The Effects Of Social Media On Teenagers - 1182 Words

For Freshman Lyana Delgado at University of Illinois at Urbana-Champaign, social media was key in establishing relationships with her neighbors before school started. By joining a Facebook group for residents of Bromley Hall, meeting her neighbors was not an uncomfortable or awkward task. (Rodriguez). This is just one of the many ways that social media sites, like Facebook, help guide face-to-face interaction and aide in creating relationships. Social media sites help teenagers meet people that have similar interests and experiences as them.Social media sites are not detrimental to teenagers because it allows teenagers to meet other likeminded people, and it makes young adults feel better about themselves. Many people have different opinions on the use of social media by teens. But there are many things that you need to know before you can create your stance on the topic. Social media refers â€Å"to technologies, platforms, and services that enable individuals to engage in communication from one-to-one, one-to-many, and many-to-many (Media Convergence). There are many different social media sites including Twitter, Facebook, and Instagram. Twitter has about 305 million consistent users (Twitter: Number of Monthly Active Users 2015 | Statistic), Facebook with 1.23 billion users (Number of Facebook Users Worldwide 2008-2015 | Statistic), and 300 million users on Instagram (Instagram Monthly Active Users 2015 | Statistic). Each social media site has different types of users andShow MoreRelatedThe Effects Of Social Media On Teenagers Essay1259 Words   |  6 PagesAlexsandra Rodriguez Professor Alexandra Dragin Rhetoric 102 November 15, 2016 Prompt #1 The Negative Effects Social Media has on Teenagers Social media is defined as â€Å"forms of electronic communication (as Web sites for social networking and micro blogging) through which users create online communities to share information, ideas, personal messages, and other content.† (Merriam-Webster, 2004). Social media sites such as Facebook, Twitter, Instagram, and YouTube have the attention of millions of usersRead MoreThe Effects Of Social Media On Teenagers1379 Words   |  6 PagesThe Social Media Effect When you were a teenager, did social media impact your life? If not, it certainly has had an impact on the teenagers of America today. Social media has been around for a long time. There are many applications for social media, some of which are Twitter, MySpace, and Facebook. With the rapid evolution of social media, people believe that social media is impacting teenagers in a negative way. However, some believe that there are positive effects. The negative effects ofRead MoreEffects Of Social Media On Teenagers Essay1995 Words   |  8 Pages Effects of Social Media on Social Comparison and Self Esteem in Teenagers Nikolo Bobadilla, Gaby Juarez, Lexi McCaig, Noe Molina Texas Tech University Social media applications have had a large impact on many different generations. With the rise of technology and opportunity, social media has become the epicenter for teenagers and college students to express and connect with others through pictures, videos, and personal content. According to a new studyRead MoreThe Effects of Social Media on Teenagers437 Words   |  2 PagesSome of the top benefits of social media over the years are that it is free to anyone, the content can get out to resources virtually immediately, and it can be delivered to a wide variety of people. For these reasons, communication through social media has become an extremely accessible and convenient way to communicate. It is also popular for those who need to be in contact with others. One example that comes to mind is a teenager who goes away on a trip to visit a friend or family. They canRead MoreEffects Of Social Media On Teenagers775 Words   |  4 Pageshas revolutionized the way of communicating. Social media has transformed the way of expressing ideas, sharing feelings, and relating to people. While young people are more connected online than ever, they were never more socially disconnected with each other. Because of the emotionless nature of the Net young people shut down and are left dumbfounded when confronted with real-life events in the classroom and over social activities. As a result, teenagers long for real-life interactions and meaningfulRead MoreThe Effects Of Social Media On Teenagers1434 Words   |  6 Pagesconstant problem for teenagers and even pre-teens. Now that we have internet and social media popping up like popcorn, picking and cyberbullying is easier than ever. Social media, such as Facebook, Instagram, Twitter, etc., have become known as the well-known pastime for teenagers today. What is â€Å"social media† anyway? From the internet, the definition of social media is â€Å"website and applications that enable users to create and share content or to participate in social networking.† Media of course is supposedRea d MoreNegative Effects Of Social Media On Teenagers1147 Words   |  5 PagesEffects of Social Media on Teenagers Nowadays social media have become one of the important part of our lifestyle and has a great influence in our day to day basic activities. Getting more likes and having more followers has become one of the important part of people’s social life. Teenagaers spent most of their time checking Facebook, Instagram, Snapchat, Twitter and many more. According to The Washington Post, â€Å"Teens are spending more than one-third of their days using media such as online videoRead MoreThe Effects Of Social Media On Teenagers Essay2265 Words   |  10 Pagespsychological, emotional, and social well-being, relate to the condition of individuals. There are the number of types of Mental health problem, such as anxiety disorders, mood disorders, psychotic disorders, eating disorders, and addiction disorders which threaten the growth of teenagers. As the development of new technology, Social media sites, including Facebook, LinkedIn, Pinterest, Twitter, and Instagram, provide the opportunit ies to people connect each other. The social media sites have become exceedinglyRead MoreDetrimental Effects of Social Media on Teenagers963 Words   |  4 PagesThe use of social media (which includes such media as Facebook, Twitter, Instagram, and Tumblr) has become so popular among today’s youth, that it is becoming more than just a fragment of the youth’s world, it is becoming their world. According to a social network statistics report conducted on August 18, 2013, ninety-eight percent of teens are already using some form of social media. Teens are spending more and more time online, typically on a social media websites such as Facebook and Twitter.Read MoreThe Effects Of Social Media On Teenagers And Young Adults1652 Words   |  7 PagesIn the other hand, social media can also have a negative effect on teenagers’ and young adults in their academic lives. One of the main consequences is addiction because students can easily get distracted by simply using their phones or laptop. This issue can harm the student’s concentration and the ability to learn new topics. Social media can easily grab the attention and concentration of students which it can turn into inappropriate actions such as chatting and killing time during class time.

Personalities Theories Paper - 785 Words

RUNNING HEAD: PERSONALITIES THEORIES PAPER Personality Theories Paper Izine Harris University of Phoenix Kurtis Armstrong October 14, 2012 Personality Theories Paper Personality is derived from of many different theories and genres. Personality typically can be reference to as many diverse arrays of thoughts, feelings and behaviors that sets each individual apart in a unique way. Theorist has concluded that an individual external influence can inspire how certain traits are articulated and originated through personality theories. As each person grows older researchers have stated that a human being personality tends to remain consistently the same throughout existence. Personality theories were generally formulated from†¦show more content†¦Moreover, his views also conclude a good sense of humor is also an awareness that people share. Like Maslow, Carl Rogers, another humanistic psychologist, projected a theory called the person-centered theory. Rogers interpreted that an individual’s self-concept is the greatest feature of personality. His also concluded that judgments, feelings, and philosophies people have about themselves p lay a significant role in their personality. Rogers believed that most people have an awareness of their self-concepts. In contrast to psychodynamic theories, humanistic theories cannot be easily tested. Although, the objectives of the humanistic and psychodynamic are similar, their views in personality are somewhat different. Freuds psychodynamic believes that an individual seek to comprehend how people perceive them through experience in the world. Humanistic theory is basically accountability of self-actuality which opposes to Freud’s belief that all people cannot experience happiness. Psychodynamics expresses that behavior is determined, but humanistic believes that behavior is a free expression of an individual. Generally, Freud’s theory geared towards sexuality and belligerence, but humanistic is more of a simplistic belief in one’s self. Overall both theories have contributed to the study of personality and have helped many people across the globe. Reference Humanistic Psychology n. AShow MoreRelatedPersonality Theory Paper913 Words   |  4 PagesPersonality Theories Psych 504 November 3 2012 Dr. Claire Clifford Personality Theories A person’s personality says much about who he or she is. People define personality in different ways. Researcher after researcher has tried to come up with the best definition for what personality truly means. Case studies, correlational studies, and experimental designs are some of the most commonly usedRead More645 Personality Theory Paper1050 Words   |  5 Pagesï » ¿ Personality Theory Paper The Pursuit of Happyness PSYCH/645 Personality Theories Donna Belvin March 1, 2015 Instructor: Juliet Fenyk Introduction In the biographical film The Pursuit of Happyness, the central character Chris Gardner is a self- employed salesman with a girlfriend and five year old son, who has spent his life savings on medical machines. The sale of the medical machines is not producing consistent income and the lifestyle of his family suffers leading to hisRead MoreHumanistic and Existential Personality Theories Paper1238 Words   |  5 PagesHumanistic and Existential Personality Theories Matrix Humanistic and Existential Personality Theories Matrix Theorists have invested years of research into learning the dynamics of one’s personality. Humanistic and Existential Personality Theories offered perspectives that have proved to be valuable to those researching and exploring how one’s personality develops and expands throughout life. From Maslow’s hierarchy of needs to Carl Rogers’s developmentRead MorePersonality Is Developed From Genes ( Nature ) Or Influenced By Environment ( Nurture ) Essay1436 Words   |  6 PagesThis paper explores the notion on whether a person’s personality is developed from genes (nature) or influenced by environment (nurture). Personality is something every human has and is an essential element in their social world. This research is important to know if, how, and why personalities change. Different scholarly-based material was used to support either stance on the issue. The articles and research helped to decipher the roles of parents, genes, biology, the envi ronment, experiences, andRead MoreConstructivism And The Theory Of Constructivism Essay2230 Words   |  9 PagesConstructivism will be defined and its main premises will be explained. Following this, a communicative episode will be presented, along with an analysis of how this theory can be applied to this situation. Finally, the application of constructivism in different contexts will be discussed, as well the strengths and weaknesses of the theory. II. Explanation of Constructivism Constructivism, first theorized by Jesse Delia, seeks to explain the way individuals adapt their messages in order to successfullyRead MoreCareer Counseling Plan For Katie Golanski825 Words   |  4 Pages This paper is a career counseling plan for Katie Golanski and examines her current skills, potential and as well as future goals. Several assessments will be examined and applied to this plan, such as the Kuder scale, and Meyers Brigg. Specific career counseling theories will also be applied to the output. Finally, recommendations for Katie will be made to best utilize her assets. Katie is a twenty-three year single Caucasian female with a bachelor’s degree in PsychologyRead MoreAn Investigation To See If There Is A D Essay1490 Words   |  6 Pagesï » ¿An Investigation To See If There Is A Difference between Type A and personalities (as classified by Friedman and Roseman’s 1974 Questionnaire And Their Physiological Response To A Mildly Stressful Activity CONTENTS Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ page 1 Aim †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.page 1 Hypotheses †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦page 1 Method †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦page 1 Participants †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦page 2 Materials †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦........pageRead MoreHarvey Macht s The Television Show Suits, Portrayed By Actor Gabriel Macht1742 Words   |  7 Pagesworked his way up from the mailroom to become an attorney and eventually a name partner of the firm. In the following paper I will explain Harvey Spectre’s personality, showing that he is extremely Type A. I will begin by exploring the origins of Type A personality, followed by the general characteristics and behavior patterns attributed to it, and contrast that with Type B personality at the other end of the spectrum. I will briefly discuss the link between Type A, more specifically hostility, andRead MorePsy 250 Complete Course (Psychology of Personality) - a+ Work1520 Words   |  7 Pages(Psychology of Personality) - A+ Work IF You Want To Purchase A+ Work Then Click The Link Below , Instant Download http://hwnerd.com/PSY-250-Psychology-of-Personality-Complete-Course-1138.htm?categoryId=-1 If You Face Any Problem E- Mail Us At Contact.Hwnerd@Gmail.Com Week 1 Individual Assignment Personality Reflection Write a 700- to 1,050-word reflective paper that addresses the following questions: o How would you define personality? o What are some key personality features thatRead MoreEssay about Jennys Personality; Interpretation of Forrest Gump1419 Words   |  6 PagesGump: Jenny’s Personality Monday, August 22, 2011 PSY202 – Principles of Psychology In this character analysis paper the character of Jenny Curran from the award winning movie Forrest Gump will be the subject of discussion. This paper will present an analysis of the Jenny’s personality as it is applicable to Psychodynamic theory. The paper will present my rationale for the choice to use the Psychodynamic theory to describe Jenny Curran’s personality. In addition, this paper will present a

Open Ended and Closed Ended Funds Free Essays

DIFFERENCES BETWEEN OPEN-ENDED AND CLOSED-ENDED FUND OPEN END FUND DEFINATION A type of mutual fund that does not have restrictions on the amount of shares the fund will issue. If demand is high enough, the fund will continue to issue shares no matter how many investors there are. Open-end funds also buy back shares when investors wish to sell. We will write a custom essay sample on Open Ended and Closed Ended Funds or any similar topic only for you Order Now CLOSED END FUND DEFINATION A type of fund with a fixed number of shares outstanding, and one which does not redeem shares the way a typical mutual fund does. Closed-end funds behave more like stock than open-end funds: closed-end funds issue a fixed number of shares to the public in an initial public offering, after which time shares in the fund are bought and sold on a stock exchange, and they are not obligated to issue new shares or redeem outstanding shares as open-end funds are. The price of a share in a closed-end fund is determined entirely by market demand, so shares can either trade below their net asset value (â€Å"at a discount†) or above it (â€Å"at a premium†) also called closed-end investment company or publicly-traded fund. The main differences between these funds are; Open-ended funds buy and sell units on a continuous basis and hence allow investors to enter and exit as per their convenience. The units can be purchased and sold even after the initial offering (NFO) period (in case of new funds). Under closed-ended funds their unit capital is fixed and they sell a specific number of units. Unlike in open-ended funds, investors cannot buy the units of a closed-ended fund after its NFO period is over. This means that new investors cannot enter, nor can existing investors exit till the term of the scheme ends. However, to provide a platform for investors to exit before the term, the fund houses list their closed-ended schemes on a stock exchange. The units of an open-ended fund are bought and sold at the net asset value (NAV) CEFs do not have to deal with the expense of creating and redeeming shares, they tend to keep less cash in their portfolio and they need not worry about market fluctuations to maintain their â€Å"performance record†. Closed end fund prices are determined by supply and demand and not by asset value. Therefore the market price might be greater than or less than the share NPV. The number of outstanding units of a closed-ended fund does not change as a result of trading on the stock exchange. Apart from listing on an exchange, these funds sometimes offer to buy back the units, thus offering another avenue for liquidity regulations ensure that closed-ended funds provide at least one of the two avenues to investors for entering or exiting. On the other hand the number of outstanding units in open-ended fund goes up or down every time the fund house sells or repurchases the existing units. This is the reason that the unit capital of an open-ended mutual fund keeps varying. The fund expands in size when the fund house sells more units than it repurchases as more money is flowing in. The closed-ended funds are free from the worry of regular and sudden redemption and their fund managers are not worried about the fund size. However, open-ended fund have outperformed the closed-ended funds comprehensively. In open-ended funds risk depends on the quality and the kind of portfolio you invest in. One unique risk to open funds is that they may be subject to inflows at one time or sudden redemptions, which leads to a spurt or a fall in the portfolio value, thus affecting your returns. Also, some funds invest in certain sectors or industries in which the value of the in the portfolio can fluctuate due to various market forces, thus affecting the returns of the fund. Investing in closed-end funds is more appropriate for seasoned investors. Depending on their investment objective and underlying portfolio, closed-ended funds can be fairly volatile, and their value can fluctuate drastically. Shares can trade at a hefty discount and deprive you from realizing the true value of your shares. Since there is no liquidity, investors must buy a fund with a strong portfolio, when units are trading at a good discount, and the stock market is in position to rise. Open ended funds do not have the flexibility to borrow against their assets thus they cannot use leverage as part of their investment strategy. Close end fund on the other hand have flexibility to borrow against their assets allowing them to use leverage as part of their investment strategy. Closed-end mutual funds continuously trade on the open stock market throughout the day. The prices of these funds are continually shifting to meet supply and demand. On the other hand, open-end mutual funds recalculate their share price once per day when the stock market closes and the value of its underlying stock assets are recalculated. Therefore, investors can buy and sell their shares based on the price of the open-ended mutual fund at the close of the previous business day, when the NAV was recalculated. Closed-ended fund shares can be traded at any time during market opening hours. On the other hand open-end fund can usually be traded only at a time of day specified by the managers, and the dealing price will usually not be known in advance. REFERENCES. Russell Ray. An introduction to Mutual Funds worldwide. 2007 Tripathy P. Mutual Funds : Emerg How to cite Open Ended and Closed Ended Funds, Essay examples

Market OrientationCompetitive Advantage

Question: Discuss about theMarket Orientation forCompetitive Advantage. Answer: Introduction Market orientation plays a vital role as it helps an organization to establish the methods, strategies, tools, etc. It also leads to achieve a sustainable competitive advantage. Now days, companies are doing thorough research on market orientation. The main aim is to analyze the relationship between the market orientation and organization performance. Many types of behavioral perspective is been used by the company to analyze the same. There is a dependency between the market orientation and business performance. We can observe better results in finance and marketing where the businesses use the strategy of market orientation. It also helps to improve the performance and status of the organization in the market. It leads to identify the elements that are helpful in making strategies for the marketing orientation of the company. Under this study, we understand the importance of market orientation for Sat Co. and also observe that how it is helpful for all the organizational performance. Relationship Between Market Orientation and Business Performance: Sat Co. was facing a lack of market orientation in the organization due to which the performance of the organization was getting poorer. They were facing loss of around 50% of sales. Hence we can say that market orientation is very important for every organisation. Afterwards the direactors thought that through market orientation the company can achieve the same position as before (Satell, 2013). Market orientation refers to satisfy the needs and wants of the customers. The facts and findings indicate that there is a positive and significant relationship between the market orientation and the performance of the business. As we observe, that there is a direct or indirect link between market orientation and performance of the business. Market orientation determined the overall performance of the company and also enhances to improve it in the best possible way it can do. Market orientation states that the company must have to focus on the demand of the customer and then there is a need that what they actually wants and finally produce the products that fulfils the same. This is the only way through which advantages can be drawn throughout the market orientation. A company must have a perspective that delivers all the necessity of the customer. In this way, any business can ache hive a makeable position in the markets and in the eyes of the customers. Factors Related in Achievement of Market Orientation: Basically, there are three types of market orientation that helps an organization to analyze its market. They are- production oriented, sale oriented and market oriented. The first important factor is to focus on the desires, needs, wants, etc. of the customers. customers are the vital part of any organization as they are the one due to which a company is able to meet its profits and revenues (Queensland, 2016). If the company succeeds to serve its customers in a best possible manner, it will result in a great success. Study of competitors and the competion in the market is the most important factor under market orientation (Meer, 2010). It helps to analyze the level of competition present in at the market place. It motivates the company to perform better so that they can meet up with the challenge and come out with some new success. The product should have the capability to fulfil the current and future needs for a longer period of time. A company should set some standards and benchmarks according to which the process of production takes place. It will help the organization to maintain a quality of production and manufacturing of goods and services (Publed.gov, 2000). Impact on Competitive Advantage: Market orientation creates a great impact on the business. The total operation of the company focuses on the customers demand. It helps to identify the customers problems and needs and according to it the solutions are been developed by the superiors of the company (). It is the most effective and efficient way that that help to create a great value for the customers. It is a continuous process that ultimately leads in improvement of the performance of the business (Barker, 2013). Under this, the data and information is collected from top to bottom level of management including executives, managers, superiors etc. Hence, significant results can be calculated for the market orientation and business performance. The business can be run through the management of proper marketing strategies and policies (Newzealands, 2016). They can earn competitive advantage through applying such strategies in the organization. The organization should have a unique competitive advantage that is differen t from the competitors. The company should make a balance between the sustainable competitive advantages because it leads to a long term growth of the company. Recommendations Sat Co. needs not to focus only on technology advancement but also on the other factors. Other factors are related to the customers and the buyers of the product ( Leonardo, 2011). They not only have to improve the efficiency and productivity of the products like CNC machines but also focus on customers demand and desires (Investopedia, 2016). It helps to give satisfaction to the buyers. They should not use such technology that makes things more complex and complicated (Greenley, 2016). Instead of this, they should use simple and easy machines that can be easily used. They should understand the truth that all the customers do not appreciate additional features in the machines. So, they do not add those features to all the machineries. It leads to increase in the price and make them expensive too (Pitcher partners growth, 2012). There is a need to improve the quality of the products in some sections of the company. The company should focus on the relevant departments where orientation is critically important. Sat Co. is a company that has a good brand name (Gima, 2016). So, they should use this tool as a competitive advantage against their competitors. The company should be market oriented and must focus on basic products (Businessdictionary.com, 2016) There is a need to conduct a market research so that the problems can be diagnosed and solved afterwards (Helgesen, 2009). It also leads in identifying the actual needs of the customers. The market research will help to identify (1) if there is any technical problem in the working of the machines. (2) if there a need of new machines; (3) if there is a need to upgrade the existing machines. Conclusion Under this study, the learners will have the knowledge about the Sat Co. and about its marketing strategies. It is defined that market orientation is a process through which the business decisions can be taken in an easier way. Market research is a part of market ordination that provides information about the market. Under this, customer satisfaction is the key of success for the business. a continuous market orientation results in betterment in organizations performance. It brings a consistent growth in Sat Co. by implementing the strategies and policies. The advantage of market orientation is that it helps to turn one-time customers into permanent customers. it enhances the ability and capacity of the business by providing a wide range of success in the market. It minimizes the competition present in the market by giving certain policies to the superiors. Its gives an overall view of the market that helps the businesses to understand it and make policies accordingly. Referencing Barker. 2013. How to manage growth of your business efficiently. [Online]. Available at: https://www.theguardian.com/small-business-network/2013/apr/22/growing-a-business-efficiently [Accessed on: 8 September 2016]. Boundless.com. 2016. Marketing Orientation. [Online]. Available at: https://www.boundless.com/marketing/textbooks/boundless-marketing-textbook/introduction-to-marketing-1/evolution-of-the-marketing-orientation-19/marketing-orientation-118-6857/ [Accessed on: 8 September 2016]. Businessdictionary.com. 2016. Marketing. [Online]. Available at: https://www.businessdictionary.com/definition/marketing.html [Accessed on: 8 September 2016]. Gima.2016.An Exploratory Analysis of theImpact of Market Orientation on New Product Performance. [Online]. Available at: https://onlinelibrary.wiley.com/doi/10.1111/1540-5885.1240275/abstract [Accessed on: 8 September 2016]. Greenley. 2016. Market Orientation and Company Performance: Empirical Evidence From UK Companies. [Online]. Available at: https://onlinelibrary.wiley.com/doi/10.1111/j.1467-8551.1995.tb00082.x/abstract [Accessed on: 8 September 2016]. Helgesen. 2009. Marketing perceptions and business performance: Implications for marketing education?. [Online] Available at: https://www.emeraldinsight.com/doi/abs/10.1108/02634500910928371 [Accessed on: 8 September 2016]. Leonardo. 2011. 9 Steps to Continuous Content Marketing Improvement. [Online]. Available at: https://contentmarketinginstitute.com/2011/04/content-marketing-improvement/ [Accessed on: 8 September 2016]. Meer. 2010. The importance of competitive advantage. [Online]. Available at: https://www.sharenet.co.za/marketviews/article/The_Importance_of_Competitive_Advantage/1650 [Accessed on: 8 September 2016]. Newzealands. 2016. 15 Marketing Strategies That Inspire Strategic Thinkers. [Online]. Available at: https://www.inc.com/murray-newlands/15-marketing-strategies-that-inspire-strategic-thinkers.html [Accessed on: 8 September 2016]. Pitcher partners growth. 2012. What is Organisational Performance?. [Online]. Available at: https://www.growth.pitcher.com.au/resources/articles/what-is-organisational-performance [Accessed on: 8 September 2016]. Publed.gov. 2000. The relationship between market orientation and performance in the hospital industry: a structural equations modeling approach. [Online]. Available at: https://www.ncbi.nlm.nih.gov/pubmed/10907326 [Accessed on: 8 September 2016]. Queensland. 2016. Develop a marketing strategy. [Online]. Available at: https://www.business.qld.gov.au/business/running/marketing/develop-marketing-strategy [Accessed on: 8 September 2016]. Satell. 2013. 4 principles of marketing strategy in the digital age. [Online]. Available at: https://www.forbes.com/sites/gregsatell/2013/04/16/4-principles-of-marketing-strategy-in-the-digital-age/#6be92b5d495c [Accessed on: 8 September 2016]. Smith. 2016. Business Growth: Efficiency vs Effectiveness. [Online]. Available at: https://www.glennsmithcoaching.com/business-growth-efficiency-vs-effectiveness/ [Accessed on: 8 September 2016].

White Noise free essay sample

This paper takes a look at the book White Noise by Don DeLillo. This paper looks at the main character in the book White Noise by Don DeLillo. It raises complex issues such as freedom of speech, exploitation, racial hatred and even compares Marxist theories to contents in the novel. From the paper: This is the most important question posed by Don DeLillo?s novel White Noise. But the answer that he gives to this question may not please many of us, for he suggests that it is impossible to speak the truth. Not because human beings are inclined to lie ? although this is certainly true of the characters in his books ? but because there are so many possible truths that the idea of any one truth as having sufficient primacy to be considered The Truth and thus worthy of being given special consideration. As such, given his equal privileging of so many different narrative and ?factual? viewpoints and given his tendency to construct a narrative through various patchwork devices, DeLillo?s work must certainly be considered to be postmodern. We will write a custom essay sample on White Noise or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

How to Get 36 on ACT Science 13 Strategies From a Perfect Scorer

How to Get 36 on ACT Science 13 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring between 26-34 on ACT Science? Do you want to raise that score as high as possible - to a perfect 36? Getting to a 36 ACT Sciencescore isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've consistently scored 36 on Scienceon my real ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score - or very close. Brief note: This article is suited for students already scoring a 26 on ACT Scienceor above. If you're below this range, my "How to Improve Your ACT Science Score" articleis more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview For somereason, there aren't very many ACT Science guides out there. There's a lot of material for ACT Math and ACT Reading, but people just seem to shy away from the science section. In contrast, at PrepScholar we've written what we believe are the best guides to ACT Science available anywhere, and we've published them online for free. In this article, I'm going to discuss why scoring a 36 in ACT Science is a good idea, what it takes to score a 36, and then go into the 13 key ACT Sciencestrategies so you know how to get a 36 on ACT Science. Stick with me - as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 Sciencescore is useful, since this will fuel your motivation to get a high score. Then we'll get into the meat of the article. Finally, in this guide, I talk mainly about getting to a 36. But if your goal is a 32, these strategies still equally apply. Understand the Stakes: Why a 36 ACT Science? Let's make something clear: for most college applications, a 34 composite on an ACT is equivalent to a perfect 36. Almost no college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36 unless you're applying to a STEM program at a top tier school (which we discuss more in a few paragraphs). For most schools, you're already set, and it's time to work on strengthening your extracurriculars, coursework, and overall application. But if you're scoring a 33 or below AND you want to go to a top college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy for top students to get a 32but a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. A 36 in ACT Science can also help you compensate for weaknesses in other sections like Reading or English.By and large, schools consider your ACT composite score moreso than your individual section scores. If you can get a 36 in ACT Science, that gives you more flexibility in your English, Math, and Reading scores. It can compensate for a 32 in one other section, for example, to bring your average back up to 34. MIT expects a 36 in ACT Math. There are only two scenarios where a 36 in ACT Scienceis really important beyond just raising your composite score. The first is if you're planning for a science or quantitative major (like biology, physics, statistics, chemistry). The second is if you're applying to a highly selective technical school like MIT or Caltech. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a math/science major, you're competing against other math/science folks: people for whom ACT Scienceis easy. Really easy. Even though schools don't typically release their ACT scores by section, they do release SAT section scores. As a proxy for ACT Science, we can take a look at SAT Math scores at top schools. (I know ACT Science and SAT Math are different, but I'm going to bet that people who are good at math are also going to score high on ACT Science). Here are a few real examples. For Harvard, Princeton, MIT, Caltech, and even less selective schools like Harvey Mudd, the 75th percentile SAT Math score is an 800 (or equivalent to an ACT 36). That means at least 25% of all students at these schools have an 800 in SAT Math, or a 36 on ACT Math. Even more surprising: the 25th percentile score for SAT Math at MIT and Caltech are 750 and 770, respectively, or a 34 on the ACT!This means if you score a 34 on your ACT Math, you'rewell below average for these schools! That's how competitive these top-tier colleges are. I'm not going to lie. ACT Science was easy for me. I got 36 on pretty much every practice test and official ACT I ever took. This was largely because I was a science nerd in high school, competing in the academic olympiadsand doing a ton of science research as an extracurricular. I also practiced hard and applied the strategies below to achieve perfection. So reading science passages was like reading English to me. You're competing against people like me. And if you apply as a science major with a 34 or below on Science, schools like MIT, Harvard, and Princeton are going to doubt your ability. Because ACT Scienceis supposed to be easyfor you. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT Science. The reason most people don't is they don't try hard enough or they don't study the right way. Even if you don't consider yourself a science geek, or you got a B in Biology, you're capable of this. More than anything else, your ACT score is a reflection ofhow hard you work and how strategically you study. Here's why: the ACT is a weird test. When you take it, don't you get the sense that many questions are nothing like what you've seen in school? It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP Physics.The ACT Science sectioncan't ask you to solve cold fusionor build a rocket to get to Mars. The ACT is a national test, which means it needs to be a level playing field for ALL students around the country. So it HAS to test scientific concepts that every high school student will cover: how to interpret data graphs, what the scientific method is, how scientific theories disagree from each other. You've learned all of this already in high school. But if all the questions were easy and straightforward, then everyone would score too high. So the ACT needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students whocan predict exactly how the test is going to work. Here's an example graph from a real ACT test: This is one of the most complex graphs I've seen in ACT Science. I can guarantee you've never seen something like this graph before in school. But there's good news - every other high school student in America hasn't seen this graph before either! This means that the ACT expects you to be able to understand this graph using basic science skills. Skills like looking at the twoaxes, understanding how a plot works, and how to get data values from this graph. Just to prove this to you, further down we're going to understand this graph and go through a sample question. On ACT Science, there will alwaysbeweird scenarios you've never seen before, from composition of sediment to dinosaur claw sizes. But more than anything, ACT Science isn't actually about science - it's a lot more about reading comprehension and logic. The key to improving your ACT Science score is to: Master the types of passages the ACT tests Draw on the basic skills you already know to solve the questions Practice on a lot of questions so you learn from your mistakes and know the test inside and out. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to answer correctly to score a 36. What It Takes to Get a 36 in ACT Science If we have a target score in mind, it helps to understand what you need to get that score on the actual test. I compiled the raw score to ACT Science Score conversion tables from four official ACT tests. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Raw Score Test 1 Test 2 Test 3 Test 4 40 (miss 0) 36 36 36 36 39 (miss 1) 34 34 35 35 38(miss 2) 32 32 33 34 37(miss 3) 30 30 32 33 36(miss 4) 29 29 30 31 35(miss 5) 28 28 29 30 34(miss 6) 27 27 28 29 Source: ACT On all 4 of these tests, if you get a perfect raw score and miss 0 questions, you get a perfect 36 score. No surprise there. But if you miss just ONE question, you immediately drop down to a 34 or a 35. Miss another, and you drop to a 32, 33, or 34. This goes to show that the stakes are high. The more difficult the test is, the more leeway you have, but the grading scale istough. The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for a 36. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer 3-4 more questions right to get to a 36. As a final example, here's a screenshot from my exact score report: 13 Strategies to Get a 36 on ACTScience OK - so we've covered why getting a higher ACT Science score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. What's your greatest weakness? Strategy 1: Understand Your High-Level Weakness: Content or Time Management Knowing your weaknesses in ACT prep is SUPERimportant. When you know your weaknesses, you can surgically focus your time on what will improve your score most.When you don't, it'll feel like pounding your head against the wall. Every student has different flaws in ACT Science. Some aren't comfortable with underlying skills, like reading data graphs. Others get bogged down in the minutiae of science passages and can't solve questions in time. (As we'll discuss, the ACT Sciencesection applies pretty heavy time pressure. So you likely do suffer from some time pressure - we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the sciencesection of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 35 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, and 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Seewhat we're doing here? By marking which questions you did under Extra Time, we can figure out what score you'd get if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of skills, or a deep weakness in only a few skills. (We'll cover this later). Your first plan of attack should be to develop more comfort with ACT Science question types and passages. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than two points, then you have some big problems with time management. We need to figure out why this is. Are you getting bogged down reading the science passages? Or did specific types of problems slow you down? If you practice a lot and learn more efficient ways to tackle science passages, you'll be able to reduce your time significantly. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score - if they differed by more than one point, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues in ACT Science, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. This perfect ACT Science guide covers both time management and content issues, so you're in luck. If you learn that time management is a big problem for you, here's one of the most likely problems with the way you approach ACT Science... Strategy 2: Don't Waste Time onthe Passage and Figures ACT Science passages are full of scientific details that don’t actually matter to answering the questions. This is especially true of charts. The ACT does this on purpose to confuse you and to mimic what real scientific research looks like. But you aren’t reading a science journal – you’re answering ACT Science questions. A common mistake people make is to try too hard to understand the passage in its entirety. They want to understand every detail in every chart. This can happen regardless of how strong a scientist you think you are. If you’re a science geek, you’re tempted to understand all the details since you want to flex your science muscles. If you’re not a science geek, it’s harder to distinguish what’s useful or not, since it all looks the same. Trying to understand the entire passage is a HUGE waste of time because most of the passage isn’t going to have a question asked about it. This is true in ACT Reading, and it’s even more true in ACT Science. So what should you do instead? Skim the passage and understand the passage at a very high level. Answer these two questions only: What’s the main point here? What’s the figure showing? That’s it. When I read ACT Science passages, I don’t understand the deep details of what’s happening. I get the gist and I move on to the questions. Let’s try an example from a real ACT Science passage. I’m going to show you how useless most of the passage is and how little you need to understand to answer the questions. My skimming: There is an old lake. The lake sediment tells us about the climate in the past. They mention average temperature for figure 3, so that’s probably what the main point is. There’s a weird oxygen symbol 18O, but all I need to know is that SMALLER values mean COLDER. This is a map showing three sites. We’ll probably be looking at samples from these three sites. This shows us a cutaway section of the lake, with the three sites from Figure 1. The y-axis is elevation. The key shows that each colored section is a different layer. Lake clay, glacial till, bedrock. The layers change as you move across the graph. How they change I’m not going to care about until I get asked about it. I have no idea what the hell â€Å"glacial till† is but I’m not going to worry about that, since I’ll bet the ACT isn’t going to ask me to define it. Oh lord, a bunch of graphs designed to be confusing. OK. Well they all look about the same. We’ll just look at Site 1. The y-axis shows depth, so the further down the deeper we go. The x-axis shows the 18O thing. From left to right, this value gets larger. From the passage we know that the SMALLER 18O is, the COLDER it is. So the LARGER 18O is, the HOTTER it is. What Site 1 shows is as you go UP in depth, you get a LARGER 18O value, which means it’s getting HOTTER. Now look at the other 2 Sites. Site 2 looks about the same, except for a glacial till boundary. Site 3 looks the same as Site 1. And now there’s this formula. I’m not even going to bother with this crap until they ask me a question about it. Notice from my notes that I really understand the passage only at a high level. I’m not getting bogged down in details, and I’m not understanding every detail of every graph. Doing that would be a waste of time. Just to convince you this high level of understanding works, we’re actually going to answer all five questions for thispassage. Lake clay is gray. Where is it thinnest? Winnipeg, F. You actually didn't even have to read the passage to solve this! You could solve it just by looking at the picture. We want to find the SMALLEST 18O value, which means it’s more on the LEFTside of the graph. From the dots we see that’s going to be at the BOTTOM LEFTof the figure. Choice C. Once again, you barely had to read the passage to solve this! It's just figuring out where the dots are. OK, so figure 2. We start from Grand Forks on the right, then move to Site 3. Lake clay, the gray piece, gets THICKER. They say this in the question, and we see it in the figure. The question asked about glacial till, the striped layer under it. It gets THINNER as you go from Grand Forks to Site 3. So thickness DECREASES, choice J. Yet once again, you barely had to know the passage to solve this! OK, we want the elevation of the TOPof GLACIAL TILL at each of three sites. Glacial till is the STRIPED layer. At Site 1, the top is 200. At Site 2, the top is 205ish. At site 3, it’s 180 ish. Answer choice C is the only one that fits these values. YET AGAIN you barely had to know the passage! To rephrase: it rains. Water gets to 3m deep. What is the 18O 3m deep? Look at figure 3 at a depth of 3m. In each figure, it’s around -15. Answer J. Finally, surprise surprise, you didn't have to know the passage at all to answer this question. EASY PEASY. Notice all the crap we didn’t have to care about: In the passage, we didn’t have to care about how old the lake was or how it formed. Against my expectation, we didn’t even have to care about what 18O means about temperature, so I actually over-read the passage and wasted my time! We didn’t use Figure 1 at all. Stupid map. In figure 2, we didn’t care at all about bedrock. Also, we only needed to care about how the layers changed when we were asked about it. In figure 3, we didn’t have to care at all about how Site 2 had a glacial till layer. We sure as hell didn’t have to know what the formula meant. I hope you get the point. So much of each passage is USELESSto getting the questions right. The ACT knows this, and they WANT you to get bogged down. â€Å"Oh gee, I wonder what bedrock is? How might they ask questions about this?† â€Å"Boy this formula looks real tough. What is 18O, and what is 16O? What’s groundwater and what’s standard water? Why multiply by 1,000?† You can waste so many minutes trying to make sense of the entire passage. If you have time management problems, skimming the passage can be a huge time savings for you! Again, when you read the passage focus on only two questions: What is the MAIN POINT of the passage? What is the MAIN POINT of each figure? I’ve started yelling more just because of how angry this test makes me. So let me take a deep breath. Moving on†¦ Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Strategy 3: Understand EVERY Type of ACT Science Passage and Question ACT Science stands out as the most structured and predictable section on the ACT. What I mean by that is ACT Science has three passage types, and each passage type has specific question types associated with it. This is unlike ACT English, where all five passages have all sorts of random question types associated with it. The great thing about predictability is that it's really easy to diagnose where your problems are and then get focused practice on your weaknesses. Below are the passage types and question types associated with them.I've linked to our guides for every question type, butfirst I suggest you finish reading this 36 guide to get the high-level picture, then come back to the detailed guides. 3 Data Representation Passages - describes a study, heavy on graphs and charts Read-the-GraphQuestions Interpreting Trends Calculating Values 3 Research Summaries Passages - describes an experiment with multiple parts Experimental Design Hypothetical Experimental Changes Interpreting Experiments 1 Conflicting Viewpoints Passage - two or more scientists disagree Understanding Viewpoints Comparing Viewpoints Here's a helpful writeup of the three types of ACT Science passages and an overview of question types. Understanding the content on ACT Science is critical because you next have to understand precisely where you make your mistakes. Our PrepScholar ACT program does the hard work for you by dividing up the entire test into specific skills you need to master. For every skill in ACT Science and every other section, you'll get a focused lesson and a quiz customized to your skill level. This is how I studied for the ACT and got a perfect score, so that's how I designed our prep program to work. If you could use help breaking down the ACT like this, definitely check out our PrepScholar ACT program. Strategy 4:Do a Ton of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on ACT Science will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 ACT questions customized to each skill. The second step - and the more important part - is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who have completed ten official ACT practice tests. They've solved over 400 sciencequestions, but they're still nowhere near a 36 on ACT Science. Why? They never truly understood their mistakes. They just pounded their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one - and find the source of each one - or else the infestation is going to continue and your restaurant's going to be shut down. Here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect answer. This way even if you guessed an answer correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by passage type and skill(like data representation - calculations, or conflicting viewpoint). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. It's not even enough to understand how to get the right answer. You have to think HARDabout why you SPECIFICALLYfailed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper - WHY Did You Miss a ScienceQuestion? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further - what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss an ACT Science question, and how you take the analysis one step further: Content:I didn't have the science knowledge to understand what was being described in the passage. Example: "I forgot how forces work in physics." One step further:What specific content do I learn, and how will I learn this? How could I have done better, even without understanding the passage? Incorrect Approach:I understood the passage, but I didn't know how to solve this question. Example: "I didn't know how to extrapolate the line in the graph." One step further:How do I solve the question? Where have I seen other questions like this? How will I similarquestions in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing. Example: "I confused Scientist 2's perspective with Scientist 1's." One step further:WHYdid I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're making every single mistake. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills, including the ACT Science skills above. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. We also explain the ways every question tries to trick you so you won't get fooled again. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 5:If You Miss a Question, Re-Solve It When you're doing ACT Science practice questions, the first thing you probably do when reviewing is read the answer explanation and think about it a little. This is too easy. I consider thispassive learning - you're not actively engaging with the mistake you made. Instead, try something different - find the correct answer choice (A-D or F-J), but don't look at the explanation. Instead, try to resolve the question and get the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new strategy, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information FARbetter than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to ten minutes. Only then if you don't get it should you read the answer explanation. Then, log your mistakes in your notebook, like I recommended in Strategy 3. Strategy 6: If You Miss a Question, Generate New Questions Missed questions are such important learning opportunities that I have yet another strategy for them. After you fully review the question and understand exactly why you missed it, create two more questions yourself in the very same style. Then solve them. These questions are meant to be close replicas of the original question, so they test the same skill with the same passage but use slightly different scenarios. If it's a graph-related question, change the numbers so you're looking at a different part of the graph. If it's about conflicting viewpoints, changewhich scientist you're talking about. This is perfect for ACT Science because the questions are so stylistically formulaic, it's a lot easier to generate realistic questions. (Contrast this to ACT Reading, where it's tougher to come up with your own questions because of how passage-dependent the reading questions are.) What do you gain from doing this? First, you have a few more chances to practice the very question you just missed. This gives you instant reinforcement of your weakness. Think about it this way - if you're learning how to throw footballs with Patriots quarterback Tom Brady, and he gives you some advice, do you drop your football right at that moment and refuse to throw another one? No! You instantly use his advice to correct your next few throws! The same is true of the ACT, and especially ACT Science. If you instantly practice right after noticing a weakness, you'll get rid of your weakness far more quickly. The other thing you get out of doing this is you put yourself in the mind of the question maker - the ACT - which helps you understand how the test is constructed. Here are a few examples: 1) Change the question so instead you look at the LARGEST 18O value in lake clay. 2) Change the question so you look at the smallest 18O value inGLACIAL TILL. 1) Change the question so it's about 15 m below the surface. 2) Change the question so it's about 30 m below the surface. If youmake a mistake on a question and you review it well, you'll be able to answer your two variants 100%. When I was taking tests for high school and college, I used this strategy all the time. It gave me a lot more practice in areas I already knew I was weak in. Strategy 7:Get Used to Weird ACT Science Graphs On every single test, there will be a weird way to present data that you’ve never seen before. Like this graph of rock types at different temperatures and pressures: or this graph of sediment types and their characteristics: or this masterpiece on hearing: This last one is the craziestfigure I’ve ever seen on an ACT science test. Don’t be alarmed by these complex graphs. Remember what I said in the beginning? To make the test difficult, the ACT has to test SIMPLE concepts in COMPLICATED ways. In this case, that means using the same simple graph reading skills, you can understand EVERY graph the ACT throws at you. Don’t panic – just remember the same basic rules: What does each axis represent? What does the graph show? We're going to tackle, step by step, the last graph about hearing. So scroll up, skim the passage and graph (remember Strategy 2), and then work on this question: ... Ready? Did you give it a good try? It's really easy to get tripped up by a problem like this without knowing where to start. There are all these squiggly lines and even a curve that loops back on itself. But remember the fundamental principles that apply to every single graph. First, let's start by understanding what the graph is even showing. As the text says, "the figure below displays, for sounds in water and in air, the human thresholds of hearing and of pain." And in the paragraph above, it says that "the human threshold of hearing is the minimum intensity at each sound frequency required for a sound to be heard by humans." The critical first step for every graph is to look at the two axes - what's being shown here? On the x-axis is the intensity of the sound (in decibels, or db). As we move left, we lower the intensity. As we move right, we raise the intensity. On the y-axis is the frequency of the sound (in hertz, or Hz). As we move up, we increase the frequency. As we move down, we decrease the frequency. Both axes, intensity and frequency,relate to the definition of "human threshold of hearing" above. Next, on the graph we locate the curved line called "threshold of hearing." Again, this is a weird line, but remember the threshold is the MINIMUM intensity at a specific frequency to be heard by humans. Below that intensity, humans can't hear the sound. Above that intensity, we can. For example, let's pick a frequency: 1 x 102 (or 100) Hz. The threshold of hearing line is an intensity of roughly 40 db. Above 40db, humans can hear a sound at 100 Hz. Below 40db, humans can't hear a sound at 100 Hz. But the threshold of hearing intensity isn't the same at other frequencies! Let's pick103(or 1000) Hz. The line is much lower in intensity - around 0db. So at this frequency, the threshold of hearing is lower than at 100 Hz. As you follow the "threshold of hearing" line up and down, you'll see the intensity increase and decrease. At each frequency, there is a minimum intensity required to be heard by humans. Great - so now we understand the graph. We don't really care WHY this is actually true in real life. For this test, we just need to be able to read the graph. Now, the question - "which of the following is closest to the lowest frequency that can be heard by a human being?" We know that the "threshold of hearing" line defines what can be heard by humans. "Lowest frequency" suggests that we need to look downward on the y-axis. Here's the graph again: Look at the threshold of hearing line and follow it downward in frequency until....wait. It disappears. What does this mean? It must mean that humans can't hear the sound, no matter what the intensity is! Now, the question asks, at what frequency does this happen? To figure this out, you need to look at the y-axis. I draw a line from the point where the line disappears to the left: So we see the frequency is 2 x 101 Hz, or 20 Hz. That's answer G, which is correct. Whew - that was a handful, and one of the most difficult graphs I've seen on ACT Science. You're going to see crazy graphs like this, and possibly even more complicated graphs, on your ACT Science test. DON'T BE INTIMIDATED. Remember Strategy 2? You're not going to need most of the figure anyway! Break every figure down: What does each axis represent? What does the graph show? I guarantee that if you can answer these questions for each graph, you'll be able to answer every question relating to the graph. Strategy 8: Eliminate Careless Mistakes In your quest to get a perfect ACT Science score, you need absolute perfection. Probably the most frustrating type of mistake is a careless mistake. You understand the question, you know the answer, but you get excited and slip up. Oops - they were asking about Scientist 2, but you answered for Scientist 1 instead.There goes your 36. These types of errors are the most costly and frustrating. You've already put in a ton of work to master the underlying material, and here a question has tricked you into losing a point. ACT Science has a few especially tricky question types that are purpose built to trick you. If you understand this beforehand and know how to defeat them, you’ll be in a much more secure position. The first type is the Interpreting Experiments Question. The answer choices for these are almost always in this form: No, because A No, because B Yes, because A Yes, because B Here's a real example question: (The answer to this question is A.) The tricky part to these questions is that you can focus on getting one half right (especially the A/B part which has more words), and then miss the other half. For example, you might focus so much on verifying whether the solution was blue or yellow that you pick answer choice C, which has the same second half as A, but is Yes instead of No. To combat this, answer each half independently. â€Å"Do the results of Experiment 2 support this claim?† No – because the pH is higher at 1.8 mL.â€Å"If no, why not?† Because the solution was yellowat 0.2 and blue at 1.8mL.OK - then it's answer A. This way, you're less likely to make a careless mistake by misinterpreting the question. Make sure BOTH parts of the answer are correct! The other type of question that breeds careless mistakes is the Understanding Viewpoints questions. The passages will give you the perspectives of two or three scientists, and the questions will ask you about how each one behaves. Here's an example: So here you're tasked with finding the perspective of Student 2. But notice how they bury "Student 2" in the mess of the rest of the question. No doubt the ACT wants you to get distracted and forget which Student you should be thinking about. The correct answer is G. But if you had accidentally identified Student 1, you would have incorrectly answered J! One way to solve this is to circle the "Student 2" in the question text. Then, when you answer the question, think explicitly in your head, "Student 2 believes that..." Avoid considering the wrong perspective at all costs! Strategy 9: Drill Your Weaknesses Until They Disappear When your dentist inspects your mouth and finds a cavity, does she just ignore it and move on to looking at your other teeth? No! She cleans out the entire cavity with a drill so that the rotting doesn't continue. Then she fills in the hole with a filling. This completely solves the problem and preventsfuture cavities in the same location. You should treat every mistake you make like a cavity. Every question you miss on ACT Science points to an infection - a weakness that you have with ACT Science. To clear out the infection, you need to practice on the same type of question repeatedly until you COMPLETELYget rid of your weakness. Again, to get a perfect 36, you can't afford to make any mistakes. Fill in the potholes of your understanding. Remember the listingof every passage and question type in Strategy 3? When you grade your practice test, you MUST keep track of how many questions you are missing in which categories. Be scientific about this - you put in a lot of hard work in the practice test, now get the most out of it! Then, find a LOT of practice questions to keep drilling that specific weakness. Do you keep getting thrown offby complicated figures and charts? Find those charts and practice with them! Do you keep making careless mistakes on Viewpoints questions? Then keep practicing them until you don't anymore! In our ACT prep program PrepScholar, we do that work for you by splitting up our 1,500+ practice questions by skill and difficulty. If you're weak in graph reading, we're going to give you a ton of questions on graphs of all kinds. If you don't know how to interpret experiments, you'll get 20+ questions in a quiz dealing specifically with that skill. This repetitive practice fills up your content gap far better than any other method I know. Want to learn more about ACT Science? Check out our new ACT Science prep book. If you liked this lesson, you'll love our book. It includes everything you need to know to ace ACT Science, including deep analysis of the logic behind ACT Science questions, a full breakdown of the different passage and question types, and tons of expert test-taking and study tips. Download our full-length prep book now: Strategy 10: Be Fluent WithBasicScientific Concepts By and large, ACT Science is far more a reading and logic test than it is a science test. You can get a good score without understanding much science at all. But if you want a PERFECT score, you will have to understand the most important scientific concepts. The ACT DOESexpect you to know these by heart, even if the information isn't included in the passage. Here's a notable example: (there's more to this passage, but this is all that's relevant for the next two questions) This question asks about the function of organelles. This info isn't provided in the passage! You have to know that photosynthesis occurs in chloroplasts. Another question: Once again, you have to know that C6H12O6 represents glucose in the photosynthesis equation. It's not in the passage - otherwise this would be trivial to answer. Luckily, we've gathered every scientific concept you have to know in our guide, "The Only Actual Science You Have to Know for ACT Science. We scoured dozens of official ACT tests to collect the scientific concepts you need that won't show up in the passage text. This includes concepts like: pH, acids and bases how charges attract and repel the scientific method natural selection and more. To get a perfect 36, you HAVE to know some science - here's what you need. Strategy : Pace Your TimeSection by Section, Question by Question In my experience, ACT Science has the second-most intense time pressure on the ACT (first is ACT Math). For ACT Science, you have to answer 40 questions across seven passages in 35 minutes. And if you want a perfect 36, you'll need to finish the section with time to spare so you can go back and check your work. This is why I recommend aiming to finish the entire ACT science section in 25 minutes. This gives you 10 minutes to spare to go back to questions you weren't sure about and make sure you're not making any careless mistakes. What this also means is that you should try to finish each passage and all associated questions within four minutes. Some passages are easier than others, but this should be your average. This is hard. Even though I'm pretty good at science, I still need 25 minutes or so to finish the section, because some passages really are pretty tricky. But this is what you should aim for. If you can accomplish this regularly, not only do you have extra time to perfect your answers, you've also reached a level of mastery that puts you on the path to a 36 score. It's important to pace yourself section by section and question by question because you do NOT want to obsess over a passage and waste time. The trouble with trying to get a perfect 36 is that you KNOW you have to miss zero questions, so you're more likely to fret about a single hard question. Before you know it, you've sunk three minutes on a single question. So if you spend over 30 seconds on a question, just skip it. You can always come back to it later, and right now it's most important to rack up as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you five minutes, automatically. If you've read my other ACT 36 guides, then you'll already know this. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks - solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just five seconds per question, you get back 200 seconds on the 40 questions. This is huge. Note: Be careful that you don't run out of time before bubbling in answer choices! If the instructor calls time and you haven't bubbled anything, you're screwed. Strategy 12: DON'T Study With Actual Science Journals If you actually like science, you may be tempted to pick up an academic journal like Science or Natureto study for ACT Science. "If the testis about science research, then why wouldn't reading science research help?" Don't do it. ACT Science is superficially about science research, but it is VERY simplified for high schoolers. Remember that the ACT needs to be appropriate for high school students around the country, not for leadingscientists with PhDs. The time you spend trying to understand what in the world is going on in a study like thisis far better spent actually doing ACT Science questions. Furthermore, ACT Science asks questions in a very specific way about their passages. You don't do this when you read research journals, so you don't get to practice the actual skills you need to perfect. Now, if you get a kick out of science research, then by all means do read science journals - for fun. Since I did a lot of science research in high school, I tried to read some academic literature too. Just don't expect it to improve your ACT Science score. Strategy13: Keep a Calm Mind During the Test, No Matter What Now you know what it takes to achieve perfection on ACT Science. You know that to get a 36, you have to aim for ZERO missed questions. Otherwise, you might get a 35. This makes a lot of high-achieving students nervousduring the test. "I don't get this passage...I can't solve this question...my 36 is gone...I'm getting more nervous and I have to skip the next question too...oh dear...I don't think I know how to read anymore..." You can see how quickly you can fall into a vicious cycle because you have really high goals. Before you know it, your anxiety leads to a worse score than you would have ever expected. You need to learn to be mentally strong, like an athlete on game day. You have to roll with the punches. Yes, you might have to skip a question on the first pass through. Maybe even two in a row. But you've practiced hard up to this point. You know this stuff, and you'll come back to those questions and get it later (especially if you've been using the time-saving strategies above). You need to keep up a positive mindset during the test, or you'll crumble. And in the worst case, maybe you won't get a 36. But if you've consistently been getting 36's on the practice tests, you likely won't go much lower than 34 - and that's still an awesome score, even for the best colleges in the United States. In Overview Those are the main strategies I have for you to improve your ACT Sciencescore to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect ACT Sciencescore. Notice how much I talked about reviewing your mistakes, understanding your weaknesses, and drilling them with good practice. I don't tell you that there's a magic solution to getting a 36 that works for everyone. That's because one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you.) Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. If you want to go back and review any of the strategies above, here's a list of all the strategies: Strategy 1: Understand Your High Level Weakness: Content or Time Management Strategy 2: Don't Waste Time In the Passage and Figures Strategy 3: Understand EVERY Type of ACT Science Passage and Question Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake Strategy 5: If You Miss a Question, Re-Solve It Strategy 6: If You Miss a Question, Generate New Questions Strategy 7: Get Used to Weird ACT Science Graphs Strategy 8: Eliminate Careless Mistakes Strategy 9: Drill Your Weaknesses Until They Disappear Strategy 10: Be Fluent with Basic Scientific Concepts Strategy : Pace Your Time Section by Section, Question by Question Strategy 12: Don't Study with Actual Science Journals Strategy 13: Keep a Calm Mind During the Test, No Matter What Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our complete guide to a perfect 36, written by me, a perfect scorer. Also check out our 36 Math, 36 Reading, and 36 English guides. Learn how to write a perfect-scoring 12 ACT essay, step by step. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

See the details Article Example | Topics and Well Written Essays - 500 words

See the details - Article Example Factors that contributed to low economic growth include slow inventory gains and abnormally cold weather experienced in the second half of the previous year. The pace of growth in domestic demand was found to be 1.5 percent in the first quarter which was slightly below what it was in the forth quarter of 2013 due to volatile factors such as trade and inventory swings. However, it is evident that fluctuations witnessed in the current times do not portray a different trend from what had been seen in the recovery process since the Great Recession. The average quarterly economic growth rate has stood at 2.2% since the year 2009. The bleak future of economic growth is likely to impact negatively on the democrats in the forth-coming congressional elections. The prospects of the Democrats is closely tied to the voter attitudes toward the re-election bid of President Obama in which economic factors played a major role in determining the outcome. Another factor in the economic condition is on wage growth as a result of huge slack in the labor market. A report from the Bureau of Labor Statistics that was released previously on employment index indicated that the private sector wages as well as salaries during the first quarter had increased at a lower rate since 1980. The article further concurs that the recovery of the housing market were on a declining trend. This was evident on the second quarter of the 2013 in which private residential real estate investment had fallen by 0.2% of the total economic growth. Weather was found to be the main cause of decline in the recovery in the housing market. Corporate investment in equipment witnessed a sharp reverse growth in the first quarter of 2014 compared to the growth in the fourth quarter of 2013 leading to the slackening of the overall business investment translating into 0.4 % decline in the overall economic growth. Other factors resulting in deterioration of business

Infection Control Essay Example | Topics and Well Written Essays - 2500 words

Infection Control - Essay Example This discovery was made by Robert Koch, a renowned German scientist and physician in 1882 (Nobel Price 2012). It was referred to as white and consumption plague then because out of seven human beings dying, one had TB. More so, it carried away more than a third of the middle age group working force. The bacterium affects body organs such as kidneys, bones, brain and most commonly, the lungs resulting to pulmonary tuberculosis. Today, the International Union Against Tuberculosis and Lung Disease, IUATLD (2010) documents TB as a great problem, particularly in low income countries. It has been cited as the number one killer for people between the ages of 15 and 49 with Sridharan citing it as â€Å"the single leading cause of human mortality by an infectious disease claiming 3 million lives annually with an estimated 8 million cases arising every year† (2006, p.1). Tuberculosis would be caused when an individual inhales Mycobacterium tuberculosis which enters through the lungs, sp reading to other body parts through the lymphatic system, airways, blood stream or through direct extension. IUATLD (2010, p.5) observed that 80% of tuberculosis forms would be the contagious pulmonary tuberculosis. ... Similar studies by Kempsell et al. (2001) indicate that rheumatoid arthritis patients had commensal organisms such as Mycobacterium tuberculosis trafficked from other sites of the body. The surface of Mycobacterium tuberculosis is characterised by a waxy coating, particularly mycolic acid that makes the cell Gram staining impervious as it would neither be gram positive nor gram negative (Sridharan 2006). This is the reason for application of acid-fast techniques of detection and has been classified by Guiard et al. (2009) as acid-fast Gram positive form of bacteria because its cells do not have the outer cell membrane. The micro organism is highly aerobic thus requires high amounts of oxygen. The bacteria divides slowly compared to other bacteria. It is said to divide every 20 hours whereas other bacteria divide in minutes, such as Escherichia coli which divides every twenty minutes (Medzhitov 2007). This is a small bacillus and would resist weak disinfectants and survive under dry c onditions for several weeks due to its lipid rich cell wall, a critical virulence factor. In the lungs, it would have alveolar microphages take it up but would not be digested. Again, its cell wall inhibits phagosome fusion with lysosome. According to Todar (2009), Mycobacterium tuberculosis would block early endosomal autoantigen 1, EEA1, a bridging molecule, which would however not prevent nutrient filled vesicles fusion. The bacteria would then multiply within the macrophage. Having carried UrecC gene, phagosome acidification would be inhibited. Similarly, it would evade the killing of macrophage by neutralising nitrogen intermediates that would be reactive.

Analytical reviews Assignment Example | Topics and Well Written Essays - 1000 words - 2

Analytical reviews - Assignment Example There is a clear agenda to highlight the exploitation of the working classes, called the proletariat, by the ruling classes, called the bourgeoisie. This manifesto is, as its title suggests, a book of political theory but it is also much more than that. The opening line indicates a wider concern with human history on a global scale: â€Å"The history of all hitherto existing society is the history of class struggles.†2 What follows is a theory which covers all societies from the classical Roman times of patricians and slaves, through medieval serfs and lords in a feudal system to Victorian industrialization and the huge enterprise network of colonialism, spanning many countries from Europe to India and America. The wide scope of the work and its emphasis on human culture places it firmly in the genre of global history, and it displays remarkable insights into economic and political processes which are far ahead of its time. Many of the ideas contained in the treatise, such as economic determinism, have inspired whole generations of politicians, and the authors are credited with molding the foundations for revolution and the creation of Soviet Russian and many other major modern states. The idea that the working classes in any society are bound to rise up and forcibly seize power was naturally seen as a threat by many European commentators, and it provoked both ardent followers and severe critics. Events in the twentieth century, and now very dramatically in the twenty-first century, have shown that this kind of generic analysis makes perfect sense in describing many specific historical situations. People do tend to rise up against repressive regimes and this manifesto gives them rational arguments and encouragement to do just that. As a complete analysis of human society, however, the manifesto fails to measure up. The world has adopted a largely capitalist methodology, and the predicted rise of the working class has not been universally observed. In fac t there are many examples of how the Marxist working class utopias have turned into a different kind of oppression, where people were trapped in stultifying centrally planned universal poverty. The Communist Manifesto is nevertheless a classic of world literature, homing in on vital issues like labor and its value, forms of government for an industrial age, and the economic inter-connectedness of the modern world, and it is extremely useful as a counterpoint to the currently dominant ideas of capitalism. Part Two: World-Systems Theory: Capitalism, Development, and Under-Development. The important theoretical study entitled World Systems Analysis: An Introduction by Immanuel Wallerstein is a description of the way that our understanding of many disciplines loosely gathered under the title â€Å"social sciences† has changed. Epistemology is a key concern, because any artificial divisions between fields of knowledge can distort the way that we perceive and therefore understand r eality. Wallerstein describes how, until the second world war, scholars operated in separate subject areas like history, geography, politics, economics, sociology, etc. but that by the 1970s the boundaries between these areas had become less fixed. The late twentieth century was marked by

Adolphe Appia and Edward Gordon Craig

Adolphe Appia and Edward Gordon Craig Adolphe Appia and Edward Gordon Craig never collaborated with each other in work or spent any significant time in each others company, but their names are linked together before they had met or corresponded and have remained so to this day. Appia and Craig worked independently of each other to lay the foundation of modern three dimensional theatre practices. Adolphe Appia Adolphe Appia (1862-1928), was a Swiss lighting design innovator who saw the possibility of using light during scenic changes and with striking special effects. Appia was the first to develop and use multi-directional colored lighting to paint the stage and move in harmony with the theatrical production (Brockett 78). Adolphe Appia believed that light was a medium capable of conveying both external and internal meanings. Appia observed contemporary theatre and thought that most productions failed to use light and its potential to serve a production. The newly introduced electrical lighting was utilized with a dull notion of how light can work and appeared exceptionally bright, which destroyed any sense of dimensions and depth. Appia began to study light and plotted a detailed course to follow in order for light to become a set of principles underlying and guiding the medium. With this concept in mind, he theorized that light must break away from its enslavement to painted scenery (Beacham 25). Appia stated that an object lit from three or four directions throw no shadows (Beachman 25). Appia then decided that light did not support the expressiveness of music nor did it properly emphasize the plastic, three dimensional, form of the actor and the setting (Beachman 24). Appia discovered that in order to enhance the setting and create a three dimensional look, he first had to identify two types of light and then use them. The first type is diffused light, which provides a layer of light to enhance the more suggestive lighting effects. The second type of light was active, which highlighted what it lit; providing the means for enhancing both the external and inner settings as well. Active light allows the night, be it the moon or torches shining, or the supernatural to be expressed. Diffused and active lighting are used simultaneously, however, only in terms of the intensity. Appia discovered that to avoid extreme shadows, which weakens the effect of active light; diffused lighting can illuminate the setting and the actor. When visibility on stage and shadows are suppressed, active lighting can be used to enable a more dimensional atmosphere. Using these two types of lighting, Appia began to define the shapes and objects on stage, thus enhancing the th ree dimensional plastic form and transformed the idea of plasticity with light on stage (Beachman 26). As part of an exploration of this idea, Appia applied his theory to a stage that did not have true three dimensions. He developed the use of lighting in four forms: 1) the fixed border lights illuminated the painted flats. 2) Footlights were used to light the set and actor from both front and below. 3) Moveable spotlights focused a precise beam or various projections. 4) Light from behind to create a transparent illusion. Appia did find it most difficult to harmonize all of the forms together. His findings of how to use multiple light effects enabled him to manipulate the apparatuses of the time as well as to progress into the future (Beachman 27). Appia then began to realize that light could also give a sense of time, emotion and dimension (Beachman 62). He began intertwining light and music and time. By this he established the convention of light moving (while in sync with the music) and capturing the audiences attention (Brockett 142). As he continued to apply and adapt his own theory to theatrical festivals he designed and/or collaborated with, Appia concludes:   Ã‚   Light, just like the actor, must become activeLight has an almost miraculous flexibilityit can create shadows, make them living, and spread the harmony of their vibrations in space just as music does. In light we possess a most powerful means of expression. Appia conceptualized ahead of his time; he theorized that by having more mobile and easily handled apparatuses will produce active lighting, but would also require further study to perfect their operation. The diffused light would require more fixed installations in order to complement big screens of transparency (Beachman 28). Appia was highly influential in the theatre arts and continued his theories with other theatrical theorists as well as working with Edward Gordon Craig to further develop the idea of complete plasticity through light. Edward Gordon Craig Edward Gordon Craig (1872-1966), was an English stage design innovator who defined stage lighting for the modern theatre. He believed that the theatre should be free from dependency on realism and the actor. The actor along with light as a key element should be controlled by one person, the master artist known as the director today. Unlike Adolphe Appia, Craig thought that the theatre only needed one master artist to create all of the production elements and focused on lighting as a general illumination for the whole composition (Brockett 146). Craigs focus on scenic design began to take a more prominent role and lighting became only an afterthought; for which all of his sets and actors were visible to the audience. He achieved this by using border lights, wing strip lights and footlights (Pilbrow 3). With Craig focusing more on the overall visual impact of coordination and balance between light movement, objects and special relationships, he found himself strongly in disagreement with Appias theory that the actors body movement was more significant to be considered above all other elements (Beachman 68). Appia took a deep interest as to why Craig disagreed, so he corresponded with Craig, discussing ideas and concerns. Through this collaboration Craig and Appia combined their ideas into one theory: creating complete plasticity with light. They were to present the Plasticity Theory at the Cologne Exhibit of 1913. However, their first meeting in person was an acrimonious one and Craig refused to present. Frustrated with Appias constant focus on the human body and music, Craig voiced his opinion rather sternly: I told him that for me, the human body in movement seemed to signify less and less and that his vision was clouded by the veils of music and the human form (Beachman 69). Appia refused to present without Craig and after much discussion, they were able to set aside their differences and presented the Appia and Craig Theory of Plasticity at the Cologne Exhibit on May 19, 1913 (Beachman 70). Both Edward Gordon Craig and Adolphe Appia were the innovators of modern stage lighting; their ability to think beyond the technology available at the time, has paved the way to lighting design today. Bibliography Beachman, Richard. Adolphe Appia: Artist and Visionary of the Modern Theatre. Hardwood Academic Publishers: Great Britain, 1994. Brockett, Oscar G. and Hildy. History of Theatre. Allyn Bacon: USA, 2007. Pilbrow, Richard. Stage Lighting Design: The Art, The Craft, The Life. Design Press: New York, 1997. Adolphe Appia Lighting effects Three dimensional effects   Ã‚   Edward Gordon Craig The Mask: Lighting effects Scale effects