Is Chromium Or Wrong - 1909 Words

If a person can easily explain his or her expertise pertaining to a certain field with ease, then one thing we have learned about in this class may be true. That lesson is the concept that I have stated above which pertains to someone being an expert opinion. This field of knowledge goes without stating one’s opinion may be accepted without given reasoning and may avoid being criticized. (Whitbeck, 15). However, my theory is that just because someone may have expertise in that pertaining field does not make their judgement morally right or wrong. This debate brings about the topic of carcinogens; a potentially cancer causing agent. The particular carcinogen that I am talking about is chromium (VI). This specific carcinogen, chromium, has been used to create certain items like colored paint or used to make stainless steel as many of our household appliances are made up of today. However, this carcinogen has also been found in a place that many raise alarm about and this is the fact that chromium has also been found in our drinking water. However, there are agencies that are designed to protect the well-being of us and harmful chemicals in our environment; this agency is known as the Environmental Protection Agency (EPA). The EPA appoints a group of five panelists that are experts with this specific carcinogen much as I mentioned above their knowledge and basis of expertise creates an expert opinion without much justification. The goal of this group of panelists is to create aShow MoreRelatedEthical Issues in Erin Brockovich Essay1593 Words   |  7 Pagesthe case. After talking with Donna Jensen, as well as other residents of Hinkley, she became aware that they all had similar medical problems. As she digs deeper, she realizes that PGamp;E was at fault because they were dumping a toxic waste (chromium 6) in the town water and it was poisoning the people in Hinkley. At first, the residents are hesitant to jump on board and go against PGamp;E because th ey believe the company has done a lot of good for the community. Erin made it her mission toRead MoreEthical Issues in the Film Erin Brockovich898 Words   |  4 Pagesto see the breakdown of the ethical values of PGE. The dramatization focuses on the deception that PGE has cast over the inhabitants of Hinkley, California. For years, the company has been polluting the environment with a known deadly toxin, Chromium six. The toxin seeped into natural underground water reservoirs then into the unsuspecting town folk’s drinking water. The effects on the human body were devastating, the worst being cancer which afflicted many of the residents. PGEs processRead MoreErin Brockovich, Anderson Et Al V. Pacific Gas Electric Company1304 Words   |  6 Pagespro-bono case her employer Ed Masry is handling for the small town of Hinkley (located in San Bernardino Valley. Residents of this small town located outside the Pacific Gas Electric plant are suspecting that a chemical, e specially hexavalent chromium (Chromium 6), is causing the people in this town to be ill. Many people had chronic, unexplained illnesses, and early death; many of them were children. In addition, almost everyone in Hinkley was either currently or previously employed in the nearbyRead MoreErin Brokovich (2000) Movie Review667 Words   |  3 Pagesproperties accompanied with medical records. These caught her attention, and made further investigations. One of the evidence she discovered is the main reason for the Hinkley, California residents’ numerous cases of serious illness, the Hexavalent Chromium which toxicates the underground water supply used by them. After pursuing this case, they received the settled amount that must be given by the PGamp;E $333 million. It was one of the biggest class action lawsuits in American history against a multi-billionRead MoreMovie Review-Erin Brockovich Essay1915 Words   |  8 PagesElectric Company using hexavalent chromium or chromium s ix as a rust inhibitor to prevent corrosion of pistons used in engines. According to the movie, for fourteen years, the Pacific Gas and Electric Company had been dumping water containing chromium six into ponds and covering them over. The ponds were not lined and the chromium based water leaked into the local water supply exposing residents of Hinkley, California to chromium six. Repeated exposure to hexavalent chromium causes chronic headaches, cancerRead MoreCommon Ingredients Of Your Weight Loss Supplements Essay1088 Words   |  5 Pagesprocess and so does weight loss attempt. Wrong Supplements – While most people try to seek the advice of health care professionals in trying to identify the right supplement, others prefer to buy the supplements from a store, because of someone suggested it to them or just on a mission to randomly consume different supplements and see which one works better. From a medical view point, this is a very wrong practice because consequences of taking wrong supplements could be deadly. The need forRead MoreAn Organ Of The Lung Cells883 Words   |  4 Pagessupply oxygen to the body’s tissues and removing waste. Normal cells in the lungs grow and divide to form new cells as they are needed. When normal cells grow old or get damaged, they die, and new cells take their place. Sometimes this process goes wrong and new cells form when the body does not need them. Old or damaged cells do not die as they should and a mutation in the cell’s DNA occurs. The mutated cell divides and passes along the abnormal gene to two new cells, which then divides into fourRead MoreComposting, It s Gross836 Words   |  4 PagesComposting, it’s gross, it’s stinky, and it can be downright atrocious, right? Wrong! Well, partly. Composting can be gross sometimes with food and other weird things decaying, but the advantages outweigh the risks don’t they? Good soils that can help gardens, trees, and plants are worth having a little stink. Many people think c omposting is hard, though it can be easier with the right equipment, the right c:n ratio, and the right boosts that will help kick-start your pile. Compost bins have manyRead MoreA Factual And Truthful Review2193 Words   |  9 Pageslot of exertion in lessening calorie and food consumption. †¢ Chromium- Generally upgrades the capacities of insulin in the body and will come about to enhanced digestion system. Chromium content in phen375 advances increased fat loss diminishes body fat and helps manufacture stronger and leaner muscles. It will help in checking down appetite while viably accelerating digestion system and fat mobilization in weight reduction. Chromium helps expand the measure of fat blaze, regularly making weightRead MoreWhat Is Google Chrome Essay1273 Words   |  6 PagesSmartphone browser. Google Chrome so the success of the Chrome This is a Brand name has been Wedded. And many of these products and have cast Chrome and Chrome-Book is one of them. As the open source code for the Google Chrome has Opened, named Chromium. Anyway, I went to the main post. 1.Many of the Tab to Open up a new Window We all know that if you drop any of the tabs by dragging them to a new window is open. Drag and drop a lot of the tabs in a window with multiple tabs are open. Down the

A Well-rounded Student an Analysis of Core Curriculum Free Essays

The implementation of a core curriculum requirement in the college system is highly beneficial because all of the standard subjects that comprise a common core curriculum, especially English, mathematics, science, and a foreign language, promote the development of fundamental skills. All colleges should enforce a core curriculum with the study of English composition and literature because of the Important reading and writing skills students from these classes. Regardless of their majors, whether It Is biology, mathematics, or business, all students need strong rating and research skills. We will write a custom essay sample on A Well-rounded Student: an Analysis of Core Curriculum or any similar topic only for you Order Now Although Colleen Pulley, writer for Helium Inc. Argues, â€Å"students have obtained enough general knowledge in high school,† English is a subject that is never fully mastered (Pulley). Even students who arrive at college with adequate writing skills benefit from taking college level English classes. Commenting on a national survey of the nation’s colleges and universities, American Council of Trustees members, Laura Sampson, Tom Back, and Eric Markedly assert, â€Å"literature is fundamental training for critical thinking skills† (Sampson, Back ; Markedly). They state that college courses are likely the last time students will read a book they do not choose themselves, which often proves to be a highly educational experience. Another subject required In an ordinary core curriculum Is mathematics; the study of mathematics at the university level Is absolutely critical because of Its frequent application In dally life situations. Innumeracy at the college level benefits all, from areas such as the workplace to home finance to even evaluating statistics in the newspaper. Even many entry-level jobs require employees to have a degree of math knowledge, so it is important to practice solving mathematical problems as much as possible. Even understanding the basic math functions can be advantageous in daily life situations. College level math courses help students further develop logic and critical thinking skills, problem solving skills, and the ability to identify and analyze patterns. Although high-level math classes such as advanced calculus are not technically used in everyday situations, the practice of calculus provides advantageous brain training. Students who challenge themselves with a math course, learn to work hard to achieve their goals. Obtaining personal satisfaction by working hard helps students accomplish astounding feats In all areas of their life. The study important because the information learned in such courses relate to everyday life. Although many students studied some form of science in high school, further developing this knowledge is extremely useful. Colleen Pulley, writer for Helium Inc, states that students should not be required to â€Å"suffer through two years† of science lasses if they have no relation to their educational goal; however, even if science does not pertain to a student’s career goal, the study of science will increase this student’s general knowledge and provide important advantages. Although Pulley makes a very valid point that forcing students to take core courses, such as the social and natural science classes, can often create financial strain because students have to pay for these courses, she does not consider the true and immense value of learning science. By gaining any general knowledge about human physical, mental, or social health, students learn to pay attention to and care for their own personal health, a priceless skill. Even if students do not plan to work in healthcare, some level of consciousness of one’s own wellness is critical for one to simply know when he or she should see a doctor or professional. Colleges should necessitate a core curriculum requirement that includes the completion of an exit level foreign language class because of the numerous benefits associates with learning a language. Students who learn to speak and write a language that is not native to hem expand their knowledge of a different culture because language is the most fundamental aspect of culture. Many studies show that students who study a foreign language often acquire better writing and oral communication skills. Learning a second language introduces tremendous Job opportunities because many occupations and positions require fluency in more than one language. Only students who studied language in high school up too high enough level can test out of this requirement, so all students under a core curriculum reap the benefits of mastering a foreign language. In America in particular, the number of immigrants who have a first language other than English is rapidly increasing. In the very near future, these immigrant groups will likely make up the majority of the citizens in America. This sheer fact alone emphasizes the importance of learning a foreign language. Students who learn the language of the predominant immigrant group in their region of the country will better understand and gain insight into the different culture of their neighbors. Effort in learning foreign languages, compassion, and multicultural armory seed the growth of America. Although there are many arguments against the core curriculum, the many benefits outnumber the few potential negatives. An enforced core curriculum promotes students to think critically from a variety of disciplines. Students enrolled at a college with core requirements acquire better skills in reading and writing, master critical mathematical skills, and even better understand important historical events. All of the subjects required in a core curriculum promote the development of well-rounded students. Word count: 1,503 How to cite A Well-rounded Student: an Analysis of Core Curriculum, Papers

Global Strategy Organizing Framework

Question: Discuss about the Global Strategy for Organizing Framework. Answer: Introduction: This review will investigate and examine the article 'Global Strategy: An Organizing Framework', written by Sumantra Ghoshal in1987. This journals aim is to give Managers, business top officials of a multinational organization, with a proposed entry framework into the global markets. It also educates them on the issues and analysis that will assist in maintaining, and acquiring a large market share at a global level. Global strategy, viewed as universal business terms, ended up plainly famous in the twentieth century Dunning and Lundan (2008). It is a multinational organization's vital manual for globalization, because of the differing qualities of topography and economy. In this article, the writer essentially concentrates on a progression of significant issues to worldwide methodologies Motohashi, (2015) He dissects the changing and creating ideas of worldwide methodology from various authors. In the wake of showing the significance of an organizing framework for a companys administration, he set up the destinations and methods for global strategies. This article is critical in that it gives a fundamental direction to managers and high-ranking officials of universal organizations to audit their strategies. However, the author in this article has not proposed some other new assessments for accomplishing genuine international strategies yet but simply incorporating the current ones to shape rules. Multiple perspectives of global strategy Before the author stipulates an organizing framework, he introduces the different varieties of viewpoints and solutions made by different writers in the field. Among various writers who call attention to the points of view and ideas of global strategies, the article, for the most part, examines Levitt's, Hout's, Hamel and Prahalads. He clarifies that the contrast amongst these writers and their perspectives on worldwide strategies vary and how to oversee them are not constrained. He gives a concise understanding into their perspectives and how on different events, these perspectives may repudiate each other in their own perspective yet none of these is censured. Before planning a system, directors need to realize that is genuine technique. Sumantra has made a full hypothetical ramification for supervisors to think about the significance of the strategies to use. Then again, there are some equivocal and confounding discoveries in the present writing, which will block the use of the worldwide procedure in genuine practice Ebert and Griffin (2014). What's more, this article simply calls attention to a few solutions on the theme of global strategies; however not make a conclusion that which one improved in the genuine honing. Global strategy: an organizing framework By coordinating of existing writing, the writer recreates another framework comprising of three classes of key targets and three sources of preferred standpoint accomplished by them, illustrated in the table. It demonstrates that those three factors join in achieving profitability, identifying risks involved and technology advancement and education Johnson (2014) An effective global strategy demonstrates a superior advantage in global venture. This preferred standpoint id defined from market forces location differences. A company's scheme can give a firms executives the general direction to breaking down the market enviroment when configuring global strategies The author builds this scheme by checking on and dissecting a progression of existing works of literature, which just focuses on the outer examination of worldwide rivalry, yet overlooking the inward variables Rothaermel ( 2015). In the wake of creating of worldwide monetary correspondence, a few experts have grasped a recently developing hypothetical point of view, the asset-based perspective of methodology. In his system, he interfaces the customary mechanical association based hypothesis with new asset based hypothesis to frame a strong hypothetical establishment Zhang (2009). He considers the external global elements and internal mechanical execution. Creating from Sumatra's system, his new technique mode has broken the restrictiveness of lacking administrative ramifications. In the global exchanging, expansion of organizations' execution is possible in that it has a fitting framework that can take great utilization of key internal assets, and opportune react to external difficulties. To some degree, global strategy is not a solitary equation of institutionalization but rather a multidimensional and rational planning of activities. Global strategy: risk management After a short presentation of the general structure of worldwide methodology, the creator swings to an itemized examination of two measurements of its framework. The primary measurement is about the key points . The second measurement is the three instruments to pick up an upper hand to accomplish the points. managing risks is one more extensive target of vital administration, which is to make esteem which is resolved not just by the profits that particular resources are relied upon to create additionally by the hazard that is accepted simultaneously In the article, the writer talks about various types of risk that universal organizations will take. The examination of key the points will give multinational firms general ramifications when they settle on worldwide vital choices Motohashi (2015). Macroeconomic risks, which are uncontrollable by the multinational companies, alludes irregular changes in the financial condition Political risks, allude to a progression of approach activities from national governments such promotion lawful activities, administrative activities et cetera. Competitive risks meaning the unsteadiness about rivals' exercises or change of centered advancement A resource risk the shakiness about contenders' exercises or change of is a nonappearance of reasonable human resource, advancement or capital focused development.. Macroeconomic risks are volatile and must be identifies and analyzed while making decisions Montresor and Vezzani (2015). Nevertheless, the market variables are continually changing when, so do the dangers. The indispensable undertaking is to take into consideration these perils together with respect to particular key decisions. The threats cannot be separated in a global market area that should be of general concern. Global strategy: innovation, learning, and adaptation Multinational enterprise, which expanded its organizations in various nations, will be affected by strife culture, conflicting qualities, diverse financial circumstance, topography etc. To expand extra leases from abilities disguised by the organization, the activities of advancement, learning, and adjustment viewed as a critical instrument. To the extent, the author is concerned, technology advancement, learning, and adjustment, which is known as the differing qualities of internal capacities, will enhance the company's survival probability and aggressive execution in the globalization economy Sadgrove ( 2016). Keeping in mind the end goal to demonstrate the significance of inside differing qualities abilities, the creator takes a case of PG, pushed on the Wall Street Journal in 1985. Indicated that it takes great utilization of the potential for taking in, the worldwide association must see learning as a particular and exact target. Components and frameworks ought to be pushed figuring out how to happen Manuj ( 2013). Nevertheless, base full hypothetical establishment, there is no a further research of dependability and legitimacy in this diary. It does not have a thought regarding what sort of realizing model needs to work to make the learning objectives accomplished in the genuine living. Dunning (2008) has depicted a conclusion that development, learning, and adjustment is a coordinated instrument to improve the survival potential outcomes and practicability of firms when they confront increasingly furiously erratic and unverifiable condition changes. Conclusion This audit has both abridged and evaluated Ghoshal's article "global Strategy: An Organizing Framework''. The structure, openness, substance, qualities and restrictions of the article were investigated and scrutinized. The author is dependable, exact and current. The article has looked at the important scrutiny on existing and the developing literature on universal rivalry and the suggestions give potential outcomes to future research in this field. The article has added to a superior comprehension among the business group of the focal points and disservices, for the globalization of multi participations. References Dunning, J.H. and Lundan, S.M., 2008.Multinational enterprises and the global economy. Edward Elgar Publishing. Ebert, R.J., Griffin, R.W., Starke, F.A. and Dracopoulos, G., 2014.Business essentials. Pearson Education Canada. Motohashi, K., 2015.Global Business Strategy. Springer-Verlag GmbH. Johnson, P.F., 2014.Purchasing and supply management. McGraw-Hill Higher Education. Jones, G., 2013.Entrepreneurship and Multinationals. Edward Elgar Publishing. Manuj, I., 2013. Risk management in global sourcing: Comparing the business world and the academic world.Transportation Journal,52(1), pp.80-107. Montresor, S. and Vezzani, A., 2015. On the RD giants shoulders: do FDI help to stand on them?.Economia e Politica Industriale,42(1), pp.33-60. Motohashi, K., 2015. Changes in the Global Economic Environment. InGlobal Business Strategy(pp. 41-55). Springer Japan. Motohashi, K., 2015. Strategy Integration at the Global Level. InGlobal Business Strategy(pp. 243-253). Springer Japan. Rothaermel, F.T., 2015.Strategic management. New York, NY: McGraw-Hill. Sadgrove, K., 2016.The complete guide to business risk management. Routledge. Zhang, X. 2009Analysis of Globalization strategy of multinational companies,Shandong Normal University.

Times Were A-Changin Essays - Sons Of The American Revolution

Times Were A-Changin' All elections have many issues surrounding them. But none have had as many as the election of 1896. In my mind, the Depression was by far the largest issue in the election, but there were many other smaller issues, such as the gold vs silver standard, also played a major role in the candidates campaigns. The prior president, Grover Cleveland, had only worsened the economic standing in the United States by focusing all his efforts on the Silver Purchase Act. By doing this he lost his democratic supporters. This gave republicans great hopes for the upcoming election. The republicans nominee for president was a man name William McKinley, who was a congressman and a two time governor of Ohio. The democrats surprisingly nominated a congressman named William Jennings Bryan. Most people did not see Bryan as presidential material. Although he surprised many people by giving one of the most famous speeches of all time, supporting silver and attacking the "Goldbugs". McKinley's campaign strategy was to reach voters through a sophisticated mass-media, which was financed by huge corporations, such as Standard Oil and major rail roads. McKinley was being advertised as the "advance agent of prosperity." McKinley also supported not only the business classes, but also the unemployed workers, promising them a "full lunch pail". Bryan's strategy was to support the silver, which supported the lower classes, claiming free silver would lead to inflation and more disaster. Unlike McKinley, instead of staying at his home, Bryan traveled to twenty-seven states and speaking to three million people. With the election in the near future, many influential easterners thought Bryan's platform would disrupt social harmony. Others labeled Bryan as a "madman" or "anarchist". Because of the major interest in the election, record number of voters were expected. When the voting was in McKinley had won by a landslide margin, 271 electoral votes to Bryan's 176. In McKinley's platform he had promised that the Republican rule meant prosperity, and he kept his promise. As soon as McKinley stepped into office, the economic crisis recovered. This was largely due to discoveries of huge amounts of gold, which increased the nations money supply. The industrial production also shot up to full capacity. With the industrial production at full capacity, America was soon overwhelmed with by excess goods. Many businessmen wanted new markets, instead of cutting prices, which would redistribute wealth by allowing lower classes to buy excess goods or laying off workers, which in turn would only cause social unrest. With these reasons in mind, businessmen had to expand their business to the international level. After expanding business by exporting goods to China, Central America and many countries in Europe, the United States went from fourth to first in the world in manufacturing. The U.S also led in technological production, such as farm machinery. The total value of exports tripled, from $434 million in 1866 to $1.5 billion in 1900 and kept increasing 67 percent over the next few years. The trade was mainly done with Asian countries and the countries in Europe. This major exporting of goods was the first small step in helping the United States to becoming a dominant power in the world. More and more, Americans saw glory and greatness as legitimate motivation for expansionism. In the late 1890's, a group led by the Assistant Secretary of the Navy, Theodore Roosevelt, felt that the official policy not be "continentalism", but what they called the "large policy". Along with Roosevelt, a man named Alfred Thayan Mahan, a naval strategist, greatly influenced the foreign policy. Mahan advocated colonies in both the Caribbeans and the Pacific. He thought that the strong nations had an obligation to dominate the weaker ones. Mahan's and Roosevelt's ideas were soon spreading. The United States in general began believing their nation was the ideal country and should be the standard for other countries. Missionaries were sent to China to change the Chinese's beliefs. The number of Christian converts increased from 5,000 in 1870 to 100,000 in 1900. Economic relations also grew with China, the number of American firms rose from 50 to 550 between the years of 1870 and 1930, while trade increased more than 1500 percent. In 1895 the Cubans began to revolt against the harsh rule

How to Guess Strategically on ACT Math

How to Guess Strategically on ACT Math SAT / ACT Prep Online Guides and Tips The ACT allows for guessing without penalty (no negative points here!), but how can you turn guessing into the best strategy to maximize your ACT math score? The more you can increase your guessing odds, the better off you’ll be. And we’re here to show you how. We’ll go through when and how to guess strategically on the ACT math section as well as show you examples of how to guess most effectively in action. Refresher on ACT Math Scoring The ACT is a standardized test and is issued multiple times per year to hundreds of thousands of students, all of whom are scored on the same grading structure. What this means is that each ACT must look and feel like every other ACT as much as possible so that the scoring system is evenly balanced. The individual questions may vary, but the patterns in how the test-makers design both the questions and the answer choices will be as similar as possible. With time and practice, you can learn to not only recognize the structural patterns of the ACT math section when you see them, but also use the clues in both the question and the answer choices to help you find theright answer (or at least narrow down your options!). After all, why take a 20% shot of guessing the right answer when you can bump those odds up to 33% or even 50%? In terms of structure, the ACT math section is 60 math questions in 60 minutes. Each and every question will be a multiple choice question with 5 answer choices. Because the test is presented as multiple choice, the right answer will always be there amongst the answer choices, while incorrect answers are usually generated by common student errors. As for how the test is scored, for each multiple choice question, you will get: +1 point for every correct answer and 0 points for every incorrect or blank answer. There is no negative penalty for an incorrect answer. Developing a Target Score Though you will not be penalized for answering a question incorrectly, your overall test-taking strategy is still going to be tremendously influenced by your target score. And these strategies will change as your score goals change. Why does your target score matter if you aren’t penalized for wrong answers? The ACT math section puts the pressure on by putting you on a strict time crunch, which means that many students cannot take as much time per question as they would like to. You may find you cannot even finish the whole test in the time allotted, or that you couldn’t take the time to be as careful on each problem as you had hoped. Because of this, you will have to develop a plan of attack in terms of questions you can answer thoroughly and questions you have to take a guess on. But before you develop your attack plan, you must first figure out your baseline. Take a practice test andcome up with different ways to mark your questionsone mark for questions you don't know how to do, and another mark for questions you're only somewhat confident about. You may even want to create a third marker for questions that youknowhow to do, but will take a long time or will require multiple steps, so must be done carefully to avoid error. This way, you can save them for last (though this is optional). For now, use your best judgment on how to guess the questions you've marked, but do make sure that you can identify which problems were which later. These marks will help you when you go to analyze your answers (and your guessing strategy) in the next section. Lastly, once you're done with the test,check out our guide to developing your ideal target score, based on your current score and your future goals. Remember too that progress doesn't happen all at once. Let yourself celebrate milestones as you improve towards your target, or even adapt your target score based on your trajectory. Guessing Based on Target Score After you find your target curved score, see how that translates to your raw score. How many questions must you answer correctly to get that target score? Keep that number in your head and then focus the majority of your attention on a few more questions than that target. Why? You're leaving yourself room to get a few questions wrong. So if you need a raw score of 40 to reach your goal, focus the majority of your attention on the first 45-48 questions. The questions are grouped in order of ascending difficulty, so your best bet is to concentrate your hardest on this area. Do note that you should answer each and every question on the ACT math section, even if you have to make a random guess. The reason we said that you should â€Å"focus the majority of your attention† on the questions in your target range is because your time and your focus are precious commodities on the ACT. You’re trying to get as many points possible across the board, so your maximum focus should be on your target score range. Once you’ve dedicated your time to the first 35, 40, or 50 questions (whatever your score range may be), you can feel free to guess on the rest of your questions without fear of reprisal. The odds are that you’ll get a few of them right and there are absolutely no consequences. (For more on this, check out our guide on how to stop running out of time on the ACT math section.) So when should you guess and when should you try to answer the problem? Even if a question is in your prime scoring range, the time to guess is when: You have absolutely no idea how to solve the problem You think the question will take too long to go through properly (make a guess now and come back to it later if you have time) You’re running out of time and need to answer several more questions You’re in your â€Å"bonus scoring† zone (aka, not your prime scoring range) Again, remember to mark these different question types. Once you’ve scored your test, look back on the questions you marked. How accurate is your guessing right now? Is there a pattern in your missed guesses? Odds are that you've gotten some of the questions right that you guessed on, but we're looking to increase that accuracy as much as possible. So let’s talk about themost effective guessing strategies for ACT math. Think of your test-taking like a science experimentyou will have your own unique score goals and ways of thinking. As you get more used to working with ACT questions, you'll get better at refining the methods that work best for your unique skill set. ACT Math Guessing Strategies The ACT math section is designed to test how well you’ve learned your math topics and principles and whether you can recognize and figure out how to apply these mathematical concepts to new situations. Most ACT math questions will be fairly straightforward (meaning they are not designed to trick you, even if they are difficult), and each and every math topicon the test is one that you are likely familiar with and have studied for a number of years. This is all to say that you likely have a better understanding of the questions than you may think, even if you don’t know how to actually solve the problem. Often (though not always), a little strategy will allow you to eliminate at least one or two answer choices and make an educated guess. Note: this may seem obvious, but only use your guessing strategies when you don't know how to solve a problem or are not confident about your answer. Guessing often takes a little more time than a straight-solve, so if you know the answer, great! Move on to the next problem. Only stop and take the time to guess if you're stuck. We’ve laid out three of the most important rules of thumb that go into making an educated guess on an ACT math problem. Most of the time you will use a combination of these three techniques on any given problem, so they are less individual strategy than they are a combination of thought processes that you should go through every time you make a guess. So let’s look at all three techniques needed to best make guesses (and when to do so!) on the ACT math section. Guessing Strategy 1: Process of Elimination Being able to eliminate answers onACT questions is arguably a more important skill than even being able to solve questions (or at least equally as important). The entire ACT math section is multiple choice, which is great news for guessing. For every multiple choice question, the right answer is there somewhere. The more you can narrow down your options, the better off you’ll be when you go to make your selection. You don’t even need to know the right answer so long as you know that four of the answers are wrong. If you can eliminate four wrong answers, whatever remains must be correct. Do you know the answer must be a line that slopes up and to the right, even if you don't know where it's supposed to be positioned horizontally? Do you know that the answer must be negative? Even knowing just a tiny bit about the problem or its possible answer will often be enough to eliminate a few answer options. But what if can't eliminate four answer choices and find the final, correct answer? Not to worry! Even if you can only eliminate one answer choice, you’re still better off doing so than taking a shot completely in the dark. Let’s break it down. Eliminating 0 Answer Choices So you’ve come to a question and you can’t eliminate any answer choices at allshould you still guess? Always! There are two scenarios for when you can’t eliminate any answer choicesquestions you’ve looked at but don’t know how to solve, and questions that you haven’t even gotten a chance to look at. For the second scenario, imagine that you’ve just answered question 45 and you’ve got one minute left on the clock. You have no time to even look at the next 15 questions, so you’ve got to just fill in your bubbles and hope that the odds will be in your favor. But no matter what the scenario, if you truly cannot eliminate any answer choice, your best plan of attack will be the same. DON’T pick the most â€Å"tempting† answer or an answer at â€Å"random.† Instead, when guessing without elimination, choose your favorite letterA, B, C, D, or Eand always choose the same letter every time you have to make a blind guess. (Note: A is the same as F, B is the same as G, etc.) Wait, what? There are always five answer options for any given multiple choice question, so the odds of choosing the right answer at random is one-in-five, or 20%. But the catch is that human beings are NOT random. No matter how we try, our attempts at creating randomness will inevitably fail. If you try to make your best attempt at â€Å"randomness,† and guess wildly across the board, you’re more likely to get less than 20% of your guesses right. The best way to achieve randomness is to go in the complete opposite directionpick one letter and stick with it every time. When in doubt, pick your same favorite letter for every question you have to answer blindly, and move on. Eliminating 1 Answer Choice All right, but let’s say you can eliminate one answer choice. How should you guess now? Again, you will always have five total answer options for each question. Now, with one option removed, the odds of us guessing the right answer will be one-in-four, or 25%. And yet, this is still a time to stick with your â€Å"favorite letter† strategy. There are still too many options at play to start jumping around in your guessing strategy, so your best bet is to stick with your previous strategy and guess your same, favorite letter. Unless your designated letter is the answer choice that has been eliminated (in which case, go ahead and pick a backup letter), your best shot of succeeding at the random odds are to guess your same consistent answer choice. Eliminating 2 Answer Choices (Now We’re Getting Somewhere!) You’ve eliminated two answer choices that you know have to be wrong and are down to three possibilities. This is the time to change up your guessing strategy. If you can eliminate two answer choices, the odds are that you know at least a little bit about this kind of math problem. Maybe you’ve only got enough knowledge about exponentsto know that the answer can’t possibly be negative, or enough of an understanding of probabilitiesand fractions to know that the denominator must be even. If you’re familiar enough with the type of math problem that you can eliminate two answer choices, you’re likely to be familiar enough with the problem to make your best guess. A random shot at the answer will get you a one-in-three chance of getting it right, or 33%, and your best guess should put you at those same odds, if not a little higher. But the best way to test your mathematical instincts on problems like these is to look back through your practice test. For any questions where you were down to three, how many times did you guess the correct answer? How many times did you get it wrong? Take a look at your previous patterns. If your odds were less than 33%, it might be time to go back to your â€Å"favorite letter† strategy. Eliminating 3 Answer Choices If you can eliminate three answer choices, you’re in a great place! This will give you a one-in-two shot of choosing the correct answer, or 50%. Go with your gut, do eenie-meenie-miny-mo, or choose the letter you like best. And again, look over your previous guesses of this nature. How often were you right or wrong? Did you guess at 50% odds every time you were able to eliminate three answer choices? Your strategies for guessing and elimination should always be informed by your past performance. When something is working, refine it as best you can. When something isn’t working, alter your approach. Eliminating 4 Answer Choices If you can confidently eliminate four answer options, then celebrate! No need for guessing hereyou’ve found the correct answer. We’ve talked about guessing after you’ve eliminated answers, but how exactly do you go about eliminating answer choices? Let’s take a look. Always adjust your strategies based on how well they're working. If your guesses are netting lower than chance percentage, take a step back and try to find the patterns in how you're working to see what might be going wrong. Guessing Strategy 2: Approximating If you have even a general idea of what the right answer might be (even a ballpark figure will do), you will often be able to eliminate one or two of the most blatant outliers. Though the answer choices are most often generated based on common student errors, there will still generally be answer choices that are way far afield. Do you know that the answer must be positive? Discard anything negative right away. If you’re given the hypotenuse of a triangle, you know that each leg must be less than that given hypotenuse. Discard anything equal to or greater than the hypotenuse. Let’s take a look at this in action. Don’t worry about actually solving the problem, just give yourself enough of a ballpark to see if you can eliminate one or two (or three or four!) answer choices. Our two triangles are in a ratio of 2:5 for all their sides. Now we are looking to compare both their hypotenuses. The smaller triangle has a hypotenuse of 5, which means that the larger triangle must have a hypotenuse that is larger than 5. Already, we can eliminate answer choices F and G, since they are less than 5. Now that leaves us with three answer choices, H, J, and K, which aren't bad odds for guessing, but we can go a little further than this. We know that the ratio is 2:5, which if we know anything about ratios, we know means that the larger side is a little more than double the smaller side. If the smaller hypotenuse is 5, the larger hypotenuse must be a little more than double this. This means that the hypotenuse of the larger triangle must be larger than 10. The only answer choice that is larger than 10 is answer choice K, 12. 5. Though we haven't officially done the work to solve the problem, this is a very good guess, just based on approximation and process of elimination. [Note: the correct answer is, indeed, K, 12.5.] You can also approximate answers on geometric figures on the test. Although the instructions state that "illustrative figures are NOT necessarily drawn to scale," they essentially alwaysare. (The exception is those inquestions that ask about what MUST be true, i.e. what you can prove.)If you're attempting a question that asks about side lengths, angle measures, or ratios, you can use the figure to make a ballpark guess about these values. This question is asking about specific values, so we can assume it's toscale. We can, therefore, make our guesses based on the given measurements. In addition, as a general rule of thumb, the correct answer will be "cannot be determined" less than 20% of the time. So it's a good idea to eliminate this answer choice if you don't know how to solve this kind of problem. Always guess one of the values if you are forced to make a guess. So, based on the given hypotenuse measure of 6, and the fact that our drawing is to scale, we can estimate that the measure of CD appears to be about half of that. This means that CD probably measures about 3. Maybe it's little more, maybe a little less, but we can most certainly eliminate answer choices F and G. And, since we already eliminated answer choice K, that leaves us with answer choices H and J. We've got a 50-50 chance, so it's a good time to make a guess. And an educated guess between the two choices would better favor answer choice H rather than answer choice J because it's close to our initial estimate of 3. [Note: the correct answer is, indeed,H, 3.6.] Guessing Strategy 3: Finding the Round Answers and Shortcuts If we remember that the ACT math section is designed so that a student without a calculator can solve every problem, this can inform how we go about both solving our problems and eliminating our answer choices. Not being able to use a calculator limits one’s mathematical possibilities, especially when a time-crunch is involved. For this reason, the ACT tends to favor shortcuts (like triangle shortcuts) and round numbers. If you can eliminate answer choices that would not produce nice, round numbers, you can often find your right answer. Let’s look at this principle in action, We are told that a bag originally contains 18 marbles, and we must find the additional number of marbles to get a 3 5 ratio. Well, a 3 5 ratio of marbles (an object that CANNOT be broken into pieces) means that our new total number of marbles must be divisible by 5 (since 5 is our denominator). This, in turn, means that our total number of marbles must have a units digit of either 0 or 5. For 18 + x to equal a number ending in 0 or 5, x MUST end in either 2 or 7. (e.g., 18 + 2 = 20, or 18 + 17 = 35). We can, therefore, eliminate every answer choice that does NOT end in 2 or 7. In this case, we can eliminate every answer choice except for F. We didn’t even have to know how to solve the problem or walk through the steps. We just knew to look for a round and easy number to work with and found it through process of elimination. [Note: the correct answer is, indeed, F, 12.] Guessing Strategy 4: Avoiding Temptation The test is designed around the statistically average student, and many of the answer choices are generated based on common student errors. Though the ACT is not designed to "trick" you, people have a tendency to fall into predictable thinking patterns, and it’s easy to select wrong answers that the average student falls for again and again if you’re not paying close attention. If you look at a question in the medium or difficult range that you can solve in a second or two, it may just be too good to be true. If an answer choice seems immediately appealing, especially on a difficult question, it might just be a trap. Think about how many other students would have felt the same way on trial tests. Take a moment to really examine the question. Even if you don’t know how to solve it, you might still be able to spot a trap when you see it if you take a second to breathe. Let’s say this is a problem that you have no idea how to go about solving, but you do know a little about averages. If you’re going quickly through the test or you are only thinking about the bare principles of averages, you might think that answer choice C looks awfully tempting. After all, Tom’s starting with a score of 78 and he needs an 80. If he gets an 82, that seems like it will balance out about right...right? Except that this question is number 47 out of 60, which means it is in the "medium-high difficulty" range. 82 is way too tempting of an answer to be correct for this level of difficulty. Even if we don’t know how to solve the question, we can pretty safely eliminate answer choice C. Based off of our basic understanding of averages, we can also safely eliminate answer choices D and E. We might not know how to do weighted averages, but these answer choices seem way too small to raise up our current average of 78 to 80. Without knowing how to solve the problem, we have narrowed down our options to answer choices A and B, which gives us a 50-50 chance of guessing correctly. Not bad at all! [Note: the correct answer is A, 90.] Go you and your awesome, ACT-guessing self! The Take-Aways Though it is very useful to know how to actually solve your ACT math problems, we’ve seen that it is not always necessary. Though you shouldn’t guess on every ACT math question, it can help your scores to guess strategically when you have to do so. Just remember to always use your guessing strategies when you have the chance to look at the problem, and stick with your favorite letter whenever you must make a blind guess. And take a deep breath. You probably know more than you think, and you probably know enough to at least eliminate an answer choice or two, even if you’re feeling overwhelmed. Practice and focus will have you beating the odds and boosting your scores in no time. What’s Next? Still not satisfied with your ACT math scores?Improve your individual ACT math topicskills by working through ourindividual math topic guides. In each guide, we willwalk you through the definitions of each math topic, the formulas you'll need, and how you'll see the questions on the ACT math section. We'll also give you real ACT math problems (and answer explanations) for you to practice your skills on. Been procrastinating on your ACT prep?If you've found yourself in a procrastination rut, check out our guide onhow to stop procrastinatingso you can get back to studying. Aiming for a perfect score? If you're looking to score a perfect 36 on your ACT math section, then look no further than ourguide to getting an 36 on the ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

How to gain experience without experience 7 ways to land your dream job

How to gain experience without experience 7 ways to land your dream job If you currently have the day job that pays the bills but isn’t quite building towards your career goals, or you want to switch career tracks, then you have to be smart about collecting the skills you need to bolster your resume. Beyond the day job, there are ways to demonstrate and build the skills that will look good to future employers and prove your worth in a new position. It may take a little bit of hustle and some extra unpaid labor, but it can pay off in the long run. 8 ways to gain skills to get the job you want1. Target the entry-level positionFirst, you need to research the skills you need. Figure out the places where you find yourself saying, â€Å"I’d love to work there, if only†¦ † or â€Å"I’d love to do this, but first I need to†¦Ã¢â‚¬  Find out specifics. What are the skills emphasized in these job ads? What skills do you currently have that are transferrable? Then, work from there. Setting your sights on an entry-level job in your preferred industry while building the skills required for the dream job are a winning combo.2. Take classesMost importantly, you want to figure out ways you can build these skills beyond the traditional workplace setting. Building skills through small certificate programs or local or online classes are a good way to learn and demonstrate your abilities. Taking classes can also show your motivation to prospective employers.Online courses are a convenient way to build your skills or interests on your own time. Whether it’s a Google Analytics certificate, or a continuing studies course in graphic design at your local art school, you can find low-cost ways to build your skills in a new area.3. Take on self-motivated projectsDid you take that class in graphic design? Great. Now make a website of your sample work. Gather a portfolio. Take the knowledge you have and translate it into action. This extra step can lead to a showcase of your skills and work beyond a line on a resume, and it demonstrates to future employers your ability to take initiative.4. Build your online presenceBeyond a website, there are a number of social media platforms available to keep you informed on your industry of choice and help you interact with that industry. â€Å"Liking† an organization on social media and staying up-to-date is the first step. In addition to following any appropriate feeds, you can build your own presence surrounding that field, while developing your knowledge. For example, if you want to work in a museum, follow art news feeds and link to articles you find interesting. A lot more employers are looking at prospective employees’ social media, so let that be a plus for you.Beyond these basics of staying on top of industry trends, you can build your own stories on YouTube, Snapchat, Instagram, Twitter, or your platform of choice. Investing the time to engage with your industry will keep you informed of opportunities available and the skills you need to get the position you want.5. Consider a side gigPart-time work or freelance work is a great way to get your foot in the door for a new position. It likely won’t come with benefits, but it can help you develop skills and experience in a new area as a stepping stone toward a full-time position. These smaller side gigs can help bolster your resume with smaller projects related to your desired in dustry.6. Explore internship opportunitiesWhile an internship often requires a bigger (and often unpaid) commitment than a side gig, getting one at an organization can often lead to longer-term work. Helping with a company’s odds and ends can also really show you an insider’s view of the industry and what it is like working at a particular organization.7. VolunteerWhether it’s working on a political campaign, for a local environmental humanitarian organization, at a neighborhood food bank, or anywhere else that needs a helping hand, volunteering can demonstrate your passion and commitment to more than just your own personal goals. Employers also often value soft skills like collaboration, so you can let your volunteer work speak to that side of your merit.You can also gain job skills in whatever aspect of the work you do on a voluntary basis. If you want to work in marketing, for example, volunteering to assist on a marketing department campaign at a service or ganization can help you gain necessary skills and insight and help you land your next job.8. Find opportunities at workThe easiest way to go about gaining skills is to look at the place that already pays you to do work. Find projects within your current job that can support a career move and help you build new skills- whether it’s simply offering help on a project for a colleague or directly asking your superiors for opportunities. You can slowly gain experience that will expand your resume and still get paid to do it. Get an idea, take some initiative, and go for it.

Paper 3 Essay Example | Topics and Well Written Essays - 750 words - 3

Paper 3 - Essay Example This argument attracted substantial opposing replies. One of the most significant responses argued that if at all the world is poorly designed then it also means that it presupposes the designer. Further counterargument gives a more emphatic reply by stating that maybe there are possibilities that the design of the world has not yet sufficiently been realized in its full perfection, but not based on arguments that it is not perfect. As such, these are just some of the contributing tenets arousing arguments with respect to traditional and natural dialogues on religion that in turn impact on the philosophy of reason, beliefs and morals. However, even from the counterarguments, further theoretical explanations seem to question the reliability of the design of the world. This is for instance significantly represented by Darwin’s theory of evolution. Although Darwin’s theory indirectly describes the design of the world because it only centers on creation of life through natural selection, it has triggered continued conflict between science and religion (Solomon, Clancy & Higgins, 2012). In particular, the church views Darwin’s theory as a factor undermining the credibility of the church because it seems to contradict the church teachings about God as the sole creator of the world. However, if one looks at it from a different perspective from Genesis, the creation was spread across several days, meaning that the idea of natural selection might still hold. Morals, religions, and evil as the three traditional forms of proof for God’s existence have also additionally attracted arguments. Counterarguments suggest that for one to believe in morals, religion and evil; it has to start from the belief in God. Furthermore, these arguments also maintain that the three does not adequately provide actual proofs for God’s existence. Emanuel Kant, for instance, as one of the earliest philosophers that offered counterarguments on religion and morals

Issue of increase in the length of annual report Essay

Issue of increase in the length of annual report - Essay Example All of this means that a prospective reader of the report will have to analyze a large number of pages to reach to appropriate conclusion. The analysis of this report is to analyze the issues arising out of increase in the length of annual reports. The first section of the essay covers the major reasons of increase in length. The second section analyzes the impact of the larger size in terms of effectiveness of communication to appropriate stakeholders and the problems therein. We will then conclude with the possible solutions to the problems identified. Reasons for increase in the length of annual report One of the primary reasons for the increase in the length of the annual report is the imposition with regards to the representation of information in annual reports. The various statutory laws and the mandatory disclosure that the organizations have to make in their annual reports: Director’s reports including business review: This section which has been made mandatory by the Companies Act (CA 2006) shall cover the performance of the company including analysis of the significant developments happening in the company and the industry, analysis of key financial indicators, the trends in the industry, employee information, the macro and industry level environment factors along with social and community issues and initiatives. The operating and Financial Review: These guidelines published by the ASB’s reporting statement have made it voluntary for organizations to publish the operating and financial review. For example discussion on investment in intangible assets such as brands and liquidity is a very important requirement for organizations. The 2008 Annual report of Reed Elsevier and Great Portland Estate’s annual report such discussions in length. Corporate Governance disclosure: The Listing Rules, The Disclosure and Transparency Rules (DTR), The Combined Code and supporting guidance make it mandatory for a firm listed in UK to make stateme nt of its application and compliance to the main principles of the Code. There are additional requirements imposed on by the Turnbull Guidance (on internal controls), the ‘FRC Guidance’ on audit committees. The organization is also required to ascertain its status as a going concern in the annual report through appropriate explanations. Some of the other additional items that are required as per various statutory laws in the annual reports include: Responsibility statement from the appropriate selected member Director’s liabilities for disclosures Information on gap between gender pay Greenhouse gas emissions Audit The Companies Act 2006 (CA 2006) has also resulted in additional business review requirements in the annual reports of the listed organizations. Material contracts: Lord Sainsbury in 2006 also suggested adding certain important material contracts of the firm with suppliers as well as buyers that have a significant impact on the business. Certain annual reports contain certain information that is not relevant to any of the stakeholders. In addition, organizations also indulge in reporting information that does not change from year to year in annual reports. Immaterial disclosures that make it difficult for the reader to identify and analyze relevant information also increase the length of annual report. Such type of information has been called ‘clutter’ by the ASB. Majority of the clutter in the annual

Moving towards a cashless society Essay Example for Free

Moving towards a cashless society Essay In history there was no money but people used to evaluate commodities in monetary terms. People used to make trade of goods for goods that could be estimated to have same monetary value as waved. The person who wanted to buy some commodity could make estimates of the commodity the seller has and compare its value in terms of worthiness to the commodity of exchange. Money was later invented as a tangible form that includes paper and coin. Transactions were all handled in monetary value and different currencies were also put in place for different nations. Different rates were also set up to be able trade efficiently on different currencies. Cash became the day to day ways of trading were one had to have paper money so that they could be able to acquire whatever they want. Banks were developed for easier and safe storage so that no one could get hold of in illegally. Cash or money has the following advantages like that the mode of payment is easier and simple because no so much transactions are made. Counterfeit money is also easy to detect and systemic risks are hardly a problem. There is no paper trail and is a peer to peer mode of payment. It also introduced lots of problem like theft and counterfeiting of paper cash. This led to the revolutionary of cashless society by introduction of cheques where people no longer carry cash but writes cheques that authorizes withdrawals and payments in terms of cash. (Thorndal, 1994) Traditionally deposits have been used for payments at a distance. Deposits can be transferred in a number of ways: payer initiated transfer, direct debit, standing order, check, credit card. With distance to distance payments or mode of trade the demand for are more fast and effective ways of communication and trade came into place. The introduction of ATM card was introduced by the banks to enhance trade. People no longer had to carry cash but could make withdrawals through these cards. The electronic cash system came into place where people can buy things over the internet using cards as a form of electronic commerce. This electronic cash system involves use of cards that have been categorized as credit cards, electronic cash and smart cards. The credit cards involve creating an encrypted channel for use of cards for internet like VISA or MasterCard. Electronic cash uses specially designed software where customer buys electronic cash for digital wallet then sends as payment to merchant. Examples are DigiCash and CyberCash. Smart cards include contact less and swap cards like MasterCard, Visa, Quicklink, VisaCash, Protonn and Danmont. The growth of payment cards reflects their attractiveness to consumers over other forms of payment and credit. Payment cards offer consumers numerous benefits, including better management of one’s expenses, improved recordkeeping, greater shopping convenience, reduction of the risk of theft, float for those who do not revolve balances, rewards from use of cards that are available for additional purchases, and, especially for debit cards, convenience in obtaining cash. I first discuss these benefits and then consider the benefits of payment cards when used to obtain credit. (Wallace, 1983) Payment cards allow consumers to manage their money better by making it possible to anticipate, plan, and match their obligations to their available funds. The payment cards allow consumers to smooth out unexpected expenditures such as car repairs or family emergencies . Payment cards also reduce the costs of record keeping and retaining individual receipts. Checks also offer this advantage but payment cards do not require the additional inconvenience of recording in and then rebalance a checkbook. Payment cards can also reduce the time and transaction costs associated with shopping. Advances in technology have dramatically increased the speed of processing card transactions which are now substantially faster than writing checks. If the ATM is outside of the consumer’s network the consumer must pay a fee to withdraw the money. In contrast transactional users of payment cards pay nothing to use their card. Transaction errors, such as receiving too little or too much change, are also probably higher with cash than with electronic payment card transactions. Another advantage of payment cards is that payment cards can be used in a wide variety of outlets hence helping both consumers and merchants. (Krueger, 1999) Some Debit cards, PIN or online cards allow consumers to withdraw additional cash beyond the price of the purchase for which the card is used thus saving the use of ATM. Unsecured personal finance loans are expensive with much higher initiation fees than credit cards. Credit cards are attractive for consumers for both cost and convenience. General purpose credit cards have also substantially displaced retail store credit. We have also so many disadvantage of using payment cards. One of this disadvantage in that they are risky for customers because they cay be incur fraud easily. People can use your card and pin number once known to withdraw or use your money. Credit cards are also expensive to acquire because they are costly. Payment cards are only acceptable by registered merchants and hence are not applicable everywhere. Card users also incur high interchange fee and cost while transacting using this payment cards. (Prinz, 1999) Specific regulations need to make a cashless society of cards work smoothly. Regulation in the payment card need to be set due to the claim of interchange fees are too high and as a result reduces consumers to overuse payment card. Interchange fees arose from the structure of the Visa and MasterCard networks. Visa adopted a fixed interchange fee which was not linked to the merchant discount charged by individual acquirers. A uniform fee reduced the transaction costs of negotiating separate interchange fees between acquirers and issuers and eliminated the difficulties that issuers faced in monitoring in the merchant discount set by the acquirers. Visa and MasterCard reduced the interchange fees charged to supermarkets hence reducing the merchant discount. Some regulations were also imposed on regulating card frauds that many banks face. Fraud card detectors have been setup and laws governing the enactment of the card fraud have been set to punish those fraudsters. The winners of the cashless society are the consumers or users of the cards because they have been absorbed from the risk of physical theft of money. Even though there are fraudsters, the users are not exposed to so much risk of theft. Card users can effectively purchase things online regardless of the distance because all transactions are done to the and at a very high speed. The losers are the merchants or company providing this services because the have to incur all the expenses of setting up this technology and infrastructure. Lastly they incur the problem of making all transactions possible regardless the distance and parties involved. The merchants incur all this cost and expenses in this cashless society. (Buiter, 2005) Reference Buiter, W (2005): New developments in monetary economics: Economic journal, Vol. 115 Thorndal, J. (1994): Prepaid cards and monetary Review: Danmarks Publishers Krueger, M. (1999): Towards a Moneyless world: Dept of Economics and finance: University of Durham Press Prinz, A (1999): Money in the real and Virtual World: Netnomics journal. Wallace, N (1983): A suggestion for oversimplifying the theory of money: Economic journal

The Development of the Centre for Migration Studies Irish Emigration Da

The Development of the Centre for Migration Studies Irish Emigration Database In 1988 the Ulster American Folk Park (UAFP) near Omagh in Co Tyrone, Northern Ireland began to set up a computerised Irish Emigration Database (IED) in its library. This was a ground-breaking project at that time and was immediately beset by problems of all kinds, the details of which will be explained later. By 1997 the Folk Park’s library had expanded to become the Centre for Emigration Studies and eventually the Centre for Migration Studies (CMS). The latter is now funded jointly by the Scotch-Irish Trust of Ulster in partnership with DCAL (Department of Culture, Arts & Leisure) and the five Education and Library Boards of Northern Ireland. In this paper I recount the experiences we had and the positive results that arose from them in the hope that this will help others who are planning to set up similar databases (1). EARLY HISTORY The concept of a computerised IED had been discussed in the early 1980s at the UAFP. In 1987, Graham Kirkham, of the new University of Ulster in Coleraine, had completed a feasibility study in various archives which held material on Irish emigration. These were the Linenhall, Central & Queen's University libraries in Belfast, the Public Record Office, N. Ireland (PRONI) and the Public Record Office (now the National Archives), in Kew in London. This feasibility study covered only a small percentage of the material available as time allotted to do this research was limited to three months. Initially, the project was funded by a company named Digital and organized by the Department of Education. Digital donated hardware and provided software solutions for the project. John Gilmour, the Education Officer at the UA... ...Human error is always possible in the transcription of our documents. Therefore to have both copies available whether in PRONI or the Database is important. If quotes are to be used it is always best to consult the original. However the numerous advantages of using a Historical Database far outweigh any negative issues and this is what has kept the project moving forward over the past sixteen years. In future there should be easier methods of collecting information. We have always tried to be innovative over the years and will continue to be so in the future. Notes (1) Tennant, Lorraine, â€Å"The Irish Emigration Database,† Journal of Scotch-Irish Studies, Vol 1, No 1 (Spring 2000) pp120-124 (2) Des McMorrow Former ICT Manager at the Centre for Migration Studies (3) Ibid (4) Patrick Morgan of Morgan Software. (5) Bryan A Follis, PRONI, June 1988

Antony and Cleopatra Essay

Octavius Caesar has a pivotal role to play in Antony and Cleopatra: as a member of the triumvirate (the ruling council of the Roman Empire, composed of three members, the others being Lepidus and Antony), he has the responsibility to run part of Empire, he also has a long-standing rivalry with Antony, and dislike Antony’s relaxed mood, especially his affair with Cleopatra.  We first see Caesar towards the end of scene one, where he is criticising Antony for spending too much time with Cleopatra. Two common habits of Caesar are shown in the first few lines of this scene: It is not Caesar’s natural vice to hate our great competitor  [Antony] †¦ he fishes, drinks and wastes the lamps of night in revel.  (I.iv.2-3a, 4b-5a)  Not only does Caesar like to himself in the third person (â€Å"Caesar’s natural vice†¦Ã¢â‚¬ ) he also has a tendency to criticises anyone who likes to enjoy themselves; this is seen again at the feast on Pompey’s ship. Caesar then goes on to list more of Antony’s faults, as Lepidus, ever eager to stop any arguing, tries in vain to excuse Antony, and calm Caesar down: Lepidus: I must not think that there are  Evils enough to darken all his [Antony’s] goodness.  Caesar: Let’s grant that it is not  Amiss to tumble on the bed of Ptolemy,  [To] keep the turn of tippling with a slave †¦ and stand the buffet  With knaves that smells of sweat.  (I.iv.10b-11, 16b-17, 19, 20b-21a)  Caesar again complaints that both Antony and Cleopatra are committing adultery, and then says that Antony has been drinking too much, and fighting with â€Å"knaves,† which means that he is not focusing on running the Empire, as he should be, and also that it gives a bad impression of the triumvirate and Caesar especially – something that Caesar himself is very worried about, as is seen later. However, Caesar changes tack later on, after his messengers bring word that Pompey is growing in strength, and also that two famous pirates, Menecrates and Menas, are also acting on Pompey’s behalf. Caesar apostrophises Antony, in a scene that is thought by many to be highly significant, as it one of the very few times that Caesar is seen, in the play, to pay a genuine complement to someone. Caesar remembers a time when Antony â€Å"slew’st Hirtius and Pansa, consuls [of Rome.]† Although the imagery that Caesar uses is not particularly pleasant, (â€Å"stale of horses† and â€Å"eat strange flesh,†) it is the fact that Caesar praises someone, especially a person that he does not particularly like, which is important. At the end of scene four, Lepidus and Caesar are talking about getting more information about what is going on in the world, giving the current problems that t they are having: Lepidus: What you shall know meantime  Of stirs abroad, I shall beseech you, sir,  To let me be partaker.  Caesar: Doubt not, sir, I knew it for my bond.  (I.iv.83b-86)  This short dialogue, containing some quite harsh-sounding phrases for people are that are meant to be friends, shows that there might be a small rift growing between these two men, in addition to the disagreements between Antony and Caesar. Lepidus asking for information about what is going on, from Caesar shows that there might be an issue of a lack of trust developing, whilst Caesar’s rebuttal of â€Å"doubt not, sir, I knew it for my bond,† shows that Caesar could be losing patience with Lepidus, who is always portrayed as being quite a weak and unimportant character anyway.

Vulnerable Populations in Current Events

Defining a Vulnerable Population A vulnerable population is any group that has been identified by an epidemiological or there study that classifies them at a higher risk than the general population from a specific or broad condition (Oxford Reference Online, 2011). The elderly population is considered a vulnerable population because they must face not only self-image disturbances related to an aging body, but also problems with mental and spiritual well -being as well. Barriers older adults must face are generated by these issues.Barriers of a Vulnerable Population According to Smith, et. Al (2010), is important for community and local governments to the aging population and provide age-friendly services (p. 15). As the population continues to grow, change, and age, there are numerous barriers the elderly face. Financially, the elderly population Is mostly surviving on a fixed or limited Income making It difficult at times to afford prescriptions. Doctor visits, and other healthcare related expenses. All of these issues place them in a state of vulnerability.Impaired or limited mobility creates yet another barrier especially for the elderly related to the side effects of an aging body. Consequently, they are more prone and apt to have injuries from falls leading to other serious debilitating healthcare issues. Many of the elderly population do not have the ability to drive safely or access to a vehicle due to their compromised health Issues related to aging such as poor vision, Alchemies, and severe arthritis: transportation becomes another barrier. According to Smith, et. L (2010), without proper transportation in place, communities will have a higher incidence of injuries and increased emergency response costs. Life experiences with Vulnerable Persons My parents are both of the elderly population. They both suffer from symptoms of an aging body. My dad Is hard of hearing, has chronic renal failure, terribly severe artless, thinning skin, and Impaired vision. My mother has Just recovered to a double knee replacement surgery because she had become immobile related to her severely arthritic knees.I have spent several years caring for them both and helping them through these difficult times of aging. I have noticed various discriminations by society of the elderly and the poor attitude towards them. People have very little patience, understanding, and compassion. I have also seen the moments of sadness, frustration, and depression that my parents have encountered related to having to race ten Tact's Nat teeny are aging; teeny are no longer addle to phonically ay want teeny used to be able to do and think that they can still do.This has been the hardest for me to witness because I can remember when they were able to do anything they wanted to physically. They have both overcome many barriers, but continue to be vulnerable and I know that they're level of vulnerability will continue to increase with the passing years to come. Knowing this, I continue to learn and look for ways to help and advocate for them. Summary With the aging population, it is important to assess what vulnerabilities the elderly faces and address them to improve the quality of life.

Medicare is a complex medical insurance program Essays

Medicare is a complex medical insurance program Essays Medicare is a complex medical insurance program Paper Medicare is a complex medical insurance program Paper Essay Topic: Medical Medicare is a complex medical insurance program that is intended to cover to some certain extent medical expenses of those insured by it. Medicare insurance program is developed for people who reached age of 65 or older. People under 65 with certain disabilities and patients with end stage renal disease are also insured by Medicare. Medicare consists of several more or less independent components, or parts. Most basic of these components are Medicare part A and Medicare part B. Medicare part A will help cover expenses for inpatient care. This is very helpful for people over 65. People of this age have increased risk of considerable number of acute diseases emerging, such as myocardial infarction, pulmonary embolism, stroke, pulmonary edema and several other life-threatening conditions that can be properly managed only by skilled health care professionals in a hospital. Intensive treatment of such pathologic conditions requires relatively short period of time with subsequent period of observation and rehabilitation, which is usually more extended than initial period of intensive care. Still, total amount of time spent in hospital and rehabilitation centers rarely exceeds 60 days – the limit of 100%-coverage of all insured patients medical expenses for a single spell of illness. Patient needs only to pay single deducible, and the rest will be paid by Medicare. Even if the patient has to stay in hospital for more than 60 days, beneficiary of Medicare insurance is eligible for coinsurance program. Coinsured patient pays certain sum for every day he stays in a hospital, and Medicare pays for everything that exceeds this sum and is medically-necessary for the patient. Coinsurance program lasts for 30 days, and, if even longer hospital care is needed, patient has the right to use part of his â€Å"lifetime reserve† of insurance, which comprises another 60 days. During this lifetime reserve days sum for patient to pay for a day increases comparing with the sum payed for a day during coinsurance period, but Medicare will still pay the rest of medically-necessary expenses. Only when lifetime reserve will exhaust patient should pay full price for care and treatment he needs. But total time covered by initial and subsequent programs of Medicare part A comprises 150 days, which is usually more that enough. People over 65 also frequently have certain chronic diseases, that may need hospital or nursing care during exacerbation period. Apart from inpatient hospital stay, Medicare part A also covers stay at skilled nursing facilities (which provide medically-necessary rehabilitation and nursing care), psychiatrid inpatient care, home health care and hospice care. The same scheme of 100% coverage, coinsurance and lifetime reserve is applied for services listed. Medicare part B is the part of Medicare insurance program that covers certain considerably broad range of services that arent covered by Medicare part A. According to Smith (2008b), services covered at present time are physician and surgeon fees, outpatient services, immunosuppressive drugs, blood service (after the first three pints of blood in any calendar year are payed for), clinical laboratory services, some coverage for outpatient mental health visits, and ambulance service. This coverage is available providing the patient pays certain sum of monthly premium that gives him access to the Medicare part B services. Amount of this premium is rather small comparing with total amount of money required to pay for services covered if one has no insurance. There is a list of services that are excluded from coverage, however, but these services are not critical care services and are rather matter of choice for the patient. Medicare provides coverage of medically-necessary treatment and care. Medically-necessary services are those that are needed for the diagnosis or treatment of patients medical condition and meet accepted standards of medical practice. Therefore, almost all medical needs and expenses to manage life-threatening conditions and exacerbations of chronic illnesses that are not uncommon for people over 65, will be covered completely or, at least, partially. References: 1. Smith, F. (2008). Medicare part A. Retrieved December 28, 2008, from medicare. org/index. php? option=com_contenttask=viewid=15Itemid=49 2. Smith F. (2008). Medicare part B. Retrieved December 28, 2008, from medicare. org/index. php? option=com_contenttask=viewid=16Itemid=50

Banning Corporal Punishment in Schools

Banning Corporal Punishment in Schools What is corporal punishment? The National Association of School Nurses defines it as â€Å"the intentional infliction of physical pain as a method of changing behavior. It may include methods such as hitting, slapping, punching, kicking, pinching, shaking, use of various objects (paddles, belts, sticks, or others), or painful body postures. Still Legal in 22  States While corporal punishment such as paddling, spanking and hitting students disappeared from private schools by the 1960s, according to an article published by NPR in December 2016,  it is still permitted in public schools in 22  states, which can be broken down into 7 states that simply dont prohibit it and 15 states that expressly permit it. The following seven states still have laws on their books that do not prohibit corporal punishment: IdahoColoradoSouth DakotaKansasIndianaNew HampshireMaine The following 15 states expressly permit corporal punishment in schools: AlabamaArizonaArkansas  FloridaGeorgiaKentuckyLouisianaMississippiMissouriNorth CarolinaOklahomaSouth CarolinaTennesseeTexasWyoming What is ironic about this situation is that no accredited teachers college in the U.S. advocates the use of corporal punishment. If they dont teach the use of corporal punishment in the classroom, why is the use of it still legal? The United States is the only nation in the western world which still permits corporal punishment in its schools. Canada banned corporal punishment in 2004. No European country permits corporal punishment. So far, the United States Congress has not acted on requests from organizations such as Human Rights Watch and the American Civil Liberties Union to enact federal legislation banning corporal punishment. Since education is widely viewed as a local and state matter, any further banning of corporal punishment will probably have to occur at that level. If, on the other hand, the federal government were to withhold funding from states where corporal punishment is legal, the local authorities might be more inclined to pass the appropriate laws. Rationale for Corporal Punishment Corporal punishment in one form or another has been around schools for centuries. It certainly is not a new issue. In the Roman Family children learned by imitation and corporal punishment. Religion also plays a role in the history of disciplining children by spanking or hitting them. Many people interpret Proverbs 13:24 literally when it states: Spare the rod and spoil the child. Why Should Corporal Punishment Be Banned? Research has shown that corporal punishment in the classroom is not an effective practice, and can cause more harm than good. Research has also shown that more students of color and students with disabilities experience instances of corporal punishment more than their peers. The research shows that children who are beaten and abused are more likely to be prone to depression, low self-esteem and suicide. The simple fact that corporal punishment as a disciplinary measure is not part of any education curriculum indicates that educators at every level know that it has no place in the classroom. Discipline can and should be taught be example and non-physical consequences. Most leading professional associations oppose corporal punishment in all its forms.  Corporal punishment is not allowed in the military, mental institutions or prisons, either. I learned years ago about corporal punishment from a man who was an expert in the field. I co-founded a high school in Nassau, Bahamas in 1994. As deputy director of the school, one of the first issues I had to deal with was discipline. Dr. Elliston Rahming, the owner and director of the school, was a criminologist. He had very firm views about the subject: there would be no corporal punishment of any kind. We had to find better, more effective ways than beating to enforce discipline. In the Bahamas, beating children was, and still, is an accepted disciplinary method in the home and in the school. Our solution was to develop a Code of Discipline which basically penalized unacceptable behavior according to the severity of the infraction. Everything from dress code to drugs, weapons and sexual infractions was covered. Remediation and resolution, retraining and reprogramming were the goals. Yes, we did get to the point on two or three occasions where we actually did suspend and expel st udents. The biggest problem we faced was breaking the cycle of abuse. What Happens in Americas Private Schools? Most private schools frown on the use of corporal punishment. Most schools have found more enlightened and effective methods for dealing with disciplinary issues. Honor codes and clearly spelled out results for infractions combined with contract law give private schools an edge in dealing with discipline. Basically, if you do something seriously wrong, you will get suspended or expelled from school. You will have no recourse because you have no legal rights other than those in the contract which you signed with the school. Things Parents Can Do What can you do? Write the state education departments of the states which still permit corporal punishment. Let them know that you oppose its use. Write your legislators and urge them to make corporal punishment illegal. Blog about local incidents of corporal punishment whenever appropriate. Organizations Opposed to Corporal Punishment in Schools The American Academy of Child and Adolescent Psychiatry opposes the use of corporal punishment in schools and takes issue with laws in some states legalizing such corporal punishment and protecting adults who use it from prosecution for child abuse. The American School Counselor Association: ASCA seeks the elimination of corporal punishment in schools. The American Academy of Pediatrics recommends that corporal punishment in schools be abolished in all states by law and that alternative forms of student behavior management be used. The National Association of Secondary School Principals believes that the practice of corporal punishment in schools should be abolished and that principals should utilize alternative forms of discipline. The National Center for the Study of Corporal Punishment and Alternatives (NCSCPA) tracks information about this subject and puts out updates. It also offers an interesting reading list and other materials. Interview With Jordan Riak Jordan Riak is the Executive Director of Project NoSpank, an organization which is dedicated to the eradication of corporal punishment in our schools. In this article, he responds to some of our questions regarding corporal punishment. How Prevalent is Corporal Punishment in Schools? With the exception of those who are directly affected, most people are unaware that in more than 20  states, teachers and school administrators have the legal right to physically batter pupils. Children are sent home with bruised buttocks daily in untold numbers. There is a downward trend in the number of paddlings annually, which is encouraging, but still a small comfort to victims. Editors note: outdated data has been removed, but recent studies have shown that more than 100,000 students were physically punished in 2013-2014.  But the true numbers are surely higher than the records show. Since the data is supplied voluntarily, and since those reporting arent especially proud of what they are admitting to, under-reporting is inevitable. Some schools decline to participate in the Office for Civil Rights survey. When I inform people of the extensive use of corporal punishment in the schools, they almost invariably react with astonishment. Those who remember the paddle from their own school days tend to assume (erroneously) that its use had long since faded into history. Those who are fortunate enough to have attended schools where corporal punishment wasnt used or who lived in the states where bans were in effect are incredulous when presented with information about its current use. The following anecdote is illustrative. I was invited to address a class of students at San Francisco State University who were preparing to become school counselors. Some in the group already had teaching experience. At the conclusion of my presentation, one of the students- a teacher- opined that surely I was misinformed about the situation in California. Corporal punishment just isnt allowed here and hasnt been for years, she flatly insisted. I knew otherwise. I asked her where she had attended school and in w hich districts she had worked. As I expected, the places she named all had district-wide policies against the use of corporal punishment. She was unaware that in neighboring communities students were being paddled legally. Paddlers dont advertise, and one cant blame her for not knowing. The use of corporal punishment by public school teachers in California became illegal on January 1, 1987. In the United States, there is a long-standing gentlemans agreement between government, the media, and the educational establishment to avoid any mention of teacher violence. Typical of such taboos, adherents not only refrain from entering forbidden territory but come to believe that no such territory exists. An indignant correspondent wrote me the following: In my twenty years as a teacher in Texas, I never saw one student paddled. Strictly speaking, he might have been telling the truth about what he hadnt seen, but its hard to believe he was unaware of what was going on all around him. Recently I heard this on the radio. An author who had written about sports heroes influence as role models on youth was just concluding an interview and was beginning to field listeners calls. One caller recounted his experience at high school where a coach routinely beat up players. He told how one student who had been victimized by the coach later encountered him in public and punched him. The show s host abruptly cut off the call, and said laughingly, Well, there you have the darker side. Sounds like a movie by____ and hastened to the next caller. Rest assured, the United States does not have a monopoly on denial in this regard. At a conference on child abuse in Sydney in 1978, when I raised a question from the floor about why none of the presenters had talked about caning in schools, the moderator replied, It seems the things you want to talk about, Mr. Riak, are not the things we want to talk about. At that same conference, where I had set up a table to distribute anti-corporal punishment literature, a member of the New South Wales education department told me this: The corporal punishment controversy that youve been stirring up here is causing more broken friendships in the department than any other issue I can remember. Caning is no longer legal in Australian schools, and hopefully, old friendships have mended. How Do You Define Corporal Punishment? There never has been, and probably never will be, a definition of corporal punishment that doesnt stir debate. The American College Dictionary, 1953 Edition, defines corporal punishment as physical injury inflicted on the body of one convicted of a crime, and including the death penalty, flogging, sentence to a term of years, etc. The California Education Code, 1990 Compact Edition, Section 49001 defines it as the willful infliction, or willfully causing the infliction of physical pain on a pupil. Proponents of corporal punishment typically define the practice in personal terms, i.e., what they experienced when they were children, and what they now do to their children. Query any spanker on what it means to corporally punish a child and you will hear autobiography. When one attempts to distinguishing corporal punishment from child abuse, the confusion deepens. Lawmakers, as a rule, duck this conundrum. When it is forced on them, they act as though they are walking on eggs as they grope for language doesnt cramp the style of child punishers. Thats why legal definitions of child abuse are models of vagueness- an heroic accomplishment for those trained in the art of exactitude- and a boon to lawyers who defend abusers. School corporal punishment in schools United States typically involves requiring the student to bend forward as far as possible thus making the protruding posterior a convenient target for the punisher. That target is then struck one or more times with a flat board called a paddle. This causes sharp upward jolts to the spinal column accompanied by bruising, soreness and discoloration of the buttocks. Since the locus of impact is close to the anus and genitals, the sexual component of the act is unarguable. Nevertheless, possible adverse effects on the developing sexuality of young victims are ignored. Furthermore, the possibility that certain punishers are using the act as a pretext for gratifying their own perverse sexual appetites is also ignored. When these risk factors are cited, corporal punishment apologists typically dismiss the suggestion with derisive laughter and retorts such as, Oh, comon, please! Gime a break! Forced exercise is one of several unacknowledged forms of corporal punishment. Though the practice is unequivocally condemned by physical education experts, it is widely used, even in states that ban corporal punishment. It is a staple of locked facilities where troubled youth are corralled ostensibly for the purpose of being reformed. Not allowing children to void bodily waste when the need arises is another form of corporal punishment. It is physically and psychologically dangerous in the extreme, but its use against schoolchildren of all ages is ubiquitous. Punitive restriction of movement also qualifies as corporal punishment. When done to incarcerated adults, it is deemed a violation of human rights. When done to schoolchildren, its called discipline. In school environments where buttocks beating is key to student management and discipline, all the myriad lesser insults to which children are prey such as ear twisting, cheek squeezing, finger jabbing, arm grabbing, slamming against the wall and general manhandling are apt to pass unchronicled and unrecognized for what they really are. Article updated by Stacy Jagodowski

The effectiveness of ( Career Development Plan) in an organization Essay

The effectiveness of ( Career Development Plan) in an organization - Essay Example Specifically, this research will explore whether the career development plan is an effective training method to use in an organization and whether it will affect the performance of the company. There are a variety of theories that involve career development and many have been applied to business and leadership. To understand these theories, it is important to understand some general issues about career. When an individual begins a position within a company, they have been recruited in some way. At first, they are doing the job they were hired to do and if they are ambitious, they may want to move to other positions within the company. Usually, there are new skills that the individual must acquire during the course of moving to other positions. In order to do this, many theorists have created an idea of what happens when people enter into career development. Maslows Hierarchy of Needs is one of the theories that people discuss when they are discussing career matters. According to Maslow, every individual has needs that must be met in order to eventually live a fully actualized life. The basic needs of food, shelter and safety (security) must be met before the individual can move onto needs of belonging and eventually self-actualization. It is important for leaders, according to this theory; to understand their needs in an organization and what motivates them (Maslow, 2009). Usually people working in organizations will be motivated internally and externally. Career planning can help understand which things are most motivating, which makes an individual more focused and productive in their job. Maslows hierarchy is very important in understanding how people are motivated to work. Behaviour theories are another area to study in career development because they discuss how people behave within their workplace. These theories place the importance of a career on the factors