Processive Paragraph Essay Example

Processive Paragraph Essay Example Processive Paragraph Essay Processive Paragraph Essay Essay Topic: Paragraph Paragraph How To Stay Safe While Wielding. When wielding, you would want to have all of the equipment gathered together In front of you. Also make sure that you have glove that are Intact for use. Secondly, you should turn the fire source to a medium temperature, Just to warm It up. If smoke starts to come from the fire place, then It has already been warmed up. After all of that Is done, take an extended vice grip, grip your metal piece, and set over the fire. Wait until metal starts to look red. When Its hot, that Is when you can take it out and start to form it. You can form it by beating it with a hammer. Certain strokes of the hammer will flatten, curve, or twist the metal. At a period of time, the metal will start to cool from lack of heat. You could hold it back over the fire until hot again, but the fixtures of the metal might change. The only way to keep them formed is to keep that process of heating the metal and beating until a satisfied form. Finally, after forming the metal the last thing you would want to do is cool the metal. By putting it in room temperature water, you cool the metal. The water has to be in a wide and deep container that is heat safe to prevent melting of any material. After it is done cooling for at least ten minutes, the metal is safe to touch without gloves and you also have a fine wielded piece.

Comparison Words Although, Whereas and Despite

Comparison Words Although, Whereas and Despite Comparison Words: Although, Whereas and Despite Academic writing often involves comparing and contrasting arguments or opinions. There are many words you can use for this, each with their own specific meanings. However, to ensure your written work is clear and compelling, it’s important to pick the right word for the occasion. In this post, we introduce three comparison words you might want to use: â€Å"although,† â€Å"whereas† and â€Å"despite.† Although (But) The term â€Å"although† is often a synonym for â€Å"but,† used when qualifying a statement or setting up a contrast: I own a car, although it is being repaired at the moment. Here, â€Å"although† is used to qualify my car ownership with its current unavailability. Since â€Å"although† is a subordinating conjunction, the independent clause (â€Å"I own a car†) and dependent clause (â€Å"it’s being repaired†) are separated with a comma. This also applies if â€Å"although† appears at the beginning of a sentence, where its equivalent of saying â€Å"in spite of the fact that†: Although I own a car, it is being repaired at the moment. Whereas (By Contrast) Another subordinating conjunction, â€Å"whereas† means â€Å"in contrast to† or â€Å"while at the same time.† It’s used for comparing two ideas, opinions or facts: I’m a big Black Sabbath fan, whereas Harry is more into Justin Bieber. In the above, â€Å"whereas† is used to highlight differing musical tastes. It can also be used at the start of a sentence to foreground the contrast: Whereas fossil fuels produce a lot of air pollution, solar energy is comparatively clean. Despite (Notwithstanding) The preposition â€Å"despite† means â€Å"regardless of† or â€Å"without being prevented by† and sets something up as unexpected or defying convention: Sheila ate her lunch outdoors despite the heavy rain. The term â€Å"despite† here implies Sheila’s decision to eat outside in the rain is surprising. Another alternative to â€Å"despite† is the phrase â€Å"in spite of†: In spite of problems during testing, we believe our results are conclusive. â€Å"Despite† is generally preferred in academic writing due to being more succinct, though â€Å"in spite of† can be used to avoid repetition.

The security properties of network applications Assignment

The security properties of network applications - Assignment Example That is; confidentiality, integrity and availability of data to the right person. Not only will this report cover the network applications security, but it will also look into the network applications architecture and how this architecture can be best implemented so as to ensure data confidentiality, data integrity and data availability. For this case study, BF is a social network application that aids individuals to have a social forum with other people. Through that, an interested individual will have to register with BF so that they can be in a position to communicate with other individuals through the use of text and sending of images and videos. 1.2 Application description What are network applications? These are programs that run on a network and they allow for more than one user to have access to the program. Network applications can either be run online or offline. Offline network applications can be related to programs such as Office. These programs can be installed and/ or networked from the main server so that they can allow more that one individual to have access to using the program. When it comes to online network applications, these are applications that need an online server and a client; both of which must communicate in real time else they will no longer be referred to as online network applications. In this case, there is a server which is located in the data centre. The server stores all the relevant data and information that may be queried by a client. The client on most occasions could be a web browser or another computer/ laptop/ or gadget. How does BF work? What is the user experience of BF? Based on the above application description, the same ideology can be applied to our case; that is the BF social network application program. It is important to note that BF also uses the same application description where there exists a server and a client. The servers (s) are always located in the data centre. This is to ensure that they are not acc essed by individuals who are not authorised to come into contact with them. In addition to that, the client in this instance will be the web browser that the user will use so as to key in the Universal Resource Locator (URL) of BF. Example: http: //www.BF.com Once the user hits the search button from their web browser, that will send a request for the search of the URL (http: //www.BF.com) and the corresponding BF server will respond to the request by providing that particular web page that the user searched for. After that, the user will register/ sign up with BF by providing their personal details such as: their email address, physical address and real names. Assumptions made about BF: Based on the BF social network application program, some of the assumptions that can be made include: Communication concurrency: Due to the fact that BF is an online social network application, information is prone to be exchanged between the server and the client. With that, communication concurren cy should be adhered to strictly. An assumption is that the lack of communication concurrency between the server and the client will lead to data loss. Stability: Stability is critical to a social network application program. Lack of stability can cause huge losses due to downtime of the program. This is majorly caused when the servers cannot handle user’s overwhelming requests. Data security: There is exchange of data between the server and the client. Therefore, data security should be critically analysed. An assumption is

Develop an Export Strategy for an Organisation Essay - 1

Develop an Export Strategy for an Organisation - Essay Example India will therefore be expected to be familiar with the operations of the international trade which will help it to export its products effectively. The export strategy therefore proposed for the board of directors is dependent on the factors that will be brought out from the knowledge of the international trade (In Nafziger & In Paterson, 2014). International trade involves the exchange of products and services across the country boundaries. International trade consists of imports, which are the products that come into the country, and exports which are the products that the country sells to other countries. International trade is regulated by customs that regulate the oversight and taxation of the countries involved. International trade is laid on a theoretical foundation that includes mercantilism which tried to impose more exports than imports, referring this as a positive trade balance, neomercantilism which like the former, tries to meet a positive trade balance, absolute advantage over competitors which is based on the ability of a nation to produce effectively by using less resources. Another foundation is comparative advantage where a nation is encouraged to take part in exportation of a product which it is best suited to produce compared to its competitors, and endowment of factors which increases the comparative a dvantage thus enabling a nation to export products that it has a high factor endowment, therefore attaining higher sales level of the product and at the same time spreading its production cost, and importing the products which it has a low factor endowment in order to acquire them from countries that are suited to produce them. The complexity of the international market is based on the need for international transportation from one country to another. It involves the physical transportation

Roles and Responsibilities of a Teacher in the Life Long Learning Sector Essay Example for Free

Roles and Responsibilities of a Teacher in the Life Long Learning Sector Essay Role of a teacher in the lifelong learning sector This case study investigates the role and responsibilities of a teacher in the lifelong learning sector. I am a piano and guitar tutor on a one to one basis, so I have my own views and methods on teaching. However, I thought it would be interesting to study how a teacher deals with a whole class, as opposed to just one pupil. Further to the research for the study, an interview was conducted with Joe Bloggs, a teacher in School X. The interview examined a number of areas including: roles and responsibilities, boundaries, promoting equality and diversity, safe and supportive learning environments, promoting appropriate behaviour, legal and moral responsibilities, the challenges and rewards of the role and how Joe has had to adapt and respond to the ongoing changes in the lifelong learning sector. The first question covered what Joe considered to be his main responsibility as a teacher; to engage and motivate young people in the subject of music and learning in general. He uses a variety of methods to accomplish this. For example, practical sessions/role play and getting everyone involved, as well as written assessments, presentations and various visual tasks to ensure all different types of learners are accounted for. This is effective when teaching music history /theory, however, when a student is learning to play an instrument, all these areas are covered naturally. Joe allows his pupils to make mistakes, for example, if a pupil is playing a piece of music and they hit a wrong note, he will wait to see if they can identify that they were out of tune first. This is another way of working on their aural skills. If they do not pick up on it he ensures the mistakes are addressed and provides help and advice to rectify the problem. Conjointly, we addressed the topic of promoting equality and diversity. Joe feels strongly about this and his approach is through film/music stimulation, with focus on a particular character or topic. Two popular examples of this are Forest Gump, where the main character has a disability and the film ‘The Island’ which deals with race issues. Using this method has proven effective, as Joe has found through reflective discussions with the class after watching the film. One of the challenges that Joe has had to face during his time in the teaching profession is behaviour problems with the pupils. This covered a whole spectrum of issues such as disruptions, bad attitude, pupils refusing to complete tasks and even verbal abuse and physical threats. The methods in which Joe deals with this brings me onto the field of boundaries between the teacher and pupil. Along with legal boundaries, and following rules and regulations according to the Code of Conduct and Data Protection Act – physical boundaries are extremely important. When teaching/dealing with a pupil, he says distance must be kept, however, he feels that in most cases, experience will enable friendly and approachable relationships. If a matter was to arise that was out of his hands, it would be his duty to report it to the school safeguarding officer/counsellor. Another way in which he deals with this is to set a good example to the pupils, as ensuring appropriate behaviour is a major factor in maintaining a safe and supportive learning environment. Joe adopts a friendly and positive attitude towards his pupils, ensuring that he never raises his voice, yet be firm and serious where necessary. The aim of this is so that the pupils’ perception of their teacher is approachable, but at the same time they see their teacher as a figure of authority. Although this has proved quite demanding, the biggest challenge Joe has had to face is the ever-changing development in technology. He tried to continue his teaching without it but this became increasingly difficult due to changes in assessment criteria and the demand of technology in general, particularly in music. Music has developed throughout the years, for example, we don’t need to compose music for ourselves these days. We can use music programs to do that for us, such as Garageband or Sibelius. Joe decided the only way to tackle this is to embrace it. This has helped a great deal with teaching and by doing this he has furthered his own education. The school that Joe teaches at has recently become an academy, so it is now more performing arts-orientated where as before, the school focused more on the academic side of things. This has forced him to take on a bigger work load and thus proved his capability to adapt and respond to changes quickly. Joe’s response to a lot of the questions portrays how education in music and generally has evolved with respect to time and the steps he has had to take in order to meet the requirements of his role and adapt to the ongoing changes. When faced with the question regarding ethical responsibilities, he had some interesting techniques on how he engaged this topic with his pupils. Practice is an essential for learning an instrument, Joe motivates and encourages his pupils that regular practice is the key to progression. He evaluates progress with tests covering all different types of learning such as aural, sight reading, written, and through practical tests. Both Joe and I have found that through music, it is easy to distinguish the strengths and weaknesses of our pupils and how they best learn. For example, one person may be able to listen to a piece of music and play by ear, whereas the next pupil will not be able to do that, but will excel in reading the music. Joe understands it is important to acknowledge the strengths and weaknesses of each individual and sees that each pupil is facilitated for in order to help them achieve their full potential. Joe mentioned various internal and external points of referral, for example, the awarding bodies, and the Academy’s safeguarding officers/counsellors. It is evident that he has a strong passion for music as he gave up his career as a pilot in order to pursue his music career. In defiance of the challenges Joe has been faced with, his subtle, yet dynamic and enthusiastic approach helped him to overcome them. I found during my time with Joe, that although there are many generic rules, responsibilities and boundaries that all teachers/tutors have to adhere to, there are also those that are specific and subject to the area of study. It is imperative that these are recognised in order to achieve a finer understanding of the role of the teacher.

Close Study Of Wilfred Owen :: essays research papers

~ Anthem For Doomed Youth What passing-bells for these who die as cattle? - Only the monstrous anger of the guns. Only the stuttering rifles’ rapid rattle Can patter out their hasty orisons. No mockeries now for them; no prayer nor bells; Nor any voice of mourning save the choirs, - The shrill demented choirs of wailing shells; And bugles calling for them from sad shires. What candles may be held to speed them all? Not in the hands of boys, but in their eyes Shall shine the holy glimmers of good-byes. The pallor of girls’ brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk a drawing-down of blinds. Overview . Anthem - short musical composition, usually sung. . Stark anthesis is used to present a shocking lamentation against the barbarity of war. . This anthem voices the sounds of battle. . Death, violence and sacrifice are central subjects. . This poem is an extended metaphor (funeral). . Personification is used as the main technique. . Tonal shifts from anger/bitter – elegiac mood. Structure . Sonnet, 14 lines, 2 stanzas, 2 quatrains, 1 sestet. . ABAB CDCD. . 10 – beat iambic pedometer rhythm. . Rhetorical questions to start each stanza. . Ends in rhyming couplet. Themes . Doomed Youth – negative, emotive. . Waste/pity – loss of life, waste. . Funeral – recurring image, extended metaphor. Language . Descriptive language. . Demonic force – torture, consume. . Emphasis on the funeral. . Simile, metaphor, personification. . Juxtaposition – sets the scene. Rhyme and Rhythm . Tightly controlled within sonnet structure. . Para-rhyme, used to heighten mournful tone. . Slower rhythmic beat in final quatrain. . Sound mirrors emotion. Symbolism and Imagery . Funeral symbols. . Religious connotations of faith, salvation. . Romanticised images of fallen soldiers. . Visual depiction of the mourner’s face. . Integrates the themes of doomed youth and funeral. . 1st stanza – warfront. . 2nd stanza – homefront.   Ã‚  Ã‚  Ã‚  Ã‚   Detailed Analysis Stanza 1 . ‘Anthem’ – song for helpless young boys. . ‘Doomed Youth’ – assonance. . Rhetorical questions to start both stanza’s ‘What passing bells for these who die as cattle?’ ‘What candles may be held to speed them all?’ . ‘Only the monstrous†¦Ã¢â‚¬â„¢ ‘Only the stuttering†¦Ã¢â‚¬â„¢ – repetition of the word ‘only’ stresses the nature of their deaths. . ‘Only the stuttering rifles’ rapid rattle’ – personification, alliteration and onomatopoeia combine as methods to make war seen more brutal, violent and cruel. . ‘Can patter out their hasty orisons’ – sense of speed. ‘orisons’ – prayer at funeral. . ‘No mockeries’ – Christian rites seen as ‘mockeries’. . ‘No prayers now for them; no prayers nor bells, Nor any†¦Ã¢â‚¬â„¢ – negative connotations are stressed by the alliterative repeated use of ‘no’ and ‘nor’.

Aradia Fitness London

Andrea Tierney opened Aradia fitness London (AFL) in London, Ontario, in 2005. The majority in come of the fitness club is to offering poles dancing class to local London. Tierney wants to lunch a new exercise program TRX which could help decrease attrition rates, and support poles dancing program at the same time. Tierney have a make decision in a very short period of time, which include an appropriate price point and promotion strategy to ensure success of the TRX program.Tiernry’s ultimate goal is to offer both classes as complement to one another. Recommendation: I recommend Tierney to set the price for TRX program at $159.99 for 6-week program and $29 for teaser class. I also recommend Tierney to choice the promotion strategy to attract current pole dancing students and local university students by offering $129. 99 for 6-week program and $19 for teaser class. And focus on local advertising by local radio spots, print advertising, yellow pages listing, and Facebook advert isements. Rationale/Key Points of Analysis: First of all, price. As Tierney recognized that, initial majority of TXR program students would be who are in the poles dancing class. So, set the price at $129. 99 for 6-week program and $19 for teaser class is totally affordable for these students.Local university students would be another group of consumers who willing to have interest in this program. By considering they are sensitive with the price, I would recommend to set lower price for them, which same as current poles dancing students. The price of Competitor’s should be considered in setting price as well. From the case I know that, there are three competitors in London at this time, Athletic club, Good life, and Just sweet. Athletic club does not offer specific long-term training TXR program, although they have two clubs in London. Thus, they are not majority competitor for six-week TXR program inLondon. Good life does offer six-week TXR program but with $199, which the price I recommend is lower and more attractive for local consumers. Just sweet offers a eight-week program with $360, which is the most expensive one in London. The total cost for TXR program only is $2016 (12*158+120) including HST. Cost will be covered if there are 16 students register for TXR program (16*129. 99=2079. 87). The life time usage of TXR equipment is unknown, which I assume that it could be 2 years. According to previously analysis, set the price at $129. 99 for 6-week program and $19 for teaser class is acceptable and profitable.Secondly, the choice of advertising. The potential consumers could be roughly grouped as current dancing students, university students, and local residences. Current students and university students are already discussed before, by offering ‘lower price’. The local residences would be promoted though following advertisement strategy: Newstalk as local radio spots; The London Free Press and London Community News as print advertisi ng; yellow pages listing; and Facebook advertisements. AFL is based in London and provide service to local consumers. In this case, national advertising (BX 93 Radio and Virgin Radio) should not be considered.Owner has limited budget and direct mail flyers has limited advertise range which is not befitting for new lunched product. So, direct mail flyers should not be used as well. To conclusion, though providing lower price for current dancing students to register TXR program, and though TXR program increase physical strength for dancing students which could help decrease attrition rates. The plan I recommend could meet Tiernry’s ultimate goal which to offer both classes as complement to one another and ensure the success of lunching new TXR program to the local public.

Hamlet vs Agamemnon Tragedy Essay

Hamlet and Agamemnon are two extraordinary and timeless plays. Both plays deal with the big themes of love, loss, pride, the abuse of power and the fraught relationships between men and gods. Hamlet and Agamemnon, the protagonist of the plays that were named after them, are two tragic heroes that commit some terrible crime without realizing how foolish and arrogant they have been. Both protagonist are of higher status, and have power. However, Hamlet is more tragic than Agamemnon, for several reasons. Hamlet is a good, kind men. He is the Prince of Denmark and loved by the Danish people. Unfortunately for him, his beloved father, King Hamlet, dies. Hamlet loves his father very much, and he is deeply hurt when his dad passed away. He is even more shocked and hurt by the fact that his mother, Queen Gertrude, marries his uncle, Claudius, shortly after her husband died. Prince Hamlet sees and has a conversation with his father’s ghost. He learns that the King of Denmark was murdered by his brother, Claudius. Hamlet swears to avenge his father, and he starts to play mad so he can gather evidence and put his plan in motion. At first, he is not completely sure that the ghost was his father, and he tries to get confirmation by inviting King Claudius and Queen Gertrude to a play based on what the ghost had told him. After he is convinced that his father was murdered, he plans to kill Claudius. Hamlet is not very eager to kill his uncle, he is not happy about the situation, and he does not act fast. Agamemnon is completely different than Hamlet. He rapes Clytemnestra and murders her husband. King Agamemnon did not stop there. After he marries Clytemnestra, he sacrifices their youngest daughter, Iphigenia, to gain favourable winds to take the Greek fleet to Troy. King Agamemnon seems to be more like King Claudius. Both of them killed the rightful King, took his wife, and killed or planned to kill the Queen’s child. Agamemnon kills his daughter, Claudius plots to kill Hamlet at least twice. Agamemnon is popular, and appreciated for his battles skills and victories. He doesn’t seem to care much about other persons and values, other than his power, battles victories, and the public’s adoration. Hamlet killes Polonius when he was talking with his mother after the play. Polonius was hiding, and ears dropping for the King. When Gertrude thought that Hamlet wants to attack her, she yelled for help, and Polonius  responded, calling for help from behind the arras. In an unusual moment of spontaneous action, Hamlet stabs the concealed figure, believing it to be Claudius. The death of Polonius cased great suffering to Ophelia, his daughter. She gets a little bit mad, singing nonsense about death and sex, and ends up drowning herself. Laertes, Polonius’s son, wants justice for his father, and becomes another potential revenge hero, but unlike Hamlet, he is more determined. He doesn’t care about the spiritual part of death like Hamlet. King Claudius adds fuel to the fire, and convinced Laertes to kill Hamlet in a duel. Laertes tells Claudius that he will poisoned the tip of the blade, to kill Hamlet. Claudius promised to poison the wine in case Laertes fails to scratch Hamlet with his sword. Hamlet is not aware of this plot, and accepts Claudius’s offer to fight Laertes. During the fight, there is a switch of rapiers, resulting in both Hamlet and Laertes being stabbed with the poisoned blade. Gertrude, meanwhile, mistakenly drinks the poisoned wine. She dies and Hamlet demands that they seek out the treachery that killed her. Laertes, realizing that he and Hamlet are both dying, explains everything and blames Claudius. Hamlet kills Claudius with the poisoned sword, finally fulfilling his quest for revenge. Laertes begs Hamlet to exchange forgiveness with him and dies. Hamlet forgives Laertes. Horatio wants to drink from the poisoned wine, so he can die with Hamlet, but he is stopped by the Prince. Hamlet tells Horatio that he must live in this horrible world so he can tell Hamlet’s story. Lord Hamlet announces that Fortinbras, Prince of Norway, will be the next king of Denmark and dies. Despite the fact that in the end, Prince Hamlet, Laertes, King Claudius, Queen Gertrude, and Ophilia died, the order in the kingdom is restored. Clytemnestra is the one seeking revenge in Agamemnon. During Agamemnon’s ten year absence, Clytemnestra and her lover, Aegistheus, planned to murder Agamemnon on his return. Clytemnestra wants revenge for her daughter, Iphegenia. When Agamemnon comes back, he brings with him, as concubine and slave, the ravished Trojan Princess, Cassandra. Cassandra has the gift of prophecy, but nobody believes her, thanks to Apollo’s curse. She sees the Clytemnestra plans to kill both Agamemnon and Cassandra, but the Chorus do not believe her . Princess Cassandra prays for a quick death, a wish that would be granted. Agamemnon commits hubris. He agrees to walk on the ‘red carpet’ that has been rolled out for him by his wife, even though he  mentions it is treatment meant only for the gods. Clytemnestra preparing her husband for a bath, put on him a bath-robe she had cunningly sewn to be a strait jacket. Wearing this, Agamemnon was completely helpless. His wife butchered and buried him without honours. She does the same to Cassandra. In Hamlet, King Claudius dies, King Hamlet finds peace, and Denmark gets rid of a bad king. Hamlet is buried like a soldier, having a military funeral. In a way, in Hamlet, Laertes commits hubris as well. He dares damnation and he mentions he would kill his father’s murderer in a church. Since both Laertes and Agamemnon commit hubris, both of them die shortly after, which is the element of nemesis in tragedy. Hamartia element, a tragic error, can be seen in Agamemnon when Agamemnon enters the house with Cassandra, trusting that Clytemnestra (his wife) is in fact happy to see him. Similarly in Hamlet, Hamlet agrees to duel with Laertes, not knowing that he is going to die by Laertes hand. Hamlet was a kind and honorable person. While he wanted revenge for his father, in a way he was right to do so. He did not wanted and enjoyed the idea of killing Claudius, but he pulled himself together at the last minute, right before he died. King Claudius was guilty of murdering a King, stealing a Kingdom, a Queen, and planning the murder of Prince Hamlet. Hamlet played for his revenge with his life. Since he was buried as a soldier, and the order was restored in Denmark, the Danish people did not hate him for his sins. Also, in Hamlet, we have more death on stage. Innocent people died, like Ophelia and Polonius. Agamemnon is completely different. He raped, he killed in cold blood, he sacrificed his own daughter to win a war, and he committed hubris, and took hostage the Princess of Troy. His wife, while she might be right in a way to avenge her daughter, she was looking forward to the task of killing Agamemnon and she also killed Cassandra, even thou she was innocent. Clytemnestra and he lover, wanted to be in power and had no remorse. Hamlet is more tragic than Agamemnon, because of the innocence and remorse the major characters showed.

Free Essays on Examine The Life Of Any Patriarch

In finding someone who epitomizes a patriarch like Abraham, Moses, and David; I chose a person who people do consider him one and not one. He is a patriarch’s son and became one of the promising leaders of Egypt, building their economic system. Realizing everything he has done to build Egypt into a wealthy society, I chose Joseph as my patriarch and comparing it to the past and current leaders of Israel, the Prime Minster. As we discussed in class about the lineage of the Israelites in their quest to teach their young children about the econmic system and how to provide for family life is much sustained in the their culture. The stories concerning Joseph differ in many ways from the stories of the patriarchs. First of all, they have about them certain of the characteristics of wisdom stories. The theme of the stories is that goodness is always rewarded and evil is always punished, which is a major theme of the Book of Proverbs, also the theme of the oppressed, righteous man who overcomes all obstacles and comes out on top, particularly because he possesses the wisdom to interpret dreams(Genesis 40-41). Both leaders start at the bottom of the societal level and eventually worked their way up to one of the prominent leaders for their people. The second difference in these stories is in how God communicates with Joseph. There are no divine messengers- no theophanies (appearance of deity of a person). Instead, God guides Joseph through the events and circumstances of life. (Genesis 44-45) God guide the Prime Minister Ariel Sharon to do the right thing for the people and bring peace in to the city. The people see the Prime Minister as one of God’s guides to cease all violent actions and live in harmony like their ancestors. In the former Prime Minister’s Ehud Barak last name; Barak was the Deborah’s general to rally the people to fight against the enemy, but he refused to go unless she went with him. She agreed, but she told hi... Free Essays on Examine The Life Of Any Patriarch Free Essays on Examine The Life Of Any Patriarch In finding someone who epitomizes a patriarch like Abraham, Moses, and David; I chose a person who people do consider him one and not one. He is a patriarch’s son and became one of the promising leaders of Egypt, building their economic system. Realizing everything he has done to build Egypt into a wealthy society, I chose Joseph as my patriarch and comparing it to the past and current leaders of Israel, the Prime Minster. As we discussed in class about the lineage of the Israelites in their quest to teach their young children about the econmic system and how to provide for family life is much sustained in the their culture. The stories concerning Joseph differ in many ways from the stories of the patriarchs. First of all, they have about them certain of the characteristics of wisdom stories. The theme of the stories is that goodness is always rewarded and evil is always punished, which is a major theme of the Book of Proverbs, also the theme of the oppressed, righteous man who overcomes all obstacles and comes out on top, particularly because he possesses the wisdom to interpret dreams(Genesis 40-41). Both leaders start at the bottom of the societal level and eventually worked their way up to one of the prominent leaders for their people. The second difference in these stories is in how God communicates with Joseph. There are no divine messengers- no theophanies (appearance of deity of a person). Instead, God guides Joseph through the events and circumstances of life. (Genesis 44-45) God guide the Prime Minister Ariel Sharon to do the right thing for the people and bring peace in to the city. The people see the Prime Minister as one of God’s guides to cease all violent actions and live in harmony like their ancestors. In the former Prime Minister’s Ehud Barak last name; Barak was the Deborah’s general to rally the people to fight against the enemy, but he refused to go unless she went with him. She agreed, but she told hi...

How to Compare High Schools Using Average ACT Scores

How to Compare High Schools Using Average ACT Scores SAT / ACT Prep Online Guides and Tips If you’ve found this guide, you're probably looking for a good high school, or you want to see how your high school measures up compared to others. When comparing high schools, a helpful metric is average ACT Score. In this guide, I’ll tell you what average ACT score represents, why you should care about a school’s average ACT score, and where you can find information on average ACT scores by high school. What Does a High School’s Average ACT Score Represent? When thinking about what a high school’s average ACT score represents, you need to think about what the ACT measures in individual test-takers. While you may think that an ACT score simply measures the test-taker’s academic ability, the ACT, in fact, measures not only academic ability but also perseverance. What I mean by perseverance is a student’s desire to work hard in school and in pursuit of higher education. While a genius might be able to get 36 on the ACT with no prep, a test-taker with just slightly above-average intelligence can also get 36 with enough studying. Therefore, an ACT score reveals both a student’s academic ability and work ethic. A high school’s average ACT score represents these same qualities: academic ability and desire to work hard. However, in terms of an entire high school, its â€Å"academic ability† depends on the quality of education, and its â€Å"desire to work hard† depends on the quality of students. Do the students at that school care about their education? Do they care about attending a 4-year university? Why Should You Care About a High School’s Average ACT Score? The reason you should care about a high school’s average ACT score is because higher ACT scores can indicate a better quality of education and a better quality of student at that school. As I said before, the ACT measures your academic ability (to some degree). Your education is responsible for your academic ability, so the better the quality of education you receive, the better you’ll perform on the ACT. However, as I also mentioned, your ACT score is also affected by how much you prepare for the ACT. If a high school’s average ACT score is high, the students at that school most likely care more about their education and getting into a 4-year university than students at high schools with lower average ACT scores. Sending your kid to a high school with a higher average ACT score can help guarantee they’ll be surrounded by like-minded, hard working students and receive a higher quality of education. On the Other Hand, Why Shouldn’t You Rely Too Heavily On Average ACT Scores? While a school’s average ACT score can suggest the quality of its education and students, it may not give you the complete picture. Some public schools have magnet (or gifted) programs that are separated from the â€Å"regular† track at that high school. These programs often have a superior quality of students and teachers than the rest of the school. I attended a public high school with an International Baccalaureate magnet program. The admissions requirements for this program were tough, but there were no requirements for students on the â€Å"regular† high school track. Also, the IB program had better teachers who only taught IB classes. I’d venture a guess that the average ACT score for IB students was higher than the average ACT score for students on the â€Å"regular† track. However, the average ACT score for my high school does not separate IB and non-IB students. The average ACT score factors in the scores of all students at the school. As a result, you can’t figure out what the quality of education and students will be within a specific magnet program versus the quality of the â€Å"regular† track. Also, as I said before, your ACT score is also affected by your study effort. Therefore, if you attend a high school with a low average ACT score, that does not necessarily mean that you will have a low ACT score. On the other hand, attending a school with a high average ACT score doesn't mean you'll automatically get a high ACT score either. No matter where you attend high school, you can practice, learn the test format and strategies, and receive a high score on the ACT. However, you should still try to attend the high school with the best quality of students and teachers so that you’ll receive the best education you can, be challenged, and be well prepared for the ACT and college. How to Find Average ACT Scores by School There are four methods for finding a high school’s average ACT score: Search the Department of Education website (NOTE: This only works for PUBLIC high schools.) Search the school’s website (NOTE: not all schools publish this information on their websites) Email a school administrator Google Search â€Å"[High School Name] Average ACT Score† (NOTE: this can be unreliable) The best method is to use the Department of Education’s website for your state. NOTE: this will only work for some states. For a full explanation of how to find a district’s or specific public high school’s average ACT score using this method (and for a list of states that don't provide the data), read our article on ACT Scores by High School and District. Using this method will ensure you’re getting up-to-date, correct, unbiased information. For private high schools (or as another search option for public high schools), you can use the Google search method, look on the high school’s website, or send an email to an administrator at that high school. However, the websites and Google search can often have outdated information (i.e. ACT score averages from five years ago) or not post this information publicly. Administrators may also give you outdated information if they haven’t seen the most recent statistics. Also, it may take them a while to respond to your request with their busy schedules or if they’re on a school holiday. What Should You Look for in ACT Data? In the ACT data, you should be looking at the average composite ACT score. The higher this number is, the better. You can also look at the individual section scores (though some states may not publish this information). The Math section score may give you a sense of how strong or weak the school's math program is. The closer to 36 (the highest possible section score) the better. A high score most likely means a higher quality Math program. The Reading and Writing sections will give you a sense of the quality of English education at that school. Again, same as math, the closer to 36 (the highest possible section score) the better. A high score here most likely means a higher quality of English classes at that school. I would not read too much into the Science section score as the Science section does not rely on scientific knowledge but rather on reading graphs and charts. In the spreadsheet, you can also determine the fraction of students who took the ACT at that high school. NOTE: some states only list the total number of ACT test-takers and don't include the overall school enrollment, and you will not be able to figure out the fraction of students who took the ACT if they don't provide both numbers. If your state does provide you with total enrollment and the number of ACT test-takers such as California does, you can determine the fraction of students who took the ACT. For instance, here is a screenshot of the ACT data from the California Department of Education’s website: To figure out the fraction of students who took the ACT at a specific high school, take the number of test takers (listed under the NumTstTakr column) and divide it by the number of enrolled students (under Enroll912). If I was looking at Alameda Science and Technology Institute (the highlighted school), the fraction of students who took the ACT would be: 20 / 169 or about 12% WARNING: don't read too much into the fraction or percent of students who took the ACT because these numbers don't give you the full picture. The enrollment counts the TOTAL number of students, and you wouldn’t expect freshmen or sophomores to have taken the ACT yet. While 12% seems small, you need to factor in that: Alameda Science and Technology Institute has about 50 students per grade level. Typically, only juniors and seniors will take the ACT in a given year, and there are about 100 juniors and seniors at Alameda. Some students may opt to take the SAT instead (which in fact about 60 did). When accounting for all that, it appears that close to 100% of Alameda Science and Technology Institute students will take either SAT or ACT. Summary A high school's average ACT score can show the quality of education and caliber of students at that school, but average ACT score may not give you a full picture of certain schools. At high schools with magnet programs, magnet students' ACT scores are combined with the "regular" students' ACT scores to create the school's average ACT score. Although magnet students likely have a higher average ACT score (since they're likely receiving a higher quality education and are likely more studious), you wouldn't be able to see that from the overall average ACT score of that school. There are different methods for locating a high school's average ACT score. Not all methods will work in all states or for all high schools. Check out our other guide on ACT Scores by High School and District to find the best method for you. When you find the average ACT score data for the school you're interested in, you should look for the composite ACT score. The higher the score, the better that school likely is. What’s Next? Learn more about the ACT and the college application process: What is a good ACT score? A bad ACT score? An excellent ACT score? How to Get a Perfect ACT Score, by a 36 Full Scorer How to Get Into Harvard and the Ivy League, by a Harvard Alum 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.

A Critical Research Paper on the Performing Arts and Social

A Critical on the Performing Arts and Social Responsibility - Research Paper Example of early filmmaking in America was aimed at depicting family life, romance, social systems, and the government as without flaws, yet the reality was much different behind closed doors. In a way, it gave people an avenue to explore their feelings as well as to escape their own situation and find a way to cope. During the first half of the twentieth century, the entertainment industry primarily focused on the positive aspects of living. It was a way to soothe the populace from the effects of the Great Depression and both World Wars. The focus was on how to make people believe that normalcy would return and that family life wouldn’t be abnormally affected beyond that from which it could regenerate. Television capitalized on this message with weekly series that portrayed families in idealic settings with only minor mishaps; creating the chance to teach a moral message to the viewers. There were also the fantasy programs and westerns that brought escapism and adventure to those who just wanted to forget the harshness of reality for awhile. Most of the box office movies portrayed life as manageable with a certain degree of hardship which caused people to become stronger and more valued as human beings. Society still expected the men to lead the way; therefore most media portrayed life a s being a man’s world, reinforcing the idea that we were safe. After the Vietnam War, the entertainment industry moved away from the â€Å"all is well, we’ll be ok† message, due to the horrific effects of that time period. As soldiers returned from the war, they weren’t ok, and neither were we; everything about life as we knew it had changed, leaving us groping for a way to understand and deal with it all. Families were broken, social roles had changed; it was the first time we had gone to war senselessly and been defeated. Society had begun to question everything it believed; an epiphany moment. The entertainment industry focused more on expressing our horror, rage,