of money for the NHS. Potential biomarkers identified demand to be transitioned rapidly into clinical proof proving for farther rating in an acute shot scene ; to make so would impact and better patient results and quality of life. A individual set or multiple sets of blood biomarkers that could be used in an acute scene to diagnosis shot, differentiate between shot types, or even predict an initial or reoccurring shot would be highly valuable. Label-free quantitative proteomic method will be used in this undertaking. It is a comparatively new engineering that generated by High Performance Liquid Chromatography -Tandem Mass Spectrometry ( HPLC- MS/MS ) , alternatively of utilizing exogenously labelled isotopes, it does non necessitate stable isotopic-labelled compound. This type of spectroscopy allows us to find and follow proteomic look at different provinces within the theoretical account being, therefore the proteins concentration. The combination of mass spectroscopy and bioinformatics has been proven to be an effectual technique for the find of possible biomarkers for assorted malignant neoplastic diseases and diseases from patient ‘s serum or plasma samples. With this technique, the proteins of involvements can be obtained from the samples which are convenient for sidelong quantification and designationPurposes and aimsMy undertaking is to look for possible biomarker ( s ) which might bale to utilize in acute is chaemic diagnosing. I will utilize Label-free quantitative proteomic method to near this purpose. The aims of this undertaking are able to utilize HPLC – MS/MS to observe and distinguish between the control and samples by comparing the peak strength differences, and to quantify the sum of differences of the protein so to place the protein of interested for farther experiment. Besides to develop a method to look for possible biomarker ( s ) with animate being theoretical accounts by HPLC – MS/MS.cardinal activities3.1 Sampling Animal theoretical account sample of shot is traveling to be used alternatively of human sample of shot. It is because animate beings and worlds have similar nervous and vascular substrates and similar biochemical and molecular mechanisms of hurt and ( Yamori et al. , 1976 ) features of shot in worlds are similar to experimental theoretical accounts in animate beings. Largely of import animate being theoretical accounts allow research workers to analyze immediate and early ischaemic events, events that can be hard to analyze in human patients because of the variable clip holds in early acknowledgment of a shot and initial curative intercession. Among the assortment of animate beings, rats are peculiarly utile for shot research because their cerebrovascular anatomy and physiology closely resemble that of worlds. They have a little encephalon volume that is however good suited to different analytical processs and are moderately cheap in footings of purchase and care costs compared with those for larger animate beings. Furthermore, the public tends to hold fewer animate being public assistance concerns sing the usage of gnawers in shot research compared with the usage of Canis familiariss or cats and commercially available of inbred rats are comparatively homogenous genetically, leting research workers to understate confusing effects originating from a heterogenous background and to accomplish good reducibility ( little criterion divergence ) ( Wang-Fischer, 2009 ).The stoke theoretical account I am traveling to utilize is focal hemisphere intellectual ischaemia. This theoretical account mimics the most common site of human ischaemic shot. Surgery will be performed under injectable anesthesia. Although inhalational anaesthesia is recommended for shot survey, injectable agents have some advantages in neurological surveies and have been used by many research labs, such as the disposal of injectable agents is simple and easy, no particular equipment is needed ( a sim ple acerate leaf and syringe can finish the anesthesia work ) and cheap equipment and drugs lower the cost of survey. Blood sample is taken Immediately before clamping of the internal carotid arteria ( ICA ) instantly anterior to unclamping ( ischemia ) the ICA and before skin closing ( reperfusion ) ( Fig. 1 ) . Cerebrospinal fluid has be to collected for analysis because it is highly utile for surveies of the cardinal nervous system, it will incorporate any unmetabolised molecules from the encephalon so it allows an research worker to straight mensurate alterations in senders, endocrines, cytokines, or any other factor that might be of import. All samples are so labelled decently. All blood samples have to be centrifuge within 30 proceedingss of aggregation. Plasma is removed and stored at a?’80A °C until usage. After the wound closing of the rats, evan blue is injected and circulated for 60-120 proceedingss. Then rats are anesthetised and perfuse with PBS through the left ventricle to rinse out the extra dye. Afterward, encephalons are removed and the hemispheres are separated, weighed, and placed in tubings. Reperfusion sample Ischmaemia sample Baseline sample Reperfusion Ischmaemia Baseline ICA unclamped ICA clamped Fig. 1 Flow diagram of sample aggregation. ICA: internal carotid arteria 3.2 Nanoflow HPLC- MS/MS sample readying and analysis Plasma samples are thawed at 4A °C and digested with trypsin at 37A °C for 16 hr before transporting out analysis. Digested plasma samples and cerebrospinal fluid samples are loaded and nanoflow High Performance Liquid Chromatography -Tandem Mass Spectrometry ( HPLC- MS/MS ) analysis is carried out. This is an machine-controlled method once the sample is loaded. 3.3 Fluorescence spectrophotometer analysis The fluorescence strength of the dye will so find by fluorescence spectrophotometer after a series of sample readying 3.4 Statistical analysis First, protein quantification is measure peak highs in chromatography. The mark proteins are the extremums strength with high duplicability ( CV & lt ; 8 % ) . The chromatographic extremum alliance is used to knock in this comparative attack. Statistical analysis such as Students t-test was performed to find the significance of alterations between multiple samples. In the spectral numeration attack, comparative protein quantification is achieved by comparing the figure of identified MS/MS spectra from the same protein in each of the multiple LCMS/MS datasets. This addition protein ‘s copiousness and consequences in an addition in the figure of its proteolytic peptides. A list of the possible biomarker will so be created. The atomization from this list will so place.The undertaking program4.1 Workflow Logic Diagram of activities Sample aggregation ( Surgrey ) White affair & A ; gray affair Control from CSF Sample from CSF Sample from plasma Control from plasma Sampling Sample storage at a?’80A °C Sample storage at – 80A °C Sample readying ( Digest ) Label-free quantitative proteomics readying and analysis Control from CSF Sample from plasma Sample from CSF Control from plasma Fluorescence spectrophotometer HPLC separation MS/MS Quantification ( Peak strength, spectra count ) Candidate verification/ proof Designation by commercially statistical package Potential diagnostic biomarker ( s ) Fig. 2 Logic diagram of activities. CSF: Cerebrospinal fluid 4.2 Gantt Chart Activities Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Sample aggregation TenaˆˆaˆˆaˆˆaˆˆaˆˆaˆˆSample readying of blood sampleaˆˆTenaˆˆaˆˆaˆˆaˆˆaˆˆSample readying of CSFaˆˆTenaˆˆaˆˆaˆˆaˆˆaˆˆSample readying of fluorescence spectrophotometry TenaˆˆaˆˆaˆˆaˆˆaˆˆaˆˆNanoflow HPLC- MS/MS analysisaˆˆTenaˆˆaˆˆaˆˆaˆˆaˆˆFluorescence spectrophotometer analysis TenaˆˆaˆˆaˆˆaˆˆaˆˆaˆˆStatistical QuantificationaˆˆaˆˆTen Ten TenaˆˆaˆˆProtein IdentificationaˆˆaˆˆaˆˆaˆˆTen Ten Ten Table 1. Gantt chart with clip line. From Table. 1. It shows the jutting activities and hebdomad by hebdomad of what activities are expected to be carried out. In hebdomad one, surgrey takes topographic point and because the encephalon protein will get down to fall out 3 yearss after the station shot, the dye and fluorescence spectrophotometry is besides taking topographic point in hebdomad 1. In hebdomad 2, the HPLC- MS/MS analysis will be carried out. From hebdomad 3 subsequently, it is the statistical analysis. Statistical quantification the possible biomarker by comparing the peak strength and so place the atomization of interested extremum.ResourcesEquipment: Centrifuge Freezer – 80a„? HPLC – MS/MS Fluorescence spectrophotometer 4.3.2 Apparatus EDTA tubing Needle and syringe Skin Scissorss Vascular clinchs Microdissecting Tweezers & A ; Forcepss A cold-illumination lighting system Operating Board 4.3.3 Reagent Anaesthetic drug Trypsin heparin-saline mixture Sterrad ( Low-Temperature Hydrogen Peroxide Plasma ) Buffer A ( 96 % H2O 4 % methanol 0.2 % formic acid ) Buffer B ( 10 % H2O, 90 % acetonitrile, 0.2 % formic acid ) Evans blue PBS 4.3.4 Training Training to manage research lab animate beings Expertness on nanoflow HPCL because insouciant users lack the expertness to utilize the demanding microfluidics that is involved and to observe jobs. 4.5.5 Statistical package for HPLC – MS/MS Any of these would be suited for the statistical analysis: SIEVE package The Rosetta Elucidator systemUndertaking analysis5.1 Hazard analysis Incorporation of biomarkers find has an impact on timelines of undertaking direction due to extra work on their designation and possible proof. Furthermore, there are troubles to fix the white affair hurt theoretical accounts which are used as indicant of how much harm of ischemic shot caused to the rat and the fluctuation between animate beings are normally big.Drumhead decisionThe primary end of a individual set or multiple sets of blood biomarkers development is to cut down the hazard of late abrasion during clinical development for grounds of safety or efficaciousness ; to make so would impact and better patient results and quality of life. Although it will be a long and difficult tract to make this finish, it is a baronial end, and the right way for the hereafter of stroke diagnosing.

Aristotelian Tragedy Macbeth

Aristotelian Tragedy: Macbeth Aristotle is known widely for developing his ideas on tragedy. He recorded these ideas in his Poetics in which he comments on the plot, purpose, and effect that a true tragedy must have. The structure of these tragedies has been an example for many writers including Shakespeare himself. Many of Shakespeare’s plays follow Aristotelian ideas of tragedy, for instance Macbeth does a decent job in shadowing Aristotle’s model. Aristotle describes one of the most important elements of a tragedy to be a tragic hero. The tragic hero however must present certain qualities such as nobility and virtue. In the play Macbeth, Macbeth is a perfect example of a tragic hero. Macbeth begins the play coming home from battle, he is said to have fought with great courage and King Duncan himself awards him the title of the thane of Cawdor in reward for his bravery. The qualities make Macbeth a tragic hero as he possesses not only a noble title, but also the assets of a great warrior and hero. However, Aristotle emphasizes that if the tragic hero was as perfect as he seems than the audience would not be able to identify with him and this would not be considered a tragedy. Macbeth shows us his humanity very early in the play when he learns that Malcolm, Duncan’s son, will be the heir to the throne of Scotland. In response, Macbeth acknowledges that he himself should be awarded the crown and will not rest until royalty is his. Macbeth is an ambitious character, which is a quality that many humans can identify with. This ambitiousness is known as Macbeth’s tragic flaw. This leads to Aristotle’s next component of a tragedy, the tragic flaw. The hero’s tragic flaw must lead to the downfall of the character; his demise can be caused by no one other than himself. Macbeth’s ambitious personality leads him to become caught up in attaining power for himself. Macbeth’s ruthless behavior causes him to commit murder to Duncan in order to gain kingship. Even after his wish comes true, he continues to sacrifice the lives of others, including his close friend Banquo, to assure that he never loses his throne. However, Macbeth does not go unpunished as he suffers countless dreams and illusions that drive him to insanity. The loss of his wife also brings Macbeth to his final denouement. In the end, Macbeth is killed by Macduff; because of his arrogance he believed he was invincible even after being told his fate. Macbeth reaches his end through the same way he lived his life, through murder and deception. Many argue over the fairness of Macbeth’s life, but the goal of a tragedy in Aristotle’s view point is to strike fear and pity in the audience through harsh punishment upon the hero in extreme ways. Finally, Aristotle claims that in order for a tragedy to be effective, the fear and pity must be released from the audience through catharsis. First the tragic hero must gain some knowledge from his tragic life. Macbeth shows this self-realization in his ‘yellow leaf’ soliloquy when he expresses remorse for his actions. Also, in the end he knows he must fight until the end whether his fate is death. At this point the audience is cleansed of the emotions of the plot and the tragedy is finished. Macbeth is a primary example of a typical Aristotelian tragedy. It follows the structure necessary from the tragic hero, to his downfall and ultimately to the catharsis necessary for an original Greek drama. The aspects of this play are a perfect example of the tragedies of that era.

Statistics on ACT Math Strategies for Mean, Medium, Mode

Statistics on ACT Math Strategies for Mean, Medium, Mode SAT / ACT Prep Online Guides and Tips Statistics questions on the ACT are often simpler than the statistics questions you have seen in class. Most all of the statistics questions on the ACT boil down to finding or manipulating means, medians, and modes of a set of numbers. If you are already familiar with these terms, you will have a good head-start on these types of problems. But even if you aren't familiar with these terms, most of ACT stats questions require that you understand and apply just a few key concepts (all of which we will go through in this guide). This will be your complete guide to ACT means, medians, and modes- what they mean, how you'll see them on the test, and how to solve even the most complicated of ACT statistics questions. What is a Mean, Median, or Mode? Before we look at how to solve these kinds of problems, let's define our terms: A mean is the statistical average of a group of numbers. In order to find the mean, we must add up the sum of the numbers in our set and then divide that sum by the amount of numbers in the set. (Note: on the ACT, the question will almost always use the word "average" instead of "mean.") What is the average speed of six runners if their race times were, in seconds: 85, 67, 88, 75, 91, and 80? To find the average (mean), we must find the sum of all the numbers and then divide that number by the total amount, which in this case is 6. $(85 + 67 + 88 + 75 + 91 + 80)/6$ $486/6$ $81$ The mean (average) race time is 81 seconds. The median is the number directly in the middle of a set of numbers, after they have been arranged in numerical order. (Note: the number will be halfway into the set, but is NOT necessarily the mid-value between the largest and smallest number.) For example, take a set of numbers {14, 15, 23, 37, 213}, the median would be 23, as it is in the middle of the set. This is true, despite the fact that 23 is NOT halfway between 14 and 213. If your set has an even amount of numbers, then you must take the mean (average) of both the numbers in the middle. Find the median value of the set of numbers {10, 2, 34, 47, 17, 8}. First, arrange the numbers in order from least to greatest. 2, 8, 10, 17, 34, 47 We have an even number of terms in our set, so we must take the average of the two middle terms. $(10 + 17)/2$ $27/2$ $13.5$ Our median is 13.5 The mode is the number or numbers in a set that repeat(s) most frequently. In the set of numbers {4, 6, 6, 4, 3, 6, 12}, our mode is 6. Even though the number 4 occurred twice, the number 6 occurred three times and is thus our most frequently appearing number. If each number in your set occurs only once, there is no mode. In the set of numbers {3, 11, 7, 23, 19}, there is no mode, since no number repeats. If multiple numbers in a set repeat the same number of times, your set will have more than one mode. In the set {4, 11, 11, 11, 13, 21, 23, 23, 23, 43, 43, 43}, we have three modes- 11, 23, and 43. All three numbers occur exactly three times and no other numbers occur more frequently, which means that we have multiple modes. The more you get used to statistics questions, the more quickly you'll be able to spot your answers. Typical Mean, Median, and Mode Questions Mean, median, and mode questions are fairly simple once you get the hang of how they work. Because these types of questions will appear 1 to 2 times on the test, you will see them in a variety of different forms. But always keep in mind that, no matter how unusual they look, mean, median, and mode questions will always break down to the concepts we outlined above in their definitions. For mean questions, there will be two types- weighted and unweighted averages. Unweighted averages are by far the most common, but you'll need to know how to tackle both. Unweighted Average Unweighted average questions are solved exactly how we found our means above. We simply find the sum of our set and divide this number by the amount of numbers in the set. The monthly fees for single rooms at 5 colleges are $\$ 370$, $\$ 310$, $\$ 340$ 380$, and $\$ 310$, respectively. What is the mean of these monthly fees? F. $\$ 310$G. $\$ 340$H. $\$ 342$J. $\$ 350$K. $\$ 380$ We must find the sum of our terms and divide by the amount of terms (in this case 5). $(370 + 310 + 380 + 340 + 310)/5$ $1710/5$ $342$ We have found our mean. Our final answer is H, 342. Weighted Average A weighted average, on the other hand, puts more emphasis on (gives more "weight" to) some numbers more than others. When this is the case, you must multiply each number in the set by its weight and then add their sums and divide as normal. Let us look at this process in action: In Karen's math class, the final class grade is determined by a combination of quizzes, homework, and test scores. Quizzes make up 30% of the final grade, homework accounts for 25% of the final grade, and test scores account for 45% of the final grade. Each assignment/test has a potential score of 100 points. Karen received a 92 and an 83 on her two quizzes, scores of 100 on her three homework assignments, and test scores of 78, 89, and 98. What is Karen's final grade in the class? First, we must find the average of each type of assignment as normal and then multiply that average by the weight allotted to the assignment. So, to find the number of total points she earns from her quizzes, we would say: $(92 + 83)/2$ $175/2$ $87.5$ She earned an average of 87.5 on her quizzes, but now we must multiply it by the percentage allotted to the quiz scores in terms of her overall grade (the weight). $(87.5)(0.3)$ $26.25$ Her quiz score will contribute 26.25 points towards her overall score. Now let us do the same for her homework. $(100 + 100 + 100)/3$ $300/3$ $100$ The homework is weighted as 25% of the grade, so we must multiply the average by its weight. $(100)(0.25)$ $25$ And again for her test scores. $(78 + 89 + 98)/3$ $265/3$ $88.33$ And again, we must multiply this average by the allotted weight. $(88.33)(0.45)$ $39.75$ Now, simply add them all together to find her final score. $26.25 + 25 + 39.75$ $91$ Karen's final grade in the class will be a 91. Now that we've seen our different types of mean questions, let's look at the other types of statistics questions on the ACT. Most all the statistics questions you'll see on the ACT will be on means/averages, but a few will involve medians. These are generally straightforward, so long as you understand how to find your median. What is the median of the following 7 scores? 42, 67, 33, 79, 33, 79, 21 A. 42B. 52C. 54.5D. 56E. 79 First, let us, as always, put our numbers in ascending order. 21, 33, 33, 42, 67, 79, 89 Since we have a set of 7 numbers, there is a number exactly in the middle of our set. Now that we've put them in order, we can see that the middle number is 42. Our final answer is A, 42. And lastly, mode questions very rarely show up on the ACT. You should still know what a "mode" means in case you do see a mode question on the test, but odds are you'll only be asked to find means and/or medians. Though the questions may appear different, just remember that they are all variations on the same few concepts. How to Solve Mean, Median, and Mode Questions Since you will see these questions multiple time on any given test, it can be easy to rush through them and/or underestimate them. But as you go through your test, remember to keep these ACT math tips in mind: #1: Always (always!) pay attention to exactly what the question is asking You will be asked to find means/averages the majority of the time, so it can become second nature to immediately start finding a mean when you come across an m-word in a math problem. It may seem obvious right now, but the pulse of a ticking clock and the adrenaline in your veins during the test-taking process can make it so that you misread the words in a math question, and try to find the mean instead of the median (or even vice versa). The test makers know how easy it is for people to make these kinds of errors and will provide bait answers to tempt anyone who makes a mistake. Always double-check that you are answering precisely the right question before you start solving the problem (and especially before bubbling in your answer!). #2: Write It Out Take the time to rearrange your set of numbers in order when dealing with medians and modes, and make sure you write out your equations when dealing with means. It can be tempting to solve problems like these in your head, but a single misplaced digit will give you a wrong answer. In order to avoid losing points to careless errors, always take a moment to write out your problem. It will not take as long as you think it will to reorganize your values and it will almost always lead you (quickly) to the right answer. #3: Use PIA/PIN When Necessary If you find yourself stuck on a problem and have some extra time to spare, don't hesitate to use your fallback strategies of plugging in answers or plugging in numbers where applicable. Always keep in mind that it will often take you a little longer to solve a problem using these techniques, but doing so will almost always lead you to the right answer. Practice and technique are required to master any skill, be it statistics questions or silly walks. Test Your Knowledge And now, let's put your knowledge of statistics to the test against real ACT math problems. 1. Tom has taken 5 of the 8 equally weighted tests in his U.S. History class this semester, and he has an average score of exactly 78.0 points. How many points does he need to earn on the 6th test to bring his average score up to exactly 80.0 points? A. 90B. 88C. 82D. 80E. 79 2. 3. What is the difference between the mean and the median of the set {3, 8, 10, 15}? A. 0B. 1C. 4D. 9E. 12 4. To increase the mean of 4 numbers by 2, how much would the sum of the 4 numbers have to increase? F. 2G. 4H. 6J. 8K. 16 Answers: A, B, A, J Answer Explanations: 1. In order to find out how much we need to increase our sum, we first need to find our original sum. Let us represent the original sum with the variable $x$ and use our mean equation to find it. $x/5 = 78$ $x = 390$ Let us use this original sum for our new mean equation with the set of 6 terms. We will represent the missing value with $y$ and set our equation to the needed 80 points. $(390 + y)/6 = 80$ $390 + y = 480$ $y = 90$ We have found the amount necessary to increase our sum in order to get an average of 90 with 6 terms. Our final answer is A, 90. 2. We are told that there are 43 soccer games, so we must find the percentage of each match and multiply this figure by the number of goals per match. For instance, there are 4 matches in which there were 0 goals. Which would give us: $(0)(4/43)$ $(0)(0.093)$ $0$ Now, we need to do the same for all the matches and add them together. $0 + (10/43)(1) + (5/43)(2) + (9/43)(3) + (7/43)(4) + (5/43)(5) + (1/43)(6) + (2/43)(7)$ $0.2325 + 0.2326 + 0.6279 + 0.6512 + 0.5814 + 0.1395 + 0.3256$ $2.79$ Finally, we need to round this number to the nearest 0.1, as we were told to. $2.8$ Our final answer is B, 2.8. 3. The numbers in our set are already in numerical order, so we do not need to rearrange them. Let us find our median: We have two numbers in the middle of our set, because there are an even amount of numbers in our set. This means we must take the average of the two middle numbers. $(8 + 10)/2$ $18/2$ $9$ Now let us also find our mean: $(3 + 8 + 10 + 15)/4$ $36/4$ $9$ We can see that the mean and the median are equal, so the difference between the two is 0. Our final answer is A, 0. 4. We have two different ways to solve this question- using algebra and using PIN. Let's look at both methods. Method 1: Algebra Let us represent both the sum and the mean by the variables $x$ and $y$, respectively in our mean equation. $x/4 = y$ $x = 4y$ Now, let's look at how this changes when we add 2 to to our mean. $x/4 = y + 2$ $x = 4(y + 2)$ $x = 4y + 8$ We can see that we need to add 8 to our previous mean of $4y$. Our final answer is J, 8. Method 2: PIN We could also use plugging in numbers in this case. So let us pick four numbers and find their mean. Let's just say our four numbers are: 3, 4, 6, and 10. (Why those numbers? Why not!) (3 + 4 + 7 + 10)/4 $24/4$ $6$ Now, we want to increase our mean by 2, which would make it: $6 + 2 = 8$ Which means that now we have: $(24 + x)/4 = 8$ $24 + x = 32$ $x = 8$ We can see that we need to add 8 to our sum in order to increase our mean by 2. Our final answer is again J, 8. (Or boy or other gender). Either way, go you! The raptors are proud. The Take Aways Once you know your way around the techniques of finding your means, medians, and modes, you will be able to tackle most any ACT question on the topic. All ACT statistics questions are simply variations on the same theme, so knowing your foundations is essential. As we saw above, there are often multiple ways to solve these types of problems, so don't hesitate to use PIA or PIN if you have the time to spare and if you feel uncomfortable with the algebra. Otherwise, always make absolutely sure you are answering the proper question and don't take for granted that these questions are simple (a careless error will still lose you precious points!). What's Next? You've tackled all there is to know about ACT stats questions and now you're hungry for more ACT math guides...right? Right! Well, lucky for you, we've got guides on all the ACT math topics you could ask for. Need to brush up on your formulas? How about your trigonometry? In the mood to tackle ratios (or set up your own ratios to figure out how many seconds there are in a year)? Browse through our ACT math tab to find what you're looking for. Think you might need a tutor? Look to our guides to find the best ACT tutor for you (and your budget). Running out of time on ACT math? Check out our guide on how to maximize your time (and your points!) before the clock runs out. Looking to get a perfect score? No matter your current level, we've got guides on what to do if you scored lower than you wanted as well as how to get a perfect 36. 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 of practice 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:

A Psychological Analysis of Alice Walkers Everyday Use Essay -- Every

The human mind is divided into three parts that make up the mind as a whole. These parts are necessary to have a complete mind, just as the members of a family are needed to make up the entire family. The use of components to equal a whole is often exercised in literature. Alice Walker's short story, "Everyday Use," contains the idea of family and of the mind, therefore her work can be evaluated through psychological methods. Through their actions, the characters symbolize the three different parts of the mind: the id, the ego, and the superego. The first type of mind division, the id, "constantly strives to satisfy basic drives...[and] seeks immediate gratification" (Myers 379). In "Everyday Use," Dee's personality is equivalent to the id because she seeks her own personal gain and does not necessarily consider the consequences of her actions. Mama, the narrator in "Everyday Use," says that "Dee wanted nice things. She was determined to stare down any disaster in her efforts" (Walker 92). Dee strives for satisfaction in all she does; she will do everything in her power to get what she desires. The story recounts a situation in which Dee wants some quilts that were stiched by her grandmother, but Mama has already promised these treasures to Dee's sister, Maggie. Mama said that as she "[moved] up to touch the quilts. Dee moved back just enough so that [Mama] couldn't reach the quilts. They already belonged to [Dee]" (Walker 96). Mama explains that Dee is determined to gain possession of the quilts. Although the quilts belong to her mother, Dee has already mentally determined that the quilts belong to her. Dee's personality is comparable to the id branch of the The use of psychological strategies in the Walker's work shows that the characters are joined and create one unit, a family. Works Cited Alice Malsenior Walker: An Annotated Bibliography, 1968-1986. Eds. Louis H. Pratt and Donnell D. Pratt. Connecticut: Meckler Corporation, 1988. Everyday Use: Alice Walker. Ed. Barbara T. Christian. New Jersey: Rutgers University Press, 1994. Myers, David G. Exploring Psychology. Third edition. New York: Worth Publishing, 1996. Walker, Alice. "Everyday Use." Literature: An Introduction to Fiction, Poetry, and Drama. Sixth edition. Eds. X.J. Dennedy and Dana Gioia. New York: Harper Collins, 1995. http://www.dc.peachnet.edu/~shale/humanities/composition/handouts/sample/walker.html http://www.luminarium.org/contemporary/alicew/ http://www.seattletimes.com/extra/browse/html97/altalic_051697.html

Decision Making Tools Essay Example | Topics and Well Written Essays - 3000 words

Decision Making Tools - Essay Example This is a formal technique used in organizations where there are many possible causes that are competing to be implemented. In this respect, the Pareto Analysis is used as a problem solver that estimates each course of action’s benefits to the project. After the estimation, the analysis will then find the most effective actions that will bring a total benefit that is closest to the optimal possible benefit (Mullen 1991, p. 56). Where managers are interest in finding the causes of the problems, the Pareto analysis offers a creative way that enables a team to stimulate their thinking and though organization. This decision making tool is inhibited by important problems which initially were small but continue to grow as time passes by. The Pareto analysis is thus more practical when combined with other analytical tools such as the fault tree analysis and failure mode and effects analysis. The Pareto Analysis helps organization in the identification of the top 20% causes of problem s that the management needs to address in order to resolve 80% of the problems facing the organization. After the identification of the top 20% causes, other analytical tools are used in the identification of the root causes of the organization’s problems. Some of the tools that are used for the analysis include the Fish-bone analysis and the Ishikawa diagram which are effective in looking for the root causes of problems. When the Pareto Analysis is applied in risk management, the management are given the opportunity to concentrate on the risks that have adverse effects on the project’s operations (Perrow 1986, p. 69). Advantages of Pareto Analysis One of the advantages of Pareto Analysis is realized in the undertaking of knowing the relevance of each stock keeping unit. A stock keeping unit’s relevance is helpful in determining the resources that are need in managing the stock keeping unit. The resources are mainly considered in the context of money and time th at are allotted to one particular stock keeping unit. The nature of an organization determines the importance of a stock keeping unit by using different data that will be applicable to the organization. If the company is a small retail company, the Pareto Analysis will generally be used focusing on the units sold or the sales in dollars. Pareto Analysis in this instance will be used to identify the bottom selling unites and the top selling units by using the sales data of the organization (Rodrigues 1991, p. 15). Larger manufacturing companies will generally apply the Pareto Analysis with a focus on the cost of goods sold. A manufacturing company will thus apply the Pareto Analysis on cost of goods sold to concentrate its efforts in ensuring that the costs of the most expensive materials are lowered. The production planners of an organization will use the Pareto Analysis to keep a very close control on the spending part for the production of a particular stock taking unit that has a higher beneficial perspective to the organization in the context of the yearly cost of goods sold. The production planners will also seek to lessen the yearly expenditures for that particular part by looking for an