Social media exercise Essay Example | Topics and Well Written Essays - 500 words

Web based life work out - Essay Example On the landing page there are joins which read to different pages. For instance, in the wake of looking under the name Microsoft Company, the landing page contains different connections on surveys, meetings and advantages (â€Å"Glassdoor†). A tick on them guides to each other page with more subtleties on worker surveys. From a portion of these surveys, it is clear that the representatives have worked for long at the organization and still appreciate working there. The positive audits are numerous than the negative surveys and a glance at the negative surveys shows that the organization is as yet a perfect organization to work for and land the best position benefits. Under procedural equity, the individual discernment is that the result distribution choices are reasonable (Rawls 74). The two representative survey models I saw on procedural equity was the place one of the workers noticed that the compensation is 100% dependent on execution, not on governmental issues or different variables that other organization use to pay workers (â€Å"Glassdoor†). There is another survey where the representative says that the organization thinks about its workers. There were additionally a few conversations on distributive equity. In distributive equity, differing representatives get reasonable allotment of assets (Rawls 242). One of these surveys is the place the representative says that at Microsoft there are assorted workers and all have equivalent odds of moving across groups, geologies and controls. The other survey says that it is a huge enterprise with a different gathering and gives extremely appealing wellbeing and clinical protection covers (â€Å"Glassdoor†). There numerous results related with decency and injustice. All the results, regardless of whether related with injustice or decency for the most part affect the subject of conversation or an association. In the audits I read on Microsoft Company, the results from the organization are to a great extent connected with singular view of reasonableness. For instance, most surveys state that the organization

How to Pass the ACT Expert Guide

The most effective method to Pass the ACT Expert Guide SAT/ACT Prep Online Guides and Tips There’s such a great amount of information out there about excelling on the ACT - a ton of it is extremely useful with regards to getting ready for the test! Be that as it may, this invasion of data can get quite overpowering, particularly when you simply need a basic response to a straightforward inquiry: how would you pass the ACT? I don't get It's meaning to â€Å"Pass† the ACT? On this test, there’s just a scope of potential scores - what comprises an amazing, poor, or normal score will rely vigorously upon your edge of reference. At last, what characterizes a passing ACT score is thatit’s sufficiently high to get you into the schools you’re applying to. This clearly shifts broadly by understudy. Your ACT score doesn’t must be ideal for you to â€Å"pass† (in spite of the fact that it never at any point damages to raise your score) - it simply must be adequate. Presently, this gets somewhat convoluted in light of the fact that your ACT score isn't the main piece of your school applications. On the off chance that your ACT score is especially low, nonetheless, school affirmations officials may have better standards for different pieces of your application (for example GPA, extracurriculars). On the off chance that your score is sufficiently low, your application may get hurled out regardless of whether the remainder of your application is solid. For this post, at that point, I’m going to characterize a â€Å"passing† ACT score as one that won’t get your application hurled out. In a perfect world, in any case, your ACT score will be one that helps (rather than harms) your school applications. Continue perusing to get familiar with how to make sense of these score benchmarks for yourself. Instructions to Set an ACT Goal Score Before you learnhow to pass the ACT, you need to make sense of what passing methods for you. This requiresa bit of legwork: to be specific, inquiring about what ACT scores are connected with acknowledgment at the schools you’re intrigued by. Here’s how you do it: Make a Preliminary List of Schools This doesn’t must be a last, cleaned list, however 8-10 schools you’re keen on is a decent spot to begin. Attempt to choose for the most part â€Å"target† schools - universities where you think you’d have a genuinely decent possibility of getting in. You can incorporate 2-3 â€Å"safety† schools and 2-3 â€Å"reach† schools too, as long as you keep up balance here. An excessive number of wellbeing schools and you may set an objective score that’s excessively low. Too many arrive at schools and you may set an objective score that’s absurdly, and discouragingly, high. The first occasion when you do this, you might not have a smart thought of what schools you’d distinguish as reach, target, and security. That’s alright! Truth be told, it’s sort of the purpose of this activity. You can rehash it the same number of times as important all through the school procedure, altering your rundown of schools as you go. Look Into Each School’s ACT Info Start by Googling â€Å"PrepScholar [name of school] ACT score.† The first non-promotion interface that surfaces ought to be the one you need - see underneath for a model. The principal query item here is the one you need. The page will have the normal ACT score and the 25th/75th percentile scores for understudies acknowledged to that specific school. Bring down these numbers for each school. 25th percentile score = 25% of understudies at the school have an ACT score at or beneath that number 75th percentile score = 75% of understudies at the school have an ACT score at or beneath that number Understudies with 75th percentile scores or above for a specific school as a rule have a decent shot at getting in, excepting any shortcomings or issues with different pieces of their application. Understudies with 25th percentile scores or underneath for the most part have other solid application segments (for example high GPA, incredible papers) to support their odds. Set Your Benchmark â€Å"Passing† Score This progression is maybe more abstract, so I’ll be as straightforward here as could be expected under the circumstances. In the event that you need to go to a passing ACT score, you’ll need to take a gander at a school’s 25th percentile ACT scores. This is a long way from a sure thing, in any case - your odds of getting in will vigorously rely upon the quality of the remainder of your application if your ACT score is at or around the 25th percentile. In the event that your GPA is lower than normal for a specific school, for instance, your ACT score would need to be higher so as to compensate for it. I feel that the best objective (read: perfect) ACT score lies at a school’s 75th percentile score. The 75th percentile is a sweet spot in light of the fact that you’d be increasingly serious (as far as ACT scores) than  ¾ of understudies who are acknowledged to the school. On the off chance that your normal ACT score is higher than the 75th percentile score, you should think about taking a gander at progressively serious schools - you need to point as high as you sensibly can here (increasingly serious schools regularly mean better notorieties, which will in general lead to better results). Here’s how to set both perfect and â€Å"passing† ACT score benchmarks for yourself: Take the midpoints of the scores you gathered for each school. First the normal of the 25th percentile scores, at that point the normal of the 75th percentile scores. The 25th percentile normal is your â€Å"passing† objective score - the base you ought to focus on. The 75th percentile score is your objective score - the score that has an incredible possibility of getting you acknowledged to the schools on your rundown. Imagine a scenario in which You’re Worried About Reaching Your Target Score, or Even Your Passing Score. Maybe these scores you’ve determined appear to be higher than you would have anticipated. In the event that your passing score specifically appears to be intimidatingly high, there are a couple of things to remember: Recall that your objective score (75th percentile normal) is a perfect objective. It’s expected to be higher than what you’re scoring now (or possibly what you want to score). On the off chance that the 25th percentile benchmark appears to be excessively high, consider reconsidering your rundown of schools. You should take a gander at schools that are somewhat less serious. On the other hand, if you’re as of now at or over that 75th percentile mark, think about taking a gander at progressively serious schools. Techniques for Passing the ACT I’m going to separate this segment into two sections implied for two distinct sorts of understudies: low-scorers and high-scorers. Here, I’m characterizing score parameters by the national execution principles: high scorers are at around 24 or more (75th percentile broadly), while low scorers are at around 16 and beneath (25th percentile broadly). On the off chance that your presentation is nearer to the normal (20), look at the two segments and follow steps that you find generally helpful. Your best arrangement from here will rely upon both where you are and where you need to be. The most effective method to Pass the ACT: Guidance for Low Scorers One issue that a ton of low-scorers have is that they’re uncertain of how to center their time and vitality when examining. Understanding your shortcomings is the first and most significant advance to handling ACT prep. The greatest issue for low scorers is frequently noteworthy holes in content information, so distinguishing and filling these holes is normally a need for ACT prep. Different mix-ups might be expected to: Using up all available time Misconception the inquiry Using up all available time Indiscreet blunders So how would you approach recognizing where your issues are before finding a way to enhance them? To begin with, you’ll need to put some time in some genuine self-investigation including a standard score. You can’t center around improving before making sense of where you have to improve. Here are best practices for getting a strong benchmark and picking up data on your shortcomings: Take a full, planned, symptomatic practice test Observe which addresses you got off base Count the purposes behind each inaccurate inquiry: Content Gap: Did you not have the data you expected to answer effectively? Timing Issue: Would you have gotten the inquiry right on the off chance that you hadn’t use up all available time? Question Misunderstanding: Would you have gotten the inquiry right if the inquiry had been all the more clear? Imprudent Error: Would you have gotten the inquiry right on the off chance that you had spent an additional couple of seconds checking your work? In the event that you locate that content information is your most concerning issue, you’ll need to go to your group notes, course books, and ACT prep books for audit - not simply ACT practice materials. We additionally have a lot of ACT content advisers for kick you off: Extreme ACT English Study Guide Extreme ACT Science Study Guide Extreme ACT Math Study Guide Complete Guide to ACT Writing Once you’ve vanquished significant substance issues, you can focus on explicit substance regions and work on indiscreet mistakes and timing issues. You’ll discover tips for tending to those issues in the following segment. The most effective method to Pass the ACT: Guidance for High Scorers In the event that you’re a moderately high scorer, you most likely have a general thought of where your significant qualities and shortcomings are on the ACT. You’re likely entirely solid on content generally, in contrast to the regular low scorer. High scorers as a rule lose focuses because of three issues: Lack of regard: loss of center prompting senseless mix-ups Timing issues: you basically use up all available time to give each scrutinize its due Content holes: little subject matters that you haven’t aced 100% On the off chance that you need to draw near to that perfect score, you’ll need to assault every one of these potential issues. I’ll address every one of these issues in this segment, yet you might need to look at our nitty gritty guide for high scorers for more information. Inconsiderateness It’s truly simple to recognize an inquiry you’ve missed because of remissness. You understand that ghastly inclination when you perceive that you would have gotten the inquiry right, if just you’d paid a smidgen more consideration.

Participative Leadership

Question Participative initiative style is in every case more viable than imperious/order authority styles. Talk about. Official Summary To state there has been a colossal measure of research embraced on the subject of authority would be putting it mildly. The hypothetical and observational research on initiative in the work environment covers an assorted scope of hypothesis and there has been a lot of scrutinize and conversation of the speculations to date. This paper survey will talk about the way objective administration hypothesis and its application in a hierarchical setting. The initial segment of the report will take a gander at the development of this hypothesis and the supporting components of every administration style. The subsequent part will look at participative and order administration styles utilizing guides to represent the significant utilization of each style and need for pioneers to have the option to utilize both or a mix of the two. Chapter by chapter guide Introduction p. 4 Path-Goal Leadership Theoryp. 4 Participative versus Order Leadershipp. 6 Practical Implicationsp. 8 Conclusion p. 9 Reference Listp. 10 Introduction For quite a long time the investigation of initiative has been a concentration in the executives, brain science and hierarchical conduct with Å"over 35,000 research papers, articles and books written  on the subject trying to characterize authority and comprehend which style best drives viable administration (Killian 2007). In 1974 Stogdill stated, Å"there are nearly the same number of meanings of initiative as there are people who have attempted to characterize the concept  (Yukl 1989, p. 251). An explanation that is moderately obvious even 37 years on with numerous ways to deal with initiative despite everything rising and proceeded with discussion and conversation around the current hypotheses. An advanced and genuinely ongoing meaning of initiative clarifies it as Å"influencing, persuading and empowering others to contribute toward the viability and achievement of the associations of which they are members  a definition settled upon by fifty four administration specialists from thirty eight nations (McShane, Olekalns and Travaglione 2010). With so much research committed to the subject of authority there are a huge swath of hypotheses and related administration styles including yet not constrained to: * Trait Theories * Contingency Theories * Situational Theories Behavioral Theories * Transformational Theories Each has their own novel methodology and points of view on what establishes a compelling pioneer anyway with the end goal of this report the emphasis will be on the way objective hypothesis and the initiative styles it incorporates. Way Goal Leadership Theory The way objective way to deal with administration is one of a few possibility hypotheses. The possibility po int of view is based upon the idea that pioneers pick their style to suit the circumstance and this contemporary model has had a lot of critical evaluate and testing throughout the years. Characterized as a Å"expectancy hypothesis of inspiration that relates a few initiative styles to explicit representative and situational contingencies  ((McShane, Olekalns and Travaglione 2010, p461), the hypothesis proposes that a pioneer can have an effect on the exhibition, fulfillment and inspiration of their subordinates which can be applied through all degrees of an association. Evans and House initially started help for the way objective hypothesis of authority in the mid 1970s after irregularities in the aftereffects of prior research. An investigation by Evans (1970) of two associations exhibited a connection between the conduct of pioneers and the effect on the conduct and objective accomplishment of subordinates. In 1971 House introduced a way objective hypothesis of administration viability got from a way objective hypothesis of inspiration, which represented a hypothesis on the impacts of pioneer conduct on subordinate fulfillment, inspiration and execution. The investigation accommodated clashing examination that had recently been led on the subject and backing of the speculation tried lead to additionally innovative work of this hypothesis. As delineated beneath ((McShane, Olekalns and Travaglione 2010, p463) the exhibition and fulfillment result of subordinates is a consequence of three parts pioneer conduct, ecological factors and subordinate possibilities. As indicated by the hypothesis are there four unmistakably characterized styles of pioneer conduct (House and Mitchell 1974, House 1996): 1. Mandate the pioneer gives directions about what, how and when assignments should be finished and how execution will be estimated. Perfect for vague or non-routine errands. 2. Steady pioneers offer mental and social help and make a special effort to make work wonderful for representatives. Utilized in unpleasant circumstances that might be uninspiring or disappointing. 3. Participative the pioneer shares dynamic with the group and empowers and considers their sentiments and recommendations when settling on a choice. At the point when colleagues are independent, need control and lucidity and are vigorously associated with their work this style can be utilized. 4. Accomplishment Oriented conduct that is guided towards urging workers to accomplish their pinnacle execution through testing objectives. Perfect in circumstances where representatives are exceptionally energetic and headed to succeed. The way objective model depends on the supposition that every initiative style will be compelling in various circumstances relying upon the two factors delineated above representative possibilities and ecological possibilities. A pioneer should have the option to adjust to various circumstances by choosing the style that suits worker needs or utilizing a blend. Not all pioneers will normally display every one of the four initiative styles above or be open to utilizing them however under this model a pioneer would need to be able to exhibit all representing a potential advancement needs in certain circumstances. Participative versus Mandate Leadership The inquiry presented of whether participative authority is in every case more compelling than participative administration can't be totally supported under the way objective initiative model as the reason of this methodology is that the initiative style applied is needy upon the natural and representative factors. While there is a broadly shared conviction among a ton of the writing that participative administration has more noteworthy focal points over a mandate approach, there are contentions for both and every ha its potential qualities and shortcomings. In this next segment the job and results of a participative pioneer will be contrasted with that of a mandate (or absolutist) pioneer utilizing hierarchical guides to show their employments. Participative initiative won't work if subordinates don't have the fundamental aptitudes and experience to empower them to add to dynamic or settle on successful choices themselves and the frameworks and strategies don't exist inside the authoritative condition as on account of the Allied Machinery Company (Muczyk and Reimann 1987). In this model the General Managers approach of utilizing a participative or equitable authority style, which had worked for him, recently was not proper in his new job as the subordinates were not used to working along these lines and anticipated direction and follow-up from their pioneer. On the off chance that to a greater degree a mandate approach had of been taken and subordinates given explicit rules, had desires setout and rules or methods clarified then one would anticipate that the result should have been fundamentally extraordinary. The key focuses represented here are the manner by which significant it is for a pioneer to evaluate the situational factors (representative and ecological) before picking their administration style and also the need for a pioneer to have the option to flex between styles as opposed to depending just on their common or favored style. A potential test to this could be the means by which agreeable chiefs are with utilizing a substitute style. For instance, one investigation announced that Australian chiefs detest utilizing an order style and some would go to extensive lengths to abstain from doing as such (Avery and Ryan 2002). The way objective hypothesis recommends that on occasion a pioneer may need to utilize a mix of authority styles. In an intriguing examination on order versus participative administration in schools (Somech 2005) investigates the impact of each style on school staff and makes a few ends. An order style can help staff to challenge themselves and accomplish elite while a participative methodology challenges through the sharing of information anyway utilized together by pioneers as opposed to as fundamentally unrelated styles they accomplished an integral outcome regarding school viability. Greiner (1973) likewise shows this point with a case of administrators fusing a couple of order activities into their participative style to keep elite objectives before their groups. These are both incredible instances of utilizing a consolidated methodology of participative and mandate administration to augment the outcome. Another region deserving of thought in conversation of these two styles is the impact that socioeconomics, for example, age, status, length of work, sexual orientation and culture can have on picking the most proper style. Sauer (2011) takes note of that for another pioneer this is no right style of administration. As far as pioneer status, the examination proposes that when low status pioneers utilize order authority or high status pioneers utilize participative? administration, the pioneers are seen as increasingly self-assured and progressively powerful. When contrasting authority across societies it is likewise noticed that participative initiative works better in certain societies rather then others (Den Hartog et al. , 2000). These models features some other situational factors, possibly outside of the standard, that become an integral factor while surveying the best style of authority to seek after. Down to earth Implications The proceeded with examination into way objective authority hypothesis and its application in the working environment features some sensible contemplations for pioneers in drawing in and inspiring their subordinates. The writing recommends that participative and direc

Role of women in math science and engineering field Essay

Job of ladies in math science and designing field - Essay Example The majority of the medieval French ladies researchers living in the ‘Witch Craze’ timetable, for example, Martine de Martine de Berterau du Chatalet (broadly as Baroness de Beausoleil), didn't have formal training. They experienced childhood in social conditions helpful for scholarly turn of events or lived in groups of researchers. Be that as it may, the instance of Martine de Berterau du Chatalet isn't clear, however records show that she was hitched to Jean de Chastelet, Baron de Beausoleil et dAuffenbach and a prestigious master in mining and mineralogy in Europe during the seventeenth century. There are constrained wellsprings of data and realities concerning French ladies researchers, particularly during the Witch Craze. This is incompletely because of the fixation of mystery by female researchers dreading to be marked as witches. In the medieval society, the dread of black magic prompted the passing of a critical number of ladies, dominant part of whom comprised the shrewd ladies of the French people group in the fields of maternity care, chemists, and cultivators (Rayner-Canham 23). This is the thing that came to pass for Baroness de Beausoleil. Noblewoman de Beausoleil looked to rehearse current science in the seventeenth century. She utilized an assortment of metal poles and hazel branches to find water and rich mineral stores. Together with her significant other, they went through Hungarian, Germany, Polish, Central Europe, Scotia, Sweden, and Papal States, investigating and finding stores and mines, just as contemplating the cellar assets and the prospecting and min ing tasks in Bolivia. Her instruments, practices, and strategies fused speculative chemistry, crystal gazing, and dowsing. In the book â€Å"Woman in Science†, Mozans reflects Baroness de Beausoleil as lacking persistence with the individuals who accepted that the concealed fortunes of the earth couldn't be found without the guide of evil presences or black magic enchantment. All the more fundamentally, the book features her derision to the individuals who trusting in

Essay Topics for College Students - Make Sure the Content Is Effective

Essay Topics for College Students - Make Sure the Content Is EffectiveWhen you're writing a college essay, it's important to remember that the content is probably the best part of the entire essay. But, you don't want to write just content, you also need to make sure that the structure is well-written and properly aligned with the rest of the content. Here are some tips on why you should focus on content and what types of topics you should avoid when writing your content for a college essay.College students love essays. They can be short and sweet, or long and drawn out. But, one thing is for certain. They are easy to manipulate, and it is easy to wind up with content that no one will even read.Content doesn't matter much when it comes to writing. The content will basically be formatted for the web, which is a pretty bland looking format, and not much different than writing in a simple black and white format. So, unless you plan on using the material in class, the content really does n't matter as much as the formatting.The first tip to writing an essay is to avoid using and cause and effect structure, which is the concept that everything has a cause and effect. So, if you write about something, say, a street scene, it would be wise to put the scene in the past tense. This means, if someone was late in the movie theater, or they asked for water, it would mean that something has happened.With cause and effect, it is easy to build up a story of events, but very difficult to make sense of the content. Plus, it can be confusing to those who aren't familiar with the principles.Another way to avoid this, especially for those who don't like to write, is to make sure that the story is consistent throughout the essay. If you focus on one subject area, that means your essay will be better written and easier to understand for everyone else in the class.One tip for college students to avoid this and cause and effect is to avoid talking about the future. It is natural to tal k about the future, but it isn't always good to do so. It seems easy enough to think about how things are going to turn out if you're not in the future, but it is much harder to predict.There is one last tip for avoiding future events. That is to always be clear about what the present is doing, or the cause is doing. For example, if someone's life is a roller coaster ride, it makes sense to talk about the event that brought about the ride, but don't talk about the roller coaster itself, or any other topic that seems to imply something else.

Early Decision Due Dates

Early Decision Due Dates October 29, 2012 Early Decision due dates have been extended for some universities due to Hurricane Sandy. As the result of Hurricane Sandy, some Early Decision due dates have changed. Colleges are often flexible with their deadlines when storms are brewing. And that they are on the East Coast. Harvard, as an example, said in a press release that it is always flexible on such deadlines when major storms impact applicants. How flexible? Well, they didnt specify. So, if youre applying Early to Harvard, try and get your application in by November 5th. The Same goes for Claremont McKenna College since they didnt specify a precise date either. Boston University extended its Early Decision deadline to November 5th as did William Mary, Columbia, Cornell, and Dartmouth. Brown extended its Early deadline to November 7th, while Duke extended its deadline to November 4th.  The University of Chicago extended its deadline to November 9th. UVA? November 4th. Yale has extended its Single Choice Early Action due date to November 5th. Villanova? November 8th. The University of Pennsylvania? Their application deadline has been extended to November 6th. And Northwestern? November 7th. We sure hope that youre done with your Early application by now. Hurricane Sandy certainly shouldnt impact you. But if it has, we hope that these extended dates alleviate your stress. If you really did wait for the last minute against all of our advice then use the days that youve gotten off school (due to the cancelations) to finish up those applications as the clock is ticking!

Has Globalization Reinforced or Undermined the Legitimacy...

Has Globalization reinforced or undermined the legitimacy of the nation-state? Globalisation is a phenomenon that has been increasingly used in the lexicon since the latter half of the 1980’s, achieving widespread and common currency amongst politicians, political analysts, academics, economists, the media, business, trade and finance. The term has become synonymous with the â€Å"global village† concept, where nations and states are drawn closer together; where economic, political and cultural spheres extend across the world’s major regions and continents. A world where development in one part of the globe will impact life in another part of the globe. The polemic surrounding the process of globalization has hitherto been a highly†¦show more content†¦Exclusive control meant an end to sharing joint sovereignty with other states, pertaining to their respective domestic jurisdictions. In the nineteenth and twentieth centuries, as states transformed into nation-states, the Westphalian system came to be regarded as the international system. Therefore with the advent of international relations between states and globalization, it becomes immediately obvious that the Westphalian system is obsolete, although the state survives in a more advanced and robust form. The concept of sovereignty originally intended to establish order within a state at the Peace of Westphalia, has been interpreted as legally, placing the state above the authority of all external laws. However in the real world today, international, political, judicial and practical obligations of states in the international system, such as becoming signatory to an international treaty, or when states are bound to abide by customary international law, the criteria of sovereignty as it was originally conceived in the Seventeenth Century is no longer is tenable. However it is testament to the resilience of sovereignty, that it persists in the age of globalization and manifests in the state’s functions and exercise of domestic law and maintainingShow MoreRelatedThe International Monetary Fund ( Imf ) Essay2250 Words   |  9 Pagescountries that make up the global membership of the organization. These goals make up the IMFs formal rules, the informal rules allow more access for powerful countries, such as the United States and Germany, to set their foreign policy goals through the facade of the IMF. The United States and other powerful nations like Germany, operate on a constraint conditionality that allows them to influence countries based upon their Western ideals and practices of democracy. The IMF requires certain qualificationsRead More3. Counter-Terrorism Strategies Reveal the Limits of Human Rights as a Cosmopolitan Discourse in the Age of Global Terror. 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Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:Read MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesReed−Lajoux and others . . . This book was printed on recycled paper. Management http://www.mhhe.com/primis/online/ Copyright  ©2005 by The McGraw−Hill Companies, Inc. All rights reserved. Printed in the United States of America. 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Truth And Truth About Truth - 985 Words

Truth Over Fact Truth is in the eye of the beholder. Truth and fact seem like equals. Isn’t the truth a fact, no the truth and facts can be complete opposites but still equally important. Truths are what we believe, while facts can be proven. Both truths and facts play important roles in our lives, but truths shape who we are. Facts may change how we do something, but cannot change who we are the way the truth can. Truths change how we approach our lives more than facts ever could. When the truths we believe in change, we change. Truths are important to us because it is what makes us different, if we lived by facts we would be robots, truths are what makes us human. A truth is something that we choose to believe, not just with our head but our heart. Truths affect how we approach our lives, how we communicate with others. When you break someone’s idea of the truth, it is much harder to rebuild than breaking someone’s idea of a fact. Facts are a science , you can use methods to disprove whether something exists or not, whether it is possible. A fact is something like gravity pulls you down, it can be proven. Truths can sometimes be proven to be correct, they can also have no possibility of being of being proven or even correct, but still be a truth. A truth can be anything from telling about the existence of God to telling someone you did it with your crush. The only thing that matters when it comes to the truth is whether you truly believe or not. InShow MoreRelatedTruth And Truth About Truth912 Words   |  4 Pagessomething is the â€Å"truth† the definition of truth may vary from person to person; however, it is generally something that a person believes. What is the nature of this â€Å"truth†? How do us people know when something is the truth? These questions will be answered in this paper using two different approaches and how I interpreted them. In this paper I will describe what truth is and how it is attained by using two different sections of my reference, then I will combine them into what I think truth is as a wholeRead MoreThe Truth And Truth About Truth Essay822 Words   |  4 Pages place their hand on the bible and swear to â€Å"promise to tell the truth, the whole truth and nothing but the truth†, but if asked what do the scripture that they just say about truth most wouldn’t be able to answer without pause. Can we as a society really say we know what truth is? The postmodernist thinking would have us to believe that there is no absolute moral truth, that truth is essentially political and that religious truth claims are created by belief communities, not by reason or observationRead MoreWhat Is Truth About Truth Essay981 Words   |  4 Pages What is Truth? What is truth? Simply, it is knowing that something is right or wrong. But is it really that easy? The answer is as no. The problem with truth is it has a long history and has been a central issue in epistemology. In the first century, Jesus Christ was on trial, and in the gospel of John, chapter 18:38 Pontius Pilate asked Jesus Christ: ‘And What is Truth’? Ever since then, many philosophers have attempted to answer the question. According to Stanford Encyclopedia of philosophyRead MoreThe Truth About The Mongols956 Words   |  4 PagesIsabella Poma Mr. Schuster World History H 11 October 2017 The Truth about the Mongols The Mongols were a nomadic group that originated in China which was able to spread and conquer numerous empires. They have previously been characterized as barbarians, meaning they were uncivilized, crude, and primitive people. However, although their leader, Genghis Khan, was a very ruthless and violent man, this does not equate the Mongols to being barbaric. The Mongols, led by Genghis Khan, were a civilizedRead MoreThe Truth About The Help1582 Words   |  7 PagesThe Truth About The Help The Help, tells the story of African American maids working in the homes of prominent white southern families in racially volatile Mississippi. The story takes place in the 1960’s during the Civil Rights movement and is a fictional tale of three women; Abilieen, her friend Minnie, both of whom are African American maids, and Eugenia Phelan, nicknamed Skeeter, who all come together to expose what it is like working for these families. Based on my experience growing up inRead MoreThe Truth About Virtue1548 Words   |  7 PagesLillian Hazen Desiring the Truth To wish, to long for, to crave, to want; to desire. It seems as though we go through our whole lives wanting what we know will make us feel more whole, more of ourselves; more of who we are. And whether what we want is seen as bad or good, we still have that desire. It’s in our nature. It is simply what we want. And acquiring the object of one’s desire makes one feel whole. It’s true. Socrates said it best; â€Å"all men desire good things† (Plato 77C). What lead himRead MoreThe Truth About Gmos?2219 Words   |  9 PagesThe Truth about GMOs The world we live in today is in no doubt constantly changing all thanks to the technological and scientific advancements. These advancements are what have led to the birth of molecular genetics which is the genesis of improvements in the field of agriculture. Food is a very crucial part of human survival, and while it may be abundant in many developed countries, the same cannot be said about the developing countries. A 2015 report by FAO on the state of food insecurity satesRead MoreThe Truth about Stories2186 Words   |  9 PagesIn â€Å"The Truth about Stories†, Thomas King, demonstrate connection between the Native storytelling and the authentic world. He examines various themes in the stories such as; oppression, racism, identity and discrimination. He uses the creational stories and implies in to the world today and points out the racism and identity issues the Native people went through and are going through. The surroundings shape individuals’ life and a stor y plays vital roles. How one tells a story has huge impact onRead MoreThe Truth About Vaccines1477 Words   |  6 Pagesthe devastating effects of deadly diseases. When responding to a question about why so many people fear shots, Herschel Lessin, pediatrician at the Children’s Medical Group in Poughkeepsie, New York, states that â€Å"In reality, shots don’t ‘hurt’ that much†¦It’s the suffering brought on by the phobia of needles that brings on the pain† (Davis). Trypanophobia, or â€Å"needle phobia† is one of the most common fears around, with about ten percent of all Americans having it. The irrational fear of needles isRead MoreThe Truth About The Boy1365 Words   |  6 Pagesmy daughter. Well, the boy looked a bit soft to me and giggles constantly. Actually, I wouldn’t have been surprised to find out that the boy liked other boys and was hoping my daughter might help him find the perfect boyfriend. I didn’t k now much about the Benson family, other than they were distant cousins to some man Elena was once in a relationship with. I knew she wasn’t having an affair with the man for two reasons. First was the fact that he had been happily married for several years

Abraham Lincoln Rhetorical Analysis - 998 Words

President Abraham Lincoln, sixteenth president of the United States, was the president during the time of Civil War. This meant that he was tasked with the responsibility of getting America through the war in one piece, or as close to it as possible. During the war, he had two main goals- one, to preserve the Union and, two, to abolish slavery. These goals did not stay the same during the war, however they did remain close. President Abraham Lincoln’s goals in the civil war were changed because of Lincoln’s use of humor, literary ability, and desire to keep conflict to a minimum. Lincoln’s use of humor in politics allowed him to be persuasive and make points, in turn providing him with a better chance to preserve the Union during the war.†¦show more content†¦Lincoln’s love of Shakespeare grew out of his love of fine writing [...] he worked hard to improve his own vocabulary, grammar, and lucidity of expression.5 These elements factored into Lincoln’s intellectual status over time. It has even been said that Lincoln had the most literary merit out of all past presidents of that time. This allowed him to attract many more followers because of his scholarly reputation. Lincoln’s education did not always help him, though. For instance, it was noted that his decisions to supply Fort Sumter and his later call for troops led to the secession of four more southern states.6 In turn, this later affected Lincoln’s alternate goal of preserving the Union as well, with four more states leaving and further splitting up the United States. Nevertheless, Lincoln was undeniably an extremely strong reader and writer. Thinking in the long term, Lincoln’s academic merit aided him in gaining many followers and much support, allowing him to better achieve his goals during the Civil War. Although Lincoln mostly favored the side of the Union, slavery was not totally abolished, due to his desire to cause the least amount of conflict possible. Many have said that the Emancipation Proclamation freed all slaves. However, thatShow MoreRelatedAbraham Lincoln Rhetorical Analysis988 Words   |  4 Pagesprincipal technique used in uniting a nation such as the United States is electing respected leaders. Abraham Lincoln and George Washington are respected leaders featured in the works that described their aims to unite the nation. Abraham Lincoln illustrated how he was extremely â€Å"devoted †¦ to saving the union† and that is the dominant rationale for him becoming president for the second time (Lincoln 13). Inscribed within Lincoln’s speech was pathos, which was used to prove that he had a goal and heRead MoreRhetorical Analysis Of The Gettysburg Address By Abraham Lincoln813 Words   |  4 PagesKatrina Ta Giang 22 December 2017 AP Language and Composition(7) Mrs. Faumuina Speech Analysis Essay: The Gettysburg Address by Abraham Lincoln â€Å"The Battle of Gettysburg, fought from July 1 to July 3, 1863, is considered the most important engagement of the American Civil War†(History). It was a battle in Gettysburg Pennsylvania, consisting of the Union Army and the Confederate Army. The main purpose behind this battle was due to â€Å"Robert E. Lees plan to invade the North and force an immediateRead MoreRhetorical Analysis Of Abraham Lincoln s Speech939 Words   |  4 Pagesâ€Å"Four score and seven years ago†¦Ã¢â‚¬  the first six words of the famous speech given by Abraham Lincoln on November 19, 1863. Considering the brevity and simplicity of the speech, this powerful masterpiece has impacted citizens of the United States for generations. By further analysis, I have found a few tricks that give this piece its’ powerful punch. I propose the wise use of timing, emotion and rhetorical devices used in his speech all contributed to creating this legendary dialogue. First, theRead MoreRhetoric al Analysis Of Abraham Lincoln s Gettysburg Address1564 Words   |  7 PagesA rhetorical analysis explores nonfictional works and determine if the techniques used make the piece effective (Texas AM University). The Gettysburg Address is one of the most notorious speeches. A rhetorical analysis of this legendary speech would reveal the key components that made it so prominent. The evaluation of the genre, and rhetorical devices, ethos, pathos, and logos, in the speech show how the piece was effective. Abraham Lincoln is one of the most renowned presidents in history. DuringRead MoreRhetorical Analysis Of Abraham Lincoln s Speech860 Words   |  4 PagesOn March 4, 1865 Abraham Lincoln addressed the American populous for a second time, in what was known as his second inaugural address, marking his second term in presidency, and his second address attending to a divided and strained nation. As the Civil War marched closer to resolution the American populous wished for someone or so mething to blame: A target to vent the pains of the nation’s conflict, yet instead of condemnation of either side Lincoln offered the concept of inclusion: neither wishedRead MoreRhetorical Analysis Of Abraham Lincoln s Gettysburg Address 1669 Words   |  7 PagesFinal Take-Home Questions AUHIS 454: the Civil War Zoraa Lutas QUESTION 1 Abraham Lincoln speech given at Gettysburg, Pennsylvania on November 19, 1863 was described by Senator Charles Sumner, in 1865, stating â€Å"the battle itself was less important than the speech.† Explain. U.S. President Abraham Lincoln was not given the spotlight at the Soldiers’ National Cemetery on November 19, 1863, and was instead invited to give a few remarks. In fact Edward Everett’s speech would have been the officialRead MoreRhetorical Analysis Of Abraham Lincoln s Gettysburg Address981 Words   |  4 Pagesstatement in which Abraham Lincoln started â€Å"The Gettysburg Address†.152 years ago, Lincoln delivered this well-known speech in front of an audience who was searching for help during a time of war. Some may believe it was not an inspiration why others will say it was. To some Americans, it might have even brought faith. Just like any other work, this essay was composed of a rhetorical situation and rhetorical devices; which can be broken down into specific factors. The rhetorical situation and devicesRead MoreRhetorical Analysis Of Abraham Lincoln s Second Inaugural Address1234 Words   |  5 PagesTiana Lanier Professor Lara Chapman Rhetorical Communication: A Theory of Civil Discourse July 7th, 2015 Rhetorical Discourse in Two Distinct Pieces of Work; Abraham Lincoln’s Second Inaugural Address Emily Dickinson’s Success is Counted Sweetest Rhetoric is often denoted to as the art of persuasion. A set of linguistic traits and semantics used to evoke emotional responses from its intended audience, opening the floor for unanticipated influence by said audience. It would be an atrocity to ignoreRead MoreAbraham Lincoln : The Great Emancipator1590 Words   |  7 PagesSarmiento 6 Abraham Lincoln: The Great Emancipator During Abraham Lincoln’s presidency, the United States was divided into North and South, who were at war with one another. Recognizing the nation needed a determined leader to guide them into prosperity, Lincoln devised his plan for success. Lincoln’s attempts to preserve the North, while uniting them with the South seemed to be failing as the war continued throughout his first term. Once Lincoln got reelected in 1864, he set out to succeed inRead MoreRhetorical Analysis Essay examples842 Words   |  4 Pagesï » ¿Rhetorical Analysis Abraham Lincoln’s â€Å"Second Inaugural Address† and Emily Dickinson’s â€Å"Success is Counted Sweet,† are two inspirational pieces of art that fall under two different types of discourses. The â€Å"Second Inaugural Address,† is a great example and definition of what Rhetoric is. It encompasses all four resources of languages- argument, appeal, arrangement, and artistic devices. â€Å"Success is Counted Sweet,† doesn’t cover the four resources of language that apply to rhetoric; therefore, it

Consumer Research in the Early Stages of New Product...

Consumer research in the early stages of new product development Issues and applications in the food domain Ellen van Kleef Promotor: Co-promotor: prof. dr. ir. J.C.M. van Trijp Hoogleraar in de marktkunde en het consumentengedrag Wageningen Universiteit dr. ir. P.A. Luning Universitair docent Leerstoelgroep Productontwerpen en Kwaliteitskunde Wageningen Universiteit Promotiecommissie: prof. dr. ir. M.A.J.S. van Boekel, Wageningen Universiteit, Nederland prof. dr. K.G. Grunert, The Aarhus School of Business, Denmark prof. dr. C.M.J. van Woerkum, Wageningen Universiteit, Nederland prof. dr. J.P.L. Schoormans, Technische Universiteit Delft, Nederland Dit onderzoek is uitgevoerd binnen de onderzoekschool VLAG (Voeding,†¦show more content†¦Chapter 4 illustrates the problem of successful functional food innovation. This chapter provides insight in a number of strategic decisions that have to be taken in the early stages of the development process in relation to health claim formulation, segment determination and product selection. Chapter 5 provides a comprehensive conceptual and empirical comparison of internal and external preference analysis. In addition to a comparison on statistical criteria, this study explicitly takes the end-user perspective into account by comparing both techniques on various end-user criteria. The final empirical chapter in this thesis (chapter 6) studies the added value of the innovation templates approach in generating and screening new product ideas. Chapter 7 summarizes the results of the previous chapters and describes the limitations of this thesis. Overall, the results of this thesis contr ibute to the better recognition of the importance of consumer research in early stages of new product development and suggest methodologies that could support effective marketing-RD interfacing early in the process. Voorwoord De vroege fase in de ontwikkeling van nieuwe producten is van cruciaal belang voor het uiteindelijke succes van een product. Dit is echter geen makkelijke fase, omdat vele mogelijkheden nog open liggen en keuzes gemaakt moeten worden. Hetzelfde geldt voor het schrijven van een proefschrift. Het valt niet altijd mee om de juiste onderzoeksvragen teShow MoreRelatedSwot Analysis-Pfizer1401 Words   |  6 Pagespharmaceutical and consumer products company, which discovers, develops, manufactures, and markets medicines for humans and animals. The company consists of three SBUs (Strategic Business Units): †¢ †¢Health Care †¢ †¢Animal Health †¢ †¢Consumer Health Care The company produces the impotence treatment Viagra, cholesterol lowering Lipitor and, for high blood pressure and angina, Norvasc. The animal division produces treatment both for livestock and pets. The companys consumer division produces the consumer drugsRead MoreSWOT Analysis - Pfizer Essay1366 Words   |  6 Pagespharmaceutical and consumer products company, which discovers, develops, manufactures, and markets medicines for humans and animals. The company consists of three SBUs (Strategic Business Units): †¢ †¢Health Care †¢ †¢Animal Health †¢ †¢Consumer Health Care The company produces the impotence treatment Viagra, cholesterol lowering Lipitor and, for high blood pressure and angina, Norvasc. The animal division produces treatment both for livestock and pets. The companys consumer division producesRead MoreProduct Development1425 Words   |  6 Pagesthe generic product development process. The product development process represents the basic sequence of steps or activities that a firm employs to conceive, design, and bring a product to market (Jacobs Chase, 2011). The process consists of six phases. Many of the phases involve intellectual activities rather than physical activities. Many firms use the generic product development process but others have more defined and precise process geared towards their functions and products. Read MoreManaging the New Product Development Process: Strategic Imperatives938 Words   |  4 PagesManaging the new product development process: Strategic imperatives Background The article published by Academy of Management, â€Å"Managing the new product development process: Strategic imperatives† focuses on the issues regarding new product development, its processes and strategies. 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Innovation is not a simple concept of create or invent a new product either. It is innovation that is to build a new successful product or a theory which will be accepted by people in the market. And linear models of innovation are a description of innovation process. It is a unidirectional, incremental process from basic science, applied science, design or engineering, manufacturing to marketing. To linear models, knowledgeRead More The Product Life Cycle Essay1109 Words   |  5 PagesThe Product Life Cycle Every product have a beginning and have an end which means they have a life span. The stages through which individual products develop by time is called ‘Product Life cycle’. The Product life cycle has four major stage which are:  ¨ Introduction Stage  ¨ Growth Stage  ¨ Maturity Stage  ¨ Decline Stage Products experience each of these stages at different times and at one point in time a firm may also have a range of different products at different stages inRead MoreProduct Life Cycle Of Pepsi1102 Words   |  5 PagesProduct Life Cycle of Pepsi There are five key stages of the product life cycle: 1) Pre-launch – no sales and profit are made because the product is still in development. 2) Introduction – initial sales are made to innovators, consumers who enjoy trying new products, but these are insufficient to recuperate development costs 3) Growth – sales being to increase rapidly as the product gains popularity among the early majority. 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Modern product life cycles are becoming shorter and shorter as products in mature stages are being renewed by market segmentation and product differentiation. About:- Product life cycle comprises four stages: a) Introduction stage b) Growth stage c) Maturity

Digital Fortress Chapter 94-99 Free Essays

Chapter 94 Midge Milken stood fuming at the water cooler near the entrance to the conference room. What the hell is Fontaine doing? She crumpled her paper cup and threw it forcefully into the trash can. There’s something happening in Crypto! I can feel it! Midge knew there was only one way to prove herself right. We will write a custom essay sample on Digital Fortress Chapter 94-99 or any similar topic only for you Order Now She’d go check out Crypto herself-track down Jabba if need be. She spun on her heel and headed for the door. Brinkerhoff appeared out of nowhere, blocking her way. â€Å"Where are you headed?† â€Å"Home!† Midge lied. Brinkerhoff refused to let her pass. Midge glared. â€Å"Fontaine told you not to let me out, didn’t he?† Brinkerhoff looked away. â€Å"Chad, I’m telling you, there’s something happening in Crypto-something big. I don’t know why Fontaine’s playing dumb, but TRANSLTR’s in trouble. Something is not right down there tonight!† â€Å"Midge,† he soothed, walking past her toward the curtained conference room windows, â€Å"let’s let the director handle it.† Midge’s gaze sharpened. â€Å"Do you have any idea what happens to TRANSLTR if the cooling system fails?† Brinkerhoff shrugged and approached the window. â€Å"Power’s probably back on-line by now anyway.† He pulled apart the curtains and looked. â€Å"Still dark?† Midge asked. But Brinkerhoff did not reply. He was spellbound. The scene below in the Crypto dome was unimaginable. The entire glass cupola was filled with spinning lights, flashing strobes, and swirling steam. Brinkerhoff stood transfixed, teetering light-headed against the glass. Then, in a frenzy of panic, he raced out. â€Å"Director! Director!† Chapter 95 The blood of Christ†¦ the cup of salvation†¦ People gathered around the slumped body in the pew. Overhead, the frankincense swung its peaceful arcs. Hulohot wheeled wildly in the center aisle and scanned the church. He’s got to be here! He spun back toward the altar. Thirty rows ahead, holy communion was proceeding uninterrupted. Padre Gustaphes Herrera, the head chalice bearer, glanced curiously at the quiet commotion in one of the center pews; he was not concerned. Sometimes some of the older folks were overcome by the holy spirit and passed out. A little air usually did the trick. Meanwhile, Hulohot was searching frantically. Becker was nowhere in sight. A hundred or so people were kneeling at the long altar receiving communion. Hulohot wondered if Becker was one of them. He scanned their backs. He was prepared to shoot from fifty yards away and make a dash for it. El cuerpo de Jesus, el pan del cielo. The young priest serving Becker communion gave him a disapproving stare. He could understand the stranger’s eagerness to receive communion, but it was no excuse to cut inline. Becker bowed his head and chewed the wafer as best he could. He sensed something was happening behind him, some sort of disturbance. He thought of the man from whom he’d bought the jacket and hoped he had listened to his warning and not taken Becker’s in exchange. He started to turn and look, but he feared the wire-rim glasses would be staring back. He crouched in hopes his black jacket was covering the back of his khaki pants. It was not. The chalice was coming quickly from his right. People were already swallowing their wine, crossing themselves, and standing to leave. Slow down! Becker was in no hurry to leave the altar. But with two thousand people waiting for communion and only eight priests serving, it was considered bad form to linger over a sip of wine. The chalice was just to the right of Becker when Hulohot spotted the mismatched khaki pants. â€Å"Estas ya muerto,† he hissed softly. â€Å"You’re already dead.† Hulohot moved up the center aisle. The time for subtlety had passed. Two shots in the back, and he would grab the ring and run. The biggest taxi stand in Seville was half a block away on Mateus Gago. He reached for his weapon. Adios, Senor Becker†¦ La sangre de Cristo, la copa de la salvacion. The thick scent of red wine filled Becker’s nostrils as Padre Herrera lowered the hand-polished, silver chalice. Little early for drinking, Becker thought as he leaned forward. But as the silver goblet dropped past eye level, there was a blur of movement. A figure, coming fast, his shape warped in the reflection of the cup. Becker saw a flash of metal, a weapon being drawn. Instantly, unconsciously, like a runner from a starting block at the sound of a gun, Becker was vaulting forward. The priest fell back in horror as the chalice sailed through the air, and red wine rained down on white marble. Priests and altar boys went scattering as Becker dove over the communion rail. A silencer coughed out a single shot. Becker landed hard, and the shot exploded in the marble floor beside him. An instant later he was tumbling down three granite stairs into the valle, a narrow passageway through which the clergy entered, allowing them to rise onto the altar as if by divine grace. At the bottom of the steps, he stumbled and dove. Becker felt himself sliding out of control across the slick polished stone. A dagger of pain shot though his gut as he landed on his side. A moment later he was stumbling through a curtained entryway and down a set of wooden stairs. Pain. Becker was running, through a dressing room. It was dark. There were screams from the altar. Loud footsteps in pursuit. Becker burst through a set of double doors and stumbled into some sort of study. It was dark, furnished with rich Orientals and polished mahogany. On the far wall was a life-size crucifix. Becker staggered to a stop. Dead end. He was at the tip of the cross. He could hear Hulohot closing fast. Becker stared at the crucifix and cursed his bad luck. â€Å"Goddamn it!† he screamed. There was the sudden sound of breaking glass to Becker’s left. He wheeled. A man in red robes gasped and turned to eye Becker in horror. Like a cat caught with a canary, the holy man wiped his mouth and tried to hide the broken bottle of holy communion wine at his feet. â€Å"Salida!† Becker demanded. â€Å"Salida!† Let me out! Cardinal Guerra reacted on instinct. A demon had entered his sacred chambers screaming for deliverance from the house of God. Guerra would grant him that wish-immediately. The demon had entered at a most inopportune moment. Pale, the cardinal pointed to a curtain on the wall to his left. Hidden behind the curtain was a door. He’d installed it three years ago. It led directly to the courtyard outside. The cardinal had grown tired of exiting the church through the front door like a common sinner. Chapter 96 Susan was wet and shivering, huddled on the Node 3 couch. Strathmore draped his suit coat over her shoulders. Hale’s body lay a few yards away. The sirens blared. Like ice thawing on a frozen pond, TRANSLTR’s hull let out a sharp crack. â€Å"I’m going down to kill power,† Strathmore said, laying a reassuring hand on her shoulder. â€Å"I’ll be right back.† Susan stared absently after the commander as he dashed across the Crypto floor. He was no longer the catatonic man she’d seen ten minutes before. Commander Trevor Strathmore was back-logical, controlled, doing whatever was necessary to get the job done. The final words of Hale’s suicide note ran through her mind like a train out of control: Above all, I’m truly sorry about David Becker. Forgive me, I was blinded by ambition. Susan Fletcher’s nightmare had just been confirmed. David was in danger†¦ or worse. Maybe it was already too late. I’m truly sorry about David Becker. She stared at the note. Hale hadn’t even signed it-he’d just typed his name at the bottom: Greg Hale. He’d poured out his guts, pressed print, and then shot himself-just like that. Hale had sworn he’d never go back to prison; he’d kept his vow-he’d chosen death instead. â€Å"David†¦Ã¢â‚¬  She sobbed. David! At that moment, ten feet below the Crypto floor, Commander Strathmore stepped off the ladder onto the first landing. It had been a day of fiascoes. What had started out as a patriotic mission had swerved wildly out of control. The commander had been forced to make impossible decisions, commit horrific acts-acts he’d never imagined himself capable of. It was a solution! It was the only damn solution! There was duty to think of: country and honor. Strathmore knew there was still time. He could shut down TRANSLTR. He could use the ring to save the country’s most valuable databank. Yes, he thought, there was still time. Strathmore looked out over the disaster around him. The overhead sprinklers were on. TRANSLTR was groaning. The sirens blared. The spinning lights looked like helicopters closing in through dense fog. With every step, all he could see was Greg Hale-the young cryptographer gazing up, his eyes pleading, and then, the shot. Hale’s death was for country†¦ for honor. The NSA could not afford another scandal. Strathmore needed a scapegoat. Besides, Greg Hale was a disaster waiting to happen. Strathmore’s thoughts were jarred free by the sound of his cellular. It was barely audible over the sirens and hissing fumes. He snatched it off his belt without breaking stride. â€Å"Speak.† â€Å"Where’s my pass-key?† a familiar voice demanded. â€Å"Who is this?† Strathmore yelled over the din. â€Å"It’s Numataka!† the angry voice bellowed back. â€Å"You promised me a pass-key!† Strathmore kept moving. â€Å"I want Digital Fortress!† Numataka hissed. â€Å"There is no Digital Fortress!† Strathmore shot back. â€Å"What?† â€Å"There is no unbreakable algorithm!† â€Å"Of course there is! I’ve seen it on the Internet! My people have been trying to unlock it for days!† â€Å"It’s an encrypted virus, you fool-and you’re damn lucky you can’t open it!† â€Å"But-â€Å" â€Å"The deal is off!† Strathmore yelled. â€Å"I’m not North Dakota. There is no North Dakota! Forget I ever mentioned it!† He clamped the cellular shut, turned off the ringer, and rammed it back on his belt. There would be no more interruptions. Twelve thousand miles away, Tokugen Numataka stood stunned at his plate-glass window. His Umami cigar hung limply in his mouth. The deal of his lifetime had just disintegrated before his eyes. Strathmore kept descending. The deal is off. Numatech Corp. would never get the unbreakable algorithm†¦ and the NSA would never get its back door. Strathmore’s dream had been a long time in the planning-he’d chosen Numatech carefully. Numatech was wealthy, a likely winner of the pass-key auction. No one would think twice if it ended up with the key. Conveniently there was no company less likely to be suspected of consorting with the U.S. government. Tokugen Numataka was old-world Japan-death before dishonor. He hated Americans. He hated their food, he hated their customs, and most of all, he hated their grip on the world’s software market. Strathmore’s vision had been bold-a world encryption standard with a back door for the NSA. He’d longed to share his dream with Susan, to carry it out with her by his side, but he knew he could not. Even though Ensei Tankado’s death would save thousands of lives in the future, Susan would never have agreed; she was a pacifist. I’m a pacifist too, thought Strathmore, I just don’t have the luxury of acting like one. There had never been any doubt in the commander’s mind who would kill Tankado. Tankado was in Spain-and Spain meant Hulohot. The forty-two-year-old Portuguese mercenary was one of the commander’s favorite pros. He’d been working for the NSA for years. Born and raised in Lisbon, Hulohot had done work for the NSA all over Europe. Never once had his kills been traced back to Fort Meade. The only catch was that Hulohot was deaf; telephone communication was impossible. Recently Strathmore had arranged for Hulohot to receive the NSA’s newest toy, the Monocle computer. Strathmore bought himself a SkyPager and programmed it to the same frequency. From that moment on, his communication with Hulohot was not only instantaneous but also entirely untraceable. The first message Strathmore had sent Hulohot left little room for misunderstanding. They had already discussed it. Kill Ensei Tankado. Obtain pass-key. Strathmore never asked how Hulohot worked his magic, but somehow he had done it again. Ensei Tankado was dead, and the authorities were convinced it was a heart attack. A textbook kill-except for one thing. Hulohot had misjudged the location. Apparently Tankado dying in a public place was a necessary part of the illusion. But unexpectedly, the public had appeared too soon. Hulohot was forced into hiding before he could search the body for the pass-key. When the dust settled, Tankado’s body was in the hands of Seville’s coroner. Strathmore was furious. Hulohot had blown a mission for the first time ever-and he’d picked an inauspicious time to do it. Getting Tankado’s pass-key was critical, but Strathmore knew that sending a deaf assassin into the Seville morgue was a suicide mission. He had pondered his other options. A second scheme began to materialize. Strathmore suddenly saw a chance to win on two fronts-a chance to realize two dreams instead of just one. At six-thirty that morning, he had called David Becker. Chapter 97 Fontaine burst into the conference room at a full sprint. Brinkerhoff and Midge were close at his heels. â€Å"Look!† Midge choked, motioning frantically to the window. Fontaine looked out the window at the strobes in the Crypto dome. His eyes went wide. This was definitely not part of the plan. Brinkerhoff sputtered. â€Å"It’s a goddamn disco down there!† Fontaine stared out, trying to make sense of it. In the few years TRANSLTR had been operational, it had never done this. It’s overheating, he thought. He wondered why the hell Strathmore hadn’t shut it down. It took Fontaine only an instant to make up his mind. He snatched an interoffice phone off the conference table and punched the extension for Crypto. The receiver began beeping as if the extension were out of order. Fontaine slammed down the receiver. â€Å"Damn it!† He immediately picked up again and dialed Strathmore’s private cellular line. This time the line began to ring. Six rings went by. Brinkerhoff and Midge watched as Fontaine paced the length of his phone cable like a tiger on a chain. After a full minute, Fontaine was crimson with rage. He slammed down the receiver again. â€Å"Unbelievable!† he bellowed. â€Å"Crypto’s about to blow, and Strathmore won’t answer his goddamn phone!† Chapter 98 Hulohot burst out of Cardinal Guerra’s chambers into the blinding morning sun. He shielded his eyes and cursed. He was standing outside the cathedral in a small patio, bordered by a high stone wall, the west face of the Giralda tower, and two wrought-iron fences. The gate was open. Outside the gate was the square. It was empty. The walls of Santa Cruz were in the distance. There was no way Becker could have made it so far so quickly. Hulohot turned and scanned the patio. He’s in here. He must be! The patio, Jardin de los Naranjos, was famous in Seville for its twenty blossoming orange trees. The trees were renowned in Seville as the birthplace of English marmalade. An eighteenth-century English trader had purchased three dozen bushels of oranges from the Seville church and taken them back to London only to find the fruit inedibly bitter. He tried to make jam from the rinds and ended up having to add pounds of sugar just to make it palatable. Orange marmalade had been born. Hulohot moved forward through the grove, gun leveled. The trees were old, and the foliage had moved high on their trunks. Their lowest branches were unreachable, and the thin bases provided no cover. Hulohot quickly saw the patio was empty. He looked straight up. The Giralda. The entrance to the Giralda’s spiral staircase was cordoned off by a rope and small wooden sign. The rope hung motionless. Hulohot’s eyes climbed the 419-foot tower and immediately knew it was a ridiculous thought. There was no way Becker would have been that stupid. The single staircase wound straight up to a square stone cubicle. There were narrow slits in the wall for viewing, but there was no way out. David Becker climbed the last of the steep stairs and staggered breathless into a tiny stone cubicle. There were high walls all around him and narrow slits in the perimeter. No exit. Fate had done Becker no favors this morning. As he’d dashed from the cathedral into the open courtyard, his jacket had caught on the door. The fabric had stopped him mid stride and swung him hard left before tearing. Becker was suddenly stumbling off balance into the blinding sun. When he’d looked up, he was heading straight for a staircase. He’d jumped over the rope and dashed up. By the time he realized where it led, it was too late. Now he stood in the confined cell and caught his breath. His side burned. Narrow slats of morning sun streamed through the openings in the wall. He looked out. The man in the wire-rim glasses was far below, his back to Becker, staring out at the plaza. Becker shifted his body in front of the crack for a better view. Cross the plaza, he willed him. The shadow of the Giralda lay across the square like a giant felled sequoia. Hulohot stared the length of it. At the far end, three slits of light cut through the tower’s viewing apertures and fell in crisp rectangles on the cobblestone below. One of those rectangles had just been blotted out by the shadow of a man. Without so much as a glance toward the top of the tower, Hulohot spun and dashed toward the Giralda stairs. Chapter 99 Fontaine pounded his fist into his hand. He paced the conference room and stared out at the spinning Crypto lights. â€Å"Abort! Goddamn it! Abort!† Midge appeared in the doorway waving a fresh readout. â€Å"Director! Strathmore can’t abort!† â€Å"What!† Brinkerhoff and Fontaine gasped in unison. â€Å"He tried, sir!† Midge held up the report. â€Å"Four times already! TRANSLTR’s locked in some sort of endless loop.† Fontaine spun and stared back out the window. â€Å"Jesus Christ!† The conference room phone rang sharply. The director threw up his arms. â€Å"It’s got to be Strathmore! About goddamn time!† Brinkerhoff scooped up the phone. â€Å"Director’s office.† Fontaine held out his hand for the receiver. Brinkerhoff looked uneasy and turned to Midge. â€Å"It’s Jabba. He wants you.† The director swung his gaze over to Midge, who was already crossing the room. She activated the speaker phone. â€Å"Go ahead, Jabba.† Jabba’s metallic voice boomed into the room. â€Å"Midge, I’m in the main databank. We’re showing some strange stuff down here. I was wondering if-â€Å" â€Å"Dammit, Jabba!† Midge came unglued. â€Å"That’s what I’ve been trying to tell you!† â€Å"It could be nothing,† Jabba hedged, â€Å"but-â€Å" â€Å"Stop saying that! It’s not nothing! Whatever’s going on down there, take it seriously, very seriously. My data isn’t fried-never has been, never will.† She started to hang up and then added, â€Å"Oh, and Jabba? Just so there aren’t any surprises†¦ Strathmore bypassed Gauntlet.† How to cite Digital Fortress Chapter 94-99, Essay examples

Beowulfs Origins Essay Example For Students

Beowulfs Origins Essay The origins of Beowulf predate the era of readily available manuscripts and texts for a common and, at the time, mostly illiterate peasantry to read. Though Beowulf was recorded in Old English, it can readily be assumed that its roots are to be found in the mostly oral traditions of the ancient Germanic tribes that roamed and settled much of Western Europe. Because of this heavy oral tradition, stories and legends were passed on by storytellers who would recite their tales from memory. Beowulf, in many ways, reflects this tradition in how it is told. Epics and ballads of considerable length may have needed repetition in order to be memorized easier, and Beowulf has many of its events told again and again. In that sense, a story being retold in Beowulf might be akin to refrain of a song. Also, it is quite possible that the especially more heroic events needed more emphasis, for killing Grendel was no small task, so repetition might have been used as a tool to remind the storytellers a s to which events within the Beowulf story were the most important. In essence, repetition in Beowulf was used both for memorization and event emphasis. First of all, repetition in Beowulf may be present as an aid for memorization. Though there are two different tales of Beowulfs heroism in water, it can be noted that both have many similarities. The first is told at the banquet before Beowulf it to face Grendel. Unferth, king Hrothgars spokesman, notes that Beowulf was bested by one Breca in a swimming contest. Though Beowulfs response is long and detailed, it is to be seen that he faced more than a few sea monsters. Rough were the waves; fishes in the sea were roused to great anger. Then my coat of mail, hard and hand-linked, guarded me against my enemiesA cruel ravager dragged me down to the sea-bed, a fierce monster held me tightly in its grasp (42). In his encounter with Grendels mother, much the same is to be seen after Beowulf dives into the lake. Then she grasped at him, clu tched the Geat in her ghastly claws; and yet she did not so much as scratch his skin; his coat of mail protected him; she could not penetrate the linked metal rings with her loathsome fingers (61). Though the stories take place at different times and under different circumstances, the parallels can easily be seen. From this, it can be surmised that for memorization purposes retelling the same story in a different way might be easier than telling a completely new one. Next, and perhaps more importantly, repetition stressed the important events that Beowulf undertook and marked them for the most important parts of the story. This can best be seen in the telling and oft repeated retelling of his encounter with Grendel. The first time it is told, obviously, is when the Geat performs the feat. However, following that, it is told again almost immediately to Hrothgar. I did not hold my deadly enemy firm enough for that; the fiend jerked free with immense power. Yet, so as to save his life, he left behind his hand (50). Again it is mentioned before Grendels mother attacks the thanes. Grendel, that hateful outcast, was surprised in the hall by a vigilant warrior spoiling for a fight. Grendel gripped and grabbed him there, but the Geat remembered his vast strengththus he overcame the envoy from hell, humbled his evil adversary (57). Beowulf himself tells of his fight with Grendel to King Hygelac. The demon monster meant to shove me in it, and many another innocent besides; that was beyond him after I leapt up, filled with furyGrendel escapedbut he left behind at Heorot his right hand (73). Though each telling is different in its length and wording, it can be derived that these repetitions are to strike the point home that while Beowulf did go on many different adventures and slay many beasts, the encounters that are repeated are the meat of the story and are the ones that are the most critical to be remembered and repeated. .u1d673b2036732079dd882d46dd6135dc , .u1d673b2036732079dd882d46dd6135dc .postImageUrl , .u1d673b2036732079dd882d46dd6135dc .centered-text-area { min-height: 80px; position: relative; } .u1d673b2036732079dd882d46dd6135dc , .u1d673b2036732079dd882d46dd6135dc:hover , .u1d673b2036732079dd882d46dd6135dc:visited , .u1d673b2036732079dd882d46dd6135dc:active { border:0!important; } .u1d673b2036732079dd882d46dd6135dc .clearfix:after { content: ""; display: table; clear: both; } .u1d673b2036732079dd882d46dd6135dc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1d673b2036732079dd882d46dd6135dc:active , .u1d673b2036732079dd882d46dd6135dc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1d673b2036732079dd882d46dd6135dc .centered-text-area { width: 100%; position: relative ; } .u1d673b2036732079dd882d46dd6135dc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1d673b2036732079dd882d46dd6135dc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1d673b2036732079dd882d46dd6135dc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1d673b2036732079dd882d46dd6135dc:hover .ctaButton { background-color: #34495E!important; } .u1d673b2036732079dd882d46dd6135dc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1d673b2036732079dd882d46dd6135dc .u1d673b2036732079dd882d46dd6135dc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1d673b2036732079dd882d46dd6135dc:after { content: ""; display: block; clear: both; } READ: Henry Ford Engineer Essay

Ptlls Ass 1 free essay sample

Understanding your own role and responsibilities in Lifelong Learning * Explain your role within lifelong learning and summarise key aspects of legislation, regulatory requirements and codes of practice, relating to you and your role. When considering the role of a Lifelong Learning teacher a good place to start is the teaching and learning cycle. There are five stages to the teaching and learning cycle: identifying needs; planning learning; facilitating learning; assessing learning; and evaluating. My role as a teacher includes identifying needs, which is done through an initial assessment. The typical way to identify needs as an assessor is to ask the learner to fill out a needs assessment form at the start of the course. The form could include anything that would be relevant to the teacher to ensure that there are no barriers to learning and that the learner has equal access to learning. For example, information on the learner’s previous educational achievements, current learning level, functional skills tests, any disabilities, or any specific needs (such as availability) should be gathered during the identifying needs stage. We will write a custom essay sample on Ptlls Ass 1 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page From the initial assessment, the teacher can identify each learners needs and ensure that these are incorporated into the planning stage of the cycle. The planning stage includes ensuring the health and safety of learners by carrying out a risk assessment and completing appropriate schemes of work and lessons plans, including any allowances for learner needs identified in the initial assessment. Lesson plans must also include aims and objectives and activities and assessments that will ensure these are met. Having sound plans in place ensure that the teacher is well prepared with all of the necessary equipment and resources required to meet learner needs. A good teacher will continually return to their plan, adjusting it to meet the needs of learners as they progress through the course. With a thorough plan, facilitating learning will be a much easier task for the teacher. It’s the teacher’s role to ensure that they treat each learner equally and fairly. The teacher must also ensure that learners treat each other with  respect – ice breakers and ground rules help to address and challenge any inappropriate behaviour. A good teacher will facilitate learning using a variety of approaches and resources to meet the planned aims and objectives and learner needs. The teacher should also embed functional skills in the lesson. A vital role of the teacher is to assess whether learning has taken place. This should be done at the end of the course (summative) and periodically throughout each stage or lesson (formative). The teacher uses assessment to check that the planned aims and objectives have been met. Assessment activities can include observation, assignments, question and answer, and witness testimony. If learning has not taken place, the teacher must revisit the objective either individually or as a group. It’s a good idea to have ‘plan b’ activities prepared to try a different approach, just in case learning doesn’t take place the first time around. When the course is over, it’s the teacher’s role to gain feedback from the learners in order to reflect on and evaluate their teaching methods, approaches, and resources. The teacher should make changes and improvements where necessary. Another important aspect of the teacher’s role is ensuring that they adhere to legislative requirements (law) and any codes of practice that might have been set by an awarding body or their employer. The key pieces of legislation and codes of practice that apply to my role include: * Health and Safety at Work Act (1974) – risk assessment * The Data Protection Act (2003) – safe storage and use of data to protect learner from any security breaches * Every Child Matters (ECM) – lesson plans should indicate opportunities where the five outcomes can be met * The Human Right Act (1998) – need to consider issues of equality, diversity, and inclusion * Safeguarding – have a duty to report any action that could cause serious harm to a learner or another person * Disability Discrimination Act (DDA) (1995) – need to consider issues of equality. Awarding body and employer codes of practice, policies, and procedures * Explain how you would identify and meet the needs of your learners whilst promoting equality and valuing diversity within your role I would identify the needs of my learners by using an initial assessment. I would take any needs identified in the initial assessment into account when planning learning to include a range of activities to meet differing levels,  a range of approaches and resources to meet different learning styles, and taking into consideration any learner disabilities or potential challenges. In order to promote inclusion in the classroom I would ensure that I treat all learners equally by not favouring learners or identifying any disabilities or protected characteristics in front of other learners. I would value diversity by drawing on each leaner’s experiences to contribute to rich and varied group discussions. For example, a quick initial assessment to see if any learners have prior kn owledge will enable me to draw on their experiences to help their peers. 2. Understanding relationships between teachers/trainers and other professionals in Lifelong Learning. Explain the boundaries between the teaching role and other professional roles and summarise your own responsibilities in relation to other professionals The teacher must understand where their role (in cases where they are not qualified to support the learner), their own limitations, and when to refer a learner to another qualified professional. In relation to other professionals, it is my responsibility to know who to refer the learner to or where I can find appropriate information for the learner, I must observe learner confidentiality at all times and only personally refer the learner to other professionals nominated under codes of practice (otherwise I must direct the learner to the source of help), I have a responsibility to report safeguarding issues to the police or another qualified professional, and I must observe data protection legislation at all times when referring learners. I also need to cooperate and communicate effectively with other professionals to ensure that the learner’s needs are met. * Describe the points of referral you may use to meet the learner’s needs Support teachers within the institution – many colleges have support teachers who would be able to assist learners with dyslexia or with language issues that are creating barriers to learning. I would be able to directly refer the learner to a support teacher if I thought that it would aid learning. Citizens Advice Bureau – learners often experience barriers to learning and motivation if they have legal or financial stresses in their personal life, which will need to be overcome if learning is to take place. The Citizens Advice Bureau offers free legal advice on financial and other issues. I would not be able to directly refer the learner to the Citizens Advice Bureau, but it is my responsibility to hold contact information or know where it can be sought. Childcare providers – again, a learner with childcare issues may experience barriers to learning. I would not directly refer the learner to a childcare provider (unless they were within a college or educational institution) but I have a responsibility to advise the learner on where they can find access to child care advice and guidance. 3. Understanding own responsibility for maintaining a safe and supportive learning environment. Explain how you are responsible for maintaining a safe and supportive learning environment within your role and ways that you would promote appropriate behaviour and respect for others To provide a safe supportive environment, the teacher must ensure that the learners’ needs are met in line with Maslow’s hierarchy of needs. The teacher must ensure that they can meet the learners’ basic needs of food, water, breaks, and hygienic toilet facilities. Then they must address the safety of the learning environment by carrying out a risk assessment. Part of the planning stage, the risk assessment should be completed for every course or lesson in line with Health and Safety at work Act (1974) (HASAWA) requirements and continually reviewed and updated (along with any safe work method statements). The teacher must know how to complete a dynamic risk assessment in case resources or the environment changes after they have completed the initial risk assessment. Facilitating icebreakers is an important part of the teacher role in order to create and maintain a supportive environment where learners feel a sense of belonging. Ground rules are also an important part of respecting each other and underpin appropriate behaviour. Finally, assessment and feedback will help to increase learner confidence and responsibility for learning to help learners achieve their ultimate goals. Word count: 1294 (not including questions) Bibliography Gravells, A.

Sample Essay Questions For the HSPT Entrance Exam

Sample Essay Questions For the HSPT Entrance ExamThere are many samples of sample essay questions for the HSPT entrance exam. The essay questions can be found in books, newspapers, magazines, and even online. It's important to read through each of the sample essays to find out which ones you will need to write to pass the exam.One important thing to consider before studying for the HSPT exam is that the questions you write can be edited for clarity. Many people don't realize this, but the questions in the exam are usually short so they should be clear. So don't worry about spelling or grammar, as you are asked to write short essays.The sample questions for the exam also give you some examples of things to say. Many of the sample questions can be copied or found in the essay's topic.Once you find a few questions that are similar to the topic of your essay, you can take notes to compare and contrast between them. If you like the sample questions, then you should try to write the exact same wording as the question.To be successful in writing an essay, you need to know what topics you should write about. This can be done by finding out which questions in the sample essay questions for the HSPT entrance exam you are likely to need to answer.After you have found the sample essay questions for the HSPT entrance exam that you will need to write, then it's time to figure out how you will write them. Look at a few examples of other HSPT entrance exam essays and try to figure out how you would structure them to get the most accurate result. Remember that the essay should be short and direct.The best part about looking at sample essay questions for the HSPT entrance exam is that it makes it much easier to actually write the essay. You will see how difficult it is and you will know exactly what you will need to write. If you can find the right essay questions for the HSPT entrance exam, then it is quite possible to pass the test.