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

Business Law Essay -- essays research papers fc

Case study: David Jones Ltd v Willis (1934) 52 CLR pages 110 till 133. This case has created controversy among the Courts and such justices as Rich, Starke and Dixon. They all have different but similar decisions, relating to The Sales of Goods Act 1923(C ¡Ã‚ ¦th).   Ã‚  Ã‚  Ã‚  Ã‚   Summary This case deals with the defendant David Jones Ltd versus Willis the plaintiff, on the appeal from the supreme court of New South Wales. The case is related to The Sales of Goods Act 1923(C ¡Ã‚ ¦th). In the case the plaintiff purchased a pair of shoes from the defendant David Jones, a retail distributor of footwear not manufactured by it. On the third occasion of wearing the shoes the heel came off while the plaintiff was walking down the stairs. She fell over and suffered injuries. She sued for damages. The court held that there was a breach of the conditions of merchantable quality and fitness for purpose. The judge granted a new trial limited to question of damages. The appeal by the defendant was dismissed by the Full Court of the Supreme Court. Special leave to appeal from the judgment of the Full Court was granted to the defendant by the High Court on question whether there was evidence of implied condition or warranty within the meaning of sec 19 (1) or (2) of the sales of Goods Act 1923.The appeal then came on for hearing. The Sales of Goods Act 1923 (C ¡Ã‚ ¦th) „X  Ã‚  Ã‚  Ã‚  Ã‚  Codifies the common law, with some modifications. „X  Ã‚  Ã‚  Ã‚  Ã‚  In this situation the contact was for a sale of goods. As we can assume that the pair of shoes purchased from the retailer David Jones cost greater than $20 and the plaintiff had evidence in writing such as a receipt. „X  Ã‚  Ã‚  Ã‚  Ã‚  It is a Sales of goods if  ¡Ã‚ §the test is whether the primary objective of the contract is to transfer ownership of goods ¡Ã‚ ¨ in this case that was exactly the situation.   Ã‚  Ã‚  Ã‚  Ã‚   Contract- Section 6 defines a contract for the sale of goods as,  ¡Ã‚ §A contract whereby the seller transfers or agrees to transfer the property in goods to the buyer for money consideration called the price. ¡Ã‚ ¨ (Carvan, Miles C, Dowler W, 2003, 423). The defendant David Jones transferred a pair of shoes (goods), with the plaintiff for a certain price. As there was an exchange of property with money The Sales of Goods Act applies. The pair of shoe... ..., or whether the sales representative knew the particular purpose, it does not seem the parties are going to say something new, even if they were not telling the truth. And it seems the merchantable quality section has been fairly investigated and enough evidence has been obtained to come to a conclusion. In conclusion the sale between David Jones and Mrs. May Elisabeth Willis was a sale by description, it had breeched the implied condition of fitness for a particular purpose along with the implied condition of merchantable quality. Therefore I find the defendant David Jones guilty of sections 19 (1)  ¡Ã‚ §An implied condition of fitness for a particular purpose and 19 (2)  ¡Ã‚ §An implied condition of merchantable quality ¡Ã‚ ¨ as it sold faulty stock to the defendant Mrs. May Elisabeth Willis which caused her to fall down the stairs and brake her leg. The defendant can be sued for damages. I therefore support the trial limited to question of damages. Bibliography „X  Ã‚  Ã‚  Ã‚  Ã‚  Carvan, Miles C, Dowler W, A Guide to Business Law 15th edition. 2003 Sydney: Lawbook Co. „X  Ã‚  Ã‚  Ã‚  Ã‚  Case study: David Jones Ltd v Willis (1934) 52 CLR pages 110 till 133.

Health Law and Regulations Paper Essay

In the last decade, the debate over the ethics of organ and transplant allocation has intensified and the attention sensationalized in the media. At the core of this issue, critical questions remain. They include but are not limited to those regarding economics, race, and geographic inequity and about the moral relevance and weight of geography, economics, and other disparities and inequities in transplant allocation (Stanford University, 2012). Transplant allocation raises questions regarding the four of the basic major ethical principles of medical ethics: autonomy, beneficence, justice and non-maleficence. As such, bioethicists typically refer to the four principles of health care ethics in their evaluation of the merits and difficulties of medical procedures such as transplants. With regards to issue of transplant allocation, the four ethical principles can be applied to the issue in the following ways: Autonomy The principle of autonomy involves the patient having ‘a voice,’ ownership, autonomy of thought, action, intention and level of advocacy when making decisions regarding their health care procedures. As such, and as it relates to transplant allocation, the decision-making process should and must be free of coercion or coaxing of all involved and even the families of deceased individuals (Robertson, 2005; SU, 2012). In order for a patient and for families to make educated and fully informed decision, they must understand all risks and benefits of the allocation and the actual transplant procedure as well as the likelihood for success, especially since the process can illicit intense emotions, financial and physical set-backs(SU, 2012). Beneficence This principle stipulates that the transplant allocation and procedure be solely conducted with only the best intent of doing well for the patient(s)  involved. As such, the principle then also requires that health care providers develop and maintain the needed skills and knowledge, that they continuously update training and educational courses, consider individual circumstances of each and every patient, and strive to maximize the benefits as healthy and positive as possible (SU, 2012). Justice The principle of justice is grounded in the idea that the burdens and benefits of new or experimental treatments must be distributed equally among all groups in society. Therefore, as it relates to transplant allocation, the allocation or access to organs should be a fair process and not one in which ‘the highest and wealthiest bidder gets the organ transplant or the mere fact of only the rich have access to health insurance. That is not justice fair or equitable distribution of healthcare and in this case transplant allocation (Childress, 2001). The principle requires that transplant allocation and procedures uphold the spirit of existing laws and are fair to all players involved. As such, the health care provider must consider the four main areas when evaluating justice: fair distribution of scarce resources, competing needs, rights and obligations, and potential conflicts with established legislation (SU, 2012). Non-maleficence This principle requires that a transplant procedure does not intentionally or maliciously bring unanticipated harm to the patient, donor or others involved in the process. Surgeons operate under the assumption that they are doing little to no harm by pursuing the greater good. However, overall desired outcomes must be facilitated through the careful monitoring especially since transplant allocation can be inequitable, unfair and even the procedures do fail and can affect the emotional state of the patient. In some extreme cases, sometimes it is difficult for doctors successfully to do no harm principle (SU.2012). Transplant allocation often has a ripple effect as Burdick(2005) asserts: â€Å"Because there are not enough donated organs, all patients and practitioners are bound together by a community of medicine principle: whenever a patient receives a transplant, it diminishes the chance that other potential recipients will be able to receive this gift of life in time to save  them.†(275). Other very sad and disturbing well-known facts include but are not limited to: although through organ transplants many people have been helped and given a new ‘lease on life,’ a growing number of transplant candidates suffer and die waiting for life-enhancing or life-saving organs that just never materialize (SU, 2012). In conclusion, it is imperative that we stop, think and ask: How are organs for transplant allocated? How should they be allocated? In accordance with which ethical principle, theory, or precept? Should this scarce, expensive, life-saving therapy be only available to those who can ‘afford’ it and should it be distributed among the growing numbers of those who need it? (SU, 2012). According to Childress (2001), â€Å"the success of policies of organ procurement may reduce scarcity and hence obviate some of the difficulties of organ allocation. However, distrust is a major reason for the public’s reluctance to donate organs, and policies of organ procurement may be ineffective if the public perceives the policies of organ allocation as unfair and thus untrustworthy.† (p. 366). Transplant allocation creates ethical dilemmas because like general health care and health insurance, access and treatment are not equally available to everyone. Subsequently, in order for a medical practice to be considered â€Å"ethical†; it must respect all of the four ethical principles. Furthermore, it is critical that medical professionals, bioethicists, patients, and health insurers be cognizant of potential conflicts of interest when formulating and evaluating policies regarding transplant allocation (Burdick, 2000; SU, 2012). Many ethical and moral questions remaining include but are not limited to: racial and ethnic inequity, the moral relevance and weight of waiting time, the ethics of directed donation to individuals and groups, as well as those regarding the overarching ethical framework in which organs for transplant should be allocated. With such compelling questions and related aspects considered, it is mandatory, critical, inevitable and beneficial for all involved that the Council on Bioethics pays very close attention to the ethics of organ allocation. References Burdick, J. (2000). Responses to a critique of UNOS liver allocation policy by Kenneth Einar Himma. Cambridge Quarterly of Healthcare Ethics, 9, 275-283 Childress, J. (2001). Putting patients first in organ allocation: An ethical analysis of the U.S. Debate. Cambridge Quarterly of Healthcare Ethics, 10: 365-376 Robertson, C. (2005). Who is really hurt anyway? The problem of soliciting designated organ donations. The American Journal of Bioethics, 5 (4):16-17. Stanford University. (2012).What are the ethical concerns regarding egg donation? Retrieved from http://www.stanford.edu

TIMELINE Abercrombie & Fitch Essays - Fashion, Abercrombie Fitch

TIMELINE Abercrombie & Fitch Essays - Fashion, Abercrombie Fitch TIMELINE Abercrombie & Fitch 1892 David. T. Abercrombie opened Abercrombie & Co. 1904 Ezra Fitch, became a partner 1940 The largest sporting goods store in the country 1977 After a tumultuous decade, the chain is bought by Oshman's Sporting Goods 1988 The Limited purchased the struggling store the brand is repositioned to casual clothing 1992 Michael Jeffries was hired 1996 An IPO was offered and the company became independent from the Limited 2000 Hollister, a sub-b was launched 2002 The company upsets the Asian community with racist T-shirts 2003 traditional Coalition for the Protection of Children protest of A&F's "Christmas Field Guide." 2005 A&F settles a class action suit f $50 million because of racist hiring people 2006 Salon Magazine in which he expressed some hits on A&Fs target audience. 2007 Despite controversy A&F earned $3.75 billion in revenue 2008 Lack of innovation, refusal to adjust prices and the recession blamed for 80% drop in A&F staff 2009 A&F 2nd Quarter profits declined 134%, competitor Aropostale was up 83% 2010 The economy begins to improve and profits rise 12% 2011 Amidst more controversy and lawsuits, shares fall 22% 2014 Profits continue to decline, shareholders question CEO Jeffries strategy and vote against any raise in his salary. Brand Analysises Abercrombie & Fitch Brand was established in June, 1892 Original parent brand which was geared toward outdoor lifestyle Slightly older demographic 18-22 year olds Clothing line perceived as having a luxurious, upscale feel Brand was acquired in 1988 and repositioned as more fashion forward casual clothing 250 Locations Abercrombie Brand introduced in 1998 Target population 7-14 years old Trademarked term classic cool is used to describe store and online products 154 Locations Brand has accessories line which includes fragrances and colognes, etc. Company may have plans to expand access to brand in overseas countries Controversial humor tee shirt line that has drawn criticism and controversy. Saying that appear on clothing are deemed degrading and negative. Hollister Co. Brand launched in July, 2000 Target audience 14-18 years old Clothing style features SoCal feel Product is offered at lower price point than traditional parent brand Abercrombie & Fitch Generated revenue in 2010 of 1.5 Billion 578 Locations Is sold internationally Sells accessory line of colognes, perfumes, costume jewelry, flop fops, etc. Website intra-linked to other Abercrombie brands, like Gilly Hicks, etc. Gilly Hicks Brand launched January, 2008 Clothing focus on intimate apparel for primarily women 28 Locations Customers can continue to buy Gilly Hicks through Hollister stores Brand theme is based upon the Sydney, Australia lifestyle Gilly Hicks stand alone stores will be closed down by end of first quarter, 2014 Customers can continue to buy through direct to customer channels (online) - SWOT ANALYSIS Strenghts Company has had a successful financial history Well known, industry leader Brands marketed toward consumers who have access to discretionary income via parents, significant others, etc. Consumer base usually graduates up to next level of clothing Established reputation of providing quality clothing Strengths Opportunities Weaknesses Loose lipped, careless CEO Brand has lost credibility on Wall Street and Main Street Overly titillating print & electronic ads Company doesnt understand its consumer base Board of Directors losing confidence in CEO Mike Jeffries Major shareholders (Equity Capital) looking to remove CEO W TO Primary factors Oportunities Needs to explore and strategize regarding previously ignored markets, e.g., plus sizes Market the company itself internally and externally; not just the clothing. Utilize current employees to create campaigns which give back to surrounding communities Redesign stores to feel more friendly to non- typical prospective consumers Threats Threats Publics perception of company being insincere about embracing diversity Allowing their social media sites to be rest stops instead of destinations; see Facebook, Twitter. Increasing retail theft and counterfeit clothing Not focusing on increasing business revenues through online sales Weaknesses Law Suits: 2000 lawsuit " look policy" 2003 lawsuit settle for $2.2 mil 2003 lawsuit " not paying overtime" 2003-2009 several discrimination against "applicant other than whites" 2004 lawsuit settle for $50 million

Protecting innovation methods The WritePass Journal

Protecting innovation methods Introduction Protecting innovation methods IntroductionProtecting Innovation MethodsCopyrightTrademark Trade Secret Bibliography Related Introduction Protecting Innovation Methods Wholly Proprietary Systems are those focused on technology that is company owned and protected through patents, copyrights, secrecy or other mechanisms. The following methods that Everything Everywhere are currently applying to protect its innovation are: Copyright Trademark Trade secret Copyright Copyrights are becoming one of the most essential methods to protect innovation due to the advances of new technology, the reasoning behind this is because of the economy rising rapidly relying on the storage, conveying and managing the information. However the restrictions imposed on the efficiency of the copyright make it more difficult to maintain the regulation. For instance copyright laws have been unsuccessful in keeping up with progress of technology of the Internet as nowadays the materials can be easily plagiarized without gaining permission from the owner. T-mobile and Orange protects its websites and its contents through copyright and database rights this gives exclusive rights that the data that is presented on the website are protected and licensed to Everything Everywhere Limited. The copyrights at Everything Everywhere, allows protecting the company from illegal replication of their work. For example, Everything Everywhere website provides all necessary information and required details for their customers about the products or services such as browsing the site, downloading and printing materials in order to use for personal and non-commercial needs. However, devoid of prior written agreement or authorization from Everything Everywhere Limited would not permit illegal users to replica, store, allocate, broadcast, or modify the content of their website for any principle. As Everything Everywhere has effectively secured through copyright since it usually limited for outside users.   Although the continuation of copyright at Everyt hing Everywhere might not be adequate to maintain stopping illegal users from exploiting their material. Trademark A trademark is a symbol or indicator which is used to identify the origin of a product or company, distinguishing it from other source of products, services, or companies. These are one the three essential forms of intellectual possession rights along with patent and copyrights. However, trademarks differ from other type of intellectual property rights this includes patents in assisting to protect the underlying invention and copyrights that protects the expression of an idea. Everything Everywhere is the symbol and phrase of their trademark, this clearly relates to the company’s network for example their customers will have good access to mobile networks everywhere in the world. Through using an effective trademark identity it allows Everything Everywhere to ensure that they strongly secure and protect their innovative products and services. Since their customers will be very familiar and well able to recognise the services and products offered by Everything Everywhere. Moreover, they are also aware that the company’s trademark doesn’t develop to be generic. If the company’s trademarks develop to become common this will allow others to make use of their materials with no panic of trademark contravention from Everything Everywhere limited.   However, Everything Everywhere Limited ensures that they concerned of protecting their innovation. Trade Secret Everything Everywhere has been skilled as a trade secret under the Uniform Trade Secret Act through following the three main criteria required for trade secret information as mentioned below: The material or details is required to not be in all-purpose familiar or freely ascertainable during genuine. The information should include economic significance which depends on their information which is confidential. To protect the secrecy of information reasonable measures should be taken by Everything Everywhere who are the trade secret holder Everything Everywhere benefits by using trade secret , since this protection can be applied for long period as far as the company’s information are kept and maintained secretly. Furthermore the cost of maintaining the trade secret are low. Although trade secret protection requires to be controlled and employed frequently in order make sure that the confidentiality of the company are secret. Bibliography Alcock, L., Chen, P, H., and Hodson, S. (2003) Online piracy of recorded music, Journal of Brand Management, vol.11, iss.2, retrieved August 8, 2004, Langenderfer and Cook (2001, p.280 docstoc.com/docs/70352974/Everything-Everywhere-Limited http://stakeholders.ofcom.org.uk/binaries/consultations/copyright-infringement/responses/Everything_Everywhere_Limit1.pdf iccwbo.org/uploadedFiles/BASCAP/Pages/Davis.pdf wirelessweek.com/News/Feeds/2010/05/wireless-everything-everywhere-tm-orange-and-t-mobile-u/ businessknowledgesource.com/marketing/howatrademarkcanidyourmarketing026281.htm

Culture of India Essay Example | Topics and Well Written Essays - 1000 words

Culture of India - Essay Example Religion plays a major role in the way of life of a people. In addition to the fact that it is the second most populous country in the world brings with it a number of challenges when it comes to intercultural communication (Samovar, Porter and McDaniel 13). Cultures have individual perceptions of society, and norms and values affect the manner in which people of varying cultures communicate and understand the world. Inability to understand the difference in culture may cause misunderstanding or hinder communication between people of varying culture. The culture of India is one of the most unique since there is cultural diversity throughout the country. The North, south, and Northeast have unique cultures and their combination has led to development of the Indian culture. It is vital to note that tourism is the most apparent method of intercultural meetings since people of diverse cultures travel to far away lands such as India to learn different cultures. There is normally a difficulty in intercultural communication not only because of the difference in language but also because of the varying attitudes of people of varying culture (Chen and Starosta 9). Through speech humans are able to communicate with each other and to do so they use language. Humans use systems of symbolic communication to pass across messages and the variety in language makes human communication very complex. Language is the most important tool for the transmission of various cultures. It is also the greatest barrier of communication between individuals of different cultures. In India, different states have various official languages identified by the central government. For example east India speaks Hindi, Urdu, and Bengali. India has a wide variety of language but the Central government decided that Hindi was the official language. English is considered globally as the language most understood. However, different cultures speak the language

Intro to fiction Essay Example | Topics and Well Written Essays - 500 words

Intro to fiction - Essay Example The main character in the story sees Mangan’s sister at the time when they were playing with other boys. The boys used to admire the way Mangan’s sister walked and the ways she had made her hair. This desire in the boy is brought out when he describes the ways the hair of Mangan’s sister moved as she walked. â€Å"soft rope of hair tossed from side to side,†(Joyce 14). This story shows the way in which boys get mental confusion as they begin to notice the beauty in women. The main character in the story is still too young to understand issues of love. He does not know how to please a beautiful girl. He decides to go to the market to buy a good present for the girl hoping to win her love. However, he starts to feel some sense of confusion as he realizes the confusion of love. He fails to win the love of the girl and suffers deeply because of rejection. The behavior of the boys in the story by James Joyce is almost similar to the behavior of the three men in the story called â€Å"A Woman on a Roof.† In this second story the three men see a woman sunbathing on the roof of her house. The woman is dressed scantily and the men can see most of her nakedness. The men are caught up by desire and want to catch the attention of the women. All of them try in different ways to attract the woman but she refuses to listen to them. However, she remains on the roof as she enjoys the sun. The men are Tom, Stanley, and Harry. Tom is the youngest of them while Harry is the oldest. Tom is very much interested in loving the woman. He does not have a lot of experience in issues of love and thinks that he is the only one who can love the woman in the proper way. He does not want the other men to win the love of the woman. However, the woman rejects all of them. Stanley is very angry with the woman because he thinks that women must love men. According to Stanley, the actions of the woman are equal to â€Å"a crime gotten away with,† (Lessing 858). This means that