Improvement of My Language and Grammar Skills Essay

Improvement of My Language and Grammar Skills - Essay Example This involves learning how to insert commas and quotation marks in the right places. Use of sentence conjunctions was also another problem. I could either omit the conjunctions or use wrong ones in my sentences. Tenses were also part of the problem. Differentiating between past, present, and future tenses were hard, and in most cases, I substituted present tense for past tense. Most of my sentences would lack meaning due to wrong tenses. There was a huge confusion when inserting phrases and vocabulary in sentences. I could use wrong vocabularies, wrong phrases, and wrong prepositions in most sentences. This gave the reader a vague meaning of my essays. Most of my first essays were used simple sentences, which were wrongly constructed. I lacked a variety of words that I could use in the essays and had to repeat most of the words. However, this has changed since I joined this course. Through interaction with other students and the English lessons in this course, I have expanded my knowledge of English language. I have learned different vocabularies and various sentence constructions that have improved my writing. The essay structure has also improved. This involves analyzing events sequentially to give the reader more understanding of the essay. In the essay ‘I Want to Make a Difference,’ word choice was a big problem (McGeehan, 2012). This involves words such as bad vices yet there are no good vices. In this case, using the word vices only would give the reader the intended meaning. Some of the sentences were poorly done. I used unnecessary words, which made the sentences long and diluted their meaning. Some of the words reduce the captivity of the reader by the essay. By stating that I failed to give a bribe for a job contradicts the essay title since I wanted to participate in corruption instead of being different.  

Personal Statement Essay Example for Free

Personal Statement Essay My name is Chi Chen Hsieh from Taiwan. In my whole life i never be a super-student who is academically ingenious. I’m more proud about what I’ve achieved, and I take pride in my success. When you take a look at the world I come from, maybe you’d be impressed by me, the student who has came from very far away from the United state, the boy who spends his whole high school years learn how to speak English and completes an honest number of volunteer hours. The world I come from is much different than what the numbers and letters may portray because those numbers are relative to everyone around me. But my world is unique and my success is genuine. Since the beginning of high school, I’ve had to shape most of my path on my own while breaking down academic barriers. I graduated from a middle school at Taiwan and I did not do well on the high school entrance exam over there so i decided to study in America. Obviously I was underprepared for high school compared to other international students. Nonetheless, when given the option to challenge myself as a freshman, I did. I struggled through every courses and even had to repeat a half of semester of Old Testament ( an religious course) because I could not speak any English. I had been home sick for a lot of time in a year and my parents and teachers were very upset about my performance at school. So by the time I changed my high school in my sophomore year, I was really happy that I did change to another boarding school, because it is a smaller school and have a lot of people from all over the world. I start working hard and social with a lot of people from different countries. At the end of my junior year, I become the International students prefect by the head of the school. Receiving this honor w as meaningful because it showed that I had taught myself how to succeed. My situation at home was different as well. All of my family went to the top colleges in Taiwan, and though they have always encouraged me to attend to the top colleges in USA. The process has been very challenging as I’ve needed to find the resources and information about colleges mostly on my own because the application system is different from Taiwan . At my high school, being the first generation in your family to go to college in USA immediately makes you the minority, regardless of ethnicity. But i found a lot of support from my school, I asked a lot of teachers about colleges. They all gave me a lot of suggestion so I finally decide what colleges I am interesting and study business as a measure. I am really happy that I can graduate from this high school because, I understand that my high school teaches more than just English, they teaches me how to challenge myself and be successful. The academic struggles I’ve faced in my world have geared me toward attending college and pursuing a career thereafter. Good things are given to those who work hard, like the International prefect spot I received. I know that difficulties and challenges arise, but I also know that there’s always a way to break the barrier. Wherever I go, I’ll take advantage of every opportunity I’m given because I’ve already proven to myself that I can be successful, even if the odds are against me.

Essay --

There are many similarities and differences in the readings of Plato’s The Allegory Cave, Descartes’ Mediation and The Matrix. These stories share an alternative perception to reality and the implications that it is caused on the individuals who are affected by this alteration. These stories share skepticism of validity in the perception of reality. Firstly, these three stories, The Matrix, The Allegory Cave, and Mediation, share common similarities that questions the authenticity of the world around them and doubts their perceived perception of reality and its validity. Descartes discussed the possibility that everyone is dreaming and that our actions involving eye opening, moving our head, hands and our body are illusions.(Descartes, 1641) Plato also regarded the perception of men who were restrained to look forward only could only perceive objects and passersby as their shadows. Plato stated that these prisoners’ perception of reality would be no more than just shadows of objects.(Plate, 514-518) The Matrix relates with Descartes theory based on the fact that in The Matrix, there is a computer system that controls everyone’s mind in a computer-generated virtual dream world. These stories ask deeper questions on the basis of man’s perception of reality and the possibility that our minds and perceptions ar e controlled by something else and that something else determines our reality. (Wachowski, 1999) Secondly, although these three stories share common similarities about the validity of reality, they have distinguishing differences that separate them from one another. The Matrix depicts a stepford-like society that is completely controlled by the computer system. However, there is a group of individuals who have overcome their p... ...me where those who are living in an illusion will have to come to terms with reality eventually. The time in which that happens, those who are living in the illusion will have a much harder time trying to comprehend the true reality which would cause more troubles and problems than living with the harshness in the first place. Finally, The Matrix, The Allegory Cave, and Mediation all have significant importance is revelation of the perceived perception of reality and the validity of that reality. Each story has its own unique twist to whom or what has the control over that perception. The stories give the reader the opportunity to dive deeper into this meaning of reality. The skepticism that is used is relatable in each individual’s lives. Individuals have to determine what they perceive to be real and true and what they believe to be opinions that are truly false. Essay -- There are many similarities and differences in the readings of Plato’s The Allegory Cave, Descartes’ Mediation and The Matrix. These stories share an alternative perception to reality and the implications that it is caused on the individuals who are affected by this alteration. These stories share skepticism of validity in the perception of reality. Firstly, these three stories, The Matrix, The Allegory Cave, and Mediation, share common similarities that questions the authenticity of the world around them and doubts their perceived perception of reality and its validity. Descartes discussed the possibility that everyone is dreaming and that our actions involving eye opening, moving our head, hands and our body are illusions.(Descartes, 1641) Plato also regarded the perception of men who were restrained to look forward only could only perceive objects and passersby as their shadows. Plato stated that these prisoners’ perception of reality would be no more than just shadows of objects.(Plate, 514-518) The Matrix relates with Descartes theory based on the fact that in The Matrix, there is a computer system that controls everyone’s mind in a computer-generated virtual dream world. These stories ask deeper questions on the basis of man’s perception of reality and the possibility that our minds and perceptions ar e controlled by something else and that something else determines our reality. (Wachowski, 1999) Secondly, although these three stories share common similarities about the validity of reality, they have distinguishing differences that separate them from one another. The Matrix depicts a stepford-like society that is completely controlled by the computer system. However, there is a group of individuals who have overcome their p... ...me where those who are living in an illusion will have to come to terms with reality eventually. The time in which that happens, those who are living in the illusion will have a much harder time trying to comprehend the true reality which would cause more troubles and problems than living with the harshness in the first place. Finally, The Matrix, The Allegory Cave, and Mediation all have significant importance is revelation of the perceived perception of reality and the validity of that reality. Each story has its own unique twist to whom or what has the control over that perception. The stories give the reader the opportunity to dive deeper into this meaning of reality. The skepticism that is used is relatable in each individual’s lives. Individuals have to determine what they perceive to be real and true and what they believe to be opinions that are truly false.

The Theme of Marriage in Jane Austens Pride And Prejudice Essays

The Theme of Marriage in Jane Austen's Pride And Prejudice One of the main themes in Pride And Prejudice is marriage. Throughout the novel, the author describes the various types of marriages and reasons behind them. "It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife. The novel demonstrates how many women need to marry men they are not in love with simply in order to gain financial security. The first instance of marriage seen in the novel is that between Mr and Mrs Bennet. However it is far from perfect, with the couple barely speaking to each other. Mr Bennet's extreme sarcasm that is seen throughout the book makes Mrs Bennet seem incompetent to hold a conversation and indeed at times a relationship. "They are silly and ignorant, like other girls". Austen uses the Bennet's relationship to illustrate at the beginning of the book that clearly many did not marry because of love or connection but merely for social and financial acceptance. The Longbourn estate is an extreme hardship on the Bennet family; it produces a hurdle in Mrs Bennet's goal to get all of her children married. The entailment of Mr Bennet's estate leaves his daughters in a poor financial situation, which both requires them to marry and makes it more difficult for them to marry. It might be correct in assuming that Mrs Bennet felt social and financial pressure to get all of her children married. Her husband's estate was entailed to his nephew, Mr. Collins. Therefore, Mrs. Bennet wanted her daughters to have financial stability elsewhere in case of their father's death. "If you go on refusing eve... .... Austen creates a character that is not special in any particular way but is yet so perfect to fulfil the role of a wife. We see that she is well dressed, educated, and creative. It is these qualities that attract Darcy as well as Elizabeth's apparent unwillingness to actually marry. Ultimately Elizabeth wants to marry for love. She turns down Mr Collins, even though he could have offered her a comfortable position in life and Mr Darcy, even with his fortune of  £10 000 a year. Austen uses different characters and their relationships to represent to the reader different aspects of marriage. Austen wants to create the perfect marriage but in doing this shows the reader that no marriage is perfect. She highlights how money and social status was far more desirable in the 19th century then true love and appreciation.

Manage Programs That Promote Personal Effectiveness Essay

1. Three common Health Issues that Can Affect Productivity In The Work Place Are: Mental Health Issues for example: Depression, Anxiety, stress & Behavioral Conditions. Chronic Illnesses for example: Diabetes, asthma, Cancer, coronary heart disease and stroke. Lifestyle risk Factors such as drug and alcohol abuse, gambling, Obesity and smoking this includes second hand smoke. 2. Use the internet to research each Identified issue for the following: Prevalence of the issue and any forecasts. Mental Health is on the rise in and out of the work place, And unlike many physical illness it impacts on people during their prime working years untreated mental health issues are costing Australian organizations $642,000 per 1000 employees. Chronic Illness is increasing in a global prevalence and in 23 high burden developed countries the cost associated with this global prevalence will cost the economy 84 billion dollars by 2015 if nothing is done to slow this up ward trend. Lifestyle Risk Factors have increased dramatically not only has Obesity increased Across all age groups the working age groups has a steady upward growth. Between 1995 and 2012 the average BMI for men and women over 18 have increased by 9.6% And only only 5.5% of Australian adults had an adequate usual daily intake of fruit and Vegetables there has been a decrease in smoking according to the national health Survey â€Å"In 2011 12, men were more likely to smoke daily than women (18.3% Compared with 14.1%). These rates have decreased since 2001, when 25.4% of men And 19.5% of women smoked daily†. Standard approaches to address the Issue in the work place. Being proactive in effectively raising awareness and addressing Mental Heath in the work place so early intervention can take place is important for staff moral and confidence. Some standard approaches for addressing and dealing with mental health would be: Educating and giving managers and employee’s the tools and skills needed to jointly identify triggers and solutions. On a larger scale and depending on the overall health and personnel needs of the employees and funding from the organization or government an EAP could be strategized and planned. Standard approaches to addressing chronic illness in the work place are: Initiating an in employee assistance program to provide the employees with the education and support they need this could be anything from a basic to a comprehensive program depending on all the variable factors to take in to account. Standard Approaches to Lifestyle risk factors include policy changes such as smoke Free environments to further decrease the smoking rate or even promoting quit line Services for smoking related issues. Provide health options and Incentives for using And maintaining healthier choices within the workplace to deal with diet related Lifestyle risks. Two of the Identified approaches briefly detailed on how the approach is managed in The work place and which approach I prefer. Mental Health Implementing compressive strategy or national workplace program (Employee assistance program) along with strategizing a well being policy and prevention policy will increase knowledge and understanding on how to deal and prevent mental health in the work place and address work related risk. Therefore increasing awareness, decreasing stigma and improving attitudes therefore giving staff employees the tools to create a healthy work  environment where no one has fears of speaking out about having a mental health issue this can provide job securities and reassurances they have the support of the organization. Full commitment from all stakeholders including all management mental heath experts and the chosen employee representative is essential to the success and outcome of program. Lifestyles Risks Factors Introducing an advanced or comprehensive program to educate and give staff / Employee’s opportunities to be educated on Nutrition, Physical activity, Smoking and stress management and experience to practice the skills needed to deal With and prevent Lifestyle Risk related issues. Provide health options and Incentives For using and maintaining healthier choices within the workplace to deal with diet Related Lifestyle risks. Also promoting services related to lifestyle risk factors such as Quit line, Heart Foundation, Cancer Council, Substance abuse consolers and GP’s for General check ups. Approach I Prefer The benefits for addressing lifestyle risks far out way the cost and time as Implementing this as a preventative measure would boost understanding, morale and Trust within the organization therefore boosting Productivity the organization would Save Money on a long Term basis due to the fact That many chronic illness and some mental Health issues Stem from associated Lifestyle Risk factors. So I believe addressing lifestyle risk Factors you are therefore Addressing an overall broad majority of issues. Tackling life style risk factors before They become Chronic illness is imperative and should be made a priority as Prevention Is better than Cure. So I would introduce an advanced or comprehensive program to Change the behavior. 3.  Summary Report Mental Health Issues for example: Depression, Anxiety, stress & Behavioral Conditions. Chronic Illnesses for example: Diabetes, asthma, Cancer, coronary heart disease and stroke. Lifestyle risk Factors such as drug and alcohol abuse, gambling, Obesity and smoking this includes second hand smoke. â€Å"Healthy Employees Make A Healthy Business† Mental health Issues, chronic illnesses and lifestyle risk factors are all on the rise it is so crucial that they be addressed because the long term affect of unaddressed issues within any organization can be devastating for both employer and employees. Not only did a 2007 study run by Medibank Private put the annual cost of absenteeism and presenteeism to Australia at $25.7 billion. Health and wellbeing are by far the overriding factors. By improving health standards in the work place you will find healthier employees are 3 times more productive. All the above health issues have a profound impact on Daily productivity absenteeism and presenteeism addressing these issues effectively will not only benefit this organization and employee’s but improve overall mental and physical wellbeing improving productivity, employee relationships, reduced absenteeism and sick leave and increased health awareness and knowledge. â€Å"Global research has found that when employee health and wellness is managed well the percentage of engaged employees increases from 7% to 55%. This research also found self-reported creativity and innovation increases from 20% to 72%.† Providing the necessary tools and skills for staff and employee’s to preform at there best I would suggest adopting a EAP to approach lifestyle risk issues, some of the methods maybe government assisted workshops. so with the approval of senior management I would love feedback & approval to write a advanced or comprehensive EAP for Lifestyle Risk Factors because I believe that in addressing lifestyle risks far out way the cost, time and resources and With cost in relation to losses from absenteeism and presenteeism an  investment on a larger scale like a advanced or comprehensive EPA would be more beneficial in this situation. Implementing this as a preventative measure would boost understanding, morale and Trust within the organization therefore boosting Productivity. The organization would Save Money on a long Term basis due to the fact the work place will be a healthy safer place with reduced absenteeism and presenteeism and increased productivity. â€Å"a ship cannot be sailed without a crew† so keeping your staff / employee’s happy and healthy will have a positive affect on all involved and improve the organizations corporate image. With cost in relation to losses from absenteeism and presenteeism an investment on a larger scale like a advanced or comprehensive EPA would be more beneficial in this situation. Also in addressing lifestyle risk you are in turn addressing many chronic illnesses and Some mental Health issues as most Stem from associated Lifestyle Risk factors. So I Believe addressing lifestyle risk Factors you are therefore addressing an overall broad Majority of issues. Tackling life style risk factors before They become Chronic illness it Is imperative and should be made a priority as Prevention Is better than Cure. References http://www.cgdev.org/doc/expert%20pages/nugent/Nugent_Annals_article.pdf https://www.bspg.com.au/dam/bsg/product?client=BEYONDBLUE&prodid=BL/0538&type=file http://www.abs.gov.au/websitedbs/D3310114.nsf/home/home?opendocument http://www.heartfoundation.org.au/active-living/Documents/Healthy-workplace-guide.pdf

What Is the IB Program, and What Are IB Classes

What Is the IB Program, and What Are IB Classes SAT / ACT Prep Online Guides and Tips One factor some students consider when choosing a high school is whether it has an International Baccalaureate program. Sometimes compared with the Advanced Placement (AP) program, the IB program allows students to take college-level courses while in high school. So what is International Baccalaureate? What is the IB Program and an IB Diploma, and why are IB classes worth taking?In this article, we introduce all things IB, including the diploma requirements and features of the exam. We also tell you whether you have to get an IB diploma in order to earn college credit for your IB classes. What Is IB? An Overview The International Baccalaureate (IB) program was designed in Switzerland in the 1960s. Its purpose was to give students around the world a chance to earn a rigorous, internationally recognized diploma, which they could then use for entry into universities. (You can read more about the history and philosophy of the IB program on the official IB website. ) To earn an IB diploma, you have to go to an IB-approved school and meet the requirements, including taking classes in the six subject groups, passing the IB exams, and completing three additional core requirements. But what if you don’t want to do the diploma? It's also possible to take a few IB classes without doing the full-blown diploma program, though each high school has its own policy on this. How Does College Credit Work for IB? IB exams are recognized for college credit in a way similar to how AP exams are used. You don’t have to earn the IB diploma to get credit for individual classes, as colleges give credit course by course. For example, check outStanford’s chart for IB credit. IB classes come in two forms: "higher level" and "standard level" (we will discuss this in more detail below). Some colleges only give credit for the higher-level classes (as Stanford does). Also,some colleges will completely waive general education requirements for students who have completed the full IB diploma.See the University of Utah’s policy here as an example. This means that a student with an IB diploma could totally skip gen ed classes and jump right into their major. This would obviously save a ton of time and money,and shows why getting the IB diploma can be a huge advantage. To find a school’s policy on IB credit, search for "[School Name] IB credit policy." Most universities have a dedicated web page for explaining their IB credit policy. What Are the Benefits of the IB Program? One of the chief benefits of the IB program is that it provides academic preparation for college. IB courses are known for being interdisciplinary, requiring a good deal of independent thinking, and assigning oral presentations and original research- all characteristics of college courses. Spoiler alert: college-level research involves a bit more work than just Googling something. Especially if you earn the full IB diploma, your IB courses will be a great way of showing that you have taken tough courses in a range of subjects,from math to English to history to science, and are able to manage college-level coursework. As we discussed before, colleges want to see that you've taken the most advanced classes available to you.And taking IB is a great way to do just that. In addition to getting preparation for college, you can get credit for college classes by passing IB exams. Again, you don’t need to complete the full IB diploma in order to earn credit, so if you don’t think you can fit the IB diploma into your schedule, it might still benefit you to take a few individual IB classes. Unfortunately, taking an IB exam isn’t cheap. There's a $172 registration fee as well as a $119 fee per exam. While this is a lot of money, it is much less than the tuition you would pay for the same intro-level college course. Many schools also have their own financial aid programs for IB. Learn more about IB costs here. What Are the 6Core Courses in the IB Program? To earn the full IB diploma, you have to take courses from six subjects, one each from groups 1-5, and either one from group 6 or a substitute from one of the other groups: Group 1: Studies in Language and Literature (most likely an English literature course if you’re an American student) Group 2: Language Acquisition (a foreign language course) Group 3: Individuals and Societies (history, economics, geography, other social sciences) Group 4: Experimental Sciences (biology, chemistry, physics, other sciences) Group 5: Mathematics Group 6: The Arts (dance, theater, visual arts, etc.) Between three and four subjects must be taken at the â€Å"higher level† (HL) and the rest at the â€Å"standard level† (SL) in order to earn the diploma. Higher-level courses are more challenging- IB recommends a minimum of 240 hours of instructional time for HL courses, and 150 hours for SL courses. Some schools handle the higher-level requirements by having students take the SL or AP version of a course first, and the HL version second, thereby forming a two-year sequence. For example, you might take AP English Literature as a junior, and then Higher-Level IB English as a senior. Also, note thatmany high schools with IB programs have recommended four-year plans to help students fit in all the requirements,since there's a lot to keep track of. Therefore, you won't necessarily have to do a bunch of schedule-planning on your own. If your school or a school you're interested in has an IB program, get in touch with the guidance counseling office to find out whether they have recommended IB class sequences. This can help you if you're deciding which high school to attend, or if you can’t decide whether you want to take IB classes or not. What Are IB Exams? For each of those six core classes, you also have to take an IB exam. IB exams are given in May (or November for southern hemisphere schools). They have two parts: an external assessment and internal assessment. The external assessment is the more traditional exam portion, and consists of two or three "papers," usually done on the same day or a few days in a row. A paper is essentially an exam section, and they usually have a combination of multiple-choice, short-answer, extended-response, and data- or case-analysis questions. You won't spend much time bubbling in answers on an IB exam. The papers are graded by independent examiners- similar to how AP exams are graded by certified AP graders. The internal assessments are done by the teacher. These can include oral presentations, practical work (such as a written lab report), or other written work. 5% or more of the internal assessments will also be graded by a moderator appointed by IB- and based on this moderation, the grading curve of that subject at the school will be set. IB exams are graded from 1 to 7, with 6 and 7 considered an A, and anything 4 and up generally considered a passingscore (though IB doesn’t set official passing grades). Most colleges give IB credit for scores of 5 and higher. To earn the IB diploma, you need to score an average of 4 on each exam to get the minimum 24 needed points. You canlearn more about IB examson the IB website. What Are the 3Core Requirements in the IB Program? In addition to IB classes and exams, there are three more core requirements students must complete to earn an IB diploma. Read about them below: #1: The Extended Essay This is an independent research essay of up to 4,000 words that's graded externally by IB. It has to be focused on one academic subjectand written on a topic that's been approved by IB. Students are awarded points toward their diploma based on how well they do on the essay. #2: Theory of Knowledge (TOK) Class This class teaches the nature of knowledge and builds skills in critical thinking. Students have to complete a presentation (graded by the teacher) and a 1,600-word essay (graded externally) to pass this course. #3: Creativity, Activity, Service (CAS) Lastly, students are required to participate in anactivity outside of class, either community service, athletics, or creative activities.For most students, their regular extracurricular activities and sports count for these hours, meaning that they don't need to add anything to their schedules in order to fulfill this requirement. IB vs AP: Key Similarities and Differences We have a complete rundown of AP vs IB in this post, which includes a guide to deciding between the two programs. That being said, here are some of the key similarities and differences between the two. What’s the Same? Both the AP and IB programs allow you to take a challenging course followed by an exam that you can earn college credit for. In some schools, they're even the same course (e.g. AP/IB French, AP/IB Biology, etc.). AP and IB are generally the most challenging courses available to high school students. Unless you're able to sign up for local college courses or do advanced independent projects and research, AB and IB are likely the best (and most convenient) way for you to begin preparing for college. What’s Different? Although both programs offer challenging courses for high school students, there are a lot of differences in how they do so. Popularity Advanced Placement is by far the more popular program.In 20142.3 million students took AP tests, and in 2017 this number rose to more than 2.7 million. By contrast,only about 160,000 students took IB exams in 2017. The diploma pass rate was 78.4%. Some families opt for the IB program over the AP program as it's rarer and can help set students apart in the admissions process. Diploma IB was designed as a diploma program (although, as we discussed above, it is possible to take just a few IB classes for college credit). Meanwhile,the AP program was designed around advanced classes- not a diploma. (That said, the AP has created a competitor to IB via the AP International Diploma, whichyou can read about here.) Class Curricula IB curricula are stricter for teachers. IB has certain required assignments your teacher has to grade, such as oral presentations, as part of the internal assessment. In contrast, AP teachers have a bit more freedom in how they may teach an AP course, just so long as they're effectively preparing students for the exam. Difficulty IB Higher Level courses are often considered more difficult than APs, whereas IB Standard Level courses are considered the same as or easier than APs. Keep in mind that how difficult a class is to pass at your school will vary depending on the teacher and his or her curriculum. Exam Content IB exams contain more writing and application of ideas, whereas APs are more about proving what you know. This is why AP exams have more multiple choice, while the IB exams feature more short-response questions, essays, and case studies. Cost IB exams are more expensive than AP tests since there's a registration fee and a fee per exam. For AP exams, you just pay for the exam, which is $94. Remember that these fees are much lower than college tuition for the same classes! College Credit Getting AP credit can be more straightforward since more US colleges are familiar with it and the College Board officially sets a passing grade (3 out of 5) while IB does not. Furthermore, because AP courses only come in one difficulty level, it can be easier for colleges to set credit policies for AP exams. For IB, colleges have to decide how they'll handle Standard Level and Higher Level courses. However, for both IB and AP, the higher your passing score is, the more likely you are to get credit for college. For example, an AP exam score of 5 nearly always earns credit, the same as an IB score of 7 does. Don't forget this when you're studying! What’s Next? You know a lot about IB- but what about AP? See our guide to what AP classes are and why you should take them. Also studying for the SAT or ACT? Figure out which exam you're more likely to do the best on! Get a timeline for studying for the SAT/ACT. Planning ahead will give you the opportunity to get a higher score on test day! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Let the T-Shirt Speak!

Let the T-Shirt Speak! Everyone loves cool T-Shirts! And the more personal it is, the better it looks on you. You want it to be unique, unlike those boring brand T-Shirts bought on sale. So, if you do not want to shop and buy, you need to create one. However, figuring out how to design the perfect T-Shirt that adequately reflects your character and preferences is no simple task. Fortunately , in this article we’re going to give you some tips to help you on your journey to T-realization. Enjoy! Think Anthropomorphically What animal are you? What’s your â€Å"totem† animal? What animal or critter speaks for who you are or could stand for your cause? What animal would make the perfect mascot on your T-Shirts? Now, once you figure out the animal it’s time to give it a little personality through its body language and facial expression. While it definitely takes some finesse, furry brand icons can work magic with T-shirts without having to say or do much. Think about it. Approach it Like a Marketer Not only do you want to like your t-shirt, but it wouldn’t hurt if others found it pleasant as well. That is unless your goal is to be a walking eye-sore (more on this in a sec). Of course T-Shirts are T-Shirts are T-Shirts, but there are a few essentials to keep in mind: Fit: If they fit well, they look better (unless someone’s rocking a huge beer gut or something). Don’t get so lost in the aesthetic phase you forget that if it doesn’t fit, the design doesn’t matter. Placement: Where you place words and graphics means everything, and no, it doesn’t have to be in the typical spots. Be creative! There are no rules when it comes to placement. Fabric: It makes huge difference! Play with as many options as possible to see what will compliment your statement or t-approach the best. It’s not from afar that people fall in love with T-Shirts, but up close and personal. Use Minimalism to Make Grand Statements Absolutely no one really likes loud T-Shirts. Those are the kind of shirts we wear in the privacy of our own dorm rooms, or to the lake or something. When the T-Shirt matters, it should speak eloquently and elegantly without really saying much. Get it? Keep statements tight and graphics under control. It’s Not All about YOU! The way we view ourselves and our T-shirts fades away in comparison to how others view us and our T-Shirts, right? Besides, once out and about they’re a part of the landscape and people will be subjected to them whether they like it or not. At the end of the day it’s about the human being inside the gentle folds and stitching that matters. Think about it before you print something outlandish or gaudy. Again, minimalism always makes the grandest statements both in word and in terms of graphics. Keep your eye on the ball and remember that if the T-Shirt sucks, you aren’t going to look cool in it either most likely. Humor and Tact Should be Subtle Irony and silence are the keys to humor. Irony is often soft-spoken and incredibly easy to grasp. That’s why it’s so freaking hard to create fictional irony! Think about the little quips and advertising slogans that seared themselves into your mind over the years. What do most of them have in common? They’re creative and often ironic ways of presenting or looking at certain information. Subtlety. Tact. Humor. These are the types of slogans and sayings that people can choose to get behind and wear literally on their sleeves. It’s about making people do two things: think and smile. We’re Not in the 60’s Color. It can be your best friend or your fierce enemy. It can attract the eyes or shun them. It can engage the mind or completely turn it off. It can dazzle and confuse. You must walk a fine line between choosing a color that works by itself given the style of the shirt, and a color that works with the wording and graphic design. No one said it would be easy. However, following these tips will lead you to creating the formula of your best and most personal T-Shirt, unique and one of its kind. The practice will save your backside. Good luck with your Ts!

Biography of Tipu Sultan, the Tiger of Mysore

Biography of Tipu Sultan, the Tiger of Mysore Tipu Sultan (November 20, 1750–May 4, 1799) is remembered by many in India and Pakistan as a heroic freedom fighter and warrior-king. He was the last ruler in India strong enough to dictate terms to the British East India Company. Known as the Tiger of Mysore, he fought long and hard, although ultimately unsuccessfully, to preserve his countrys independence. Fast Facts: Tipu Sultan Known For:  He is remembered in India and Pakistan as a warrior-king who fought brilliantly for his countrys independence from Britain.Also Known As:  Fath Ali, Tiger of MysoreBorn:  November 20, 1750 in Mysore, IndiaParents: Hyder Ali and Fatima Fakhr-un-NisaDied:  May 4, 1799 in Seringapatam, Mysore, IndiaEducation: Extensive tutoringSpouse(s): Many wives, including Sindh Sahiba  Children: Unnamed sons, two of whom were held hostage by the BritishNotable Quote: To live like a lion for a day is far better than to live for a hundred years like a jackal. Early Life Tipu Sultan was born on November 20, 1750, to military officer Hyder Ali of the Kingdom of Mysore and his wife, Fatima Fakhr-un-Nisa. They named him Fath Ali but also called him Tipu Sultan after a local Muslim saint, Tipu Mastan Aulia. His father Hyder Ali was an able soldier and won such a complete victory against an invading force of Marathas in 1758 that Mysore was able to absorb the Marathan homelands. As a result, Hyder Ali became the commander-in-chief of Mysores army, later the Sultan, and by 1761 he was the outright ruler of the kingdom. While his father rose to fame and prominence, young Tipu Sultan was receiving an education from the finest tutors available. He studied such subjects as riding, swordsmanship, shooting, Koranic studies, Islamic jurisprudence, and languages such as Urdu, Persian, and Arabic. Tipu Sultan also studied military strategy and tactics under French officers from an early age, since his father was allied with the French in southern India. In 1766 when Tipu Sultan was just 15 years old, he got the chance to apply his military training in battle for the first time when he accompanied his father on an invasion of Malabar. The youngster took charge of a force of 2,000-3,000 and cleverly managed to capture the Malabar chiefs family, which had taken refuge in a fort under heavy guard. Fearful for his family, the chief surrendered, and other local leaders soon followed his example. Hyder Ali was so proud of his son that he gave him command of 500 cavalries and assigned him to rule five districts within Mysore. It was the start of an illustrious military career for the young man. First Anglo-Mysore War During the mid-18th century, the British East India Company sought to expand its control of southern India by playing local kingdoms and principalities off one another and off the French. In 1767, the British formed a coalition with the Nizam and the Marathas, and together they attacked Mysore. Hyder Ali managed to make a separate peace with the Marathas, and then in June he sent his 17-year-old son Tipu Sultan to negotiate with the Nizam. The young diplomat arrived in the Nizam camp with gifts that included cash, jewels, 10 horses, and five trained elephants. In just one week, Tipu charmed the ruler of the Nizam into switching sides and joining the Mysorean fight against the British. Tipu Sultan then led a cavalry raid on Madras (now Chennai) itself, but his father suffered a defeat by the British at Tiruvannamalai and had to call his son back. Hyder Ali decided to take the unusual step of continuing to fight during the monsoon rains, and together with Tipu he captured two British forts. The Mysorean army was besieging a third fort when British reinforcements arrived. Tipu and his cavalry held off the British long enough to allow Hyder Alis troops to retreat in good order. Hyder Ali and Tipu Sultan then went on a tear up the coast, capturing forts and British-held cities. The Mysoreans were threatening to dislodge the British from their key east coast port of Madras when the British sued for peace in March 1769. After this humiliating defeat, the British had to sign a 1769 peace agreement with Hyder Ali called the Treaty of Madras. Both sides agreed to return to their pre-war boundaries and to come to each others aid in case of attack by any other power. Under the circumstances, the British East India Company got off easy, but it still would not honor the treaty terms. Interwar Period In 1771, the Marathas attacked Mysore with an army perhaps as large as 30,000 men. Hyder Ali called upon the British to honor their duty of aid under the Treaty of Madras, but the British East India Company refused to send any troops to assist him. Tipu Sultan played a key role as Mysore fought off the Marathas, but the young commander and his father never trusted the British again. Later that decade, Britain and France came to blows over the 1776 rebellion (the American Revolution) in Britains North American colonies; France, of course, supported the rebels. In retaliation, and to draw off French support from America, Britain had decided to push the French entirely out of India. In 1778, it began to capture key French holdings in India such as Pondicherry, on the southeastern coast. The following year, the British grabbed the French-occupied port of Mahe on the Mysorean coast, prompting Hyder Ali to declare war. Second Anglo-Mysore War The Second Anglo-Mysore War (1780–1784), began when Hyder Ali led an army of 90,000 in an attack on the Carnatic, which was allied with Britain. The British governor at Madras decided to send the bulk of his army under Sir Hector Munro against the Mysoreans, and also called for a second British force under Colonel William Baillie to leave Guntur and meet up with the main force. Hyder got word of this and sent Tipu Sultan with 10,000 troops to intercept Baillie. In September 1780, Tipu and his 10,000 cavalry and infantry soldiers surrounded Baillies combined British East India Company and Indian force and inflicted on them the worst defeat the British had suffered in India. Most of the 4,000 Anglo-Indian troops surrendered and were taken prisoner, while 336 were killed. Colonel Munro refused to march to Baillies aid, for fear of losing the heavy guns and other material he had stored. By the time he finally set out, it was too late. Hyder Ali did not realize just how disorganized the British force was. Had he attacked Madras itself at that time, he likely could have taken the British base. However, he only sent Tipu Sultan and some cavalry to harass Munros retreating columns. The Mysoreans did capture all of the British stores and baggage and killed or wounded about 500 troops, but they did not attempt to seize Madras. The Second Anglo-Mysore War settled down into a series of sieges. The next significant event was Tipus February 18, 1782 defeat of East India Company troops under Colonel Braithwaite at Tanjore. Braithwaite was completely surprised by Tipu and his French ally General Lallà ©e and after 26 hours of fighting, the British and their Indian sepoys surrendered. Later, British propaganda said Tipu would have had them all massacred if the French hadnt interceded, but that is almost certainly false- none of the company troops were harmed after they surrendered. Tipu Takes the Throne While the Second Anglo-Mysore War was still raging, the 60-year-old Hyder Ali developed a serious carbuncle. His condition deteriorated throughout the fall and early winter of 1782, and he died on December 7. Tipu Sultan assumed the title of Sultan and took his fathers throne on December 29, 1782. The British hoped that this transition of power would be less than peaceful so that they would have an advantage in the ongoing war. However, Tipus smooth transition and immediate acceptance by the army thwarted them. In addition, British officers had failed to secure enough rice during the harvest, and some of their sepoys were literally starving to death. They were in no condition to launch an attack against the new sultan during the height of the monsoon season. Settlement Terms The Second Anglo-Mysore War went on until early 1784, but Tipu Sultan maintained the upper hand throughout most of that time. Finally, on March 11, 1784, the British East India Company formally capitulated with the signing of the Treaty of Mangalore. Under the terms of the treaty, the two sides once again returned to the status quo in terms of territory. Tipu Sultan agreed to release all of the British and Indian prisoners of war he had captured. Tipu Sultan the Ruler Despite two victories over the British, Tipu Sultan realized that the British East India Company remained a serious threat to his independent kingdom. He funded continuous military advances, including further development of the famous Mysore rockets- iron tubes that could fire missiles up to two kilometers, terrifying British troops and their allies. Tipu also built roads, created a new form of coinage, and encouraged silk production for international trade. He was particularly fascinated and delighted with new technologies and had always been an avid student of science and mathematics. A devout Muslim, Tipu was tolerant of his majority-Hindu subjects faith. Framed as a warrior-king and dubbed the Tiger of Mysore, Tipu Sultan proved an able ruler in times of relative peace as well. Third Anglo-Mysore War Tipu Sultan had to face the British for a third time between 1789 and 1792. This time, Mysore would receive no aid from its usual ally France, which was in the throes of the French Revolution. The British were led on this occasion by Lord Cornwallis, one of the major British commanders during the American Revolution. Unfortunately for Tipu Sultan and his people, the British had more attention and resources to invest in southern India this time around. Although the war lasted for several years, unlike past engagements, the British gained more ground than they gave. At the end of the war, after the British besieged Tipus capital city of Seringapatam, the Mysorean leader had to capitulate. In the 1793 Treaty of Seringapatam, the British and their allies, the Maratha Empire, took half of the territory of Mysore. The British also demanded that Tipu turn over two of his sons, ages 7 and 11, as hostages to ensure that the Mysorean ruler would pay war indemnities. Cornwallis held the boys captive to ensure that their father would comply with the treaty terms. Tipu quickly paid the ransom and recovered his children. Nonetheless, it was a shocking reversal for the Tiger of Mysore. Fourth Anglo-Mysore War In 1798, a French general named Napoleon Bonaparte invaded Egypt. Unbeknownst to his superiors in the Revolutionary government in Paris, Bonaparte planned to use Egypt as a stepping-stone from which to invade India by land (through the Middle East, Persia, and Afghanistan), and wrest it from the British. With that in mind, the man who would be emperor sought an alliance with Tipu Sultan, Britains staunchest foe in southern India. This alliance was not to be, however, for several reasons. Napoleons invasion of Egypt was a military disaster. Sadly, his would-be ally, Tipu Sultan, also suffered a terrible defeat. By 1798, the British had had sufficient time to recover from the Third Anglo-Mysore War. They also had a new commander of British forces at Madras, Richard Wellesley, Earl of Mornington, who was committed to a policy of aggression and aggrandizement. Although the British had taken half of his country and a large sum of money, Tipu Sultan meanwhile had rebuilt significantly and Mysore was once more a prosperous place. The British East India Company knew that Mysore was the only thing standing between it and total domination of India. A British-led coalition of nearly 50,000 troops marched toward Tipu Sultans capital city of Seringapatam in February 1799. This was no typical colonial army of a handful of European officers and a rabble of ill-trained local recruits; this army was made up of the best and brightest from all of the British East India Companys client states. Its single goal was the destruction of Mysore. Although the British sought to enclose Mysore state in a giant pincher movement, Tipu Sultan was able to sally out and stage a surprise attack early in March that nearly destroyed one of the British contingents before reinforcements showed up. Throughout the spring, the British pressed closer and closer to the Mysorean capital. Tipu wrote to the British commander Wellesley, trying to arrange for a peace  agreement, but Wellesley deliberately offered completely unacceptable terms. His mission was to destroy Tipu Sultan, not to negotiate with him. Death At the beginning of May 1799, the British and their allies surrounded Seringapatam, the capital of Mysore. Tipu Sultan had just 30,000 defenders matched against 50,000 attackers. On May 4, the British broke through the city walls. Tipu Sultan rushed to the breach and was killed defending his city. After the battle, his body was discovered beneath a pile of defenders. Seringapatam was overrun. Legacy With Tipu Sultans death, Mysore became another princely state under the jurisdiction of the British Raj. His sons were sent into exile, and a different family became puppet rulers of Mysore under the British. In fact, Tipu Sultans family was reduced to poverty as a deliberate policy and was only restored to princely status in 2009. Tipu Sultan fought long and hard, although ultimately unsuccessfully, to preserve his countrys independence. Today, Tipu is remembered by many in India and Pakistan as a brilliant freedom fighter and as an able peacetime ruler. Sources Britains Greatest Foes: Tipu Sultan. National Army Museum, Feb. 2013.Carter, Mia Barbara Harlow. Archives of Empire: Volume I. From the East India Company to the Suez Canal. Duke University Press, 2003.The First Anglo-Mysore War (1767-1769), GKBasic, July 15, 2012.Hasan, Mohibbul. History of Tipu Sultan. Aakar Books, 2005.

Constitutional and Administrative Law (Parliament Sovereignty in UK) Essay

Constitutional and Administrative Law (Parliament Sovereignty in UK) - Essay Example Britain is known to have an unwritten constitution; nevertheless, still, they do exist in a solitary text, just like other countries, for instance, the USA and Germany. For that reason, Britain constitution is too often described as partially written and completely unchanged (Goldsworthy, 1999). According to Goldsworthy (2010) the principle of parliamentary supremacy is about the connection between the Legislature and the courts. Is parliament sovereign or the courts? As aforementioned, the United Kingdom is known to have parliament sovereignty, but to what to degree? Dicey asserts that parliament is supreme, meaning that the Legislature has, under the English constitution, the right to make or unmake any decree whatsoever. Further, no individual or entity is acknowledged by the law of England as having a right to overrule or refute the legislation of Parliament. The dogma of legislature sovereignty in the United Kingdom has been considered as the most significant feature of the British constitution. It can be abridged in three parts. The Legislature has the authority to make any law they want, and no legislature can create a decree/law that future parliament cannot amend and only parliament can adjust or unmake a law passed by parliament. It offers categorical authority to Westminster Parliament Dicey illustrates it as the overriding trait of our political organs. Another feature to put into account is the effects of the European Union, the Human Rights Act 1998. It is also essential to consider the Devolution of sovereignty to Scottish Legislature and Welsh Assembly and the establishment of the United Kingdom Supreme Court. These features do not essentially undercut the doctrine of parliament sovereignty, at least theoretically, as the legislature could repeal any of the law carrying out these transformations. The Scottish Legislature and Northern Ireland Congress are both capable to pass key legislation within the places that have been devolved to them. As the network remains devolved and not centralized, the authority of these parliaments stems from the United Kingdom and can be balanced, as has occurred with the Northern Irish case. Nevertheless, this appear improbably to take place in Scotland or Wales, as such a judgment would presently be exce edingly out of favor with the electorate in both areas. The bodies of the European Union, in specific the European Court of Justice (ECJ) that suggests the supremacy to carried out judicial assessment over the United Kingdom law. In this scenario, an unfavorable establishment by the ECJ that a United Kingdom decree is conflicting with the EC Treaties mechanically rescinds the law, because the European Communities Act 1972 offers that European Community decree is sovereign in Britain. An example of this in connection to a law, the Merchant Shipping Act 1988, was the Factortame case. The European Community Act has been considered as a constitutional law. In the case of Thoburn V Sunderland City Council, the Weights puts on leash the impact of parliamentary supremacy, as the ECA must be explicitly repealed for it to be annulled by later unsuited legislation. The European Convention on Human Rights and the integration by the Human Rights Act 1988 of the European Convention an establishm ent of a contravention of Convention rights by the ECHR does not mechanically resc

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Critique paper - Essay Example Basically, it is a positive effect in work output and efficiency due to the attention given by the management in understanding the needs and observing the work ethics of the people. Based on the article, Hawthorne effect works like an investment to the workforce. When the people are given what the need such as proper compensations, workload, and even trust, they are bound to produce better results which then serve as rewards to the organization or company (Accel, 2010). Based on the data presented by the article, Hawthorne effect can be considered as an observable positive effect due to the attention given by the superiors or the researchers. There are underlying issues then in such case. Due to the probability of a Hawthorne effect, the credibility of the results of the study decreases. In an analysis of the Hawthorne effect and the empirical research undertaken in Hawthorn Works of the Western Electric Company there are factors questionable in the research (Adaira, 1984). One signi ficant observation is related to the procedure undertaken. There are problems in the variables involved in the study. Basically, defining the variables in a study is the most important part of the procedure.

Roe v. Wade Essay Example | Topics and Well Written Essays - 500 words - 1

Roe v. Wade - Essay Example To begin with, the ruling gave women the permission to have safe abortion on three grounds based on the stage of pregnancy. The ruling stated that during the first trimester of pregnancy, the decision to procure abortion remained with the pregnant woman’s doctor. On the other hand, during the second trimester, states would regulate abortion procedures by promoting their interests in the health of the mother, while during the third trimester, states would promote their interests regarding the potentiality of human life, and would thus be able to prohibit abortion, lest the mother’s life is in grave danger. The ruling had massive implication on the rights of women in the United States. As Nation Unies (2001) observes on their article on Abortion Policies, the right-to-life movement which initially was dormant, got an immediate rejuvenation with the ruling. The movement thereafter began a campaign that whose aim was to create as many legal barriers to abortion as possible. On the other hand, the abortion rights movement mounted a massive campaign for safe and legal abortion. Unah (2010) notes that the Roe v Wade ruling did actually empower the American women. In addition, he notes that it helped fuel feminist movements across the country and significantly helped solidify the social standing of women across America. Furthermore, a number of scholars are of the agreement that banning of abortion would be contradicting the Thirteenth Amendment, and that this would subject women to involuntary pregnancies. The ruling also stirred controversies between those who were pro-abortion and those who were against it. Faux (2001) notes that questions arose regarding the actual intention of the ruling, on why fetus at 28 weeks were considered more valuable than at 10 weeks, if the sole intention was to protect potential life. With the issue of viability still raging, feminists have

Subprime Mortgage Crisis Essay Example | Topics and Well Written Essays - 2000 words

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Commerce Bank Case - research paper Example | Topics and Well Written Essays - 1000 words

Commerce Bank Case - - Research Paper Example Secure infrastructure for financial transaction over wireless network can be possible only if the commerce bank initiates security measures through the enrollment of one-time password system and making engagement with gateway Internet service provider by establishing proper service level agreements. Moreover, the commerce banks should adhere with the international regulations and standards companies as well as governments such as Internet Retailers Association. The commerce bank case is therefore going to analyze the core problem facing banking system and better suggestive ways to curb this issue for better managerial perception in banking service operations. Introduction Service operations management is one of the exercises delivered in a management system of a given company as a supply chain that intersect business operation towards the customer and the actual sales. Through optimizing service-intensive supply, high performance service is realized. In line of business service opera tions management must accommodate any prevailing inconsistent and arising uncertain demand to eliminate flaws in business supply chain. For an effective service operation management to incur, the management should establish customer satisfaction by reducing obsolescence costs, enhancing inventory levels and minimizing technician visits through proper planning. However, balancing and optimizing service levels as well as costs delivers extensive and sustainable gain over the competitors (Clark & Johnston, 2008). Objective The objective of this case assignment is to establish the main problem facing the proper operation of commerce bank at large. However, the case study will analyze possible problems encountered during Service Operations Management within this commerce bank cases study. The level of service operations within the commerce bank has drastically been affected, leading to the need of security aspect to be taken into consideration since; the business works hand in hand with money matters and therefore the need of high profile security is needed. The issue of e-commerce relies on the computer security and Data security components for its operational service due to Privacy issue in the banking system. This translates to security issue specifically to oversee how the security affects banking system and the need for restraining this facet at large. Problem Statement The main problem facing the commerce bank in general is the issue of security incurred in its operational management. For these subsidiary branches to communicate well and do its financial transactions, security issue plays a bigger role. Communication channels become one of the vital components in this operation as far commerce bank issue if availed. The main issue in this commerce bank case study is to establish the core problem facing commerce banking system and suggest or make a clear recommendation on how this problem can be eliminated for effectiveness to prevail within the banking system strategies. Security The problems facing the commerce bank is therefore the availability of resources, the services provided by the banking system and the security on regards to online transaction processes. According to the report from the American banking system, 60 percent of the problems facing banking system has been indicated to represent security concerns while 30 percent for quality service and the remaining 10

Subprime Mortgage Crisis Essay Example | Topics and Well Written Essays - 2000 words

Subprime Mortgage Crisis - Essay Example This all lies in the fundamental of economics that teaches us that diversification is king and solution for reducing financial risk. It has now come back to haunt us. What can we learn from this That Harry Markowitz, father of financial risk management, and Thomas Friedman, father of globalization should maybe start writing about the correlation of such economics! Unfortunately, it is not that simple. But before we unleash an economic debate on this painful economic downturn we should intellectually dissect the individuals and the players responsible for the causes and facts that have resulted in the inevitable financial depression in the real estate industry. "It started with the real, it will end will real estate." "Sub-Prime lending typically has been characterized as lending at relatively costly interest rates and fees to credit impaired or otherwise high risk borrowers." (Lax, Manti, Raca, & Zorn, 2004). Subprime loans are among the newly popular mortgage products, such as interest-only loans, for people with strained budgets, including first-time buyers. Homeowners increasingly use them to refinance and consolidate household debts when their credit scores fall in the wake of bankruptcy, high medical bills, or other setbacks. (Blanton, 2005). It is generally believed that the subprime borrowers emerge due to lack of the good credit history on their back and since there number grew historically therefore banks and financial institutions by spotting the opportunity started lending to them at higher interest rates due to the perceived risks involved in these subprime loans. Not only these subprime borrowers pay higher interest rates but they also pay higher upfront fees also at the time of boo king their loans. Due to this profitable alterative, financial institutions take the risk and lend to those customers who would otherwise can not qualify for obtaining loans from the banking channels in the ordinary course of the business. In nutshell, we can say that subprime lending is lending to those who do not deserve it. US Housing Bubble Most of the subprime lending is made into the mortgages market of the Banks. Studies suggest that So-called subprime loans have helped boost US homeownership to a record 69 percent of households. They are being tapped by borrowers in all income ranges, who struggle with poor credit ratings stemming from modest incomes or excessive credit card or other debts. In Massachusetts, subprime loans, fueled by refinancing, have grown from 1.6 percent of mortgages in 2000 to 12.3 percent today. (Blanton, 2005). Apart from that, the surge in the mortgage market was a result of generous monetary policy stance adapted by FED in order to ease the recession caused by the dot com bubble. Due to this reason, the interest rates were lowered by FED. This reduction in interest rates also induced financial institutions to lower the interest rates on the mortgages also. With the lowering interest rates, the demand for the homes increased which ultimately raised the prices for the new homes. In order to capture this rise in the property market, many financial institutions started easing off their standards to bring in more and more customers. This loosening in the standards allowed those borrowers to obtain mortgage loans who were otherwise not eligible to obtain the loans. Once these loans were obtained and subsequently securitized by the issuing financial

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Case study analysis - Essay Example It is also a growing market. The countries in consideration in Latin America are Argentina, Brazil, Chile, Ecuador, Mexico, Peru and Venezuela. These countries have fairly stable governments and political environment and it is possible to do business here on long term basis although the economic and geographical conditions vary from country to country. The immediate problem is future strategy. It is the course of action needed to increase profitability and market penetration in Latin America. There are several options before Supermercados Disco. However, the main options are whether the company should choose to go ahead with a joint venture with Royal Ahold or continue independently. Other than this problem, there are choices to do with pestel analysis. There was strong economic growth in the 1990s, making it vital for the political dispensation to frame policies to maintain the growth curve. Economic prosperity made it imperative for political factors to go along with economic parameters and shun despotic influences. Argentina and Brazil became the favored destinations for retailers in the 1990s. Argentina was favored because of its wealth and Brazil because of its purchasing power due to its large middle class population. Brazil, Chile, Mexico, and Venezuela were roughly equal in terms of disposable income, but they had unequal distribution of wealth excluding up to 40% of these countries’ populations from normal consumer activity. The region was projected to growth continually in the ensuing decades producing increase in the size of the working population. Due to foreign investments, there was also the fact that cities would grow disproportionately in size and wealth improving communications and infrastructure. These changes were bound to favor retailers. State-owned enterprises were thrown open for privatization. Most of the steel mills, chemical, petrochemical, shipping and aircraft companies were sold to private

Implementation Plan Essay Example for Free

Implementation Plan Essay Cut over strategy defines the strategies and decision for the system installation. Once a system has been developed and tested, it must be installed and placed into operation. Installing a system and making it operational is complex as there are many conflict constraints. Some of important issues when planning installation are to be considered like cost, customer relations, employee relations, logistical complexity, and overall exposure to risk (Silvia, 2000). Some of the most important issues to be considered when planning installation include incurring costs of operation both systems in parallel, detecting and correct the errors in the new system, potentially disrupting the company and its IS operation and training personnel and familiarizing customers with new products. Different approaches to installation represent different trade-offs. The most commonly used installation approaches are: 1. Direct installation; in a direct installation the new system is installed and quickly made operational and any overlapping system are then turned off. This is also called as immediate cut over. The primary advantage of direct installation is it simplicity; the primary disadvantage of this is its risk. Because legacy systems are not operated in parallel, there is no backup in the event that the new system fails. This installation is typically used under the new system is not replacing a legacy system or downtime of days or weeks can be tolerated. 2. Parallel installation: In this the new system is implemented and run in parallel with the new one but not completely implemented at a stance. The old system is kept in place and slowly replaced. The cost factors are high but efficiency is derived from it. 3. Phased installation: The system is installed and get into operation in a series of steps and phases. Each phase is well observed before and after implementation. The new system is not operating completely at this time but is replacing the old system in phases. It is time consuming but very effective in the long run. Our installation strategy for the equipment tracking system would be the phased approach. It marks the continuity of the present business and also taking into account the changes the new system is about to begin. The business requires to flow and cannot be halted for installation of the system; therefore phased installation is the most suitable. a. Training Guide The function of training is to teach the user of the system the process of data flow within the system and the various operational procedures for correct and timely implementation of the knowledge for better productiveness. All the required user of the system will be given training and to provide know-how of the system working procedure and the involved business process. The effective use of business function needs to be well understood for the correct utilization of the system for the required purpose (Laudon, 2003). They are also required for learning the technical issues which would come up in the process of handling the system. The disaster recovery plan is also required to be provided so that risk can be managed well and the user of the system will not have to halt the operations of the business in case of failure or exceptional situations. All the users of the system will be trained in the following manner namely Face to face, Group manner, Individual training, Video audio conference and many other methods. All the techniques will be used for successful training of personnel of equipment tracking system.

The Gestalt theory and insight

The Gestalt theory and insight The Gestalt theory and â€Å"Insight† Professor Wolfgang Kà ¶hler was one of the founders of the Gestalt psychology. The term â€Å"Gestalt psychology† was first used by Christian von Ehrenfels, the Austrian philosopher, as early as 1890 in his paper â€Å"On Gestalt Qualities†. The Gestaltism was a reaction to some contemporary psychologists. The Gestalt psychology emphasized that behavior cannot be studied by analyzing its components but, rather, it must be studied as a whole, in all its complexity. Kà ¶hler carried out a series of famous experiments during the First World War, studying the behavior of chimpanzees in solving problems. The results of the experiments led him to introduce the notion of â€Å"insight† (Einsicht), which is one of the central terms of the Gestalt psychology. Insight, according to Kà ¶hler, manifests itself in the behavior as a break in the process of learning, i.e. as a real emergence of a solution: the correct adaptive response appears suddenly without being visibly dependent direct on the tests and errors that preceded it. Once it appears, this response is stable, i.e. the subject (hominid or human) is able to reproduce it in an appropriate manner. Theoretically, a Gestalt-adepts â€Å"intuition† is described as a restructuring of the perceptive field: the subject perceives suddenly in his environment new possibilities to action that lead him almost immediately to the solution. The phenomena of conditioning and learning cannot explain this capacity of intuitive restructuring. On the one hand their sequential character actually is directly opposed to the suddenness of insight; on the other hand their associationist and analytical character does not allow the inclusion of global and structural properties of the perception-cognitive field. This conception thus confers on the brain a global capacity to process the environments perceived. To the explicative construction in terms of combination of elements, it substitutes the notion of aptitude to immediate changes of structure. The concept of insight led Duncker (1945) to proposing the general theory of problem solving. Dunckers theory (see a separate section above) is based on the concepts of insight and field. For Duncker, a problem situation comes about when an organism has a goal but does not know how to reach it. The solution, which eliminates this situation by enabling the realization of the goal, generally consists of several successive stages, each marking a progress relative to the foregoing stage. The basic question then is how to advance from the one stage to the other. To answer it, Duncker reuses certain concepts developed by Selz (Mayer, 1992). Selz proposed some of the major ideas in cognitive psychology and formulated the firs non-associationist theory of thinking. Among his seven theses on thinking processes the most remarkable ones are the following: Directed association generates the unit of thought; Forming a structure leads to understanding a problem; Testing for conditions results in solving a problem. Selz gave the following general description to the solution of any problem: Let ?Rb be the structure of a situation in which the task is to find what ‘? covers. Perhaps an individual keeps in his memory the complex aRb, which partially correspond to ‘?Rb. From this, the element a is disclosed. Reaching the solution thus takes place according to a phenomenon of â€Å"resonance† between some generalized objects. In general, â€Å"resonance† can be described as an original combination of known elements. The origin of the combination may be internal (it is the result of imagination), or external (induced verbally). In fact, not every correspondence of a signal to an object implies necessarily a resonance between the object and the signal. It is necessary that the signal be adequate to the object, which means that it should satisfy several conditions: it must be, among others, complete, concise, conformist, etc. The process of problem solution depends closely on the structure of the situation and above all on the â€Å"availability† of the elements of which the solution consists. The elements, in fact, are not distributed randomly, but according to a characteristic organization, whereby some of them stand out. Duncker illustrates this notion by the problem of rays: how can a tumor be destroyed by means of radiation without damaging neighboring tissue? Two test subjects were used to answer the question. To the first group of test subjects the problem was described in the active voice: â€Å"The radiation might destroy also the healthy tissue. How can this be avoided?† The second group of test subjects got the same task, but this time expressed in the passive voice: â€Å"The healthy tissue might also be destroyed. How could it be protected from being damaged by radiation?† The results show that in the first group, 43 % of test subjects link their solution to the intensity of the radiation used. In the second group only 14 % focus on the intensity of radiation. The simple verbal structure of the problem description is sufficient for making the component â€Å"intensity of radiation† less prominent in the latter case than in the former. Last but not least, what is essential in the process of problem solving is the change manifesting itself in that the subject operates in a psychological structure of the situation perceived. This sudden restructuring is nothing else than the insight, the role of which is decisive. How then can the thought handle a given data field to extract from it pertinent information? One could say that the relation between two sets of data A and B is â€Å"totally distinguishable† if it is possible to grasp directly that the affirmation of A implies that of B. A connection will be â€Å"partially distinguishable if only certain traits of B can be grasped or understood parting from A. To explain the existence of such relationships there are, according to Duncker, two traditional responses: either the set B already is contained in A and can be analytically separated from it, or the functioning of the thought is such that that it always must reconnect A and B (a synthetic explication). If different events that compose the universe were not mutually related according to some law, the thought would evidently have no practical efficacy. In reality, these relations must be described not as fixed couplings of defined elements, but rather as a constant structure of variabl es. The principal cause of an effect â€Å"b† may be grasped by abstraction of factors that all possible situations â€Å"b† have in common, as well as those factors that all possible situations â€Å"non-b† do not have in common. It is a process of â€Å"precipitation† of a common aspect of coverage, parting from the inspection of a set of situations belonging to the same class. The result of the precipitation is a change in the configuration the situations envisaged. These situations thus acquire intelligibility that resides in the fact that they are reducible to a general law. This phenomenon can be called, writes Duncker, â€Å"insight of the second degree†. The various elements of a situation, as has been seen, can present very variable degrees of â€Å"availability†. The availability of an object is actually an inverse function of what the author calls its â€Å"fixedness†. For instance, a chimpanzee looking for a stick from which to make a tool, like in Kà ¶hlers experiment, does not recognize it in a branch if the latter still is attached to the tree. In this context the branch constitutes a part of the perceptive unit called â€Å"tree† and, because of this fixedness that anchors it in a definite situation, it is less available for entry into another situation than when it is detached and lies on the ground. Beside this perceptive dependence, the fixedness can also be conditioned functionally. Several of Dunckers well-known experiments reveal that. For instance, two groups of test subjects must discover in a heterogeneous set of objects one that can serve as a counterweight: in this case a book of logarithms. But, before that, one of the groups had first to resolve a mathematical problem requiring the use of the logarithmic tables. It was found that the members of this group less often identify the book in point as a counterweight than do the others. Because of its foregoing usage, which has â€Å"fixed† it as part of a certain function, it is no longer available for a new re-structuring. Another question emerges as a consequence of these results: how can one explain that the perceptive restructurings necessary for a discovery are, according to the individuals, more or less easy? Taking mathematical reasoning as an example, Duncker distinguishes two possible applications: Subjects weak in mathematics are not capable of restructuring easily, because their thinking matter is too rigid, strongly fixed. With individuals gifted in mathematics, there is an abstract level on which the perceptive functions do not interfere, but where only specific mathematical properties are considered. The former hypothesis has a degree of plausibility but it cannot be upheld: in fact, it can be stated that with subjects who are strictly mathematically oriented the perceptive restructuring plays a considerably greater part than with â€Å"ordinary† subjects. Duncker supports, however, the second explanation: it is the different role of perceptive structuring, where the difference refers to the degree with which the material of the thought is organized in depth. This causes the variations in individual performance. It is known that there are subjects of the visual type, with whom the intellectual activities always repose on visual images. By the same token, according to Duncker, many people are unable to explore and treat the problem material if it is not totally permeated with perceptive structures. It has been shown that the Gestalt theoretical notion of insight makes it undeniably possible to describe a plurality of phenomena that are allowed in the problem solving behavior. The notion has fulfilled a certain scientific function in the psychology of the last 100+ years. This advantage is, nevertheless, negatively compensated by a major explicative inability: the concept of intuition rests, almost by definition, out of reach for analysis, and therefore it cannot be included in the causal chain. It thus generates many questions that cannot be answered. Pavlov had noted it immediately and reproached Kà ¶hler for having introduced the â€Å"dualism† and the â€Å"mentalism† in the study of higher processes. If the notion of intuition largely appears as a theoretical instance, is it possible at least to give it precise objective content? Westcott tried to find the answer to this question (see further down). Westcott In his 1968 work, Westcott studied intuition by resorting exclusively to the experimental method. He conceived it initially as a form of inferential behavior and defined it operationally as the fact that an individual solver has attained a solution using less information than is usually necessary. If then for solving a particular problem P, the majority of the population p needs the quantity of information I, any individual who attains the solution using a quantity of information that is less than I displays intuitive behavior vis-à  -vis P. This definition, which is perfectly satisfactory from the scientific point of view, introduces the adoption of differential perspective: the human subjects are more or less intuitive in the same manner as they are more or less intelligent or creative. In his first experimental research Westcott used four kinds of tasks defined by the increasing variety of the type of material (verbal or numerical) and of the type of response (completing series or establishing analogies). These four categories of problems did not require any specialized knowledge, which assured that the test subjects (in Westcotts case students) could be viewed as equals. In solving tasks involving completion of series, the test subjects had at their disposal a set of examples the use of which improved the chances of attaining a solution. The same goes for the problems involving analogies, where the subject was allowed to use as many examples of relations as he pleased. Westcott called every example or additional stage that led to the goal the clue. Each test subject was required to use both the least possible number of clues, and rank, on a four-point scale, the certainty he attaches to each of his responses. Under these experimental conditions, Westcott defined four measures of performance: The quantity of the information used. Instead of the coarse number of clues used by an individual before proposing a solution, it is preferable to ponder the value of the clues used as a function of the mean and the typical spread in the population. The number of correctly solved problems of those twenty that constitute a complete series. The ratio of success (foregoing score) to information demand (first score). This ratio is called efficacy. The mean value of ratings assigned by the subjects to their responses in the twenty problems. The eleven samples studied did not differ with respect to these four measures. In particular, no significant differences are visible between girls and boys. On the other hand, each sample displays a large variability with respect to the scores of the individuals comprising the group, which gives credibility to the idea that individual capabilities differ vastly from person to person. The principal results can be summarized as follows: No correlation exists between successful solving of the tasks and the quantity of information demanded, which a priori could look like a little paradox. But, rather, this result shows that intuition constitutes a differentiating feature: the use of information collected varies greatly from person to person and is independent of the quantity alone. What is important is not the volume of what is received, but rather the specific treatment that the input data receive. Westcott was interested in subjects whose scores were extreme with respect to the two dimensions specified previously. He thus put together four groups corresponding to as many groups of individuals: those who require little information, yet often are successful. Such persons are by definition intuitive subjects, representing no more than 6 % of the total population. those who require little information, but are seldom successful. They are the â€Å"guessers†, free from a real intuitive process. those who need a great deal of information and are often successful. Their performance is prudent, as they never attempt anything if they are under informed. finally, there are those who require a great deal of information and fail most often. They are unable to use information correctly even if the information available is abundant. In all samples studied, a positive correlation exists between success and the degree of confidence in the solutions proposed, which indicates that the test subjects are sufficiently aware of their performance. By contrast, the correlations between confidence and the quantity or information demanded are all negative. It means that the more information a subject demands, the less confidence he has in the responses he gives. Finally, the correlations between confidence and the efficacy score are all positive. Westcott then tried to establish relations that might exist between the four scores mentioned and various aptitudes or personality traits measured by means of various tests. He found a negative correlation between the information demand and the verbal and numerical factors of intelligence, while success, too, seems to be positively related. This confirms the results showing that using intuitive thought seems to go hand in hand with high intelligence. As for personality traits, success is negatively correlated with anxiety. The same goes for the efficacy score, which is also positively related to flexibility. In other words, the subjects who need little information seem to be less stable and more engaged in what they are doing than are subjects who demand much information. The former are also less conformist and less sociable. Finally, the subjects who often succeed tend to be more confident in themselves, while those who often fail are more anxious. The capacity to resolve problems i ntuitively thus belongs to a specific set of personality traits. In the second part of his research, Westcott was interested in the behavior of perceptive inference, conceived a different field of manifestation of the intuitive thought that does not differ fundamentally from problem solving. How do individuals categorize their universe of perceptions? Here, too, the quantity of the information demanded will be considered on the one hand, and the ability to formulate valid conclusions in a perception related task on the other hand. The experimental material used consisted of several images borrowed from childrens books. Each image was cut into a series of seven or eight blocks arranged in the increasing order of completeness. The elements of information occurring in a specific block reappeared evidently in the neighboring block, whereupon the original design gradually re-emerged in its totality. The pictures were presented individually to each subject, beginning by the least complete block, such as a simple sketch of some features. The subjects got the instruction to identify the design as soon as they could, i.e. using the least possible number of blocks. There were thus two different passing conditions: first, the images were presented in the increasing degree of completeness and for as long a time as the subject desired. He could give as many responses as he pleased until he succeeded. Evidently, two measures can be applied here: the mean of the number of responses at which the first attempt to identification is made, and the mean of the number of responses at which the correct answer is given. In the second procedure the subjects could only give one response. The sequence was, however, broken as soon as response, good or wrong, was given. Three scores can be defined here: the mean of the responses corresponding to the demand of information in attempts to resolve the problems; the total number of correct identifications corresponding to the measure of success; and the ratio of the second to the first measure of efficacy. The experiments were carried out on 17 samples, where the age of the test subjects ranged from tender childhood to adulthood. It was thus possible to study individual differences at a given age on the one hand, and the differences between groups as a function of age and the level of education. Westcott has, for instance, established a correlation between the success at examinations and the IQ. This relation seems positive, which confirms the results of the foregoing experiment. Yet, this coarse piece of data for aptitude in mathematics is differentiated according to age. With the youngest ones this aptitude accompanies the higher scores of success and efficiency, while the students results show that this aptitude depends to a lesser degree on efficiency and on a higher demand of information, which does not necessarily accompany success. In other words, Westcott studied the relations between intuitive performance and creativity. The method used consisted of requiring that the teachers teaching the test subjects explain explicitly their own definition of creativity and then rank their students in accordance with this definition. In one of the samples, for instance, the teacher defined creativity by contrasting it to simple imagination and supposed that it requires aggressiveness, initiative, and a minimum of intelligence. Of the 26 test subjects, four most creative and four least creative subjects were selected using this concept. As for the mean number of correct responses obtained, it was found that the most creative students appeared among the top seven individuals, and the least creative ones occupied the bottom five posts. In another sample, the teacher defined creativity by distinguishing it from intelligence, and associating it with flexibility and original expression of oneself. In view of this definition five very creative students along with four very little creative students could be identified. The results obtained confirm those of the foregoing sample: the less creative ones occupy the four lowest tiers as for the number of correct responses provided in the test of perceptive inference. Thus, in the ensemble there is a strong correlation between intuitive behavior and the estimated individual creativity. According to Westcott, the opacity that characterizes the phenomenon of intuition may be due to three causes: it can follow from the fact that certain elements included in the process are inconscient; it can follow from the fact that the relationships between these elements are inconscient; or it can follow from the fact that these elements are comprised in the multiple and complex contexts obtained subliminally, peripherally or accidentally. It is also necessary to note that the intuitive behavior is useful and necessary only in certain situations. In general, our environment is very redundant, it is well informed. It could be said that the same thing is true about creative behavior the emergence of which mostly remains an exceptional phenomenon. Westcotts results make it possible to give a real content to the notion of intuition: the definition of explicit experimental operations permits, at least partially, to eliminate myths about intuition and treat it as a behavior. Of course, these initial results must be largely completed, but they already sketch the path of additional approach to the creative process.

Compare my last duchess and Porhyrias lover considering in particular

Compare my last duchess and Porhyria's lover considering in particular how the 2 central characters are presented. Both poems, "My Last Duchess" and "Porphyria's Lover" have similarities and differences. This can be seen in the two central characters, content and language. In "My Last Duchess" the duke, a rich upper class man, is talking to a messenger of a count whose daughter he wishes to marry. This poem begins in front of his last Duchess painting which is on the wall in the Duke's home. Throughout the poem, we discover the characteristics of the Duke and learn about the murder of the Duchess. "Porphyria's Lover" however begins in the lover's cottage. The poem describes a night they spent together and the murder of Porphyria. Throughout this poem, we also learn about the characteristics of the Lover. Both poems are linked through the murder of Porphyria and the Duchess. Firstly, in "My Last Duchess", the Duke is controlling. This can be seen in "The curtain I have drawn for you, but I". This tells us that the duke was in control over who saw the painting because there was a curtain present over the painting. This can also suggest that the Duke, still, thought that he had control over his late wife. This also shows the Duke being selfish and powerful. The Duke's selfishness can also be seen later in the poem. This can be seen in "A heart, how shall I say? - too soon made glad, /Too easily impressed" and "She looked on and her looks went everywhere." It would appear that the Duke was not impressed by the supposed flirtatious actions of the Duchess. This is because he wanted the Duchess to be completely his. Therefore we can see that the Duke was also a jealous man. Another characteristic of the... ...hat Porphyria, now completely belongs to the Lover. The language used here can help us establish something about the metal state of the lover. We can see that, unlike the Duke, he has psychiatric problems. His looking up to God could suggest he was trying to justify his actions by gaining God's support or he felt no guilt over what he had done. In conclusion, both poems are dramatic monologues. This is when one speaker relates the entire poem as if it was another speaker presenting the speaker. They both carry a question of ambiguity. For example we are not certain whether the Duchess was flirtatious or whether Porphyria was proud. We are not told what exactly happens in both poems. Therefore, it is up to us to intrrreperate what is happening in the two poems. Finally, any information which we are given comes from the narrator and this may not reliable.