Assignment Essay Example | Topics and Well Written Essays - 500 words

Assignment - Essay Example As much as they are like so are these sculptures different. Some contrasts are noted here. StandingMale Figure with Nails appears to be mostly wood; whereas, Reliquary of Sainte Foy is gilded. Furthermore, StandingMale Figure with Nails appears to be the image of a yoked and tortured African; while Reliquary of Sainte Foy is the image of an enthroned European. Moreover, StandingMale Figure with Nails appears to be steel encrusted, and Reliquary of Sainte Foy appears to be jewel encrusted. These differing views of the human condition are strikingly dissimilar. This study of StandingMale Figure with Nails (Nkisi Nkondi) and Reliquary of Sainte Foy yield a greater appreciation for each piece. Here, we conducted analysis of both comparison and contrast to seek a deeper understanding of their meaning. These sculptures represent two ways of honoring the human condition. One is natural and rugged and somewhat scary to think about, but the other is enlightened and uplifting and bright.

Banking Industry Essay Example for Free

Banking Industry Essay The Banking Industry was once a simple and reliable business that took deposits from investors at a lower interest rate and loaned it out to borrowers at a higher rate. However deregulation and technology led to a revolution in the Banking Industry that saw it transformed. Banks have become global industrial powerhouses that have created ever more complex products that use risk and securitisation in models that only PhD students can understand. Through technology development, banking services have become available 24 hours a day, 365 days a week, through ATMs, at online bankings, and in electronically enabled exchanges where everything from stocks to currency futures contracts can be traded . The Banking Industry at its core provides access to credit. In the lenders case, this includes access to their own savings and investments, and interest payments on those amounts. In the case of borrowers, it includes access to loans for the creditworthy, at a competitive interest rate. Banking services include transactional services, such as verification of account details, account balance details and the transfer of funds, as well as advisory services, that help individuals and institutions to properly plan and manage their finances. Online banking channels have become key in the last 10 years. The collapse of the Banking Industry in the Financial Crisis, however, means that some of the more extreme risk-taking and complex securitisation activities that banks increasingly engaged in since 2000 will be limited and carefully watched, to ensure that there is not another banking system meltdown in the future. Mortgage banking has been encompassing for the publicity or promotion of the various mortgage loans to investors as well as individuals in the mortgage business. Online banking services has developed the banking practices easier worldwide. Banking in the small business sector plays an important role. Find various banking services available for small businesses. Management Management in all business and organizational activities is the act of getting people together to accomplish desired goals andobjectives using available resources efficiently and effectively. Management comprises planning, organizing, staffing, leading or directing, and controlling an organization (a group of one or more people or entities) or effort for the purpose of accomplishing a goal.Resourcing encompasses the deployment and manipulation of human resources, financial resources, technological resources, andnatural resources. Since organizations can be viewed as systems, management can also be defined as human action, including design, to facilitate the production of useful outcomes from a system. This view opens the opportunity to manage oneself, a prerequisite to attempting to manage others. Basic functions Management operates through various functions, often classified as planning, organizing, staffing, leading/directing, controlling/monitoring and motivation. * Planning: Deciding what needs to happen in the future (today, next week, next month, next year, over the next five years, etc.) and generating plans for action. * Organizing: (Implementation)pattern of relationships among workers, making optimum use of the resources required to enable the successful carrying out of plans. * Staffing: Job analysis, recruitment and hiring for appropriate jobs. * Leading/directing: Determining what must be done in a situation and getting people to do it. * Controlling/monitoring: Checking progress against plans. * Motivation: Motivation is also a kind of basic function of management, because without motivation, employees cannot work effectively. If motivation does not take place in an organization, then employees may not contribute to the other functions (which are usually set by top-level management). Basic roles * Interpersonal: roles that involve coordination and interaction with employees. * Informational: roles that involve handling, sharing, and analyzing information. * Decisional: roles that require decision-making. Management skills * Political: used to build a power base and establish connections. * Conceptual: used to analyze complex situations. * Interpersonal: used to communicate, motivate, mentor and delegate. * Diagnostic: ability to visualize most appropriate response to a situation. * Technical: Expertise in ones particular functional area.. Business Ethics Business ethics (also corporate ethics) is a form of applied ethics or professional ethics that examines ethical principles and moral or ethical problems that arise in a business environment. It applies to all aspects of business conduct and is relevant to the conduct of individuals and entire organizations. Business ethics has both normative and descriptive dimensions. As a corporate practice and a career specialization, the field is primarily normative. Academics attempting to understand business behavior employ descriptive methods. The range and quantity of business ethical issues reflects the interaction of profit-maximizing behavior with non-economic concerns. Interest in business ethics accelerated dramatically during the 1980s and 1990s, both within major corporations and within academia. For example, today most major corporations promote their commitment to non-economic values under headings such as ethics codes and social responsibility charters. Adam Smith said, People of the same trade seldom meet together, even for merriment and diversion, but the conversation ends in a conspiracy against the public, or in some contrivance to raise prices.[1] Governments use laws and regulations to point business behavior in what they perceive to be beneficial directions. Ethics implicitly regulates areas and details of behavior that lie beyond Business ethics reflects the philosophy of business, one of whose aims is to determine the fundamental purposes of a company. If a companys purpose is to maximize shareholder returns, then sacrificing profits to other concerns is a violation of its fiduciary responsibility. Corporate entities are legally considered as persons in USA and in most nations. The corporate persons are legally entitled to the rights and liabilities due to citizens as persons. Economist Milton Friedman writes that corporate executives responsibility generally will be to make as much money as possible while conforming to their basic rules of the society, both those embodied in law and those embodied in ethical custom Friedman also said, the only entities who can have responsibilities are individuals A business cannot have responsibilities. So the question is, do corporate executives, provided they stay within the law, have responsibilities in their business activities other than to make as much money for their stockholders as possible? And my answer to that is, no, they do not. A multi-country 2011 survey found support for this view among the informed public ranging from 30 to 80%. Duska views Friedmans argument as consequentialistrather than pragmatic, implying that unrestrained corporate freedom would benefit the most in long term. [ Similarly author business consultant Peter Drucker observed, There is neither a separate ethics of business nor is one needed, implying that standards of personal ethics cover all business situations. However, Peter Drucker in another instance observed that the ultimate responsibility of company directors is not to harm—primum non nocere. Another view of business is that it must exhibit corporate social responsibility (CSR): an umbrella term indicating that an ethical business must act as a responsible citizen of the communities in which it operates even at the cost of profits or other goals.In the US and most other nations corporate entities are legally treated as persons in some respects. For example, they can hold title to property, sue and be sued and are subject to taxation, although their free speech rights are limited. This can be interpreted to imply that they have independent ethical responsibilities. Duska argues that stakeholders have the right to expect a business to be ethical; if business has no ethical obligations, other institutions could make the same claim which would be counterproductive to the corporation. Ethical issues include the rights and duties between a company and its employees, suppliers, customers and neighbors, its fiduciaryresponsibility to its shareholders. Issues concerning relations between different companies include hostile take-overs and industrial espionage. Related issues include corporate governance;corporate social entrepreneurship; political contributions; legal issues such as the ethical debate over introducing a crime of corporate manslaughter; and the marketing of corporations ethics policies.According to IBE/ Ipsos MORI research published in late 2012, the three major areas of public concern regarding business ethics in Britain are executive pay, corporate tax avoidance and bribery and corruption.

Spanish Schools :: Don Quijote Enforex Schools

January, 17 th , 2007 Dear Respected Industry Association, Language School and/or Agent: The recent default by Amerispan Unlimited, Inc. on debts owed by it to language schools, and the related â€Å"seizure† of certain Amerispan assets by Don Quijote USA, Inc., has caused great consternation among language schools, agents and associations in the language travel industry. Although it is not yet certain as to the total amount of money owed to language schools across the globe by Amerispan, preliminary indications are that it exceeds $500,000. Amerispan Unlimited, Inc. has stated, â€Å"We will not be able to pay for any unpaid students who have studied at your school, nor do we have the assets or funds to remit to you on account of your claims against AmeriSpan.† Don Quijote USA, Inc. has stated, â€Å"we are not liable for those students who started their course before January 1, 2007.† Neither AmeriSpan nor Don Quijote has even hinted that they are considering an equitable and fair plan to compensate the schools for their losses. Instead, indications are that a few select schools, perhaps those already part of, or those selected to be part of, the Don Quijote – ENFOREX network, are being offered special terms and agreements, while others have been left wondering if they will receive any compensation at all. We believe this sets a very dangerous precedent for our industry. If this situation is allowed to stand, what will prevent other agencies from defaulting to language schools in the future? What will happen to small language schools with little or no financial resources? If allowed to stand, the current scenario is certain to damage the trust between schools and agents, jeopardizing the bedrock sales channel of our industry. We are writing to inform you that we believe we have a possible solution to this current crisis, one that we believe will prove to be a win-win solution for everyone involved, directly or indirectly, including Don Quijote, USA, Inc. To accomplish this end, we have created AULAS – (Association of Unpaid Language Schools). The mission of this association is to ensure that a fair and equitable solution is arrived at with respect to Amerispan Unlimited's default on its obligations to language schools worldwide. We will reach out to the 40+ language schools that have been adversely affected, and ask each to submit a verified statement as to the total amount owed to them.

Journey Of A Ham Sandwich

The start of the process – the mouth: The digestive process begins in the mouth. The ham sandwich is partly broken down by the process of chewing and by the chemical action of salivary enzymes (these enzymes are produced by the salivary glands and break down starches into smaller molecules).On the way to the stomach: the oesophagus – After being chewed and swallowed, the food enters the oesophagus. The oesophagus is a long tube that runs from the mouth to the stomach. It uses rhythmic, wave-like muscle movements (called peristalsis) to force food from the throat into the stomach. This muscle movement gives us the ability to eat or drink even when we're upside-down.In the stomach – The stomach is a large, sack-like organ that churns the food and bathes it in a very strong acid (gastric acid). Food in the stomach that is partly digested and mixed with stomach acids is called chyme.In the small intestine – After being in the stomach, food enters the duodenum, the first part of the small intestine. It then enters the jejunum and then the ileum (the final part of the small intestine). In the small intestine, bile (produced in the liver and stored in the gall bladder), pancreatic enzymes, and other digestive enzymes produced by the inner wall of the small intestine help in the breakdown of food.In the large intestine – After passing through the small intestine, food passes into the large intestine. In the large intestine, some of the water and electrolytes are removed from the food. Microbes are used in the large intestine to help in the digestion process. The first part of the large intestine is called the cecum (the appendix is connected to the cecum). Food then travels upward in the ascending colon. The food travels across the abdomen in the transverse colon, goes back down the other side of the body in the descending colon, and then through the sigmoid colon.The end of the process – Solid waste is then stored in the rectu m until it is excreted out of the anus.

Huntington Theory †Military Professional Essay

Scholars like Kaplan, Friedman, Huntington and Barnett have postulated various theories on military service. Samuel P Huntington is one of the scholars who have postulated theories of military service. His theory is also referred to as the normal theory. This paper seeks to show how Huntington’s theory impacts on one’s future in military service. Discussion Owen M (2010) gives credit to Samuel Huntington for his role in developing the normal theory. Owen points out that through this theory Huntington endeavored to solve the dilemma of â€Å"how to guarantee civilian control of the military while still ensuring the ability of the uniformed military to provide security. † Huntington cited in Owen (2010) says the solution to this dilemma lies in â€Å"a mechanism for creating and maintaining a professional, apolitical military establishment, which he called â€Å"objective control. In this regard, Huntington cited in Williams (1995), says the community should have control over the military and army professionals should be denied some of the privileges enjoyed by civilians like political affiliations. Politics is a game of numbers, in my view, this may disadvantage military officers who harbour ambitious of venturing in politics because they are denied involvement in political parties affairs. This impacts negatively on their popularity with the voters. However, there are those candidates such as 2008 republican candidate John McCain who used their experience in the military as a campaign tool to endear themselves to the voters. In my view, professional and experienced military officers make better commander in chief of the armed forces. Additionally, Idsa (2010) concurs with Huntington that one way of achieving civilian control of the military is by ensuring that the funding of the military is left in the hands of the civilian institutions. Idsa points out that civilian institutions should allow the military to advise them on military matters but ultimately the military should only executive those decisions approved by the civilian institutions. In my view this may endanger the lives of military officers. Due to high budgetary needs of a country, military equipment needed in times of war may be sacrificed to meet other needs in another sector of the economy. Huntington theory goes along way in developing responsible and knowledgeable persons. As Idsa (2010) points out military professionals should present their considerations within the appropriate â€Å"channel of authority and communication. † To effectively carry out his/her duties, Huntington as cited in Williams (1995) states that an army officer must be highly expertise, cooperative and responsible in his profession. He meant that an officer must be well knowledgeable in combating violence. Williams (1995) while says that after training the officers should only work with three words â€Å"duty, honor, country. † As a result, Huntington envisaged a military force free of corruption. The officer is expected to be different from other skilled workers in that money should not play any part enticing one to join the forces. However, the army professional should be well rewarded so as to promote hiring, maintain the officers in the force and boost their morale. Williams (1995) says that Huntington argued that a well skilled army professional should be willing to observe the legal requirements made by citizen organizations recognized by law. In addition, the officers should accept to act as subordinates to individuals as required by legalized community organizations. The military officers are expected to hold a high opinion of their career and should not cause civil unrest or run the government. Since the army professionals are recruited with certain levels of qualification, and by the virtue that they belong in the same profession and hold same competencies, the officers tend to exhibit cooperativeness. This supports the statement of Huntington as quoted by Williams (1995) that â€Å"the members of a profession share a sense of organic unity and consciousness of themselves as a group apart from laymen. . This attribute is fostered by their common training which take quite a long duration, collective discipline and sharing of their societal tasks (Williams, 1995). Conclusion In view of the above statements, Huntington theory helps in creating and maintaining cordial relations between the civilians and the military officers. A professional force envisaged in this theory will go along in ensuring peaceful co-existence helps fight vices such as cor ruption and military coups.

Sequences on ACT Math Strategy Guide and Review

Sequences on ACT Math Strategy Guide and Review SAT / ACT Prep Online Guides and Tips Sequences are patterns of numbers that follow a particular set of rules. Whether new term in the sequence is found by an arithmetic constant or found by a ratio, each new number is found by a certain rule- the same rule- each time. There are several different ways to find the answers to the typical sequence questions- †What is the first term of the sequence?†, â€Å"What is the last term?†, â€Å"What is the sum of all the terms?†- and each has its benefits and drawbacks. We will go through each method, and the pros and cons of each, to help you find the right balance between memorization, longhand work, and time strategies. This will be your complete guide to ACT sequence problems- the various types of sequences there are, the typical sequence questions you’ll see on the ACT, and the best ways to solve these types of problems for your particular ACT test taking strategies. Before We Begin Take note that sequence problems are rare on the ACT, never appearing more than once per test. In fact, sequence questions do not even appear on every ACT, but instead show up approximately once every second or third test. What does this mean for you? Because you may not see a sequence at all when you go to take your test, make sure you prioritize your ACT math study time accordingly and save this guide for later studying. Only once you feel you have a solid handle on the more common types of math topics on the test- triangles (comng soon!), integers, ratios, angles, and slopes- should you turn your attention to the less common ACT math topics like sequences. Now let's talk definitions. What Are Sequences? For the purposes of the ACT, you will deal with two different types of sequences- arithmetic and geometric. An arithmetic sequence is a sequence in which each term is found by adding or subtracting the same value. The difference between each term- found by subtracting any two pairs of neighboring terms- is called $d$, the common difference. -5, -1, 3, 7, 11, 15†¦ is an arithmetic sequence with a common difference of 4. We can find the $d$ by subtracting any two pairs of numbers in the sequence- it doesn’t matter which pair we choose, so long as the numbers are next to one another. $-1 - -5 = 4$ $3 - -1 = 4$ $7 - 3 = 4$ And so on. 12.75, 9.5, 6.25, 3, -0.25... is an arithmetic sequence in which the common difference is -3.25. We can find this $d$ by again subtracting pairs of numbers in the sequence. $9.5 - 12.75 = -3.25$ $6.25 - 9.5 = -3.25$ And so on. A geometric sequence is a sequence of numbers in which each successive term is found by multiplying or dividing by the same amount each time. The difference between each term- found by dividing any neighboring pair of terms- is called $r$, the common ratio. 212, -106, 53, -26.5, 13.25†¦ is a geometric sequence in which the common ratio is $-{1/2}$. We can find the $r$ by dividing any pair of numbers in the sequence, so long as they are next to one another. ${-106}/212 = -{1/2}$ $53/{-106} = -{1/2}$ ${-26.5}/53 = -{1/2}$ And so on. Though sequence formulas are useful, they are not strictly necessary. Let's look at why. Sequence Formulas Because sequences are so regular, there are a few formulas we can use to find various pieces of them, such as the first term, the nth term, or the sum of all our terms. Do take note that there are pros and cons for memorizing formulas. Pros- formulas are a quick way to find your answers, without having to write out the full sequence by hand or spend your limited test-taking time tallying your numbers. Cons- it can be easy to remember a formula incorrectly, which would lead you to a wrong answer. It also is an expense of brainpower to memorize formulas that you may or may not even need come test day. If you are someone who prefers to use and memorize formulas, definitely go ahead and learn these! But if are not, then you are still in luck; most (though not all) ACT sequence problems can be solved longhand. So if you have the patience- and the time to spare- then don’t worry about memorizing formulas. That all being said, let’s take a look at our formulas so that those of you who want to memorize them can do so and so that those of you who don’t can still understand how they work. Arithmetic Sequence Formulas $$a_n = a_1 + (n - 1)d$$ $$\Sum \terms = (n/2)(a_1 + a_n)$$ These are our two important arithmetic sequence formulas and we will go through how each one works and when to use them. Terms Formula $a_n = a_1 + (n - 1)d$ If you need to find any individual piece of your arithmetic sequence, you can use this formula. First, let us talk about why it works and then we can look at some problems in action. $a_1$ is the first term in our sequence. Though the sequence can go on infinitely, we will always have a starting point at our first term. $a_n$ represents any missing term we want to isolate. For instance, this could be the 4th term, the 58th, or the 202nd. Why does this formula work? Well let’s say we wanted to find the 2nd term in the sequence. We find each new term by adding our common difference, or $d$, so the second term would be: $a_2 = a_1 + d$ And we would then find the 3rd term in the sequence by adding another $d$ to our existing $a_2$. So our 3rd term would be: $a_3 = (a_1 + d) + d$ Or, in other words: $a_3 = a_1 + 2d$ And the 4th term of the sequence, found by adding another $d$ to our existing third term, would continue this pattern: $a_4 = (a_1 + 2d) + d$ Or $a_4 = a_1 + 3d$ So, as you can see, each term in the sequence is found by adding the first term to $d$, multiplied by $n - 1$. (The 3rd term is $2d$, the 4th term is $3d$, etc.) So now that we know why the formula works, let’s look at it in action. What is the difference between each term in an arithmetic sequence, if the first term of the sequence is -6 and the 12th term is 126? 3 4 6 10 12 Now, there are two ways to solve this problem- using the formula, or finding the difference and dividing by the number of terms between each number. Let’s look at both methods. Method 1: Arithmetic Sequence Formula If we use our formula for arithmetic sequences, we can find our $d$. So let us simply plug in our numbers for $a_1$ and $a_n$. $a_n = a_1 + (n - 1)d$ $126 = -6 + (12 - 1)d$ $126 = -6 + 11d$ $132 = 11d$ $d = 12$ Our final answer is E, 12. Method 2: finding difference and dividing Because the difference between each term is regular, we can find that difference by finding the difference between our terms and then dividing by the number of terms in between them. Note: be very careful when you do this! Though we are trying to find the 12th term, there are NOT 12 terms between the first term and the 12th- there are actually 11. Why? Let’s look at a smaller scale sequence of 3 terms. 4, __, 8 If you wanted to find the difference between these terms, you would again find the difference between 4 and 8 and divide by the number of terms separating them. You can see that there are 3 total terms, but 2 terms separating 4 and 8. 1st: 4 to __ 2nd: __ to 8 When given $n$ terms, there will always be $n - 1$ terms between the first number and the last. So, if we turn back to our problem, now we know that our first term is -6 and our 12th is 126. That is a difference of: $126 - -6$ $126 + 6$ $132$ And we must divide this number by the number of terms between them, which in this case is 11. $132/11$ $12$ Again, the difference between each number is E, 12. As you can see, the second method is just another way of using the formula without actually having to memorize the formula. How you solve these types of questions completely depends on how you like to work and your own personal ACT math strategies. Sum Formula $\Sum \terms = (n/2)(a_1 + a_n)$ This formula tells us the sum of the terms in an arithmetic sequence, from the first term ($a_1$) to the nth term ($a_n$). Basically, we are multiplying the number of terms, $n$, by the average of the first term and the nth term. Why does this work? Well let’s look at an arithmetic sequence in action: 4, 7, 10, 13, 16, 19 This is an arithmetic sequence with a common difference, $d$, of 3. A neat trick you can do with any arithmetic sequence is to take the sum of the pairs of terms, starting from the outsides in. Each pair will have the same exact sum. So you can see that the sum of the sequence is $23 * 3 = 69$. In other words, we are taking the sum of our first term and our nth term (in this case, 19 is our 6th term) and multiplying it by half of $n$ (in this case $6/2 = 3$). Another way to think of it is to take the average of our first and nth terms- ${4 + 19}/2 = 11.5$ and then multiply that value by the number of terms in the sequence- $11.5 * 6 = 69$. Either way, you are using the same basic formula, so it just depends on how you like to think of it. Whether you prefer $(n/2)(a_1 + a_n)$ or $n({a_1 + a_n}/2)$ is completely up to you. Now let’s look at the formula in action. Andrea is selling boxes of cookies door-to-door. On her first day, she sells 12 boxes of cookies, and she intends to sell 5 more boxes per day than on the day previous. If she meets her goal and sells boxes of cookies for a total of 10 days, how many boxes total did she sell? 314 345 415 474 505 As with almost all sequence questions on the ACT, we have the choice to use our formulas or do the problem longhand. Let’s try both ways. Method 1: formulas We know that our formula for arithmetic sequence sums is: $\Sum = (n/2)(a_1 + a_n)$ In order to plug in our necessary numbers, we must find the value of our $a_n$. Once again, we can do this via our first formula, or we can find it by hand. As we are already using formulas, let us use our first formula. $a_n = a_1 + (n - 1)d$ We are told that the first term in our sequence is 12. We also know that she sells cookies for 10 days and that, each day, she sells 5 more boxes of cookies. This means we have all our pieces to complete this formula. $a_n = 12 + (10 - 1)5$ $a_10 = 12 + (9)5$ $a_10 = 12 + 45$ $a_10 = 57$ Now that we have our value for $a_n$ (in this case $a_10$), we can complete our sum formula. $(n/2)(a_1 + a_n)$ $(10/2)(12 + 57)$ $5(69)$ $345$ Our final answer is B, 345. Method 2: longhand Alternatively, we can solve this problem by doing it longhand. It will take a little longer, but this way also carries less risk of mis-remembering a formula. The decision is, as always, completely up to you on how you choose to solve these kinds of questions. First, let us write out our sequence, beginning with 12 and adding 5 to each subsequence number, until we find our nth (10th) term. 12, 17, 22, 27, 32, 37, 42, 47, 52, 57 Now, we can either add them up all by hand- $12 + 17 + 22 + 27 + 32 + 37 + 42 + 47 + 52 + 57 = 345$ Or we can use our arithmetic sequence sum trick and divide the sequence into pairs. We can see that there are 5 pairs of 69, so $5 * 69 = 345$. Again, our final answer is B, 345. Whoo! Only one more formula to go! Geometric Sequence Formulas $$a_n = a_1( r^{n - 1})$$ (Note: there is a formula to find the sum of a geometric sequence, but you will never be asked to find this on the ACT, and so it is not included in this guide.) This formula, as with the first arithmetic sequence formula, will help you find any number of missing pieces in your sequence. Given two pieces of information about your sequence ($a_n$ $a_1$, $a_1$ $r$, or $a_n$ $r$), you can find the third. And, as always with sequences, you have the choice of whether to solve your problem longhand or with a formula. What is the first term in a geometric sequence if each number is found by multiplying the previous term by -3 and the 8th term is 4,374? -0.222 0.667 -2 6 -18 Method 1: formula If you’re one for memorizing formulas, we can simply plug in our values into our equation in place of $a_n$, $n$, and $r$ in order to solve for $a_1$. $a_n = a_1( r^{n - 1})$ $4374 = a_1(-3^{8 - 1})$ $4374 = a_1(-3^7)$ $4374 = a_1(-2187)$ $-2 = a_1$ So our first term in the sequence is -2. Our final answer is C, -2. Method 2: longhand Alternatively, as always, we can take a little longer and solve them problem by hand. First, set out our number of terms in order to keep track of them, with our 8th term, 4374, last. ___, ___, ___, ___, ___, ___, ___, 4374 Now, let’s divide each number by -3 down the sequence until we reach the beginning. ___, ___, ___, ___, ___, ___, -1458, 4374 ___, ___, ___, ___, ___, 486, -1458, 4374 And, if we keep going thusly, we will eventually get: -2, 6, -18, 54, -162, 486, -1458, 4374 Which means that we can see that our first term is -2. Again, our final answer is C, -2. As with all sequence solving methods, there are benefits and drawbacks to solving the question in each way. If you choose to use formulas, make very sure you can remember them exactly. And if you solve the questions by hand, be very careful to find the exact number of terms in the sequence. The ACT will always provide bait answers for anyone who is one or two terms off the nth term- in this problem, if you had accidentally assigned 4374 as the 7th term or the 9th term, you would have chosen answer B or D. Once you find the strategy that works best for you, the pieces will all fall into place. Typical ACT Sequences Questions Because all sequence questions on the ACT can be solved (if sometimes arduously) without the use or knowledge of sequence formulas, the test-makers will only ever ask you for a limited number of terms or the sum of a small number of terms (usually less than 12). As we saw above, you may be asked to find the 1st term in a sequence, the nth term, the difference between your terms (whether a common difference, $d$, or a common ratio, $r$), or the sum of your terms in arithmetic sequences only. You also may be asked to find an unusual twist on a sequence question that combines your knowledge of sequences. For example: What is the sum of the first 5 terms of an arithmetic sequence in which the 6th term is 14 and the 11th term is 22? 2.2 6.0 12.4 32.6 46.0 Again, let us look at both formulaic and longhand methods for how to solve a problem like this. Method 1: formulas In order to find our common difference, we can use our main arithmetic sequence formula. But this time, instead of beginning with the actual $a_1$, we are beginning with our 6th term, as this is what we are given. Essentially, we are designating our 6th term as our 1st term and our 11th term as our 6th term and then plugging these values into our formula. $a_n = a_1 + (n - 1)d$ $22 = 14 + (6 - 1)d$ $22 = 14 + 5d$ $8 = 5d$ $1.6 = d$ Now, we can find our actual 1st term by using the $d$ we just found and our 11th term value of 22. $a_n = a_1 + (n - 1)d$ $22 = a_1 + (11 - 1)1.6$ $22 = a_1 + (10)1.6$ $22 = a_1 + 16$ $6 = a_1$ The 1st term of our sequence is 6. Now, we need to find the 5th term of our sequence in order to use our arithmetic sequence sum formula to find the sum of the first 5 terms. $a_n = a_1 + (n - 1)d$ $a_5 = 6 + (5 - 1)1.6$ $a_5 = 6 + (4)1.6$ $a_5 = 6 + 6.4$ $a_5 = 12.4$ And finally, we can find the sum of our first 5 terms by using our sum formula and plugging in the values we found. $(n/2)(a_1 + a_n)$ $5/2(6 + 12.4)$ $2.5(18.4)$ $46$ Our final answer is E, 46. As you can see, this problem still took a significant amount of time using our formulas because there were so many moving pieces. Let us look at this problem were we to solve it longhand instead. Method 2: longhand First, let us find our common difference by finding the difference between our 6th term and our 11th term and dividing by how many terms are in between them, which in this case is 5. (Why 5? There is one term between the 6th and 7th terms, another between the 7th and 8th, another between the 8th and 9th, another between the 9th and 10th, and the last between the 10th and 11th terms. This makes a total of 5 terms.) This gives us: $22 - 14 = 8$ $8/5 = 1.6$ Now, let us simply find all the numbers in our sequence by working backwards and subtracting 1.6 from each term. ___, ___, ___, ___, ___, 14, ___, ___, ___, ___, 22 ___, ___, ___, ___, ___, 14, ___, ___, ___, 20.4, 22 ___, ___, ___, ___, ___, 14, ___, ___, 18.8, 20.4, 22 And so on, until all the spaces are filled. 6, 7.6, 9.2, 10.8, 12.4, 14, 15. 6, 17.2, 18.8, 20.4, 22 Now, simply add up the first 5 terms. $6 + 7.6 + 9.2 + 10.8 + 12.4$ $46$ Our final answer is E, 46. Again, you always have the choice to use formulas or longhand to solve these questions and how you prioritize your time (and/or how careful you are with your calculations) will ultimately decide which method you use. You've seen the typical ACT sequence questions, so let's talk strategies. Tips For Solving Sequence Questions Sequence questions can be somewhat tricky and arduous to slog through, so keep in mind these ACT math tips on sequences as you go through your studies: 1: Decide before test day whether or not you will use the sequence formulas Before you go through the effort of committing your formulas to memory, think about the kind of test-taker you are. If you are someone who lives and breathes formulas, then go ahead and memorize them now. Most sequence questions (though, as we saw above, not all of them) will go much faster once you have the formulas down straight. If, however, you would rather dedicate your time and brainpower to other math topics or to the method of performing sequence questions longhand, then don’t worry about your formulas! Don’t even bother to try to remember them- just decide here and now not to use them and forget about the formulas entirely. Unless you can be sure to remember them correctly, a formula will hinder more than help you when it comes time to take your ACT, so make the decision now to either memorize them or forget about them. 2: Write your values down and keep your work organized Though many calculators can perform long strings of calculations, sequence questions by definition involve many different values and terms. Small errors in your work can cause a cascade effect. One mistyped digit in your calculator can throw off your work completely, and you won’t know where the error happened if you do not keep track of your values. Always remember to write down your values and label them in order to prevent a misstep somewhere down the line. 3: Keep careful track of your timing No matter how you solve a sequence question, these types of problems will generally take you more time than other math questions on the ACT. For this reason, most all sequence questions are located in the last third of the ACT math section, which means the test-makers think of sequences as a â€Å"high difficulty† level problem. Time is your most valuable asset on the ACT, so always make sure you are using yours wisely. If you can answer two other math questions in the time it takes you to answer one sequence question, then maximize your point gain by focusing on the other two questions. Always remember that each question on the ACT math section is worth the same amount of points, so prioritize quantity and don’t let your time run out trying to solve one problem. If you feel that you can answer a sequence problem quickly, go ahead! But if you feel it will take up too much time, move on and come back to it later. Ready to put your knowledge to the test? Test Your Knowledge Now let’s test your sequence knowledge with real ACT math problems. 1. What is the first term in the arithmetic sequence if terms 6 through 9 are shown below? ...196, 210, 224, 238 7 14 98 126 140 2. What is the sum of the first 8 terms in the arithmetic sequence that begins: 7, 10.5, 14,... 143.5 154 162.5 168 176.5 3. Answers: D, B, E Answer Explanations: 1. As always, we can solve this problem with formulas or via longhand. For the sake of brevity, we will only use one method per problem here. In this case, let us solve our problem via longhand. We are told this is an arithmetic sequence, so we can find our common difference by subtracting neighboring terms. Let us take a pair and subtract to find our $d$. $238 - 224 = 14$ $d = 14$ We know our common difference is 14, and 196 is our 6th term. Let us work backwards to find our 1st term. ___, ___, ___, ___, ___, 196, 210, 224, 238 ___, ___, ___, ___, 182, 196, 210, 224, 238 ___, ___, ___, 168, 182, 196, 210, 224, 238 And so on, until we reach our first term. 126, 140, 154, 168, 182, 196, 210, 224, 238 As long as we kept our work organized, we will find the first term in our sequence. In this case, it is 126. Our final answer is D, 126. 2. Again, we have many options for solving our problem. In this case, we can use a combination of longhand and formula (in addition to the standard options of using either method alone). First, we must find our common difference between our terms by subtracting any neighboring pair. $14 - 10.5 = 3.5$ $d = 3.5$ Now that we have found our $d$, let us finish our sequence until the 8th term by continuing to add 3.5 to each successive term. 7, 10.5, 14, 17.5, 21, 24.5, 28, 31.5 And finally, we can plug in our values into our sum formula to find the sum of all our terms. $(n/2)(a_1 + a_n)$ $(8/2)(7 + 31.5)$ $(4)(38.5)$ $154$ The sum of the first 8 terms in the sequence is 154. Our final answer is B, 154. 3. Again, we can use multiple methods to solve our problem. In this case, let us use our formula for geometric sequences. First, we need to find our common ratio between terms, so let us divide any pair of neighboring terms to find our $r$. ${-27}/9 = -3$ $r = -3$ Now we can plug in our values into our formula. $a_n = a_1( r^{n - 1})$ $a_7 = 1(-3^{7 - 1})$ $a_7 = 1(-3^6)$ $a_7 = 1(-729)$ $a_7 = 729$ The 7th term of our sequence is 729. Our final answer is E, 729. You did it, you genius you! The Take Aways Sequence questions often take a little time and effort to get through, but they are usually made complicated by their number of terms and values rather than being actually difficult to solve. Just remember to keep all your work organized and decide before test-day whether you want to spend your study efforts memorizing, or if you would prefer to work out your sequence problems by hand. As long as you keep your values straight (and don’t get tricked by bait answers!), you will be able to grind through these problems without fail, using either method. What’s Next? Phew! You have officially mastered ACT sequence questions. So...now what? Well you're in luck because there are a lot more ACT math topics and guides to check out! Want to brush up on your ratios? How about your trigonometry? Coordinate geometry and slopes? No matter what ACT topic you want to master, we've got you covered. Feel like you're running out of time on ACT math? Check out our guide to help you beat the clock. Want to know the score you should aim for? Start by looking at how the scoring works and what that means for you. Looking to get a perfect score? Our guide to getting a 36 on ACT math (written by a perfect-scorer) will help you get to where you want to be! 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:

The Shakedown in Ukraine essays

The Shakedown in Ukraine essays Bureaucrats of the Ukraine Tax Authority (UAT) Special Audits Department visit the Kiev-based offices of Customer Strategy Solutions and state that the company has failed to file five specific forms with the government. The fine for this equivalent to $16,000 and is payable to the Special Audits Department of the UAT. Kostya Hnatyuk, who runs the Customer Strategy Solutions software development center in Kiev gets the news and immediately calls Pavlo Zhuk, founder and entrepreneur of the company. The case study then progresses to Mr. Zhuk flying from Palo Alto to Kiev to meet with Kostya Hnatyuk to get the issue resolved. Previous situations including the payment of $5,000 to Dnipro Telecom to expedite the installation of telephone service illustrate how pervasive graft is in Ukraine. The case study presents Mr. Zhuk as seeing himself as a force for positive change in Kiev, and looks to bring additional employment there. His practice of paying his programmers double the going ra te, or $12,000 a year there, is no doubt attracting much attention in a country whose economy is weak due to so much graft and corruption. The most pressing issue is how corrupt the Ukraine is, and how pervasive it is, where Mr. Zhuk and his team encounter requests for bribes from the telephone company to the local tax authority. Studies indicate that there are approximately 1,300 bureaucrats who actively solicit and take bribes throughout this part of the world (Miller, 2006). Entering such a corrupt region of the world and not expecting to be impacted by it is naive on the part of the companys founders. Second, the payment of the telecom bribe sets a dangerous precedent for future transactions and may have already led to the company breaking international laws. Deciding to have their accountant back in Palo Alto figure out how to hide it is a slippery slope. Third, the issue of whether to pay the ...

Take this quiz to find out what your most dominant work trait

Take this quiz to find out what your most dominant work trait You have several traits that are excellent for work; such as being hardworking, dedicated, loyal†¦ The list goes on and on. But have you ever wondered what your most dominate trait in work is? It’s so hard to just pick one that’s why this quiz is perfect for helping you decide.  Source [Playbuzz]

Business Improvement and change Essay Example | Topics and Well Written Essays - 1500 words

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How does a restaurant franchisor train their foreign franchisees Essay

How does a restaurant franchisor train their foreign franchisees - Essay Example A franchiser has to ensure that the trainings are aligned with the business laws in each country. Addressing this issue through training is vital because it prevents international business from experiencing legal issues related to business activities in other countries. Issues related to business laws in different countries affect both franchiser and franchisees (Asill & Goldman 24). Failure to address differences in business laws may make both franchiser and franchises to experience labor issues. For instance, different countries have different payment standards for workers in franchises. For instance, the minimum pay for workers in the US restaurants is 7 dollars per hour. Such standards cannot be equally applied in other countries. Apart from payments, labor laws may differ on how workers are compensated in case of injuries and other work related problems. Failure to train franchisees on such issues may lead to issues such as underpayment or exploitation of workers by the franchiser and franchisees. Failure to train franchisers effectively on specific foreign business laws may make the franchisers and franchisees to experience unhealthy competition issues (Asill & Goldman 24). The franchiser has to ensure that differences in competition laws in foreign countries are effectively addressed. For instance, different countries have different market regulations that protect the local business persons from unhealthy competition. Failure to address this during training may make both the franchiser and franchisees to incur huge legal penalties. In addition, it is important to know how the franchiser and its franchisee are protected in other countries. For instance, failure to addresses the difference in trademark laws and other related business laws such as intellectual property laws in other countries during training may make a business and its franchisees to suffer unhealthy competition in foreign countries. Failure to address

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Bloom Energy Research Paper Example | Topics and Well Written Essays - 1250 words

Bloom Energy - Research Paper Example Even though one can view energy in relation to the full functioning of urban areas, this analysis may focus on the energy features of a contemporary urban settlement, such as Delaware. Bloom Energy, through its revolutionary effort with fuel cell technology, aspires to aid businesses and homes in fueling their own automobiles and producing their own power, giving light and electricity to outlying communities and even decreasing dependence on existing electricity grids. The technology at the core Bloom Energy’s aim to support the environment and the planet was initially designed for utilization in deep space (Schenker 2009). K.R. Sridhar, the co-founder and CEO of Bloom Energy, received a request from NASA to formulate a way to make Mars suitable for human habitation. His original plan was an instrument that would utilize Martian water and solar energy to power a reactor cell that produced hydrogen to fuel vehicles and oxygen to breathe (Schenker 2009). The plan formed a brilliant idea in Sridhar. If the reaction will be reversed, putting fuel and oxygen into the cell to produce power, he could transform the way people produced and used energy. He created the prototype of his purported Bloom Boxes to perform the reaction reversal, but required a lot more effort to make the mechanism reversible (Schenker 2009). In that manner, when attached to a source of renewable energy like solar panel, the Bloom Boxes produce and amass oxygen and hydrogen. And when the renewable energy source disappears, it shifts direction and utilizes the amassed gases to produce current. As disclosed by Sridhar, â€Å"I quit doing my NASA work because I believe this particular technology can change the world. Just like developing nations leapfrogged over fixed telephony to mobile, we think our technology will allow developing nations to do the same thing for

Develop an advertising campaign Coursework Example | Topics and Well Written Essays - 1250 words

Develop an advertising campaign - Coursework Example The performance campaign will feature well known sports car expert drivers, including Richard Atwood, who is a world class driver and instructor specialising in the Porsche and Ferrari cars. The second expert driver to feature in the campaign is Aaron Scott, who has sported in the GT’s and Formula 3 sports cars for the past fifteen years. He has been a well known instructor for the Carrera Cup and the GT cup. The choice of the two experts was aimed at increasing the effects of celebrity endorsements, which have a profound appeal to the social stature and the sense of belonging of the upcoming buyers of the Nissan Skyline GTR R34 and also sporting car enthusiasts. Through the car, the campaign should leave the mark of excellence, performance and expert status in the ownership of the Nissan Skyline GTR R34. By focusing on the image and the aura communicated by the sporting world, the new buyers and enthusiasts of the car will increase the uptake of the car (Macdonald & Sharp, 2003). The sports car brands that the company is competing with in this segment include Toyota supra, Honda NSX, Mazda RX-7 and Mitsubishi Lancer. Through the advertising campaign, the company hopes to scoop more market from its competitors, by positioning the car as a well-priced sports car fit for racing (Niraj & Pillutla, 2000). 2) Change the perception of the public about the Nissan brand, by demonstrating that it is the number one competitor among performance class of vehicles, with the aim of increasing its presence in sporting events. The purpose of the advertising campaign is that of reassuring the customers, sporting event organizers and media users that the Nissan Skyline GTR R34 is very successful and the best performance vehicle in the world. 2) Increase the production capacity of the GTR R34 sports car in the company by 20 percent, which will cater for the increase in the increase of demand arising from the

Bloom Energy Research Paper Example | Topics and Well Written Essays - 1250 words

Bloom Energy - Research Paper Example Even though one can view energy in relation to the full functioning of urban areas, this analysis may focus on the energy features of a contemporary urban settlement, such as Delaware. Bloom Energy, through its revolutionary effort with fuel cell technology, aspires to aid businesses and homes in fueling their own automobiles and producing their own power, giving light and electricity to outlying communities and even decreasing dependence on existing electricity grids. The technology at the core Bloom Energy’s aim to support the environment and the planet was initially designed for utilization in deep space (Schenker 2009). K.R. Sridhar, the co-founder and CEO of Bloom Energy, received a request from NASA to formulate a way to make Mars suitable for human habitation. His original plan was an instrument that would utilize Martian water and solar energy to power a reactor cell that produced hydrogen to fuel vehicles and oxygen to breathe (Schenker 2009). The plan formed a brilliant idea in Sridhar. If the reaction will be reversed, putting fuel and oxygen into the cell to produce power, he could transform the way people produced and used energy. He created the prototype of his purported Bloom Boxes to perform the reaction reversal, but required a lot more effort to make the mechanism reversible (Schenker 2009). In that manner, when attached to a source of renewable energy like solar panel, the Bloom Boxes produce and amass oxygen and hydrogen. And when the renewable energy source disappears, it shifts direction and utilizes the amassed gases to produce current. As disclosed by Sridhar, â€Å"I quit doing my NASA work because I believe this particular technology can change the world. Just like developing nations leapfrogged over fixed telephony to mobile, we think our technology will allow developing nations to do the same thing for

Global Warming Based from Scientific Studies Research Paper - 1

Global Warming Based from Scientific Studies - Research Paper Example Al Gore is better known as a politician than a scientist or environmentalist and this perhaps led him to introduce himself by giving a little background of his education and work experiences, linking him to experts on global warming. Having established himself as a person in authority to discuss the subject matter, Gore proceeds to give the traditional explanation about global warming. He mentions that the atmosphere has a thin layer that traps some infrared radiation which helps regulate the earth’s temperature, making it a livable place. However, with the increase of carbon dioxide in the atmosphere caused by air pollution, that layer is thickened, causing more infrared radiation trapped in the atmosphere which in turn causes higher temperature worldwide (Gore, 2006). (The second paragraph has to be reconstructed and broken down because it seemed that the former paragraph was quite long and had different ideas. Moreover, there were corrections with sentence constructions.) T o add more drama and to hold his viewer’s attention as well as make his argument stronger, Gore presents valid discourses of other people which he further discusses. For instance, he mentions that there is the supposition that the earth is so big and therefore, the fears for global warming are far from possible. He acknowledges this debate but goes on to prove that global warming is as real as the air we breathe. Gore presents facts about the conditions of glaciers a few decades ago in contrast to how they are now by showing old and new pictures of well-known places such as Kilimanjaro, the Italian Alps and Rhone Glacier.

Pure Cultures Lab Essay Example for Free

Pure Cultures Lab Essay Introduction : Pure cultures are made of only one type of organisms and can be used to study their properties. A method used to isolate pure cultures is making a steak-plate, which is a dilution process in which culture is spread over an agar plate in a certain manner. Using a loop rod, culture was taken from the tube and dragged across area 1 several time,of the agar. The agar was then turned 90Â º, and the loop was flamed and cooled. Taking some culture from area 1, it was dragged over area two,and the same steps were done for areas 3 and 4. Another technique used was spread-plate, where the same culture is spread over the agar plate using a sterile L-shaped bent glass rod. The rod was dipped in 95% ethyl alcohol and flamed to sterlize. The nutrient agar was then placed on the plate, and spread with rod. An environmental plate was used to test the cultures of a random object, in our experiment, it was the ocular lens of a microscope. A cotton swab was dipped into sterile water, and a random item of our choice was swabbed. After mixing the swab back in the water, the contaminated water was applied to a spread plate. Results: See attached Discussion: All the plates were successful is isolating the pure cultures except the environmental. The reason for this may have been that there was no bacteria, due to the fact they had been recently cleaned. The slant agars were able to pick up on the bacteria to show the growth. The vial that had bright yellow bacteria growing was M.leuteus, showing the successful isolation and identification. Other vials that had M.Letues and S.marcescenes had a very slight shade of bacteria growth. Questions: 1. No because a when a broth culture is used, it has not been inoculated from a pure culture, the only way would be to use a streaking method or spread plate. A mix culture slant is hard to isolate, because bacteria is clumped together, getting a single colony is difficult. These may cause contamination to the bacteria during the inoculation period. 2. If there was more culture in quadrant 4 than 3, it is due to the loop being dragged back into quadrant 1. The nutrient agar that was in 1 came back to 4, and showed more culture.

Relationship Between Lennie And George Essay

Relationship Between Lennie And George Essay Analysing the relationship between George and Lennie in Steinbecks Of Mice and Men In the opening section of the novella, Steinbeck wishes to portray the relationship between George and Lennie as leader and follower. Steinbeck highlights that they walked in single file down the narrow path and when they came into the open, one stayed behind the other; which immediately indicates that George is dominant in this relationship, therefore Lennie is somewhat irresponsible, dependent and incapable of looking after himself. This image illustrates that George acts as a parental figure and Lennie is similar to a shy child hiding behind a father. Furthermore, in Chapter 2 this idea is developed when George also carries Lennies work card, knowing that Lennie would lose it if he was responsible for it Think Id let you carry your own work card?. This quote shows how George acts as a parental figure for Lennie; George must look after Lennies important possessions, as George knows that he will just lose them because of his simple-mindedness. The rhetorical question also shows Geor ges frustration with Lennies small mental capacity as he is always creating problems. Also, when we are first introduced to Lennie and George, the main physical differences between them are highlighted. Lennie is huge, shapeless of face and often dehumanized to be that of a bear. However, George on the other hand, is small, quick and thin with, restless eyes and slender arms. This description is a form of juxtaposition, as the two characters contrast in appearance. It would form an image in the readers minds of two characters that differ greatly, and could supposedly be the opposite of one another. I think the authors intentions of using of this language technique, would be to make a point of their differences and suggest that their personalities also greatly contradict each other. So this makes us read on to find out why we find these two opposing characters together in the story. Throughout the passage, Lennie is referred to as a bear, and a huge companion with dragging feet. This creates an image in the readers mind of a man who is giant-like in size and is supposedly clumsy and uncoordinated. The authors use of the animal Bear to compare Lennie to, symbolizes that he can be the dangerous, strong bear, or the cuddly teddy bear. It indicates that whilst Lennie is a big and strong man, he is also just a playful, childish boy who needs guidance. Steinbeck also metaphorically compares Lennie snorting into water like a horse; Lennies actions are similar to an animal, unlike humans who cup their hands to drink water. This emphasizes that he will act upon an animal instinct and his animal characteristics convey Lennies great strength that he is unaware of; this holds immense importance in the novel as it foreshadows the downfall of Lennie due to his powerful strength and animal instincts. Verbs and adverbs are chosen specifically to reflect Lennies and Georges attitudes and characteristics. Generally actions and descriptive words attached to Lennie show a lack of confidence and maturity, for example words such as dabbled and timidly displays Lennies hesitancy and unassertiveness, whilst George on the other hand has words adverbs such as sharply and gently which suggests that he is thinks a lot before all his actions. Overall the reader can deduce without any explanation required, that Lennie most likely needs supervision from George, and looks up to him as a role model because he admires his intelligence and general behaviour/demeanour. In the books dialogue, Steinbeck uses slang,colloquialism, and non-standard terms (aint, would of, brang, and so on) to convey an authentic sense of the characters. This casual dialect(shes a loo loo, Curleys got ants in his pants) helps recreate a particular time, place, and social background that make the book sound real as well as the characters more relatable. Whats more, is that the lack of standard English is constant throughout all speech, characters dont speak with more refinement to other specific characters. Even Lennie, though hes slow, isnt less able to communicate with words than others.This aspect equalizes the characters and gives them a lack of identity or purpose. Overall it addresses the theme of power and each characters lack of control over their own destiny. Readers may interpret these aspects negatively, because it is symbolic of the lack of importance or significance people had back in the contexts day. However, on the other hand you could interpret it as a goo d thing that all of society was equal, everyone had equal chances and people felt a good sense of community and belonging. Towards the end of chapter 6, as Lennies captors advance towards him, Steinbeck gives a brief description, using pathetic fallacy, of the landscape in which the story is unfolding; Already the sun had left the valley to go climbing up the slopes of the Gablian Mountains, and the hill tops were rosy in the sun. I believe Steinbecks desired intentions of using this specific technique, is to reflect that all hope of the American dream has been lost, due to the death of Curleys wife. The sun is the light, which represents hope and happiness, and the fact it has left the valley represents the reality of the situation; that Lennie has ruined any chance they once had of fulfilling the dream. The use of the word already in particular, depicts the idea that all hope vanished as soon as Lennie killed her; there was no way he could have made amends. This would make the reader feel sympathy/pity for Lennie, as they have grown attached to his character throughout the book, and they know the death was unintentional. Also, embedded frequently throughout the book, is the use of structural motifs. In particular, the recurring element of the American Dream, and its dismal achievability, is used to signify the relationship between Lennie and George. It exemplifies one of the reasons why we find the two characters together; their differences are made apparent yet they both share and hold onto this strong sense of longing for this scenario, no matter how out of reach it is. Additionally, each time George repeats this dream to Lennie, his intonation and demeanor in which he says it, reflects its current state of achievability. For example, in chapter one, where Lennie and George have no job and no comfortable sanctuary, George is reluctant to finish describing the dream, I aint got time for no more, this hesitancy shows that he has obvious doubt in fulfilling it due to the current circumstances he and Lennie is in. However, in chapter 3, when Candy offers his savings into the purchasing of the house, George becomes excited as he believes the dream is now within reach. Steinbeck shows this through the use of short sentences and informal dialect, Jesus Christ! I bet we could swing her, because we relate excitement with uncontrollable language, colloquialism and the inability to produce sophisticated sentences, therefore it creates authenticity and pace for the reader, thus making it more believable. Lastly, in chapter 6, the dream is again repeated, back where the story first began. Yet now, the dream is fragmented, separated with the use of ellipses, Youan me. This punctuational technique symbolizes the loss and feebleness of the dream, as well as Georges despair of having to kill Lennie to save him from the oncoming lynch mob. Now, its no longer a chore for George; he wants to take it slow and let Lennie enjoy it fully before he dies, it truly reflects that George needs Lennie just as much as he needs him. Overall the reader would sympathize for both of them, because we can understand that George only did this for Lennies benefit, and despite their disputes; they cared about each other very much. The plot in Of Mice And Men is also an example of a circular narrative; it concludes in the same location, and George and Lennie are once again fleeing from trouble. This structure is used to offer a valuable moral about difficult the American Dream is to fulfill, as well as to reveal the sad absurdity of dreams in general. Overall this highlights Steinbecks pessimistic views towards the dream as he adapts his story to portray the dream to be impossible for all, Curleys wife included. However, on the other hand, Lennies death was inevitable because of the escalating destruction he was evoking, so others could interpret it as a blessing that Lennie died at the hands of a man he trusts, painlessly and still believing in his dream. So readers may believe Steinbeck wrote this to emphasize the beauty of friendships and highlight how important it is for mankind to uphold them.

Issues Raised by Use of Turnitin Plagiarism Detection Software :: Plagiarism Detection Software

Issues Raised by Use of Turnitin Plagiarism Detection Software This past week, I worked with a couple of other members of the Writing Department at GVSU to prepare a position statement on plagiarism detection software. GVSU only recently acquired a subscription to Turnitin, and myself and the other teachers were concerned that teachers in other disciplines would be unware of the issues surrounding plagiarism detection services. The following is the full text of the statement which has been distributed on our campus. Note: CCCC-IP has begun a resource page on plagiarism detection services. Issues Raised by Use of Turnitin Plagiarism Detection Software Overview Recently, Grand Valley State University purchased a site license to plagiarism detection service Turnitin.com. Faculty members who use this service can require students to submit writing assignments electronically to Turnitin, which compares student texts against Turnitin’s database of Internet sites, academic journals index, and previously student submitted papers and prepares a report indicating where in the text plagiarism has been detected. Writing submitted to Turnitin is maintained in the database for comparison against future submissions by other students. Scholars and teachers in the field of Rhetoric and Composition, as well as other academics, have discouraged the use of plagiarism detection services. We recommend that before using this service, faculty members consider several important issues raised by the use of Turnitin. Turnitin Discourages Good Pedagogical Practices Concerning Writing Because Turnitin compares student writing against a database of articles, previously submitted student writing, and web pages, it’s most easily used as a plagiarism detection service. Such use emphasizes the policing of student behavior and texts over good-faith assumptions about students’ integrity, and can shift attention away from teaching students how to avoid plagiarism in the first place. In â€Å"Defining and Avoiding Plagiarism: The WPA Statement on Best Practices,† the Council of Writing Program Administrators urges teachers to â€Å"use plagiarism detection services cautiously,† for they should â€Å"never be used to justify the avoidance of responsible teaching methods.† We recommend that teachers work toward implementing the WPA’s best practices as a long-term solution to eliminating plagiarism and building a culture of responsible participation in the creation and circulation of academic knowledge. The Writing Department and the Fred Meijer Center for Writing will be happy to host a workshop on sound pedagogical practices for eliminating plagiarism. Turnitin Can Be Ineffective for Detecting Plagiarism Experimentation by researchers and instructors has indicated that Turnitin can be ineffective in catching student plagiarism of Internet sources or can produce otherwise inaccurate results (e. Issues Raised by Use of Turnitin Plagiarism Detection Software :: Plagiarism Detection Software Issues Raised by Use of Turnitin Plagiarism Detection Software This past week, I worked with a couple of other members of the Writing Department at GVSU to prepare a position statement on plagiarism detection software. GVSU only recently acquired a subscription to Turnitin, and myself and the other teachers were concerned that teachers in other disciplines would be unware of the issues surrounding plagiarism detection services. The following is the full text of the statement which has been distributed on our campus. Note: CCCC-IP has begun a resource page on plagiarism detection services. Issues Raised by Use of Turnitin Plagiarism Detection Software Overview Recently, Grand Valley State University purchased a site license to plagiarism detection service Turnitin.com. Faculty members who use this service can require students to submit writing assignments electronically to Turnitin, which compares student texts against Turnitin’s database of Internet sites, academic journals index, and previously student submitted papers and prepares a report indicating where in the text plagiarism has been detected. Writing submitted to Turnitin is maintained in the database for comparison against future submissions by other students. Scholars and teachers in the field of Rhetoric and Composition, as well as other academics, have discouraged the use of plagiarism detection services. We recommend that before using this service, faculty members consider several important issues raised by the use of Turnitin. Turnitin Discourages Good Pedagogical Practices Concerning Writing Because Turnitin compares student writing against a database of articles, previously submitted student writing, and web pages, it’s most easily used as a plagiarism detection service. Such use emphasizes the policing of student behavior and texts over good-faith assumptions about students’ integrity, and can shift attention away from teaching students how to avoid plagiarism in the first place. In â€Å"Defining and Avoiding Plagiarism: The WPA Statement on Best Practices,† the Council of Writing Program Administrators urges teachers to â€Å"use plagiarism detection services cautiously,† for they should â€Å"never be used to justify the avoidance of responsible teaching methods.† We recommend that teachers work toward implementing the WPA’s best practices as a long-term solution to eliminating plagiarism and building a culture of responsible participation in the creation and circulation of academic knowledge. The Writing Department and the Fred Meijer Center for Writing will be happy to host a workshop on sound pedagogical practices for eliminating plagiarism. Turnitin Can Be Ineffective for Detecting Plagiarism Experimentation by researchers and instructors has indicated that Turnitin can be ineffective in catching student plagiarism of Internet sources or can produce otherwise inaccurate results (e.

Evaluate Two of the Cognitive Approaches Strengths and Weaknesses Essay

The cognitive approach has two main strengths. These two strengths are that the cognitive approach is scientific and that it has an application of therapies. The first strength that the cognitive approach has is that it is scientific this is because it is done within the laboratory. This is called lab studies. We can rely on the findings because it is done under a controlled environment. Which makes this a strength. The second strength that the cognitive approach has is the application of these therapies. We know that this is strength because it has a very high success rate and is very effective. This is why the NHS uses this approach. The cognitive approach helps people across the world. The Cognitive approach also has two weaknesses, these two weaknesses that I am going to evaluate are that it is difficult to prove and the mechanistic reductionism. The cognitive approach is difficult to prove that it works because thoughts are not observable and are not measurable. This is a weakness because physiologist have to rely on the truthfulness of patients because there is no solid evidence what the patient thoughts are. The second weakness I am going to evaluate is the fact that the cognitive approach has a mechanistic reductionism; this means that the mind is compared to a computer. This is a weakness because the mind is much more complex that a computer e.g. the mind can guess and understand someone’s feelings. So Mechanistic reductionism suggests that psychologist are downgrading the mind’s capability.

Living in the forest Essay

Although the majority of people in the Amazon live in the cities and towns, there are still many indigenous groups living in the forest, some who have no contact with the ‘outside’ world and live in a harmonic environment. Rainforests are the most diverse ecosystems on the planet, as well as being the home to an estimated 50 million indigenous forest people. These people depend on the rainforest for their way of life. It provides them nearly everything from shelter and food to tools and medicine. The people living in the forest make practical and sustainable use of the forest. It also plays an important role in their spiritual and cultural life. Other than hunting, gathering wild fruits and nuts and fishing, each family usually has two gardens. One is a small house garden which consists of a variety of plants and the second is a large plantation planted with bananas, manioc or rice. They use a sustainable farming method called shifting cultivation. First they clear a small area of land and burn it (slash and burn). Then they plant different types of plants, to be used for food and medicines. After a few years, the soil has become too poor to allow for more crops to grow and weeds start to take over. They then move to a nearby un-cleared area. This land is traditionally allowed to re-grow for 10-50 years before it is farmed again. Shifting cultivation is still practiced by those indigenous groups who have access to a large amount of land. However, with the growing number of non-indigenous farmers and the shrinking rainforest, other groups, especially in Indonesia and Africa, are now forced to remain in one area. The land becomes a wasteland after a few years of overuse, and cannot be used for future agriculture. Indigenous people respect the forest that, until the present, has protected them from outsiders and given them everything they need. They live in a sustainable existence. This means that they use the land without harming the plants and animals that also call the rainforest their home. Indigenous people get all their resources primarily from the forest. Other than their food they get their clothing, tools, medicines and shelter form there. This is part of their culture and way of life, as their ancestors also lived in this way. Children do not go to school however they learn about the forest through their parents and other members of the community. They are taught how to survive in the forest. This usually includes how to hunt and fish. They are also taught which plants are useful as medicines or food. Some of these children know more about the rainforests than scientists who have been studying rainforests for many years. There are many different groups. But one example is the ‘Maku’ group. A daily life of someone in the ‘Maku’ village: The women wake up at sunrise and prepare the men’s breakfast. Each meal is communal and is eaten at the leader’s house. After the men have eaten breakfast they depart either alone or in pair’s depending on what prey they saw the day before. After they have left the women and children eat and soon after go to the swiddens to harvest and replant manioc. They return around midday and prepare manioc flour, bread and porridges. At about three in the afternoon the men return with what they have caught and hand it over to their wives. Each woman cooks at her own fireplace but the meal is communal and held in the leaders house. The men eat first and then the women and children. After this three or four meals follow until they sleep, this is at around 9p.m. Indigenous people have a very strong culture and still practice it. One of the rituals are when a young boy or girl go into adulthood the hair on their head is plucked out by other people. Even though they are given a medicine to make them unconscious it is still very painful. Anybody can take part in this ritual. Each group has the same basic believes but then differs when it comes to rituals and culture. In the ‘Karaja’ group the role of men and women are very important. The men are responsible for defending the territory, clearing swiddens, domestic and collective fishing trips and formalized discussions in the men’s plaza. Women are responsible for the education of the children until the age of initiation for the boys but permanently  responsible for the girls. They also do the domestic tasks such as cooking, collecting swiddens products and arranging the marriage of the children (usually done by the grandmothers) and also the painting and decoration of the children during rituals and the manufacture of ceramic dolls. When a baby is born the baby is washed with warm water and it face is painted with red dye. During the infancy the baby spends most of its time with its mother or grandmothers. However when a boy reaches the age of seven or eight his lower lip is pierced. When he reaches the age of ten to twelve years- the boy takes part in a large male ritual called Big House or Hetohoky. The boys are painted with blue/black genipap and remain confined for seven days in a ritual house called the Big House. The hair is cut off and the boy is called giant river otter or jyre. During the first menstrual period of a girl, the maternal grandmother looks after her and she is confined in isolation. Her public re-appearance is when she is elaborately decorated with painted body designs and feather adornments in order to dance with the Aruanas. This is highly rated by the men. The marriage is ideally arranged by the grandmother-preferably from the same village. Once married the couple life at the girls mothers house. When the family number becomes numerous the couple makes their own house. They also have many myths. For example the ‘Canela’ believe that the origin of fire and corn came about like this: a boy brought fire for his people by stealing it from the hearth of a female jaguar. Star woman fell in love with a Canela and so came down to live for awhile among his family members. During her stay she told them that corn would grow fin the forest and she taught them that it was good to eat. This is the origin of the gardens. She then returned to the sky with her mate and they transformed into twin starts which we know as Castor and Pollux. These are just one of the myths which have now become the background of these people. Nutrient cycling is an important part of the ecosystem. It is added into the ecosystems in many ways: Leaching- the nutrients are removed by the movement of the water. Harvesting- when the trees get harvested the nutrients they contained get removed. The amount of nutrients removes depends on how the harvesting is done. Atmosphere- nutrients contained in precipitation and dusts are deposited on the forest site. Weathering of parent material- the slow process of breaking down rock and mineral gets nutrients released in the soil. Due to human activity the life of these people are being altered. There are also a lot of environmental issues which affect the rainforest and the people living in it. This includes forest fires, diseases and landslides. The changes of environment are depending on the region and the climate. Due to all of this the lives are being changed and more recently in a major way. The cultures they had a long time ago are being lost. Before they lived depending on their surroundings and what they had and also they enjoyed it. But now they are slowly depending on tourists for some of their income and will most probably become completely dependant on tourists. Spear fishing- it is used when setting a net would be impractical, such as near trees. The spearhead is three pointed and barbed. A string is attached at the end of the spear so the fisherman can get the fish after a successful throw. Sugar cane pressers- sugar cane is grown primarily for the juice and then fermented to make a type of rum called ‘aguardiente’.

Informative Speech Outline

Every year we are given 365 days, 8,765 hours, 526,000 minutes, or 31. 6 million seconds. How we spend this time is entirely different, but that's what makes us unique from everyone else. As a college student, managing your time is everything. From choosing how long to study to what people you hang out with the most affects your college years tremendously. Subject Sentence: Depending on how you spend your time can make you fail or succeed. Connective: To begin with, Body I) Have set clear goals Personal Goals A. 1.Definable goal that helps better yourself 2. Must have balance B. Career or Academic Goals 1. Must be realistic 2. Have a set deadline 3. Create a calendar 4. Be driven Connective: Next, II) Time Efficiency A. Plan your day out 1. Decide how to allot your time 2. Include both work and personal obligations 3. Use a planner 4. Make a to-do list 5. Pretzel tasks B. Make sacrifices 1. Decide what tasks are mandatory vs.. What tasks can be put off 2. Understand and accept that t here is only 24 hours in each day and that not everything can always be done C.Avoid Procrastination 1 . Start as soon as possible not as late as possible 2. Say no more often 3. Turn off your cell phone and other electronics 4. Know and be able to recognize the difference between â€Å"l don't want to† and † have time†. 5. Have allotted alone time 6. Be responsible for yourself Connective: In comparison, these are the dangers of not managing time well, Ill) Dangers of not managing time well A. Falling behind in classes 1 . Bad grades 2. Rushed assignments 3. Unpreserved for class 4. Failing out of school or getting fired from a Job B. Causes Stress 1.Miss out on other opportunities 2. Strained relationships 3. Mentally unhealthy a. Strained relationships b. Isolation from others . Depression d. Memory problems e. Constant worrying 4. Physically unhealthy a. Disrupted sleep b. Isolation c. Headaches d. Weight loss or gain Connective: In conclusion, Conclusion I do n't Everyone deals with time management every day but not everyone manages his or best for you and use them. The ability to get that 4. 0 or promotion might Just be a matter of managing your time in a better manner. Time is the only thing we really can't afford to lose. Informative Speech Outline Title: Fastest Production Car Bugatti Veyron EB 16. 4. Speaker: Bharath Tripuraneni Specific Purpose: To Inform Thesis Statement: From the history of the car till design and mechanics. Introduction I. Attention-getter: Even though there are cars, which are faster than Veyron, this car has rose to fame because of it mechanics and design, which made it a street legal car. II. Establishment of ethos: I am credible to talk about this car as I have done research related to this car and I am a car enthusiast. III. Thematic statement: From the history of the car till design and mechanics.IV. Preview (each main point): First †¦ I am going to talk about the history of the car. Next †¦ The design of the car. Finally†¦ The mechanics of the car. (Transition) Now I am going to talk about the Origin of the car. Body I. Origin of the car. A. The car has been designed and developed by the Volkswagen Group. 1. In 1998, the Volkswagen Group purchased the former car manufacturer Bugatti in order to revive the brand. 2. The decision to start production of the car was taken by Volkswagen Group in 2001. The first roadworthy prototype was completed in august 2003.The prototype is identical to the produced car with minor changes, due to many technical problems; the production of the car has been delayed several times and was finally released on September 2005. B. The car was named in honor of Pierre Veyron. 1. A Bugatti development engineer, test driver and company race driver who, with co-driver Jean-Pierre Wilmille, won the 1939 Le Mans race while driving a Bugatti. 2. â€Å"EB† refers to Bugatti founder Ettore Bugatti and the â€Å"16. 4† refers to the engine which has 16 cylinders and 4 turbochargers. Internal Summary) This car was designed and developed in 2001 and released in 2005 under the honor of Bugatti racecar driver Pierre Veyron. (Transition) Now that we have talked about the origin of the car, I will discuss the design of the car. II. Design of the car. A. The design of the Veyron honors a great heritage of the company design without drifting off into retro style. 1. Every detail of the classic two-tone color scheme from the 1920s and the 1930’s resulting in the typical Bugatti profile. 2.Ettore Bugatti himself used the contrasting colors for his cars, which is also been used on the Veyron. B. The Veyron’s classic paintwork and harmonious design connect this state-of-the-art super sports car to the heritage of Bugatti automobiles. 1. The large radiator grill with the hand-enameled Bugatti emblem – represents the grandness of the Veyron. 2. The sports car’s front is defined by the contrast of its broad headlights and majestic grill and the rear end, which is 1. 99m wide, has a retractable spoiler, which is also used as an air brake. Internal Summary) this car has the typical Bugatti two-tone color scheme started by Ettore Bugatti and a rear spoiler, which is also used as an air brake. (Transit ion) now that we have talked about the design of the car, I will discuss the mechanics of the car. III. Mechanics of the car. A. Specifications of the car.1. The Veyron features an 8. 0-liter, quad-turbocharged, W16 cylinder engine, which means the engine, is made of two V8 engines attached in a W shape which produces 1001 horse power. and a top speed of 253. 81 mph. he car goes from 0-60 mph in 2. 46 seconds. 2. Normally a car has one radiator, but the Veyron has 10 radiators in order to cool the engine down, as it produces so much heat. B. Performance of the car. 1. The car goes from 0-60 mph in 2. 46 seconds and has a top speed of 253. 81 mph. 2. EPA highway driving gives 13miles per gallon and city 8, but when put in top speed mode gives 3 miles per gallon per minute or it drinks 1. 4 gallons of fuel per minute. (Internal Summary) Veyron produces 1001 horsepower, which has a top speed of 253. 1 mph and gives 13 miles on highway and 8 on city. (Transition to conclusion) Now, we h ave talked about the mechanics of the car. Conclusion I. Summarize (overall theme): Bugatti Veyron is the fastest production car in the world . II. Review (Each Main Point) 1. Today I first described the origin of the car 2. Second, I described the design of the car 3. Finally, the mechanics of the car. III. Tie to the Introduction: From the origin of the car till the design and mechanics.IV. Creative concluding thought (end with impact): The car uses Michelin PAX run-flat tires, which are designed specifically to accommodate the Veyron’s top speed, which cost $25,000 per set. And when the car is driven on top speed mode, engineers of the car know that the tires will burst after a certain point, so they made sure that whole tank of fuel finishes before the tiers burst. References: http://www. bugatti. com/en/veyron-16. 4/design. html Car and Driver Auto Magazine. Informative Speech Outline Every year we are given 365 days, 8,765 hours, 526,000 minutes, or 31. 6 million seconds. How we spend this time is entirely different, but that's what makes us unique from everyone else. As a college student, managing your time is everything. From choosing how long to study to what people you hang out with the most affects your college years tremendously. Subject Sentence: Depending on how you spend your time can make you fail or succeed. Connective: To begin with, Body I) Have set clear goals Personal Goals A. 1.Definable goal that helps better yourself 2. Must have balance B. Career or Academic Goals 1. Must be realistic 2. Have a set deadline 3. Create a calendar 4. Be driven Connective: Next, II) Time Efficiency A. Plan your day out 1. Decide how to allot your time 2. Include both work and personal obligations 3. Use a planner 4. Make a to-do list 5. Pretzel tasks B. Make sacrifices 1. Decide what tasks are mandatory vs.. What tasks can be put off 2. Understand and accept that t here is only 24 hours in each day and that not everything can always be done C.Avoid Procrastination 1 . Start as soon as possible not as late as possible 2. Say no more often 3. Turn off your cell phone and other electronics 4. Know and be able to recognize the difference between â€Å"l don't want to† and † have time†. 5. Have allotted alone time 6. Be responsible for yourself Connective: In comparison, these are the dangers of not managing time well, Ill) Dangers of not managing time well A. Falling behind in classes 1 . Bad grades 2. Rushed assignments 3. Unpreserved for class 4. Failing out of school or getting fired from a Job B. Causes Stress 1.Miss out on other opportunities 2. Strained relationships 3. Mentally unhealthy a. Strained relationships b. Isolation from others . Depression d. Memory problems e. Constant worrying 4. Physically unhealthy a. Disrupted sleep b. Isolation c. Headaches d. Weight loss or gain Connective: In conclusion, Conclusion I do n't Everyone deals with time management every day but not everyone manages his or best for you and use them. The ability to get that 4. 0 or promotion might Just be a matter of managing your time in a better manner. Time is the only thing we really can't afford to lose. Informative Speech Outline General Purpose: I am giving this speech because this topic is very important to me and I want you to know about it as well. Specific Purpose: I am going to be informing my audience about Rachel’s Challenge in hopes of sharing Rachel’s story. I. Introduction 1. In the year 1999, a tragedy at Columbine High school occurred. This is what help start Rachel’s Challenge. 2. Bullying never leads to good out comes. Rachel’s story is proof of that. 3. Today I am here to inform you about Rachel’s Challenge, Rachel’s story, and what bullying can lead to.First I am going to inform you about Rachel’s challenge and what it is exactly. II. Body A. Rachel’s Challenge 1. 160,000 students don’t go to school because they are bullied, teased, and harassed each day. Rachel’s Challenge is helping create safer and better learning environments and making a world wide impact because Rachel’s family decided to make the Columbine Hig h School tragedy a mission for a change. 2. Rachel’s Challenge isn’t just meant to create change in schools around the world, it is to create change in businesses as well. It is to help create an environment of kindness, compassion, and safety.This is all according to www. rachelschallenge. org. 3. Now that I have told you about Rachel’s Challenge,†¦ †¦I will now inform you about Rachel’s story. B. Rachel’s Story 1. According to Craig Scott, a man I saw tell Rachel’s story, Rachel was the middle of five kids, but she handled that pretty well. She was very social and never passed up a sleep over at a friend’s house, a school event, or playing a board game with her family. Rachel loved being around people, it energized her. Her parents said that she could light up a room with her presence.She loved music and photography as well. Rachel wasn’t worried about anything besides her profile. When she was 5, she fell on the si de walk and broke her nose. The accident left a bump on the bridge of her nose which made her worry that people were staring at it when they spoke to her. 2. Rachel was very kind. She always felt sympathy for those who were less fortunate than she was. She tried to reach out to people who had social, mental, and/or physical handicaps. She was a kind girl, and she learned the power of compliments and acts of kindness at an early age.This is all according to www. rachelschallenge. org. 3. Now that I have told you about Rachel’s Challenge and Rachel’s story,†¦ †¦I will now inform you what bullying can lead to. C. What Bullying can Lead to 1. As I said before, bullying never leads to good outcomes. It can do horrible things to people. According to wiki. answers. com, when I asked the answer â€Å"What bullying can do to a person,† they said that bullying can lead a person into depression, and eventually that depression that a person is driven into will mak e them feel like they hate their life.Also according to wiki. answers. com, a person who already feels like they hate their life will feel the need to commit suicide when what they should really do is go to someone. 2. So many deaths are caused by the person’s own hand because of bullying. This is why Rachel’s Challenge was started. III. Conclusion A. Now that you know what Rachel’s Challenge is, Rachel’s story, and what bullying can lead to, I hope you will follow Rachel in bringing kindness and compassion to the world. Works Cited www. rachelschallenge. org Wiki. answers. com Craig Scott Informative Speech Outline General Purpose: I am giving this speech because this topic is very important to me and I want you to know about it as well. Specific Purpose: I am going to be informing my audience about Rachel’s Challenge in hopes of sharing Rachel’s story. I. Introduction 1. In the year 1999, a tragedy at Columbine High school occurred. This is what help start Rachel’s Challenge. 2. Bullying never leads to good out comes. Rachel’s story is proof of that. 3. Today I am here to inform you about Rachel’s Challenge, Rachel’s story, and what bullying can lead to.First I am going to inform you about Rachel’s challenge and what it is exactly. II. Body A. Rachel’s Challenge 1. 160,000 students don’t go to school because they are bullied, teased, and harassed each day. Rachel’s Challenge is helping create safer and better learning environments and making a world wide impact because Rachel’s family decided to make the Columbine Hig h School tragedy a mission for a change. 2. Rachel’s Challenge isn’t just meant to create change in schools around the world, it is to create change in businesses as well. It is to help create an environment of kindness, compassion, and safety.This is all according to www. rachelschallenge. org. 3. Now that I have told you about Rachel’s Challenge,†¦ †¦I will now inform you about Rachel’s story. B. Rachel’s Story 1. According to Craig Scott, a man I saw tell Rachel’s story, Rachel was the middle of five kids, but she handled that pretty well. She was very social and never passed up a sleep over at a friend’s house, a school event, or playing a board game with her family. Rachel loved being around people, it energized her. Her parents said that she could light up a room with her presence.She loved music and photography as well. Rachel wasn’t worried about anything besides her profile. When she was 5, she fell on the si de walk and broke her nose. The accident left a bump on the bridge of her nose which made her worry that people were staring at it when they spoke to her. 2. Rachel was very kind. She always felt sympathy for those who were less fortunate than she was. She tried to reach out to people who had social, mental, and/or physical handicaps. She was a kind girl, and she learned the power of compliments and acts of kindness at an early age.This is all according to www. rachelschallenge. org. 3. Now that I have told you about Rachel’s Challenge and Rachel’s story,†¦ †¦I will now inform you what bullying can lead to. C. What Bullying can Lead to 1. As I said before, bullying never leads to good outcomes. It can do horrible things to people. According to wiki. answers. com, when I asked the answer â€Å"What bullying can do to a person,† they said that bullying can lead a person into depression, and eventually that depression that a person is driven into will mak e them feel like they hate their life.Also according to wiki. answers. com, a person who already feels like they hate their life will feel the need to commit suicide when what they should really do is go to someone. 2. So many deaths are caused by the person’s own hand because of bullying. This is why Rachel’s Challenge was started. III. Conclusion A. Now that you know what Rachel’s Challenge is, Rachel’s story, and what bullying can lead to, I hope you will follow Rachel in bringing kindness and compassion to the world. Works Cited www. rachelschallenge. org Wiki. answers. com Craig Scott Informative Speech Outline Every year we are given 365 days, 8,765 hours, 526,000 minutes, or 31. 6 million seconds. How we spend this time is entirely different, but that's what makes us unique from everyone else. As a college student, managing your time is everything. From choosing how long to study to what people you hang out with the most affects your college years tremendously. Subject Sentence: Depending on how you spend your time can make you fail or succeed. Connective: To begin with, Body I) Have set clear goals Personal Goals A. 1.Definable goal that helps better yourself 2. Must have balance B. Career or Academic Goals 1. Must be realistic 2. Have a set deadline 3. Create a calendar 4. Be driven Connective: Next, II) Time Efficiency A. Plan your day out 1. Decide how to allot your time 2. Include both work and personal obligations 3. Use a planner 4. Make a to-do list 5. Pretzel tasks B. Make sacrifices 1. Decide what tasks are mandatory vs.. What tasks can be put off 2. Understand and accept that t here is only 24 hours in each day and that not everything can always be done C.Avoid Procrastination 1 . Start as soon as possible not as late as possible 2. Say no more often 3. Turn off your cell phone and other electronics 4. Know and be able to recognize the difference between â€Å"l don't want to† and † have time†. 5. Have allotted alone time 6. Be responsible for yourself Connective: In comparison, these are the dangers of not managing time well, Ill) Dangers of not managing time well A. Falling behind in classes 1 . Bad grades 2. Rushed assignments 3. Unpreserved for class 4. Failing out of school or getting fired from a Job B. Causes Stress 1.Miss out on other opportunities 2. Strained relationships 3. Mentally unhealthy a. Strained relationships b. Isolation from others . Depression d. Memory problems e. Constant worrying 4. Physically unhealthy a. Disrupted sleep b. Isolation c. Headaches d. Weight loss or gain Connective: In conclusion, Conclusion I do n't Everyone deals with time management every day but not everyone manages his or best for you and use them. The ability to get that 4. 0 or promotion might Just be a matter of managing your time in a better manner. Time is the only thing we really can't afford to lose.