Faulty forensic science Essay Example | Topics and Well Written Essays - 1250 words

Faulty forensic science - Essay Example ts as to why there is a need for a centralized governing forensic science body to oversee the crime labs, and also look into the possibility that maybe, just maybe, forensic science is not always at fault when it comes to the acquittal or conviction of a criminal. Acknowledging the fact that the forensic field of criminal investigation is not fool-proof, the United States Department of Justice has decided that the time has come to establish a forensic commission that will set the standards and oversee the functions of crime labs nationwide. This commission is expected to set the standards that will be used to determine the forensic guilt of a criminally charged person. through the creation of a â€Å"a professional code for forensic scientists, set certification requirements and advise the Attorney General... In addition, the National Institute of Standards and Technology will double-check existing forensic science standards and develop new ways of making forensic measurements.† (Diep, â€Å"New Commission to Set Standards for Troubled Forensic Sciences†). Currently, there are no uniform rules existing to guide the forensic labs in the discharge of their jobs. The commission is expected to standardize their function and offer a sense of uniformity in their investigation and experimentation procedures. In 2009, the National Academy of Sciences reported that â€Å"much of the â€Å"science† used in crime labs lacks any form of peer review or validation – fundamental requirements for sound science. Such questionable forensic methods include long-established and accepted techniques such as fingerprint comparison, hair and fiber analysis, and bullet matching† (Clarke, â€Å"Crime Labs in Crisis: Shoddy Forensics Used to Secure Convictions†). The creation of this commission will then make the forensic labs answerable to the commission and prevent the failure of the justice system by sending an innocent person to prison or releasing a guilty person back into the general

Business Types of Ownership Essay Example for Free

Business Types of Ownership Essay

Beloved :: essays research papers

Beloved   Ã‚  Ã‚  Ã‚  Ã‚  In regards to the novel Beloved Toni Morrison says, “[The novel] can’t be driven by slavery. It has to be the interior life of some people, a small group of people, and everything that they do is impacted on by the horror of slavery, but they are also people.'; Critics argue that the novel is driven by slavery and that the interior life of the protagonists is secondary. This is true because most of the major events in the story relate to some type of slavery. The slavery that drives the novel does not have to be strictly physical slavery. Morrison’s characters are slaves physically and mentally. Although they are former slaves, they are forever trapped by horrible memories.   Ã‚  Ã‚  Ã‚  Ã‚  The type of slavery the novel initially depicts does not correspond to what really happened to slaves in the 1800s. At Sweet Home, Mr. and Mrs. Garner treated their slaves like real people. Mr. Garner is proud of his slaves and treats them like men, not animals.   Ã‚  Ã‚  Ã‚  Ã‚  . . . they were Sweet Home men -- the ones Mr. Garner bragged about while other farmers shook their heads in warning at the phrase. [He said,] “. . . my niggers is men every one of em. Bought em thataway, raised em thataway. Men every one.';1 The things that occurred at Sweet Home while Mr. Garner is alive are rather conservative compared to what slaves actually suffered during this time period.   Ã‚  Ã‚  Ã‚  Ã‚  Under the management of schoolteacher, things change dramatically. He turns Sweet Home into a real slave plantation. He treats and refers to the slaves as animals. He is responsible for the horrible memories embedded in Sethe and Paul D.   Ã‚  Ã‚  Ã‚  Ã‚  Sethe feels the impact of slavery to its fullest extent. Slavery pushes her to kill her baby daughter. She feels that is the only way to protect her beloved daughter from the pain and suffering she would endure if she became a slave. The minute she sees schoolteachers hat, Sethe’s first instinct is to protect her children. Knowing that slave catchers will do anything to bring back fugitive slaves and that dead slaves are not worth anything, Sethe took matters into her own hands.   Ã‚  Ã‚  Ã‚  Ã‚  On page 164 Sethe says, “I stopped him. I took and put my babies where they’d be safe.'; Paul D asks, “How? Your boys gone you don’t know where. One girl dead, the other won’t leave the yard.

Essay --

The question â€Å"Is this product genetically modified?† has gained increasing popularity among the health concerned and those who worry about where their food comes from over the past couple of years. A decade or two ago, this question had no meaning and has no significance in society. However, thanks to the development of technology and a larger understanding of the underlying properties of foods, down to the molecular scale, humans have created a new field of engineering to combat worries that have plagued the food industry to centuries upon centuries. And as always, the advent of a new a product or procedure that changes the way we think and create will always usher along with it self opinions from every strata of society. The genetic modification of food in the United States of America has become a pertinent topic of debate, just recently gaining its popularity in the past couple of years. To modify or not to modify? There are both pros and cons to whether or not c hange the DNA sequences of foods in order to better them in some way or another. However, like every other major, groundbreaking change in this country comes regulation in hopes to appease everyone in the country and give each participant a fair chance in the race, in particular, the race for the production and distribution of foods. Such regulation in the United States has been done in order to protect and support people that have not devoted their time and money to the biological nuance and also to give every consumer in the country products that are labeled, identifying what they are putting into their systems on a daily basis. As time and society progress, how we view tasks that have been usually kept hidden and now placed onto a pedestal for everyone to se... ...lation. The policy has three priorities at its forefront: (1) U.S. policy would focus on the product of genetic modification (GM) techniques, not the process itself, (2) Only regulation grounded in verifiable scientific risks would be tolerated, and (3) GM products are on a continuum with existing products and, therefore, existing statutes are sufficient to review the products. The framework is also responsible for the governing of specific agencies and their policies, as mentioned briefly before, and also which agency has responsibility for a particular experiment. The delegation of responsibility is laid out in great detail in large tables, showing specifically which agency is to assume responsibility. If two or more agencies have potential jurisdiction, then one agency is considered the lead agency, as the other ones are then subordinate, as mentioned earlier.

Ethical language is meaningless Essay

Twentieth Century ethics has been highly dominated by linguistics. Ethicists now worked to discover the meanings of terms such as â€Å"good† or â€Å"bad†. This goes beyond normative ethics such as Utilitarianism, Kantian ethics or Virtue ethics but rather looks at the usefulness and meaningfulness of ethical language, known as Meta ethics. It also tries to understand the meaning of terms used in descriptive ethics usually used by sociologists. Ethical language can be divided into cognitive language which is realistic and objective, drawing ethical statements from nature and believing it to be true fact. On the other hand it can be non-Cognitive, ethical language which is anti-realist and subjective. Logical Positivists, Ethical Naturalists and Intuitionists believe ethical statements are true as the have a distinct purpose when using a particular word. Ethical Naturalists and Logical Positivists believe only Cognitive ethical language is true as it describes facts. Whereas Descriptivists and Prescriptivists argue, although when referring to ethical language it may be subjective, it still has significance and has meaning. In this essay I will assess to what extent ethical language is meaningful, arguing it is fair to state all ethical language offers some instruction to society and is therefore meaningful. Ethical Naturalists also argue ethical language has an underlined content of purpose. For example a knife is good if it cuts sharply. Therefore ethical language is showing what terms such as ‘good’ mean through the content of purpose within an ethical statement and is therefore meaningful in informing us on ethical terms such as ‘good’ or ‘bad’. However, ethical Naturalists disregard the complexity of ethical language. This critique is put forward by G.E. Moore, an intuitionist. Intuitionist G.E. Moore whose work is influenced by David Hume argues that it is wrong to derive an ‘ought’ from an ‘is’. Although the world may be in a particular state it doesn’t mean we can draw ethical terms from the natural word. Rather ethical language is sometimes used to discuss supernatural concepts such as God and therefore ethical naturalism‘s argument as to why  ethical language is meaningful is absurd. Moore states we can still ask ‘what is good?’ this leads to an open question argument which displays the ethical naturalist argument as to why ethical language is meaningful may not be fully sufficient. However intuitionists do argue ethical language is meaningful but only due to the fact that intuition is used to conduct ethical statements. Moore uses the Simple Notion to suggest although we cannot fully describe what good is, ‘we just know good is good and that’s the end of the fact’. He uses the analogy of yellow, stating just as we can’t describe yellow without giving examples we can’t describe good without referring to good with examples. It is therefore an indescribable truth. On the other hand A. J. Ayer argues ethical language is merely expressions of ones inclinations, emotions and feelings. He worked closely with the Vienna Circle who brought about Logical Positivism. Due to their belief that ethical language was simply expressions of opinion they stated it is of little use. A J Ayer stated that there were only two types of meaningful statements – analytical statements, ones which contain the preposition with the statement e.g a bachelor is an unmarried man, and synthetic statements, which are those that can be tested by sense experience. Ethical statements do not fit into either of these categories and were therefore largely not meaningful to the Logical Positivists. Many may argue that this is a pessimistic and limited view of ethical language. In addition Hare goes beyond descriptivism, stating ethical statements are actually prescriptive and therefore meaningful as they can act as imperatives. Not only are they saying ‘boo’ to murder or ‘hurrah’ to charity but stating ‘I wouldn’t steal, so neither should you’ or ‘I will give to charity so so should you’. In this sense ethical language is meaningful as not only does it provide universal norms or arouse feeling but place imperatives on what one sees as wrong or right, therefore offering some sense of guidelines to act ethically and morally. However one may argue why should one imperative be chosen over another?

Profile of Spanish Dictator Francisco Franco

Profile of Spanish Dictator Francisco Franco Francisco Franco, the Spanish dictator and general, was perhaps Europes most successful fascist leader because he actually managed to survive in power until his natural death. (Obviously, we use successfully without any value judgment, were not saying he was a good idea, just that he curiously managed not to get beaten on a continent which saw a vast war against people like him.) He came to rule Spain by leading the right-wing forces in the civil war, which he won with Hitler and Mussolinis help and came to cling on by surviving against many odds, despite the brutality and murder of his government.   Early Career of Francisco Franco Franco was born into a naval family on Dec. 4  1892. He wanted to be a sailor, but a reduction in admissions to the Spanish Naval Academy forced him to turn to the army, and he entered the Infantry Academy in 1907 aged 14. Upon completing this in 1910, he volunteered to go abroad and fight in Spanish Morocco and did so in 1912, soon winning a reputation for his ability, dedication, and care for his soldiers, but also one for brutality. By 1915 he was the youngest captain in the entire Spanish army. After recovering from a serious stomach wound he became second-in-command and then commander of the Spanish Foreign legion. By 1926 he was brigadier general and a national hero. Franco had not taken part in the coup of Primo de Rivera in 1923, but still became director of a new General Military Academy in 1928. However, this was dissolved following a revolution which expelled the monarchy and created the Spanish Second Republic. Franco, a monarchist, stayed largely quiet and loyal and was restored to command in 1932 - and promoted in 1933 - as a reward for not staging a right-wing coup. After being promoted to Major General in 1934 by a new rightist government, he savagely crushed a rebellion of miners. Many died, but he had raised his national reputation still further among the right, although the left hated him. In 1935 he became Chief of the Central General Staff of the Spanish Army and began to reforms. The Spanish Civil War As divisions between the left and the right in Spain grew, and as the country’s unity unraveled after a left-wing alliance won power in elections, Franco appealed for a state of emergency to be declared. He feared a communist takeover. Instead, Franco was sacked from the General Staff and sent to the Canary Islands, where the government hoped he was too far away to start a coup. They were wrong. He eventually decided to join the planned right-wing rebellion, delayed by his sometimes mocked caution, and on July 18,  1936, he telegraphed the news of a military rebellion from the Islands; this was followed by a rising on the mainland. He moved to Morocco, took control of the garrison army, and then landed it in Spain. After a march towards Madrid, Franco was chosen by the nationalist forces to be their head of state, due in part to his reputation, distance from political groups, the original figurehead had died, and partly because of his new hunger to lead. Franco’s nationalists, aided by German and Italian forces, fought a slow, careful war which was brutal and vicious. Franco wanted to do more than win, he wanted to ‘cleanse’ Spain of communism. Consequently, he led the right to complete victory in 1939, whereupon there was no reconciliation: he drafted laws making any support for the republic a crime. During this period his government emerged, a military dictatorship supported, but still separate and above, a political party which merged Fascists and Carlists. The skill he exhibited in forming and holding together this political union of right-wing groups, each with their own competing visions for post-war Spain, has been called ‘brilliant’. World War and Cold War The first real ‘peacetime’ test for Franco was the start of World War 2, in which Franco’s Spain initially lent towards the German-Italian Axis. However, Franco kept Spain out of the war, although this was less to do foresight, and more the result of Franco’s innate caution, Hitler’s rejection of Franco’s high demands, and a recognition that the Spanish military was in no position to fight. The allies, including the US and Britain, gave Spain just enough aid to keep them neutral. Consequently, his regime survived the collapse and total defeat of his old civil-wartime supporters. Initial post-war hostility from the western European powers, and the US – they viewed him as the last fascist dictator – was overcome and Spain was rehabilitated as an anti-communist ally in the Cold War. Dictatorship During the war, and during the early years of his dictatorship, Franco’s government executed tens of thousands of â€Å"rebels†, imprisoned a quarter of a million, and crushed local traditions, leaving little opposition. Yet his repression loosened slightly over time as his government continued into the 1960s and the country transformed culturally into a modern nation. Spain also grew economically, in contrast to the authoritarian governments of Eastern Europe, although all this progress was more due to a new generation of young thinkers and politicians than to Franco himself, who became increasingly distant from the real world. Franco also became increasingly viewed as above the actions and decisions of subordinates who took the blame went things went wrong and earned an international reputation for developing and surviving. Plans and Death In 1947 Franco had passed a referendum which effectively made Spain a monarchy headed by him for life, and in 1969 he announced his official successor: Prince Juan Carlos, eldest son of the leading claimant to the Spanish throne. Shortly before this, he had allowed limited elections to parliament, and in 1973 he resigned from some power, remaining as head of the state, military, and party. Having suffered from Parkinson’s for many years – he kept the condition secret - he died in 1975 following a protracted illness. Three years later Juan Carlos had peacefully reintroduced democracy; Spain had become a modern constitutional monarchy. Personality Franco was a serious character, even as a child, when his short stature and high pitched voice caused him to be bullied. He could be sentimental over trivial issues, but exhibited an icy coldness over anything serious, and appeared capable of removing himself from the reality of death. He despised communism and Freemasonry, which he feared would take over Spain and disliked both east and west Europe in the post-World War II world.

Dario Fos Political Theatre

Dario Fos Political Theatre Dario Fo's Political Theatre Dario Fo's plays were written in Italy during the 60's and 70's. During this time there was widespread dissatisfaction throughout Italy towards the government and various factions within the country , the nation seethed with discontent.Dario Fo was born in 1926 in the Italian state of Lombardy. During the fifties , Fo , along with his wife Franca Rame , had a succesful career as an actor , director and writer of comedies in conventional theatre. During the sixties , they abondened conventional theatre and chose the working classes as the target audience for their new, left wing plays. Fo's new productions were based upon the Commedia dell'arte of renaissance times. His main influence is the old guillari, wandering performers who would perform for the masses using their own style of satire , a ambiguous disrespect for the authorities (particularly the church).Fo , a dissatisfied citizen of Italy , used theatre to attack and ridicule Italy's governing syste m.Nobel Prize winner Dario Fo in Milan

How to Improve Low ACT Math Scores 9 Tips From a Perfect Scorer

How to Improve Low ACT Math Scores 9 Tips From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you struggling with ACT Mathscores between 14-24? You're not alone - hundreds of thousands of other students are scoring in this range. But many don't know the best ways to break out of this score range and get 26+on the ACT. Here we'll discuss how to improve ACT Mathscore effectively, and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score. Brief note: This article is tailored for lower-scoring students, currently scoring below a 26 on ACT Math. If you're already above this range, my perfect 36 ACT Mathscore articlewill be better for you as it contains advanced strategies. In this article, I'm going to discuss why scoring high is a good idea, what it takes to score a 26, and then go into ACT Math tips. Stick with me - this is like constructing a building. First you need to lay a good foundation before putting up the walls and windows. Similarly, we need to first understand why you're doing what you're doing, before diving into tips and strategies. In this guide, I talk mainly about getting to a 26. But if your goal is to get to a 24 or lower, these tips still equally apply. Understand the Stakes At this ACT score range, improving your low ACT Mathscore to a 26 range will dramatically boost your chances of getting into better colleges. The reason? A 26 puts you well above the national average of all ACT test takers, at about 83%ile. This is roughly equivalent to a 1200 out of 1600 on the SAT. Let's take a popular school, Pennsylvania State University,as an example. Its average ACT score is a 27. Its 25th percentile score is a 24, and 75th percentile is a 29. Furthermore, its acceptance rate is 55%. In other words, a little more than half of all applicants are admitted. Good odds, but the lower your scores, the worse your chances. In our analysis, if you apply with an ACT score of 22, your chance of admission drops to 22.4%, or around a 1 in 4chance. But if you raise your score to a 26, your chance of admission goes up to 46.7% -double the chances of admission, for just 4 points of improvement. And because your ACT Math score factors into your ACT composite score, raising your Math score will really help raise the average of your total score. It's really worth your time to improve your ACT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with a 26 ACT score? Check out ourexpert college admissions guide for a 26 ACT score. Know that You Can Do It This isn't just some lame inspirational message you see on the back of a milk carton. I mean, literally, you and every other student can do this. In my work with PrepScholar, I've worked with thousands of students scoring in the lower ranges of 15-21. Time after time, I see students who beat themselves up over their low score and think improving it is impossible. "I know I'm not smart." "I just don't get algebra and I can't see myself scoring high." "I don't know what to study to improve my score." It breaks my heart. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Ms. Huffington in 9th grade said you'd never get geometry. Here's why: the ACT is a weird test. When you take it, don't you get the sense that the questions are often different from straightforward math questions you've seen in school? It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who aren't yet at Calculus level. It can't ask you to analyze quantum physics. The ACT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover.Numbers (integers, fractions), algebra(solve for x), coordinategeometry(lines and slopes), plane geometry (triangles, circles, lines), and other topics like trigonometry. You've learned all of this before in high school. But the ACT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: This is a classic ACT type question. It tests really simple concepts in a complicated way. The first time you see this, it might be confusing. How do I find the area of the entire area? How do I find the area of A? Why does this look like a brick wall? But you've learned all the concepts you need to solve this. This is a simple question about areas and fractions. As the first sentence tells us, there are three rows of equal area. Each of these rows are split up into two, three or four equal areas. Each region is labeled A, B or C. The question is asking us for the fraction of the square's area in the region labeled A. Notice that there are three regions labeled A -one in each row. Let's use a strategy to solve this - let's plug in a number. We'll use 12 for the area of a row. Because there are 3 rows, the total area is 36. In the first row, there are 2 equal regions - A and B. To divide 12 into 2 regions, each would have area 6. So A in the first row has 6 area. In the next row, there are 3 equal regions - A, B, and C. Once again, to divide 12 into 3 regions, each would have area 4. So A in the second row has 4 area. Finally, in the last row there are 4 equal regions - A, B, C, and D. To divide 12 into 4 regions, each would have area 3. So A in the third row has 3 area. So what's the total area covered by A? 6 + 4 + 3 = 13. What's the total area of the square? We said it above - 36. So the "fraction of the square's area..in a region labeled A" is 13/36. This might have been confusing the first time, but the next time you see a question like this, you'll know what to do. The ACT math section is full of examples like this. To improve your score, you just need to: Learn the types of questions that the ACT tests, like the one above Put together the concepts you already know to solve the questions Practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right. What It Takes to Get a 26in ACT Math If we have a target ACT score in mind, it helps to understand how many questions you need to get right on the actual test. The ACT Math section has 60 questions on it. Depending on how many questions you get right, you'll get a Scaled score out of 36. Here's the raw score to ACT Math Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Raw Scaled Raw Scaled Raw Scaled Raw 36 60 27 43-44 18 24-26 9 - 35 58-59 26 40-42 17 21-23 8 3 34 57 25 38-39 16 17-20 7 - 33 55-56 24 36-37 15 13-16 6 2 32 54 23 34-35 14 -12 5 - 31 52-53 22 32-33 13 8-10 4 1 30 50-51 21 30-31 12 7 3 - 29 48-49 20 29 5-6 2 - 28 45-47 19 27-28 10 4 1 0 So if you're aiming for a 26, on this test you need to get just 40 questions correct. This is just a 66% on the test! Also, keep in mind that you'll be able to GUESS on a lot of questions. Because there are five answer choices, you get a lot of questions right with a 20% chance! So here's an example. Let's say you know how to solve just 35 questions for sure. You guess on the remaining 25 and get five of them right by chance. This gives you a raw score of 40, or a scaled score of 26! This has serious implications for your testing strategy. In essence, you only need to answer 2/3 of all questions right. We'll go into more detail below about what this means for your testing strategy below. Whatever you're scoring now, take note of the difference you need to get to a 26. For example, if you're scoring a 22, you need to answer 8-10 more questions right to get to a 26. Once again, if your goal is a score below 26, like a 24, the same analysis applies. Just look up what your Raw Score demands above. 9 Strategies to Improve Your Low ACT Math Score OK - so we've covered why scoring a higher ACT Mathscore is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable ACT Math tipsthat you should use in your own studying to maximize your score improvement. Strategy 1: Skip the Most Difficult Math Questions Here's the strategy I'm starting with, because I believe it can earn you immediate points the very next time you take a practice test. It's also an easy strategy most students don't do enough. Remember what I said above about raw score? To score a 26, you only need a 40 out of 60 raw score. Put in another way - you can completely miss 20 questions (33% of the test) and still score a 26. Wow - you can completely skip the hardest 30% of all questions and still hit your goal. Skip questions carefree - like this woman. Why is this such a powerful strategy? It gives you WAYmore time on easy and medium difficulty questions - the questions you have a good chance of getting right. If you're usually pressed for time on ACT Math, this will be a huge help. And this is pretty much everyone - even I (a perfect ACT scorer) feel time pressure on this section. Here's an example. On ACT Math, you get 60 minutes to answer 60 math questions. This is usually pretty hard for most students to get through - it's just 60 seconds to answer each question, and some of these questions take a lot of time. The average student will try to push through ALLthe questions. "I've got to get through them all, since I've got a shot at getting each question right," they think. Along the way, they'll probably rush and make careless mistakes on easy questions they SHOULD have gotten right. And then they spend five minutes on the very last, hardest question, making no progress and wasting time. Wrong approach. Here's what I suggest instead.Completely skip the last 20% of questions in the math section. This is the last 12 questions.Don't even look at them, don't even read them. Instead, focus all your energy on getting the first 80% of questions correct. This works because, unlike Reading and Writing, Math questions are ordered by difficulty.The hardest questions are always the questions at the end of the subsection. Let's use an example from real practice tests. This is Question #60, the very last question of the section: Pretty tough, right? It'll take you quite some time just to even READ the question. But here's question 39, a question you should spend more time on: This is just finding the slope, given two points. A lot easier for you to get right. By skipping questions like this, you raise your time per question from 60 to 75 seconds per question. This is huge! It's a 25% boost to the time you get per question. This raises your chances of getting easy/medium questions right a lot. And the 12 questions you skipped? Like the example above, they're so hard you're honestly better off not even trying them. These questions are meant for 27-36 scorers who have mastered all the ACT math skills on the test. If you get to a 26, then you have the right to try these questions. Not before you to get to 26. Next strategy: find your weak links and fix them. Strategy 2: Find Your Math Weaknesses and Drill Them If you're like most students, you're better at some math subjects than others. You might have done better in algebra than geometry. Or maybe you really like trig,but hate probability. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, you might be an athlete or have band practice, and you want to send Snaps toyour friends. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to paint thin layers across a huge span of material. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time fixing their weaknesses. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT math? You need to find the skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. If you had to study 10 hours for ACT Math, wouldn't you rather improve four points than one point? This is how you do it - focusing your attention on what will make the biggest difference for you. Here's our complete mapping of all 24 skills tested on ACT Math: Numbers Integers Rational numbers Statistics Probability Sequences Algebra Operations Single Variable Equations Functions Word Problems Inequalities Matrices Complex Numbers Systems of equations Coordinate Geometry Points Lines Polynomials Conic Sections Reflections Plane Geometry Lines and Slopes Triangles Polygons Circles Misc Topics Solid Geometry Trigonometry I know this is overwhelming. ACT Math covers most of basic high school math, which is a LOT of stuff. Looking at this list, do you know where your weaknesses are? Do you know what you need to train on to get the most out of your study time? If not, I'm not surprised. This is hard for even the best students to do. It takes a lot of test knowledge to be able to categorize questions, and it takes a lot of discipline to analyze your mistakes. For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of coordinate geometry questions (the ones involving an x-y grid and lines). You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. Quick Plug: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3: Focus On the Most Important Skills, and Ignore the Rest But wait, there's more. Remember the 24 skills listed above? Not all of them are made equal. Some are represented FAR more often than others. In fact, the most common skill (numbers-rational numbers) is 56TIMES more likely to appear than the least common skill (complex numbers). As you can see, it's not enough just to divide into rough subjects like algebra, geometry, and data analysis. Even within algebra, some concepts appear FAR more often than others. If you ignore this distinction, you'll waste a lot of time studying things you don't even have to know! So I'm about to make your day. I'm going to tell you the most important skills you HAVE to practice hard, and all the skills you DON'T need to study. If you've been nervous about how much ACT Math material you need to know, you'll feel a lot better soon. First, hereare the most common ACT Math skills. I'll explain the % of questions for that skill, and the # of questions you can expect to see: Skill Frequency # of Q's Numbers - Rational Numbers .97% 7 Algebra - Functions 8.76% 5 Algebra - Operations 8.55% 5 Numbers - Integers 7.26% 4 Algebra - Single Variable 6.84% 4 Plane Geometry - Triangles 6.41% 4 Plane Geometry - Polygons 6.41% 4 Coord. Geometry - Lines 5.56% 3 Plane Geometry - Circles 5.34% 3 Algebra - Word Problems 4.91% 3 Trigonometry 4.91% 3 This is great news - with just skills (46% of all 24 skills), you actually cover 77% of the test! This is huge! For example, if you mastered just these skills and got all 45 questions right, that would already bring you up to a 28. In reality, this is unrealistic because some of these 45 questions are going to be pretty tough, and questions I recommend you skip as mentioned in Strategy 1. But you can see how important the most important skills are to getting a great score. Focus on what really makes up most of the pie. Now, what skills do you NOT have to know? Here are the LEAST common skills on ACT Math: Skill Frequency # of Q's Coord. Geometry - Points 4.06% 2 Numbers - Statistics 3.85% 2 Numbers - Probability 3.21% 1 Algebra - Inequalities 2.35% 1 Plane Geometry - Lines and Angles 2.35% 1 Geometry - Solid Geometry 2.14% 1 Numbers - Sequences 1.92% 1 Algebra - Systems of Equations 0.85% 1 Coord. Geometry - Polynomials 0.85% 1 Coord. Geometry - Conic Sections 0.64% 1 Coord. Geometry - Reflections, Translations 0.43% 1 Algebra - Matrices 0.21% 1 Algebra - Complex Numbers 0.21% 1 Look at these 13skills. Altogether, they add up to a measly 23% of the entire test. Remember what % of the test you need to get right to get a 26? It's 66%. If you completely ignored these 13 skills, you'd still be able to get a maximum score of 28. So good news! You don't need to study complex numbers, matrices, conic sections,and other subjects above. Good riddance, because these are some of the more complicated subjects. When you study, make sure you focus your time on what's really impactful. Once again, I believe in this strategy so much that I designed our PrepScholar ACT program around this idea. Your PrepScholar programdoes all the hard work for you by automatically customizing your prep program to exactly what you need to do to improve your score most. You'll work on the most important skills first so that you get the most out of every hour you study. You just need to focus on learning and doing questions. Strategy 4: Practice UsingOnly Realistic, High Quality Sources After reading the three strategies above, you might be hyped up to go out and practice. The question is - what are you actually going to use to study? Books? A prep program? Be really careful about which sources you choose to use. Honestly, most of them are pretty bad. A lot of prep programs and books don't have very realistic ACT Math questions. They're either too hard, too easy, or structured incorrectly. The root of this problem is lack of true understanding of the ACT Math section. Without going through a full question by question analysis of the test, you really can't understand the test deeply. This means your materials will be terrible. OK - so what do you use? The very, very best source for ACT Math questions is the Official ACT Tests.This is why as part of PrepScholar, we include these official practice tests to gauge your progress and train you on the real thing. Unfortunately, you often need supplemental questions focused on your weaknesses above. For instance, if you're weak in rational numbers, you want to drill those questions over and over again to master your weaknesses. If you're interested in a prep program that can provide all the test content you need to excel, I'd suggest you consider PrepScholar. Obviously as creator of the program I can be biased, but I honestly believe we have the highest quality Math questions available anywhere. This is because of the level of scrutiny and understanding of the test that I think no other company has achieved: We've deconstructed every available official ACT Practice Test, question by question, answer choice by answer choice. We've statistically studied every question type on the test (like you saw above). We understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who have scored perfect scores on the ACT, have hundreds of hours of ACT teaching experience, and have graduated from Ivy League schools like Harvard. This results in the most realistic, highest quality ACT Math questions possible. Even if you don't use PrepScholar, you should be confident that whatever resource you DO use undergoes the same scrutiny as we do. If you're not sure, or you see reviews saying otherwise, then avoid it. Make sure you avoid duds. Strategy 5: Understand All Your ACT Math Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. Too many students scoring at the 14-24level refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't already understand. So the average student will breeze past their mistakes and instead focus on areas they're already comfortable with. It's like a warm blanket. Their thinking goes like this: "So I'm good at geometry? I should do more geometry problems! They make me feel good about myself." The result? NO SCORE IMPROVEMENT. You don't want to be like these students. So here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory - fractions, algebra - solving equations, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Go Deeper - WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't know this material." That's a cop out. Always take it one step further - what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Strategy 6: Experiment With Different Strategies to Solve Math Problems Sometimes, you get really stuck on a question. You just have no idea how to solve it, and the first step doesn't seem obvious. When this happens, a really useful skill to learn is having a toolkit of alternative strategies to solve a question. Broadly speaking, there are two that will come up most often: Plugging in Numbers, and Plugging in Answers. Let's see an example in action: Let's you don't know exactly where to start and how to solve this the algebraic way. In this case, you can plug in sample numbers to see how the surface area changes. Plug in Numbers Let's do something simple: length, width, and height are all equal to 1. Thus, A = 2*1*1 + 2*1*1 + 2*1*1 = 6. Then, we double each of the dimensions, so length, width, and height are all equal to 2. Now, A = 2*2*2 + 2*2*2 + 2*2*2 = 24. 24 is 4 times greater than 6. So the surface area is multiplied by a factor of 4. That was pretty straightforward! Bonus: Algebraicway You can also solve this question by directly plugging in 2l, 2w, and 2h into the equation. The original area = 2lw + 2lh + 2wh The new area = 2*2l*2w + 2*2l*2h + 2*2w*2h You might see that you can factor out a 4 in front: = 4 (2lw + 2lh + 2wh) And thus the area increases by a factor of 4. In both your practice and your real test, try to get unstuck by approaching the question differently. Check out our strategy guides on Plugging in Answers and Plugging in Numbers to see more details on how these work. Strategy 7: Monitor Your Time During the ACT Math Section Once again, time pressure is a big problem for 14-24scorers. Because many questions are difficult, it's easy to get sucked into a hard problem and spend minutes trying to solve it. This takes away time from other questions that you can solve and get points for. There are two ways to ease time pressure for yourself. The first way is by getting better at the test.By doing more practice, you'll automatically get faster at solving each question. By learning patterns to what the ACT asks, more questions will just 'click' for you. The other way is to monitor the time you're spending on each question. What you want to avoid is spending too much time on a single question, since this gives you less time for other math problems. Remember: all points on the ACT are worth the same as each other. An easy question is worth one point, as is the most difficult question on the entire test. So here's what I recommend: if you spend 30 seconds on a problem and aren't clear how you can get to the answer, skip and go to the next question. If you finish the section early, you'll have time to get back to the questions you skipped. You'll especially have extra time if you follow my first skipping strategy (skip the most difficult questions). Even if you don't have time to get back to the questions you skipped, you just bought yourself time to try a lot of other questions. Strategy 8: Bubble In Your Answers All at Once Here's a bubbling tip that will save you at least three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I went back to the booklet and solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself doing two things at once - solving questions, and bubbling in answers. This is like rubbing your belly and patting your head. This costs you time in both mental distraction and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just three seconds per question, you get back 360seconds on a section that has 60 questions. This is huge! It's six extra minutes, which you can use to solve a lot more questions! Note: Be careful as you watch your time that you fill in all your current answers with at least five minutes remaining!Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Make sure you practice this on a full-length practice test so you're confident with it. Strategy 9: Guess on EveryQuestion You Don't Know You might already know this one, but if you don't, you're about to earn some serious points. The ACT has no guessing penalty for getting a wrong answer. That means there's no reason to leave any question blank. Now, before you finish the section,make sure every blank question has an answer filled in. You do not want to look at your answer sheet and see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate just one answer choice, that gives you a much better shot at getting it right. If you have no idea, just guess! You have a 20% chance of getting it right. Most people know this strategy already, so if you don't do this, you're at a SERIOUS disadvantage. This is really important when you use Strategy #1 of skipping questions - if you don't guess on the questions, you'll miss out on free points! In Overview Those are the main strategies I have for you to improve your ACT math score. If you're scoring an 18, you can improve it to a 23. If you're scoring a 22, you can boost it to a 26. I guarantee it, if you put in the right amount of work, and study like I'm suggesting above. Notice that I didn't actually teach you any math content. I didn't point to any formulas that you need to know, or specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important to your future. Make sure you give ACT prep the attention it deserves, before it's too late, and you get a rejection letter you didn't want. If you want to review any of the strategies, here's a list of all of them: Strategy 1: Skip the Most Difficult Math QuestionsStrategy 2: Find Your Math Weaknesses and Drill ThemStrategy 3: Focus On the Most Important Skills. Ignore the RestStrategy 4: Use Only Realistic, High Quality SourcesStrategy 5: Understand All Your Math MistakesStrategy 6: Experiment with Different Strategies to Solve Math ProblemsStrategy 7: Monitor Your Time During the Math SectionStrategy 8:Bubble In Your Answers All At OnceStrategy 9: Guess on EveryQuestion You Don't Know What's Next? We have a lot more useful guides to raise your ACT score. Read my corresponding guides for other ACT Math sections: Get a 26 in ACT English, ACT Reading, and ACT Science. What's a good ACT score for you? Read our detailed guide on figuring out your ACT target score. Want a bunch of free ACT practice tests to practice with? Here's our comprehensive list of every free ACT practice test. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. 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Quatitative vs Qualitative Study - Research Paper Example p. 659). On a closer analysis, considering the above mentioned criteria, it becomes clear that one research study is quantitative in nature, whereas the other reflects qualitative characteristics, that is, the first article named â€Å"Nephrol Dial Transplant† is an example of quantitative research study. This article is concerned with â€Å"an identified problem, based on testing a theory, measured with numbers† and it is makes analysis by making use of statistical techniques (Chapter 4: Quantitative and Qualitative Research. n.d. p. 41). According to this definition, it is seen that the article is quantitative as it describes a lot of relationships such as that of demographic characteristics and knowledge of CKD, with the help of numerical variables through independent t-test, Pearson’s Chi Squared test, one way Analysis of Variance etc. Also, the article has a specific and narrow purpose as it basically deals with just finding out the impact of SMS system on C KD patients by analyzing the collected data and presenting it in numerical terms. This can be seen through the various numerical data presented under the head ‘Demographic and clinical characteristics of CKD patients at study entry’ of the article, where the researchers have represented the percentage of patients in terms of age, marital status, education, gender etc. Furthermore, they have also provided information regarding diabetes, hypertension, alcohol history, smoking history, walking, gardening and such other lifestyle activities of patients all in numerical terms. Another factor that makes it quantitative research is the participants, quantitative study always employs a random sample, as is seen in this case also. Therefore, these are the various elements that make this article an apt example for quantitative research study. The second article, â€Å"The Impact of Self-management Support on the Progression of Chronic Kidney Disease- A Prospective Randomized Con trolled Trial† is observed to be a qualitative research as it consists of the research taking place in a natural setting, where the researcher â€Å"gathers words or pictures, analyzes them inductively, focuses on the meaning of participants, and describes a process that is expressive and persuasive in language† (Wise, n.d., How would you define qualitative research? para.1). It involves a more generalized and broad topic and furthermore it is concerned with qualitative aspects such as gathering information regarding the participants’ experiences, feelings etc. It uses texts as well as diagrams as compared to the quantitative research, which is evident from the chart showing the profiles of patient enrollments, assignments and alerts. Another factor is that under the study design, specifically under the head ‘Standardized SMS Program,’ as opposed to the quantitative study, not many numerical values are used. In fact the data regarding initial eGFR, e nd point eGFR, number of initial

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Analysis of the book hunger of memory - Essay Example And in the case of Mexican-American author Richard Rodriguez this concepts appears apt because his autobiography titled, Hunger of Memory highlights the problems he faced from his childhood to adulthood. So, this paper will discuss how the book’s style, language, tone and the way it was written was influenced by the separation Rodriguez faced in his childhood and youth. Rodriguez, son of Mexican immigrants, was born in San Francisco but spoke only Spanish as his language of communication in his childhood. So, when he joined the Catholic school in Sacramento, California, at the age of 6, he had speaking vocabulary of just 50 English words. Because of this limited knowledge of English, he became a confused and reticent boy with low confidence level. So, his autobiography, Hunger of Memory details those tough times in his school and the resultant separation, in a pathetic as well as sympathetic style, language and tone. Throughout the book and specifically in the chapters, Aria, Achievement of Desire, Credo and Complexion, Rodriguez’s insecurities in English, the resultant isolation or separation and the role played by his family and Catholic Church, have lead to a self-absorbed style with a lot of strain flowing. This style brings up a lot of feelings and emotions that got built up in Rodriguez’s mind, in that phase of his life. Due to the separation he firstly suffered in his class, his emotion bordered on the feeling of loss and that got incorporated into the work. Also, this being the bad phase of his life, he distances from it and so uses the style of aloofness in these chapters. Since, Richard is also a victim of cultural clashes; he brings these elements in these parts of the work. That is, while describing how Hispanic background created the obstacles for him and prevented him from socializing with the fellow students, he uses

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Construction Health & Safety Policy at Work Act 1974 - Essay Example The Act defines the general duties which employers have towards employees, members of the public, employees have to themselves and to each other. In general terms it can be defined as â€Å"It is the responsibility of employer to ensure the health and safety of employees along with welfare at all stages of employment†. The Act with 28 main sections came into force in 1975 with the purpose to bring all the workers of all occupations under the cover of legislation. The revision of the law and new regulations paved way for more comprehensive understanding and implementation of legislation with the passage of time. Mainly most of the legislation in this regard is done through the regulations instead of through parliament. European Six pack The commonly known six pack regulations on health and safety is group of regulations which were introduced in Europe on January 1993.The inspiration to develop such legislation was to harmonize the health and safety law throughout the Europe und er the frame work directive. These regulations put into practice various European directions on health and safety issues and also elucidate how employers must fulfill with their duties under the Health and Safety at Work Act (HASAWA) 1974. ... The Provision and Use of Work Equipment Regulations 6. The Workplace Health, Safety and Welfare Regulations Approved Codes of Practice (AcoPs) The Management of Health and Safety at Work Regulations, the Provision and Use of Work Equipment Regulations and the Workplace Health and Safety and Welfare Regulations mentioned above have Approved Codes of Practice (AcoPs). These have been approved by the Health and Safety Commission and give useful recommendations on what should be done to fulfill the requirement of the law. While employers and others do not have to follow AcoPs needs to prove that their alternative arrangements ensure same or better standards of health and safety. The salient aspects of each regulation are briefly discussed in subse quent paragraphs. 1. The Management of Health and Safety at Work Regulations These regulations contains duties of employers, self employed workers and employees. The rights of trade unions safety representatives are also elucidated in these regulations. The employer duties encompasses on assessment of risk for the safety of workers, arrangements for implementation of health and safety measures, facilitate in compliance of safety measures by effective means, ensure emergency procedures, adequate training/instructions of employees and sharing of work place. The employees’ duties elaborate the use of equipment and substance in accordance with training, reporting of matters and shortcoming in health and safety issues. The trade union safety representative duties mainly focus on consulting the employer on measures for safety and health of workers.

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Construction Health & Safety Policy at Work Act 1974 Essay - 1

Construction Health & Safety Policy at Work Act 1974 - Essay Example The Act defines the general duties which employers have towards employees, members of the public, employees have to themselves and to each other. In general terms it can be defined as â€Å"It is the responsibility of employer to ensure the health and safety of employees along with welfare at all stages of employment†. The Act with 28 main sections came into force in 1975 with the purpose to bring all the workers of all occupations under the cover of legislation. The revision of the law and new regulations paved way for more comprehensive understanding and implementation of legislation with the passage of time. Mainly most of the legislation in this regard is done through the regulations instead of through parliament. European Six pack The commonly known six pack regulations on health and safety is group of regulations which were introduced in Europe on January 1993.The inspiration to develop such legislation was to harmonize the health and safety law throughout the Europe und er the frame work directive. These regulations put into practice various European directions on health and safety issues and also elucidate how employers must fulfill with their duties under the Health and Safety at Work Act (HASAWA) 1974. ... The Provision and Use of Work Equipment Regulations 6. The Workplace Health, Safety and Welfare Regulations Approved Codes of Practice (AcoPs) The Management of Health and Safety at Work Regulations, the Provision and Use of Work Equipment Regulations and the Workplace Health and Safety and Welfare Regulations mentioned above have Approved Codes of Practice (AcoPs). These have been approved by the Health and Safety Commission and give useful recommendations on what should be done to fulfill the requirement of the law. While employers and others do not have to follow AcoPs needs to prove that their alternative arrangements ensure same or better standards of health and safety. The salient aspects of each regulation are briefly discussed in subse quent paragraphs. 1. The Management of Health and Safety at Work Regulations These regulations contains duties of employers, self employed workers and employees. The rights of trade unions safety representatives are also elucidated in these regulations. The employer duties encompasses on assessment of risk for the safety of workers, arrangements for implementation of health and safety measures, facilitate in compliance of safety measures by effective means, ensure emergency procedures, adequate training/instructions of employees and sharing of work place. The employees’ duties elaborate the use of equipment and substance in accordance with training, reporting of matters and shortcoming in health and safety issues. The trade union safety representative duties mainly focus on consulting the employer on measures for safety and health of workers.

Journal Entry Week 4 Essay Example | Topics and Well Written Essays - 500 words

Journal Entry Week 4 - Essay Example Due to these challenges, shifting their manufacturing base back to the North America seems better option. The most obvious gains would be in the form of savings in labor costs compared to present Chinese trend; savings in transportation, duties, supply chain risks, industrial real estate and other such costs. Automation and other such measures to reduce costs will further depreciate Chinese labor economy. Rising demand markets in the Asian and Chinese regions can be advantageous to the North American manufacturers. Considering the challenges posed by the Chinese labor market, shifting outsourcing base to other developing countries would be beneficial, but these countries lack required resources, skill, capacity, infrastructure, security, government support etc. The US adopted outsourcing culture many decades ago, which caused serious challenges for its citizens; yet, they emerged from these challenges only to be better innovators and, thus, rule the world. During last decade, China dominated the world nations in exports and manufacturing industry owing to its low labor cost and availability of high-end technology. However, the author argues that manufacturing potential in the US still remains higher than visible and its flexibility adds greater potential to its future. Analysts suggest that the cost of production in the US is likely to be same as that in China, or slightly higher. In order to meet profitability from their production industry, China may shift some work to its interior cities that offer lower labor costs; however, differential skill set will be scarce. Many evidences exist to believe about shift of production base from China and other countries back to America; however, large scale production still continues to be undertaken in China. Production competitors to China include other low-cost labor countries: Thailand, Vietnam, and Cambodia. Researchers

Of Mice and Men Character Analysis Essay Example for Free

Of Mice and Men Character Analysis Essay Write a study of the character of Crooks, showing how Steinbeck uses him to tell us more about the other characters, and about the social and economical context of the book? This novel takes place in the 1930s, it was a time of great depression, there was racial prejudice towards coloured people and there were very few job opportunities making it hard for people to have a good standard of living. Steinbeck wrote this novel to show us the daunting and alarming conditions for workers at this time; he chose each character to represent a different type of person. For example, one of the characters Crooks represents coloured people. When reading the story of mice and man we learn that Crooks is a kind and considerate man You told me to warm up tar for the mules foot. I got it warm this tells us that Crooks is generous man and is always willing to help. I can do it if you want Mr Slim when Crooks is speaking to Slim, he is deferential towards Slim and treats him like a superior by calling him Mr Slim. Although Crooks is a kind man he is not treated fairly and adequate all due racial prejudice they let the nigger come in that night first of all he is not even called by his proper name instead they use racial discrimination to point him out as he is called intimidating and awful words such as nigger and stable buck. He does not bunk with the others workers because the other workers are racist towards him and all due to his colour Crooks has to live in a stable buck where all the other animals live as he is not treated as an equal, had his bunk in the harness-room; a little shed that leaned off the wall of the barn this tells us that Crooks is treated inappropriately as he has to live in appalling conditions. We also get the impression that Crooks is isolated from the other workers making him feel lonely and deserted Crooks said darkly: guys dont come into a coloured mans room very much this tells us that Crooks has no true friends, this is not because he is a atrocious man, it is because of racial prejudice. Another reason why Crooks is lonely is that he segregates himself from the white workers as hes the only black worker on the ranch. We learn that Crooks is well educated as he has books in his room And he had books, too; a tattered dictionary and a maules copy of the California civil code for 1905. This also tells us that although there is racial prejudice, Crooks knows his rights. We get the impression that Crooks is realistic and scornful and once dreams of owning his own farm Youre nuts. Crooks was scornful. I see hundreds of men come by on the roads an on the ranches with their bindles on their back an that same damn thing on their heads. This tells us that Crooks is like any ordinary man, he also has dreams to own a farm one day. If youguys would want a hand to work for nothing just his keep, why Id come an lend a hand. This suggests that Crooks is desperate to get out of this ranch and he is hoping he will one day own that farm. Well, jus forget it, said Crooks. I didnt mean it. Jus foolin. I wouldnt want to go no place like that Crooks now realises there is no way he will ever get out of the ranch and own a farm so he tries to convince himself he never wanted a farm in the first place. The door opened quietly and the stable buck put in his head; a lean negro head, lined with pain, the eye patient. This tells us that Crooks has to be patient when living with the workers as he knows he is below the other workers because he is a coloured man and if Crooks was to make a slight move out of line there will be problems and fights will break out. When Crooks is talking to Candy, Crooks has to treat him well otherwise trouble will break out, you can come in if you want Although Crooks does not want Candy to come in he has to treat the other workers with respect Candy seemed embarrassed. I do know. Course, if ya want me to We get the impression that Candy feels embarrassed to go into a coloured mans room. I was born right here in California. My old man had a chicken ranch, bout ten acres. The white kids come to play at our place this tells us that in Crooks past life, there was nor always racial discrimination and he was once treated as an equal and as he got older there was more racial prejudice. Most of the other workers treat Crooks with no respect except for Slim who treats Crooks like an equal and in return Crooks treats him like a superior . Huh? Oh Hello Crooks. Whats a matter? First of all, this tells us that Slims treats Crooks with respect by calling him by his proper name, we also get the impression that Slims shows consideration to Crooks by asking him Whats a matter? Slim is the only worker that respects Crooks for who he actually is. Well, he aint doin no harm. I give him one of my pups. This shows that Slim is kind and friendly towards everyone and not just Crooks. The majority of the workers at the ranch treat Crooks will no respect and show no consideration where the hell is that God damn nigger? the first impression I get is that the workers do not treat Crooks reasonably, as they do not call him by his name, they call him racial words such as nigger and stable buck. When the workers get angry all anger is taken out on Crooks, this tells us that Crooks is not treated like a human being all due to racial prejudice. Cause Im black. They play cards in there, but I cant play because Im black. They say I stink. This shows us that not only a small amount of workers are racist towards Crooks, the majority of the workers are. Smitty says he woulda killed the nigger this tells us that the workers not only hate him but they want to kill him, this gives us the impression on the amount of racial discrimination. Even Curleys wife who is not a worker at the ranch is racist towards Crooks Listen, Nigger, she said. You no what I can do to you if you open your trap Crooks is treat badly by the majority of workers on the ranch due to racial discrimination Crooks has to treat them well Yes maam Although Crooks knows his rights, he has very few of them and he always has to show respect towards the other worker The other characters show no respect towards Crooks as they are racist, unfair and cruel towards him, the majority of the workers do not even call Crooks by his name and call him racial words such as nigger where the hell is that God damn nigger? The only character who shows any sign of respect towards Crooks is Slim, Slim treats him like an equal Hello Crooks. Whats a matter? Although in the time this novel was set there was racial discrimination Slim was not racist towards Crooks because he was a fair and respectable man. In return Crooks treats Slim like a superior I can do it if you want, Mr Slim We get the impression that Lennie does not even no who Crooks is as he has a very immature behaviour and a childish mind

Cultural And Structural Theories

Cultural And Structural Theories Defining health has always been relative; sometimes it is defined in terms of good health (feeling fit), bad health (free from pain and discomfort), and in terms of rang of task an individual is able to perform (functional). However, WHO (1948) Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. A resource for everyday life, not the objective of living. Health is a positive concept emphasizing social and personal resources, as well as physical capacities. The medical dictionary define illness as disease of body or mind; poor health; sickness. Culture is the way of life of a group of people, society or community, it consist of beliefs, behavior, values, norms, customs, language, institutions etc common to the members of the group, society or community. Culture can influence the definition of health and illness. Cultural approach explains that health differences can best be understood in terms of our way of life as society and as an individual and on the social class in which we find ourselves, the lower the social class the worse the health issues. Cultural approach is of the opinion that poor health is due to our diet, habits life style. In some non western culture, a big person is seen as healthy and the slim person is seen as ill, and is encouraged to eat more, where as in the western world, been fat is seen as a death warrant. Some cultures do not believe in going to the doctors when they are ill, they rather use a local remedy. Cultural approach completely blame the individual for his /her health problems because they do not follow a healthy life style, the black report (1980) also accepted this explanation, but acknowledged the fact that even does that lead a healthy life, still suffer from same ill health as those that does the opposite e.g. non smokers at the risk of lung cancer. The report suggested that differences in social class factors only account for 25% of social class inequities in health and illness. More so, the structural approach, accepts the behavioral explanation to health differences, but claims that the behavioral approach fail to look at the broader context of inequality. Thus, poor health is as a result of the working condition to which some people have no choice but to be subjected to given the present income distribution and access to opportunity. In explaining the structural approach, the Marxist perspective of health and illness will be analyzed. The key assertion of Marxist is the relation of production (structure of the society) which brought about division of labor, which in turn reflect in the derivation of social classes. Marxist believes that health outcomes for any society are influenced by the economy system in two ways; Level of production: industrial diseases and injuries, stress- related illness, environment pollution, processed food, chemical additives. Income distribution: standard of living is measured by wealth and income-living condition, access to health care, diet, educational opportunities, and recreational opportunities. The black report (1980) also agrees with this view, as finding continues to show that adverse social condition is significant to the social pattering of health and illness in the society. Task 2 EVALUATION OF THE EVIDENCE OF REGIONAL VARIATIONS AND INEQUALITIES IN HEALTH AND ILLNESS This essay will be outlining and evaluating the evidence of variation in health and illness. To evaluate these issues two material evidences from the Guardian News paper will be analysed. The first is LOCAL INEQUALITIES MARK MAP OF WELLBEING (24/09/2008) will be referred as APPENDIX A. This essay will also evaluate sociological explanations for health inequalities such as cultural, structural, functional perspectives. Reports produced by the government and independent research will be applied in evaluating these regional variations. Appendix A covered the disparities in the health and behaviour of people in different parts of England. The findings made by the report regarding health disparities are: Women in Blackpool are 8 times more likely to smokes during pregnancy than women from Richmond upon Thames. Average 5year old in Blackburn suffers 7 times more tooth decay than 5year olds in Lichfield and Staffordshire. Teenage pregnancy rate in Lambeth south London is more than 6 times that of Rutland. Obesity rate among children starting school in Hackney, east London is 3 time the rate in Teedale. The research was done using 30 key indicators, of which none was mentioned in the report. The report agreed that despite government effort to eradicate health inequalities, the gap in health between the social classes in society keep increasing. The report agrees with the structural perspective, which blames health inequalities on the economy system (capitalist state) of the society, as captured in paragraph 5 lines 4-6, addressing the issue of child poverty the tax system. This can be backed by the finding of the Black report (1980) which opined that health standard is directly linked to social class and social economics factors such as poor housing, education, income and environment. The findings in Appendix A, was published and distributed to every local councils in the UK, so health worker in every region can devise solution to curbing their respective health issues. Finding made by the report (APPENDIX A) regarding behaviour cannot be explained entirely by relative poverty. The findings on behaviour are: Lambeth despite having the worst teenage pregnancy problem in England, it also has the best figure for breastfeeding. More than 90% of mothers breastfeed in Lambeth compared to 33% in Knowsley, Merseyside. Malvern Hills, west Devon and south Shropshire, almost all children of school age engage with at least two hours of high quality PE /school sport a week compared to only 2/3 of children in Newcastle-under Lyme and Surrey Heath. Kensington and Chelsea has the highest life expectancy, for both man and women compared to Manchester and Liverpool, they eat the highest proportion of fruit and vegetables and the lowest rate of premature death rate caused by cancer. But was in the bottom 10 in England for problems relating to substance abuse among people aged 15 to 64. The above findings can be related to the cultural approach, which lay emphasis on the cultural choices of the individual / group such as; life style, diet, cigarette smoking and alcohol consumption. And partly in relation to the structural approach, for Lambeth, there was increase of awareness on the importance of breastfeeding, for Malvern Hills, there is also the increase of awareness of the importance of exercise as for Kensington and Chelsea abuse of substance might be due to life style and mostly because they are wealthy. Task 3 MOST SIGNIFICANT FACTORS INFLUENCING THE HEALTH AND ILLNESS IN A COMMUNITY Many factors influence health and general well being of a community. These range from individual factors, such as generic make up, age, gender and lifestyle, socio-economic, cultural and environment factors. Despite the above factors, the once that are most significant influence on a community health and well being are referred to as the wider determinant of health. These are educational attainment, employment status, housing and the environment. Because these wider determinants interact with other factors it is difficult to evaluate the respective contribution of each determinant to eventual health outcomes. Educational Attainment: From various perspective of sociology and the finding of the Black report (1980), it is evidence that educational attainment plays an important part in the overall well being of the society. According to the Black report (1980), while, the general health of the nation had improved, theses improvements have not been equal across all the various social classes. And the gap between the lower and higher social levels continue to widen. The report on Appendix A also highlighted this difference, when Knowsley borough found it difficult to educate mothers to on the importance of breastfeeding (paragraph 17). The situation in Knowsley can also be interpreted as a cultural trend within the women. Employment Status: Cultural approach opined that those in social class four and five eat less nutritious diet than those in social class one and two, structural argues however, that, due to income inequality, those in lower classes cannot enjoy the lifestyle of the rich in society and suffer more illness as a result of their job. Appendix B indicates that unemployment brings about poverty and social exclusion. It also shows that Barnet borough unemployment rate increased from 68.7% in 2006 to 71.2% in 2007, but remained below England average. Task 4 BALANCING HEALTH AND ILLNESS IN A COMMUNITY Keeping the community well: Prevention they say is better than cure. Unhealthy habits are passed on from generation as indicated in Appendix A, paragraph 7, lines 4-5. Barnet council plans to support their community to live a healthy lifestyle, to stop them from getting avoidable Health workers in the various county/ boroughs should work in preventing the particular health problems of their local population as indicated in Appendix A paragraph 3. Government should embark, on health plans that are long term.

Peyote and Native American Culture Essay example -- Botany Biology Res

Peyote and Native American Culture Peyote was originally described in 1560, however it was not until the middle of the nineteenth century that botanists were able to conduct field research and correctly classify the cactus (Anderson, 1980). Field studies have concluded that there are two distinct populations of peyote which represent two species. The first and most common, Lophophora williamsii extends from southern Texas reaching south to the Mexican state of San Luis Potosi. The second and least common of the two species is Lophophora difusa, which occurs in the dryer terrain of the Mexican state of Queretaro. This species differs from the more common species by, "being yellowish-green rather than blue green in color, by lacking any type of ribs or furrows, by having poorly developed podaria (elevated humps), and by being a softer, more succulent plant" (Anderson 1980). Native Americans use peyote in their religious practices because of its psychoactive properties, and is usually eaten as mescal buttons, the dried, brown pieces of the above part of the cactus (Lewis, 1977). The peyote religion is ancient in its origin and spread from Mexico, North in the mid 1800's at a time when Native Americans were desperately in need of spiritual strength and enlightenment, Native Americans were confined to reservations which were overseen by military authority, while many of their ritualistic practices and traditions were deemed as illegal. Origin stories regarding the practice of peyote ritual vary, however all encompass a common theme, namely that the 'Supernatural' took pity on those persecuted and communicated spiritually to the Native Americans through the journey experienced while under the chemical effects of peyote (Steltenka... ...s as an escape from the world the white man created. The impact this plant has had on civilization is that it is only way out for some, it is their vehicle of escape to drive them out of the material world and down the peyote road. Bibliography Anderson, E. 1980. Peyote, The Divine Cactus. Arizona: University of Arizona Press. Boyer, B., Boyer, R., & Basehart, H. 1973. Hallucinogens and Shamanism M. Hamer, Ed.. England: Oxford University Press. Csordas, T., Kiyaani, M. 1997, March. On the Peyote Road. Natural History, 106,48. Lewis, W. 1977, Medical Botany. New York: Wiley. Steltenkamp, M. 1982. The Sacred Vision. New Jersey: Paulist Press. Stewart, 0. 1987. Peyote Religion. Oklahoma: University of Oklahoma Press. Swan, D. 1998. Early Osage Peyotism. Plains Anthropologist, 43(163), 51-71. Unknown, The Peyote Religion. www.peyote.net. Peyote and Native American Culture Essay example -- Botany Biology Res Peyote and Native American Culture Peyote was originally described in 1560, however it was not until the middle of the nineteenth century that botanists were able to conduct field research and correctly classify the cactus (Anderson, 1980). Field studies have concluded that there are two distinct populations of peyote which represent two species. The first and most common, Lophophora williamsii extends from southern Texas reaching south to the Mexican state of San Luis Potosi. The second and least common of the two species is Lophophora difusa, which occurs in the dryer terrain of the Mexican state of Queretaro. This species differs from the more common species by, "being yellowish-green rather than blue green in color, by lacking any type of ribs or furrows, by having poorly developed podaria (elevated humps), and by being a softer, more succulent plant" (Anderson 1980). Native Americans use peyote in their religious practices because of its psychoactive properties, and is usually eaten as mescal buttons, the dried, brown pieces of the above part of the cactus (Lewis, 1977). The peyote religion is ancient in its origin and spread from Mexico, North in the mid 1800's at a time when Native Americans were desperately in need of spiritual strength and enlightenment, Native Americans were confined to reservations which were overseen by military authority, while many of their ritualistic practices and traditions were deemed as illegal. Origin stories regarding the practice of peyote ritual vary, however all encompass a common theme, namely that the 'Supernatural' took pity on those persecuted and communicated spiritually to the Native Americans through the journey experienced while under the chemical effects of peyote (Steltenka... ...s as an escape from the world the white man created. The impact this plant has had on civilization is that it is only way out for some, it is their vehicle of escape to drive them out of the material world and down the peyote road. Bibliography Anderson, E. 1980. Peyote, The Divine Cactus. Arizona: University of Arizona Press. Boyer, B., Boyer, R., & Basehart, H. 1973. Hallucinogens and Shamanism M. Hamer, Ed.. England: Oxford University Press. Csordas, T., Kiyaani, M. 1997, March. On the Peyote Road. Natural History, 106,48. Lewis, W. 1977, Medical Botany. New York: Wiley. Steltenkamp, M. 1982. The Sacred Vision. New Jersey: Paulist Press. Stewart, 0. 1987. Peyote Religion. Oklahoma: University of Oklahoma Press. Swan, D. 1998. Early Osage Peyotism. Plains Anthropologist, 43(163), 51-71. Unknown, The Peyote Religion. www.peyote.net.

Cuzco :: essays research papers

The first place, on my exploration of time, I arrived was in Cuzco the center of the Incan civilization in the year 1505 A.D. Their was much to observe on arrival. The first thing one notices is that Cuzco is in the center of the â€Å"four quarters† of the Incan Empire, Tawantinsuyu. The surrounding four quarters or the four â€Å"suyus† were to the north Chincasuyu, to the west Cuntisuyu, to the east Anitsuyu, and to the south Chinasuyu the largest quarter. Cuzco sat at the center of these four quarters of the empire and served as the capital. This capital of the Incan Empire severed as a home to the political center of the Incas. The rich political and social system proved the most interesting to me as I stayed in Cuzco.   Ã‚  Ã‚  Ã‚  Ã‚  The political system of the Incans proved rather ridged and complex. At the top of their society is the emperor. The Incan emperor was thought to be the a direct descendant of the sun god, Inti. The entire power of the Incan Empire belonged to its emperor. His system of checks and balances were that of their rich culture and of course the possibility of his subjects revolting. The emperor had only one wife that was recognized; though he had many concubines and hundreds of illegitimate children. Many of these children held the positions of advisors to the Emperor. The other relatives of the Emperor and other Emperors before him held the other high posts in the government, religion, and military. The last few government officials were the high nobles of the lands conquered by the empire. The practice of nepotism obviously was embraced by this society#.   Ã‚  Ã‚  Ã‚  Ã‚  The division of power in this civilization was a remarkable system. The governors of each quarter, once again, were blood relatives of the Emperor. Each governor had ten district governors who oversaw approximately ten thousand subjects. The governors then had leaders of about one thousand people who reported to them. Each leader of these small villages then had a foreman who over saw one hundred Incans. This process of division then ends in a series of low officials who would look over at least ten subjects1. This division the will of the emperor to be passed swiftly to the lowest members of society.   Ã‚  Ã‚  Ã‚  Ã‚  The emperor allocated his resources, through this rigid division of the society, to become more economically and politically sound.