Tristan Gonzales Free Essays

Gonzales#l Integrity is â€Å"the quality of being honest and having strong moral principles; moral uprightness† (Google Definitions). The first person that comes to mind when I hear the word integrity is Nick Carraway from the movie and the novel â€Å"the Great Gatsby’. Nick Carraway is Gatsbys Lovers brother and Gatsbys best friend, he is also the narrator. We will write a custom essay sample on Tristan Gonzales or any similar topic only for you Order Now Nick shows honesty, moral principles, and moral uprightness throughout the ntire book. Nick Carraway as a narrator is honest and reliable because he explains all the Judgments from characters in general and is unbiased in doing so, he presents original plots or conversations does not scrutinize them and leaves them to the readers to decide, and these good qualities of Nick can be described by comparing others corruption in the book, such as Tom Buchanan, Gatsbys lover’s wife. Nick accepted the good parenting in his younger age, which helps him to be a decent person afterwards. It can be proved in the book where Nick’s father told him: â€Å"Whenever you feel like criticizing someone, Just remember that all the people in this world haven’t had all of the advantages you’ve had. â€Å"( Fitzgerald,l) this advice, which he has been turning over in his head ever since tells us that he is honest for the fact thathe does not Judge people without getting to know them first. Gonzales #2 Nick has high morality and decency while others do not. For example, â€Å"l was one of few guests who had actually been invited. People were not invited-they went there. † (F. Scott Fitzgerald, 43) Majority went there without an invitation. It shows those people have low morality and are dishonest. In the book Gatsby asks nick to go and tell daisy to meet him for lunch after he tells the story of him and daisy and what occurred with their relationship. He agrees to this gesture because he feels that tom Buchanan is an unfaithful husband and he has witnessed first hand of his affairs. He knows what he is doing is for the best and is looking out for daisy in more ways than ne. These reasons for Nicks integrity that I have stated are only the ones that truly stuck out to me on the contrary though if I re read the book I’m confident that I could conjure up 100 more reasons why he has integrity. In every chapter of the book he is in a circumstance where he must make the right choice, and he never fails to make that choice. In the third chapter atter meeting a lot ot the main characters Nick states â€Å"l am one of the few honest people that I have ever known†( Fitzgerald,54). And I agree with this quote completely. How to cite Tristan Gonzales, Papers

Cognitive Behavioural Therapy for Mental Disorder-myassignmenthelp

Question: Discuss about theCognitive Behavioural Therapy for Mental Disorder. Answer: Background of the patient: The client in the case study is called James. He is a thin guy without any mentioned physical or mental disorder. However behavioural issues had been depicted by the client himself. He lives a happy family life with his wife and three children. They have financial stability as both are working. James work in a music company and his wife acts as registered nurse. Both have been in a stable relationship from the time of school and maintain a comfortable life in each others presence. However, most of the work in maintaining a proper social life is conducted by Jamess wife as he is not comfortable in socialising with people. He states that he lacks the courage to communicate with someone new in his daily life. He faces anxiety when any responsibilities on him regarding communication of performing any social duties arise. Her wife is very helpful and therefore she does all the social duties of the family without pressuring him or blaming him. He was working in small locally owned music st ore where few members worked previously and he developed bonding with them. He was comfortable with the slow pace of work and the warm relationships shared by all. However the company has been now taken over by national music Chain Company and work culture has changed. The fast paced work culture had become difficult for him to handle as it has exposed him to a wide number of customers with whom he needs to talk properly. From the childhood, his behaviour had not affected him much as he had been able to establish his career and a married life. However coming to this age, the problems of his shyness and inability talk at social level had aroused tension in him as he fears to lose his financial strength and also fears the embarrassments he has to go onwards from now on. Details of the problems and formulation: From the evaluation of the symptoms of the patients, the client is diagnosed to be suffering from social anxiety disorder. Dating back to childhood, it can be stated that he had suffered from selective mutism which is one of the forms of social anxiety disorders. As a phobia or communication, a child or an adult with this disorder in front of an individual person or a group of people is unable to speak properly although he has idea about what needs to be spoken to them (Lischenring et al., 2013). In simple words, they are fully capable of speaking but cannot speak in certain situations as they fear or become anxious before initiating the speech. It usually begins form the age of 2.7 to 4.1 years of age which is long before the mean age of social anxiety disorder arises. It gradually becomes apparent when the child enters a communal environment outside the family home for first time (Goldin et al., 2014). If not treated, it continues even to adulthood disrupting the development of qua lity life. Researchers over the years have identified the main causes of the disorder. Different trauma in childhood, minimal brain dysfunction or neuropsychological social cue processing disorder may be a cause. However no such cases are reported for him (Lischenring et al., 2013). The main causes which align with James upbringing is particular parent profile and parent-child relationship. As both the members have been reserved and his father was shy, he had adopted the traits in his cognitive development as researchers state that children pick up traits and characters form parents in their early life as they spend most of the time with them during their cognitive phase of development (Goldin et al., 2014. Until these days, his wife had done most of the work on the social front and therefore his symptoms of social anxiety disorder did not affect his life. He also could not make friends due to his issues of shyness and anxiety to speak to new people. However these are now affecting his professional life and he needs to handle the symptoms effectively. He has always escaped the situations of social communication as his wife had been proactive and considerate of his issues. However in the professional front, he needs to communicate with customers effectively to maintain sales and customer satisfaction. Therefore he has come to consultation centre. The different triggers which have been identified for the client are being introduced to other people (Handling new customers and also making new friends), having to say something in a formal as well as public situation (Like arranging and hosting social gathering), meeting people in authority (like in case of handling parent-teachers meeting in school for his children). Other triggers include feeling insecure and out of place in social situations and also getting embarrassed easily. Moreover others noticed were not meeting eyes and also making phone calls and others. All these need to be handled effectively to make hi m overcome the barriers. Treatment plan: Evidence based journals are of the opinion that cognitive development therapy has proved to be exceptionally beneficial for handling social anxiety disorders. After the completion of this therapy, people have been seen to suffer no longer from fear and anxiety before social communications. Appropriate therapy has been found to be successful in modifying peoples thoughts, feelings, behaviour as well as beliefs (Craske et al., 2014). While developing the treatment plan, the expert should be helping the client to identify the anxious thoughts which are contributing to the mute behaviour. He should be introducing strategies which would help him to be aware of his thoughts (Kocovskil et al. 2013). The strategies should be including recognizing his body symptoms of anxiety and identifying and challenging maladaptive beliefs. Moreover a coping plan would be developed which would help him to tackle his levels of distress (Mansson et al., 2015). Feelings of embarrassment, thinking himself to be incapable, feeling insecure are mainly results of anxiety and feelings of worry and these should be made to understand to the client. James would be taught new information through encouragement about his social skills, his inner powers, his capability to socialise well and empowering him with positive thoughts. James need to taken in what is taught to him by practicing them in homes and other social circles by means of continuous repetition. He would then be registering the new learning in his brain over and over again until it becomes automatic and habitual (Barlow et al., 2016). When James would have learnt properly, he would be able to think, act and feel differently. However this would take persistence, patience as well as practice. However the expert should mainly pay importance to the fact that the client remains adhered with the fact and make it a habit in his life to attain successful modifications of the behaviour. Proposed treatment plan: The treatment plan which should be followed by the expert for treatment of the client would be according to the Heimberg model. This would mainly comprise of 15 sessions with 60 minutes duration for each session. It would also comprise of 90 minutes of 1 session for the exposure. This treatment would require 4 months and would incorporate several important phases. The first phase is called the education about social anxiety. However, before that the expert should be sure that he has the ability to integrate the main elements of the interventions like exposure as well as cognitive restructuring (Bogels et al., 2014). He should make sure that he implements treatment in a manner which would not only be structured but also responsive to the needs of the client. In the first few sessions, the client needs to develop the ability to conceptualise his own social anxiety in the context of the model involving the primacy of cognition as well as negative consequences of avoidance and habituatio n. This would be completed in first two to three sessions of 60 minutes. The nest would be the establishing the hierarchy of feared situations. Here the client would develop the ability to help the client in constructing the hierarchy of feared and avoided social situations. With the help of the expert, he would rank them accordingly to establish the rate of degree or fear associated with it (Hedman et al., 2014). This would require 3 more sessions. The third phase would be the self monitoring phase where the client would be developing the ability to self monitor their anxiety and mood and thereby trying to troubleshoot any potential barriers. He should be doing this in his homework and it would require 2 sessions to confirm his adherence with the treatment model. The fourth is the step called cognitive restructuring which would require the expert to offer him illustrative examples stating the fact that they are not the events which are creating anxiety but are the interpretations o f the events which are doing so. Experts should also appraise the validity of the clients thoughts rather than considering them as wrong (Dagoo et al., 2014). He would also help the clients to make connections between the emotions, behavioural and physiological reactions and help him to challenge the automatic thoughts. The fifth step would be exposure of the client to real life situations and debriefing after exposure ensuring that all the perceptions of the clients have been explored and thereby providing feedback. This would require 2 sessions of 90 minutes. The last three of four therapies would mainly address the core beliefs which would help them to maintain their social anxiety properly in nature. One more 90 minutes session would be important to assure the overall progress of the effect of the treatments and to make further treatment based measures and discuss the issue of relapse (ElAlaqui et al., 2015). This also helps James to employ skills which he has learned, after tre atment ends. References: Barlow, D. H., Allen, L. B., Choate, M. L. (2016). Toward a Unified Treatment for Emotional DisordersRepublished Article.Behavior therapy,47(6), 838-853. Bgels, S. M., Wijts, P., Oort, F. J., Sallaerts, S. J. (2014). Psychodynamic psychotherapy versus cognitive behavior therapy for social anxiety disorder: an efficacy and partial effectiveness trial.Depression and anxiety,31(5), 363-373. Craske, M. G., Niles, A. N., Burklund, L. J., Wolitzky-Taylor, K. B., Vilardaga, J. C. P., Arch, J. J., ... Lieberman, M. D. (2014). Randomized controlled trial of cognitive behavioral therapy and acceptance and commitment therapy for social phobia: outcomes and moderators.Journal of consulting and clinical psychology,82(6), 1034. Dag, J., Asplund, R. P., Bsenko, H. A., Hjerling, S., Holmberg, A., Westh, S., ... Andersson, G. (2014). Cognitive behavior therapy versus interpersonal psychotherapy for social anxiety disorder delivered via smartphone and computer: A randomized controlled trial.Journal of anxiety disorders,28(4), 410-417. El Alaoui, S., Hedman, E., Kaldo, V., Hesser, H., Kraepelien, M., Andersson, E., ... Lindefors, N. (2015). Effectiveness of Internet-based cognitivebehavior therapy for social anxiety disorder in clinical psychiatry.Journal of consulting and clinical psychology,83(5), 902 Goldin, P. R., Ziv, M., Jazaieri, H., Hahn, K., Heimberg, R., Gross, J. J. (2013). Impact of cognitive behavioral therapy for social anxiety disorder on the neural dynamics of cognitive reappraisal of negative self-beliefs: randomized clinical trial.JAMA psychiatry,70(10), 1048-1056. Goldin, P. R., Ziv, M., Jazaieri, H., Weeks, J., Heimberg, R. G., Gross, J. J. (2014). Impact of cognitive-behavioral therapy for social anxiety disorder on the neural bases of emotional reactivity to and regulation of social evaluation.Behaviour research and therapy,62, 97-106. Hedman, E., El Alaoui, S., Lindefors, N., Andersson, E., Rck, C., Ghaderi, A., ... Ljtsson, B. (2014). Clinical effectiveness and cost-effectiveness of Internet-vs. group-based cognitive behavior therapy for social anxiety disorder: 4-year follow-up of a randomized trial.Behaviour research and therapy,59, 20-29. Kocovski, N. L., Fleming, J. E., Hawley, L. L., Huta, V., Antony, M. M. (2013). Mindfulness and acceptance-based group therapy versus traditional cognitive behavioral group therapy for social anxiety disorder: A randomized controlled trial.Behaviour research and therapy,51(12), 889-898. Leichsenring, F., Salzer, S., Beutel, M. E., Herpertz, S., Hiller, W., Hoyer, J., ... Ritter, V. (2013). Psychodynamic therapy and cognitive-behavioral therapy in social anxiety disorder: a multicenter randomized controlled trial.American Journal of Psychiatry,170(7), 759-767. Leichsenring, F., Salzer, S., Beutel, M. E., Herpertz, S., Hiller, W., Hoyer, J., ... Ritter, V. (2014). Long-term outcome of psychodynamic therapy and cognitive-behavioral therapy in social anxiety disorder.American Journal of Psychiatry,171(10), 1074-1082. Mnsson, K. N., Frick, A., Boraxbekk, C. J., Marquand, A. F., Williams, S. C. R., Carlbring, P., ... Furmark, T. (2015). Predicting long-term outcome of Internet-delivered cognitive behavior therapy for social anxiety disorder using fMRI and support vector machine learning.Translational psychiatry,5(3), e530.

Must Individual Rights Be Supplemented By Some Form Of Group Rights Es

Must Individual Rights Be Supplemented By Some Form Of Group Rights There are two main forms of group rights, characterised by the way in which they are distributed and exercised. The first example of group rights is a differential distribution of individual rights. In this model, an individual may have more rights than others on the basis of some kind of 'selection criteria.' The most common being on the grounds of race or ethnicity, for instance in the former South Africa, rights were distributed on a decreasing scale, according to the colour of a persons skin. The second type of group right is a right which a group exercises collectively, it is a right that everyone has, but no one person can use. So in one conception, adding group rights to individual rights would happen on an individual basis. Each person would have a sort of legal checklist of characteristics, making it possible for their specific case to be formulated for them. In the second conception, groups are pre-determined and fixed entities, which act cohesively on all matters. The term 'group rights' refers quite specifically to a certain type of group. First there are the national minorities, who have been forcibly integrated into a dominant culture, and need to be protected from further assimilatory tactics. The second type of group is one which has been marginalised, discriminated against or disadvantaged in some way, either on sexual, racial or cultural grounds. Van Dyke noted two main problems with Britain's post war liberal political theory, the first being the 'veil of ignorance' it adhered to (Stapleton). By starting from the basis of a homogenous society, in which there were no cultural, racial or even sexual boundaries, the theory (as put forward in Rawls' 'A theory of justice') had created an theoretical world which couldn't exist, thus rendering the rest of the theory useless. Other liberal writers such as Mill spoke of there being one minority, defined as intellectual dissidents who set their minds against the majority opinion. His suggestion was a system of proportional representation which would grant people the sort of recognition they deserved on the political scene. In fact, groups are now many and varied, characterised by a number of factors, and affected by more forms of inclusion and exclusion than mere political representation. Inherent in the term is a notion of the overall value of a group, either to the individuals in it or the society as a whole. For a group to be granted rights over and above everyone else in a society, it must be recognised that their existence as a separate group is a useful and desirable thing, Unlike the contractual obligations which underpin membership of a voluntary society, membership of a group defines ones very identity. (Stapleton) That is the view of Iris Marion Young, who advocates special rights which would supplant equal treatment in public policy making. The idea is that these special rights would undermine the effects of oppression and discrimination felt by members of those groups. While there can be no doubt that groups are valuable, this doesn't come anywhere near solving the problem of how best to protect them. For instance her suggestion that groups could have he power to veto decisions which affect them directly would actually lead to a society in which every decision could be vetoed until the oppression and disadvantage is reversed. Although it is suggested that this could be an 'introductory measure,' what's to stop a group vetoing an end to their right to veto. Also, as Kymlicka points out the oppressed groups she refers to would cover 80% of the US population, which defeats the point. One of the things to note here is that Young also advocates the 'self identification' of groups, which is problematic because it undermines the validity of existing groups if a 'counter group' can just identify themselves as being marginalised by the first. Significantly, Taylor thinks that genuine recognition, as opposed to misrecognition, requires an acknowledgment of the way in which anothers identity is constituted within a single, distinct group cultural structure. As Taylor says, the universal demand of equal respect powers an acknowledgment of specificity, where specificity refers to the distinct nature of different, specific

Simon as a Christ Figure in Lo essays

Simon as a Christ Figure in Lo essays William Golding once believed in the idea that the educated, civilized people could do no wrong, but that is before the events of WWII forever changed his view of society (Spitz). In regards to that time, Golding once stated that, ...anyone who moved through those years without understanding that man produces evil as a bee produces honey, must have been bind or wrong in the head... (Spitz). With his new critical view of human nature, William Golding began work on the novel Lord of the Flies, with the intent to trace the defects of society back to human nature (Baker). Incorporating his experience teaching in England, William Golding creates a society on a deserted island with young schoolboys to show the true, violent nature of people, no matter how educated or civilized they are. The world Golding creates is representative of society as a whole as it demonstrates what happens when mankind fails to think logically and chooses to support ideas and the figures that present them, no mat ter how morally and legally wrong they are. To complete the allegory, Golding includes a young boy named Simon to represent Jesus Christ as Simon is an omniscient figure in a world where truth, knowledge, and reason have little importance. When Golding introduces Simon to the reader, he immediately distinguishes him from the rest of the boys by having him faint, which is a common ailment for Simon (Golding 20). This scene parallels the resurrection of Christ as Simon, who is momentarily weakened, is able to rise again and begin his new, yet short life on the island. With the beginning of his new life, Simon observes different aspects of the world around him to give him the vastly unappreciated power of omniscience. A striking example is when Simon makes the bold suggestion to the boys that the highly feared beast is merely a part of them. During one of the assemblies that takes place, Simon hesitantly stands and says, Maybe,...

ACT Sample Questions Every Question Type Explained

ACT Sample Questions Every Question Type Explained SAT / ACT Prep Online Guides and Tips The ACT is daunting. It just is. One of the most intimidating things about it is the average student's initial uncertainty as to what types of questions are going to be asked:Will it test vocabulary? What's tested on the science section? How many formulas do I need to memorize?The best way to clear up the confusion is to look at some ACT sample questions, so you can get a sense ofwhat to expect on test day. As you are most likely aware, there are five sectionson the ACT- English, Math, Reading, Science, and Writing- each of whichhas its own types of questions. In this article, I'll guide you through every type of question you're going to encounter in each of these areas and offer some tips on preparing for them. Why Do I Need to Know All the ACT Question Types? Good question! Well, a big part of being prepared for the ACT is knowing what to expect when you open that test booklet. Increased familiarity with the material will ease your mind as the big day approaches and inform your study habits. Why waste time preparing for a task that doesn't appear on the exam? Instead, you should focus your energy on drilling the types of questions that actually matter. Imagine a vocab quiz.How would you study if you knew you'd be asked to... List the words from memory? Define each word, using a word bank? Use each word in an original sentence? Obviously, your approach would be very different given each scenario. And so it should be! Now, onward, to exploreofficial ACTsample questions. Vocab quizzes: the result of an unholy union between Scrabble and alphabet soup. Sample ACT English Questions All seventy-five English questions are multiple choice. They are all situated within the context of five, fifteen-question passages: no sentence stands in isolation. Most questions require you to determinewhich version of an underlined word or phrase is the best, but some ask about the author's intentions. There are two major categories of questions in the English section. Usage and mechanics - punctuation, sentence structure, and grammar and usage Rhetorical skills - style, organization, and strategy Usage and Mechanics Punctuation questions test your understanding of commas, apostrophes, colons, semicolons, em-dashes, periods, question marks, and exclamation points. Grammar and usage questions test your sense of grammatical agreement, verb use, pronoun use, comparative and superlative modifiers, and idioms. Sentence structure questions test your skill with dependent clause placement; run-ons, fused sentences, and comma splices; fragments; misplaced modifiers; and shifts in tense, voice, person, and number. Rhetorical Skills Writing strategy questions test your recognition of the author's choices and strategies - when and why might an editor add, delete, or modify a given statement? Organization questions test your knowledge of the best order and coherence of ideas as well as your ability to craft skillful introductions, transitions, and conclusions. Style questions test your discernment of tone, clarity, and economy (not using words that you don't need). For a more in-depth discussion of all of these skills, I heartily recommend our complete guide to ACT grammar and our analysis of which rules are most crucial to master. If you want a more detailed explanation of some of the terms and categories I threw around in this section, check out our article on what ACT English really tests- practically speaking. Don't forget our ultimate guide if there's anything else you want to examine in more depth! Math All sixty math questions are multiple choice and have five possible answers. Questions get progressively more challenging throughout the section. This is a general trend, not an exact science. In other words, question 1may not be the single easiest problem, and question 60may not be the single hardest problem, but question 60will be orders of magnitude harder than question 1. As far as content is concerned, the ACT aims to test the following topics: Pre-algebra (14 questions, or 23% of the section) Elementary algebra (10 questions, or 17% of the section) Intermediate algebra (9 questions, or 15% of the section) Coordinate geometry (9 questions, or 15% of the section) Plane geometry (14 questions, or 23% of the section) Trigonometry (4 questions, or 7% of the section) If you want to review any particular topics within these arenas, definitely consult our many guides on subjects from basic integer theory to dealing with functions. The six content areas above can be tested in three different ways: General math questions Math questions in settings Question sets I'm always making my calculator angry. I know exactly which buttons to push. General Math Questions These questions canbe basic in style or more complex. Basic math problems are straightforward: they may test difficult topics, but they're concise and don't give you anyunnecessary information. What you see is what you get. Answers are numeric in nature. The more complex questions shake things up a little bit. Some include too much or too little information. Answers may be numeric, or they may appear as expressions, equations, or statements. There may be figures or diagrams to analyze. As you can see, this is kind of a catch-all category including a range of questions with no other well-defined characteristics. Math Questions in Settings These are what we often refer to as word problems or story problems. They typically describe an everyday situation, and the equation isn't set up for you: you need to convertthe circumstances described into a math problem. Question Sets These are simply groups of questions that relate back to the same set of information:a paragraph, a diagram, or another scenario.These problems are easy to recognize, since they're always preceded by a box that explains how many problems are part of the set. This is yet another reason to read instructions carefully; skimming through the math section is a sure-fire way to miss these cues! For more info on ACT math questions, check out our ultimate guide to ACT math. Reading There are ten questions dedicated to each of the four segments of this test. Each segment consists of one long passage or one pair of shorter passages. All forty questions are multiple choice. There are four genres of literature that will appear on the ACT, always in the following order: Prose fiction:Typically a short story or an excerpt from a novel, prose fiction includes a narrated series of events or a progressive revelation of character. Social studies:Texts within this category discuss anything from anthropology and biography to psychology and sociology- any "soft" science or study of human phenomena. These passages present information gatheredvia rigorous research. Humanities:These texts can draw on arts of any flavor, ethics and philosophy, or personal reflections. The focus is on describing and analyzingarts and ideas. Natural science:This kind of text is rooted in any of the "hard" sciences- biology, chemistry, physics, etc. The aim is simply to explore a significant scientific topic. You'll be asked to complete the following types of questions: Detail Main idea Compare and contrast Inference Cause and effect Vocab-in-context Author intent and tone This cactus has clearly had too much caffeine. I'm never thisexcited to be reading the dictionary! Detail Questions The questions ask you to find information in the passage. For example, in the following question, you need to find a specific detail that was explained in the passage. The question states that it wants one data point that was "described in the passage". Main Idea Questions This type requires you to examine passages globally to determine main ideas. The following question refers to the passage "as a whole" and ask that you characterize its entire arc. We might suppose that the answer is never explicitly stated but derives from the sum of the article's many parts. Compare and Contrast Questions These are exactly what they sound like: you'll need to compare and contrast information given in a single long passage or in the two shorterpaired passages. For instance, the following question asks you to find what's similar across two short passages. (Note, though, that it could just as easily have asked for the primary difference between them.) Inference Questions These are the trickiest type of reading question: they ask you to identify the logicunderlying a claimor extend the implication of a statement. For instance, in the following question, you're asked to describe what the author "implies" about what people "commonly assume." Cause and Effect Questions These are specific type of inference question that require you to analyzecause and effect and sequences of events. You should understand what happened when and which event caused what. The following question asks about why the trap-jaw ant has developed the characteristics it possesses today: i.e. what happened originally to cause this new development in turn. Vocab-in-Context Questions These questions point you towards a specific instance of aword or phrase within the text, then ask you to offer a rough definition based on its use in context. Author Intent and Tone Questions For these, you'll be asked to draw conclusions about the author's voice and method. You should be able to explain the author's view of and attitude towards the topic, and you should also be able to identify why the author made certain salient choices. For instance, the following questions asks about the "author's attitude" and offers various descriptions of possible view points in the answer choices. For good, solid advice on how to attack ACT reading, check outour ultimate guide to the subject. Science The science section consists of seven passages, with forty multiple-choice questions. (Technically,there could be more or fewer passages, but there are almost always seven.) There are four categories of passages, content-wise: Biology:cellular biology, botany, zoology, microbiology, ecology, or genetics Chemistry:properties of matter, pH, kinetics and equilibria, thermochemistry, organic chemistry, biochemistry, or nuclear chemistry Physics:mechanics, thermodynamics, electromagnetism, fluids, solids, and optics Earth/space:geology, meteorology, oceanography, astronomy, and thermodynamics There are also three different passage formats, which I'll explore further below: Data representation Research summaries Conflicting viewpoints Fortunately, you will not be asked to spell deoxyribonucleic acid. Data Representation These passages contain a short introductory paragraph and a fewcharts, graphs, and diagrams. They look like something you might find in a science journal or textbook explaining a naturalphenomenon. You'll be asked to interpret charts and tables, read graphs, evaluate scatterplots, and analyze information in diagrams. Research Summaries These passages describe scientific studies. Generally speaking, you'll see two or three experiments per passage. The design, procedures, and results will all be set down for you. Graphs and tables are likely to be featured, but not guaranteed. You'll be asked to understand, evaluate, and interpret the design and procedures, and analyzethe results of the studies. Conflicting viewpoints This type of passage summarizes atleast two alternative theories, hypotheses, or scientific viewpoints. Each will be based on different premises or a set of incomplete data, and they will be inconsistent with each other. You'll be asked to understand, analyze, evaluate, compare, and contrast several theories, hypotheses, and viewpoints. Don't stop exploring science there! Take a moment to exploreour ultimate guide to this portion of the ACT. You won't actually need all four pencils on test day. Writing The ACT essay is a whole different ballgame from what it used to be.The new, enhanced essay presents you with a summary of some controversial issue and three different perspectives on that issue. You're expected to evaluate and analyze the perspectives; state and develop your own perspective, which may align with any one of the other three or none at all; and explain the relationship between your perspective and the three given. You have forty minutes to plan and write a relevant essay. I urge you to read about the specific types of prompts you're likely to encounter and how to nail this task with a perfect score. What's Next? Now that you know what you've seen every type of sample ACT question and know what you'llencounter on the test, it's time to think about learning some new strategies. Consider this list of 21 tips everyone could use, or these 15 tips designed to boost that score. Also consider picking up one of these ten highly recommended books to help you prepare for the test. If you've already settled on using the official guide, read how to use that tool to its greatest advanatage. Of course, you'll want to augment any book(s) with some of these wonderful websites! Rather than diving right into diverse resources with no sense of where you're headed, though, do make sure you take time to assemble a study plan, whether you're a sophomore or junior, a rising senior, or just really pressed for time. Also be thinking about what you really want out of the ACT. Read about what score you need to get where you want to go, and read about what a good ACT score really means. Finally, consider adding a program with PrepScholar to your study plans. PrepScholar will help you focus in on the exact types of questions that challenge you the most so that your studying is as effective as possible. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Presentation and Supplementary Report Assignment

Presentation and Supplementary Report - Assignment Example Organizations have to bear the high initial cost of acquiring and running the operations, but innovative developments in technology is shortening the life span of the previous one. This is leading the organizations to re-invest in current technology, and increasing the cost to the company. Apart from this, if today’s environment is considered, then the likes and dislikes of customers are also changing frequently. The fast altering opinions, lifestyle, and preferences pose a challenge for the manufacturing business organizations, as they cannot exactly estimate the preferences of their target customer group. Further, generation gaps in the society have also made it difficult for the marketers to determine the consumer behaviour. Companies are investing heavily on analyzing consumer behaviour, so as to determine the appropriate way of satisfying the needs of the customers. Business organizations are facing a two sided challenge, in which the first side is consumer preference and behaviour, on the other side is the cut throat competition in the market. The recession is certainly squeezing the spending of the consumers and the market of the companies. Countries like UK, USA slipped into deep credit crunch, which also led its companies both in public and private sector into the economic slowdown. This also indicates that the challenges faced by the organizations in the past are different from those faced now. The world is changing rapidly and the organizations are facing challenges like intense competition, rigorous ethical inspection, globalization, digitalized workplace, requirement for fast response, and increasing level of diversity. These mentioned challenges which are affecting the business organization are further affecting the society at large. Managers in organisations measure marketing performances for evaluating and analysing effectiveness and efficiency of the business. This can be accomplished by concentrating on the

Cartel Behavior and Amateurism in College Sports Essay

Cartel Behavior and Amateurism in College Sports - Essay Example Surprisingly, those working hard to produce the rents are African-American athletes while the whites come out as the beneficiaries. This discourse takes an in-depth critique of Lawrence Kahn’s article and in the process evaluates facts that he outlines. The paper also separates facts from fictitious information in the article. Critique Lawrence Kahn explains that African-American athletes produce the rents benefited by white Americans. He mentions that the African-American sportspersons spent their rent on facilities, head coaches salaries, and nonrevenue sports. The football programs earn revenue from accounting profits. This also happens in the field of basketball. Evaluation of the role of NCAA appears at two levels. One extreme end is people who believe that efforts by NCAA to restrict payments to sportspeople enhance the value of sports by upholding amateurism. The other group holds that NCAA is a cartel that restricts compensation to sportsmen and women. Since its incept ion, the NCAA has been controlling the capacity for its members to access televised games. This started in 1984. This is a typical characteristic of a cartel where it prevents members from accessing and doing business with other competing firms in the industry. This is to avoid a share of the rents produced by sportsmen and women. The cartel wants to enjoy all the money. This is the reason that informed the formation of College Football Association (CFA). The behavior of NCAA towards is enough proof that it is a cartel. Cartels thrive on threats and sanctions. The NCAA threatened to expel any school and higher institution of learning that would sign a different contract following CFA’s readiness to negotiate a different and parallel contract with NBC. Threats by NCAA amounted to schools under CFA loosing on the revenue from the basketball tournament. This is total tyranny. In the modern liberal market, business associations and companies cannot thrive on threats and financial embargos. Finally, the NCAA succeeded in enjoying all the revenues generated from football television rents. The change in broadcasting rights appeared for the first time in college sports following a successful court petition by the University of Oklahoma and the University of Georgia. Cases in the judiciary point to the fact that indeed the NCAA is a cartel. Courts proved in 1995 that it was engaged in backroom dirty tricks to limit salaries for assistant coaches. An association existing for the welfare of members such as NCAA needs to engage making lives for their members. However, NCAA does the reverse. It is very difficult to comprehend what good is in limiting a pay for members and proudly claim to be generating a fair playground for your members. Lawrence Kahn cannot purport to justify the role of NCAA to limit compensation as efforts towards enhancing sports by maintaining amateurism. Kahn explains the value of amateurism by stating the large of members in NCAA makes it dif ficult for it to put ceilings on earnings of sportsmen and women. He holds that a possibility of NCAA failing to prevent a competitive market among players due to the high number of members is farfetched. This point by Lawrence Khan does not hold water. NCAA is cartel and members of such an association have to operate within the rules. Therefore, the rules apply to all irrespective of the size of membership.