Who Contributed More to the Progress of Medicine Versalius, Pare, or Harvey Essay Example

Who Contributed More to the Progress of Medicine Versalius, Pare, or Harvey Paper For many years this has been a heated debate between both physicians, historians, and scientists. Many argue that Vesaliuss book methods began a new era of progression in medicine, increasing knowledge of the human anatomy through careful obviation and experimentation, promoting a new out look to the research of medicine. Without this influence, the likes of Pare and Harvey would not have been so successful. However, Others claim that Pares new methods and ideas revolutionised surgery. He is considered by many the father of modern surgery. Yes, without the knowledge improved by Vesalius he would not have been able introduce his new ideas, however Pare brought new methods and theories which are escential to todays medical history. With out him it is unlikely that Harvey would have made his find. In addition, it is said that Harvey introduced a turning point in medical history. Although he was influenced by Vesailius and Pare, were as they contributed to only sections of medical progression, Harvey revolutionised the entire procedure. After him, it was finally understood that knowledge of how the body works depends on knowledge of the bodys structure. However still the question remains unanswered: who is the true candidate Andreas Vesailuis (1514-1564) was successful as both a professor and a physician. He made significant improvements to the knowledge of human anatomy and the structure of the skeleton. Vesalius studied Medicine in Paris and was fascinated by the human anatomy. Unlike most physicians of his time, he relied on observation and experiments to increase his knowledge rather than simply believing the information presented to him in the medical writings. We will write a custom essay sample on Who Contributed More to the Progress of Medicine Versalius, Pare, or Harvey specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Who Contributed More to the Progress of Medicine Versalius, Pare, or Harvey specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Who Contributed More to the Progress of Medicine Versalius, Pare, or Harvey specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He would use skeletons from the Gallows (their bones wired together), animal, and human corpses, and make detailed diagrams and drawings of their form. The drawings were clear and accurate showing that skeleton was a frame controlled by muscles and containing organs. This enabled him to improve upon the ideas and theories concerning anatomy written by Galen and Islamic doctors. For example: through dissection, he found that humans do not have the same amount of bones along their spines as monkeys, proving that Galens theory was incorrect. With the diagrams he could convey his new theories concerning anatomy to others and spread his knowledge in such a way that was easy to understand and proof of his additional discoveries. During 1543, he wrote a book on the human anatomy called The fabric of the Human Body Which rivalled many ideas of Galen and other such physicians. Because Vesalius challenged the ideas of Galen he was often ridiculed and disliked by his colleagues at the Padau University Italy, where he became Professor of anatomy at the age of just 23. It was not just his fresh anatomical speculations that contributed to the progression of medicine, but in addition his philosophy towards the study and investigation of the human body. Oppose to most professors of his time, who during public disections would read from a book while assistants would carry out the actual anatomization as it was considered manual work, Vesalius carried out dissections himself as he believed it gave both him and his students a greater understanding. He also told his students to study the human body for themselves rather than believing what they read in the ancient medical books written by Greek, Roman and Islamic writers. After leaving Padua Vesalius became a court physician to Emperor Charles V. His book methods began a new era of progress in medicine. In addition, by increasing the understanding of anatomy he improved the understanding of how the body works, therefore this way future physicians such as Pare and Harvey had a greater understanding of the cause of disease and how it could be cured. Aborise Pare (1510-1590) is considered by many the Father of modern surgery. During the twenty years he spent as a barber surgeon to the French army, he improved surgical techniques and ideas. Pare developed the technique of applying mild ointment to wounds rather than cauterisation as he detected simply by accident that when the wound healed naturally with the aid of ointment the process was quicker with considerably less pain. With wounded soldiers to treat he certainly had the material to develop this technique. Working with injured soldiers their wounds were often deep, initially Pare used the accepted method of treatment: cauterisation. Boiling oil was poured on to the wound and it was then sealed with a hot iron. This was both painful and dangerous. However, by chance Pare ran out of oil, till more supplies were delivered he concocted a dressing of egg yolks, rose oil and turpentine (a herbal antiseptic) and applied it to the wounds of damaged men. Pare discovered that the dressing had successfully sealed the wounds of soldiers he had treated and they had suffered considerably less pain than usual. The following day he noticed that the men who had been cauterised were feverish, however those treated with the ointment were not and their wounds were healing well. This accidental experiment led to great things for Pare. He opposed the method of cauterisation and recommended that wounds should be treated with his ointment, and bleeding arteries should be tied up with silken thread. However although this method provided pain relief there was an increased risk of infection as germs from the surgeons hands were transferred to the wound. Pare designed sophisticated surgical tools and artificial limbs, which improved that quality of surgery he and others could achieve. During 1575 he wrote The Collected Works of Surgery which contained detailed diagrams of surgical procedure, tools, and artificial limbs. The Paris Collage of Physicians attempted to prevent the publishing of his book, and never accepted him as a physician and surgeon because he was a barber Surgeon. After the Army Pare became personal physician to the King of France. With Royal support, this enabled him to overcome the medical communitys opposition to his ideas. Pare Changed ideas of surgery and improved both surgical procedure and philosophy. William Harvey (1578-1657) introduced a turning point in medical history. Similar to Pare and Versalius, Harvey relied on observation and experiment to increase his understanding of the human body. He performed many experiments on both animals and human bodies and was particularly interested in the motion of blood. He conducted many experiments to learn how the blood moves through the body. After making careful studies of the human pulse beat and heart beat, Harvey concluded that the heart pumps blood through the arteries to all parts of the body and then it returns to the heart through the veins. Harvey discovered that the heart pumps blood round the body and it continues to loop in a circuit. The circulation of blood. To prove, spread and explain his new theory, like Versalius he used a diagram: an anatomical Account of the Motion of the heart and blood in mammals (1628). It explained an experiment he had carried out to prove that the blood travels only one way through veins. Harvey said that if the upper arm is bandaged the valves show up as nodules on the vein. If a finger is pushed along the vein one valve to the two away from the heart, the section of vein will be emptied. Therefore this was valid proof of his new finding and confirmed that the blood travels in a circuit around the body as circuits only move one way therefore proving that Galens theory was incorrect. This discovery made a turning point in medical history and contributed immensely to the progress of medicine. Before Harvey scientists and doctors had only studied parts of the process and invented theories to fill in the gaps, however he tackled the whole problem. After Harvey, scientists realised knowledge of how the body works depends on knowledge of the bodys structure. This was a huge progression, now scientists could understand how circulation was important and had a greater understanding of how the body functions. Although all three men contributed immensely to the progression of medicine, in my opinion it is Harvey who holds the greatest influence. Unlike Versalius and Pare who contributed to only sections of medicine i. e. , Anatomy and Surgery Harveys discovery of the circulation of blood revolutionised the entire procedure. It influenced Anatomy, as now it is understood how the heart works and blood circulates which led to the knowledge of other bodily functions. It contributed to surgery as now with knowledge of circulation and heart surgeons can perform intricate cardiac operations; also, it allows them to understand when and why an operation is going wrong. It progressed the work of physicians as now they can determine a patients health by their heartbeat and pulse rate. They now understand that when the heart stops pumping blood around the body the person will die. It influenced philosophy as this discovery finally made other physicians and scientists realise that knowledge of the bodys functions depends on knowledge of the bodys structure, this idea allowed the development of new ideas and discoveries which today we would be lost with out. The work of Vesalius was important however he did not really make a major significant improvement to medicine at that time. Although he did make changes in anatomy and introduced new ideas and methods of research, it is not possible to claim that he, like Harvey brought a turning point. Pare created brilliant surgical tools and limbs which contributed greatly, nevertheless his theory of applying ointment to wounds was not in fact his. The egg and rose oil would not have been benificial in the process of healing, it was in fact the turpentine which was the aid. Turpentine had been used as an antiseptic by prehistoric people over a thousand years before him, who applies it to wounds to promote healing, prevents infection and ease pain. Wise women in the countryside who were knowledgeable of the importance of plants and herbs in medicine were still doing indeed this. Prehaps if women had not been shunned from the medical society this so-called Discovery would have been made a lot earlier. You may argue that without the work of Vesalius, Harveys finding would not have been possible, and I agree that in a way this is true. It is a similar to the argument of Galen and Hippocrates, without either of the three mens discoveries the system would not work. I understand that Harvey built upon the ideas of Vesalius and his knowledge of anatomy was vital to Harveys research, and without the positive attitude of Vesalius inspiring him to research the human body himself he may well not have strived to make his discovery. In addition, if Pare had not come before Harvey and provided him with the surgical equipment and tools necessary to conduct delicate research, it would not have been possible for Harvey to investigate the problem. However, I am sticking to my original statement. Harvey introduced a turning point in medical history without the knowledge of how the heart functions and blood circulates where would we be today? What would happen if there were no heart monitors? There would be no accurate method of checking a persons health during a dangerous or indeed any operation. Harvey not only made an amazing discovery, but he also inspired those after him to do the same. Harvey did need the work of Versalius and Pare to make his breakthrough and without either it would not have been possible, however overall I believe that it was Harvey who made the greatest contribution.

Is Basketball Player a Job Essays

Is Basketball Player a Job Essays Is Basketball Player a Job Essay Is Basketball Player a Job Essay The National Basketball Association, on August 3, 1949, after a damaging three-year battle to win both players and fans, the rival Basketball Association of America (BAA) and National Basketball League (NBL) merged to form the National Basketball Association (NBA) and David Stern currently is the CEO of the NBA. There is a known debate about whether playing in NBA is a kind of job, some people say it is job, they play for their high salaries, but I say it is not. The definition of a job is â€Å"a piece of work; especially: a small miscellaneous piece of work undertaken on order at a stated rate† (Webster). The key of a job is to get money from what they work for it and there is no competition. When performed by an employee in an exchange for pay, a job consists of duties, responsibilities, and tasks (performanceelements) that are (1) defined and specific, and (2) can be accomplished, quantified, measured, and rated. From a wider perspective, a job is synonymous with a role and includes the physical and social aspects of a work environment. Often, individuals identify themselves with their job or role (foreman, supervisor, engineer, etc. ) and derive motivation from its uniqueness or usefulness. However, playing in NBA is not like playing in college. There is no salary for college basketball players, so what their purposes to play basketball is definitely a kind of favor and they want to gain the fame for their school. The National Basketball Association promotes the most skillful and professional basketball games, and the players in this association are also the smartest and the most powerful around the world. Every player is going to sign a contract with their club to ensure that they will play for their own club devotionally and everyone will get paid from it. As mentioned above, playing in NBA indeed has two properties, one is the money based and the other is a rat race and their ambitions to get the championship. The National Basketball Association promotes the most skillful and professional basketball games, and the players in this association are also the smartest and the most powerful around the world. Everyone around the world who likes basketball must know about the NBA basketball games because these games can bring them a lot of professional skills and tactics. NBA basketball games have become all the rage these years. Because of that, even people who dont know how to dribble, they know something related to NBA. In addition, whenever and wherever basketball is a sport filled with intensity. 1. webster. (n. d. ). Job. Retrieved from merriam-webster. com/dictionary/job

Scholarship Essay Example | Topics and Well Written Essays - 500 words - 7

Scholarship - Essay Example Nurses often work with patients on one-on-one basis and assist the patients in recovery and rehabilitation. Nursing also provides growth opportunities. With the rise in population, a lot more nurses are needed in USA and hence nursing provides opportunity for high level of growth. The baby boomer generation of USA is also getting old and hence the demand of our knowledge, values and idealism is likely to increase. Nursing is also an exciting and fast paced career. The nurses usually do not go through repetitive jobs and the job offers something new each and every day. Nursing career also offer flexible schedules. If someone wants to work from 9 A.M. to 5 P.M then nursing provides that opportunity too. If someone wants to work on rotational shifts or part time contract basis, there is room for that too. Knowledge is the core reason for the success in career. As a nurse one must know that diseases and symptoms of the diseases. One must be able apply the classroom knowledge along with the skills in the workplace to become a successful nurse. Another most important factor is the personal value and the belief to be a caring and compassionate person. This is something that is usually installed in a person from the family upbringing. A nurse is not only providing care to the health of the patient but also serves the emotional needs. Apart from this there are also ethical and human rights issues. Showing respect to the patients and the profession as well carrying out all the tasks with full dedication and honesty is extremely important for a nurse (Daly 10). This scholarship would make the students eligible to receive funding for the tuition fees along with other educational costs. The scholarship is a selective program that would help the students to get rid of the financial burden. In this way the students would also be able stay a lot more on the career objectives. Here it needs to be mentioned that

The Moral Responsibilities of the Businesses Essay

The Moral Responsibilities of the Businesses - Essay Example Before we look at whether or not or not businesses have responsibility towards the future human race in light of the various theories of ethics that we have studied in class, it is important to note that this debate is related intimately with the debate of whether human beings have any moral obligation towards the future generation. The same arguments advanced for and against the debate of whether or not human beings have moral obligation towards the future generation of human race are the same arguments that are applied in the debate of whether or not businesses have obligation towards the future human race and the environment. Having said that, let us look at this debate in light of the various theories of ethics that we have studied in class.The main gist of the debate of whether or not businesses have moral responsibilities to the future human generations lies on whether business moral obligations extends into the future, to the human beings who do not yet exist. The philosophica l problem of this moral issue lies in the fact that, although the future human race does not yet exist, the general life of the future human race will be affected by the current actions of business organizations. The philosophical question therefore is, although the future human race does not exist and we don’t know them, don’t business organizations have moral obligation to ensure that that they conduct their businesses in a manner that endanger or ruin the lives of the future generations?

Market Structure Research Paper Example | Topics and Well Written Essays - 2000 words

Market Structure - Research Paper Example any new firm can enter the market because of no restrictions such as high setup cost, legal barriers or any other. All the firms are earning normal profit as there is strong competition within the industry. Secondly, homogenous products are produced, i.e. all products are identical or standardized and are substitutes of each other, thus sharing the same price as well (â€Å"Dewett, 1983†). An imperfect competition is where there are not many producers in the market and there is less competition as buyers and sellers are not fully aware of the prices so different prices exist for same product in the market (â€Å"Dewett, 1983†). There are three forms of an imperfect market: Monopolistic Competition: Under this structure, there are few sellers as comparedwith perfect competition and the products produced are differentiated due to branding, which gives the producer a way to have his own pricing policy and thus can earn more than normal profits (â€Å"Dewett, 1983†). Oligopoly: there are a few suppliers in the market in this structure, and every supplier has a substantial control over the prices, and output produced because few suppliers control the entire supply in the market. There is strong rival consciousness because of the interdependence of suppliers. There is a possibility of product differentiation as well as substitute products, and the price-output policy of each supplier depends upon the degree of homogeneity or heterogeneity (â€Å"Dewett, 1983†). Monopoly: There is a single seller or producer who controls the entire market. As he controls the whole supply, he can fix the price and earn abnormal profits. There are high barriers to entry and exit from this industry, which prevents competitors from entering into it (â€Å"Dewett, 1983†). It’s a one firm industry in which there is no need for differentiation because no substitutes are available. There is a single product completely under the control of a monopolist who is the price maker(â€Å"Dewett, 1983†). 2. Identify one real-life example of a market structure in your local city and relate your example to each of the characteristics of the market. There are different industries or markets operating in a city, with each of them following a different market structure according to the nature of the business there. One such dominant industry is the women’s clothing, which is operating in the monopolistic competition market structure. It is a real-life example of this structure, and one can clearly categorize its features as those present in this market structure. There is a high number of sellers in the market with each producing a differentiated product and heavily advertising and promoting its brand name to create customer awareness. The aim of firms is to crate brand loyalty, which allows them to charge a higher price than their competitor, meaning that sellers have some control over price but not full control because of thei r interdependency. In long-run, firm with effective advertising and innovation will only earn normal profits because of the competition as it will not be able to charge too high a price. However, in short run, some firms can earn abnormal profits with their non-price competition, quality, design or attractive advertising, just like in women’s clothing. The products are produced almost same style except some variation in the designs, quality and a strong brand name associated with it. There is

The Internet Has Emerged English Language Essay

The Internet Has Emerged English Language Essay Over the past few years, the Internet has emerged as a prominent new technology. The influence of such a powerful technological tool has pervaded all aspects of the educational, business, and economic sectors of our world. Regardless of ones familiarity with the Internet, it is repeatedly made reference to. News broadcasters and commercials, for example, will now provide web addresses, and even the recent movie, The Net was sparked by the impact of this new technology (Mike, 1996). Regardless of whether one uses the Internet or not, one must be clear about the fact that the we have entered a new information age and the Internet is here to stay.Because the use of the Internet is widespread in numerous fields and domains, without a doubt, it also carries great potential for educational use, specifically second and foreign language education. This paper will therefore focus on the following questions: 1) What is the Internet? 2) How can various facets of the Internet be used in the seco nd and foreign language classroom? 3) What are the benefits of employing the Internet in such a setting? 4) What are the disadvantages or obstacles the Internet presents in a second language classroom? Lastly, the implications of using the Internet in second language classrooms will be discussed. The Internet is the latest in a series of technological innovations for second language education. In order to understand the role of the Internet, it would be useful to provide a brief history of technology and language teaching, present a survey of the technological resources available to second language learners, and, finally consider the role of the Internet and its possibilities. Technology and Foreign Language Education: A Brief History Technology and foreign language education are no stranger to one another. In the sixties and seventies, language laboratories were being installed in numerous educational settings. The traditional language laboratory was comprised of a series of booths, each providing a cassette deck, and accompanying microphone and headphone. Teachers monitored their students interactions by using a central control panel. The basic premise behind this technology was that if verbal behavior was modeled, and then reinforced, students would quickly learn the language in question. The language lab activities were therefore grounded in a stimulus-response behavior pattern. The more drill practice the students encountered, the faster they would learn the second language. While the language laboratory was a positive step in linking technology and language education, it was soon recognized that such activities were both tedious and boring for learners. Furthermore, the amount of student-teacher interaction was minimal, and individualized instruction was irrelevant. Besides the pedagogical deficiencies, the audio equipment was cumbersome and prone to breakdown, and had only one function-to disseminate auditory input. These factors put together led to a shift to the communicative approach to second language education, namely, computer assisted language learning.Microcomputers and quality CALL software provided yet another medium for language learning. Its potential as both a teaching and learning tool are widely written about in the educational literature. At present, there are a variety of computer applications available including vocabulary, grammar, and pronunciation tutors, spell checkers, electronic workbooks, writing and reading programs, as well as various authoring packages to allow instructors to create their own exercises to supplement existing language courses. In addition to the range of software available, CALL has also been shown to increase learner motivation (Blake, 1987 ). Chun and Brandl (1992) also propose that the interactive and multimedia capabilities of the computer make it an attractive teaching/learning tool. Computers can provide immediate feedback to students and students can work at an individualized pace. Software can be designed to include sound, graphics, video, and animation. Moreover, information is presented in a non-linear sequence enabling learners to select the exercises or concepts they wish to review. Despite the advantages and widespread use of CALL, it continues to suffer from criticisms for several reasons. Many believe that learning and practicing grammar rules of a foreign language through fill-in-the-blank exercises, for example, does little to improve a speakers ability to produce grammatically appropriate utterances (Armstrong Yetter-Vassot, 1994). Others point out that CALL suffers from its rigidity in light of the complexities of natural languages. For example, a program designed to provide drill practice on French verb conjugation is useful for only that and nothing else. Recently, however, we are beginning to see encouraging and promising results in the area of CALL software development. Interactive video and programs which provide more authentic and communicative task-based activities are being created, which are more in line with the current theoretical and pedagogical views of learning. What is the Internet? While the computer is now used in some form or another in most language classrooms, and is considered standard equipment, the Internet is also gradually being introduced in the second language classroom as teachers become more familiar with it. The Internet is a confederation of thousands of computers from various sectors of society such as education, business, government and the military. It is a network of thousands of computer networks (Lewis, 1994). Each individual system brings something different to the whole (databases, library services, graphs, maps, electronic journals, etc), and the end result is a vast accumulation of information. It is a worldwide network of computers that interact on a standardized set of protocols which act independently of particular computer operating systems, allowing for a variety of access methods to the Internet. For example, the Internet can be accessed from an IBM computer in a students home in Australia, or from a Macintosh computer at a school in Canada. It can therefore be conceived of as the equivalent of a telephone system for computers. It can be used to both exchange information through electronic mail, newsgroups, listservs, professional on-line discussion groups, and so forth, as well as to retrieve information on a variety of topics through the World Wide Web. The Internet and Electronic Mail Although the Internet has been available to most people, only recently have educators been realizing the potential the Internet can have in second and foreign language classrooms. The following section will therefore consider some of these potential benefits and advantages of incorporating such technology in language courses. The Internet has been used by some language instructors in creative ways one of these innovations being use of electronic mail (e-mail), a specific feature of the Internet. Overall, e-mail can encourage students to use computers in realistic, authentic situations in order to develop communicative, and thinking skills. E-mail is easy to use and even teachers intimidated by computers can quickly become adept at using e-mail with their students. Furthermore, even timid or inhibited students can benefit from the meaningful interaction and communication e-mail makes possible. Kroonenberg (1995), for example, employed e-mail in her ESL classes at Hong Kong Internatio nal School. She relates her initial experiences of working with two classes of ESL multinational students in grades 9-12, and a homogeneous group of summer school students involving Cantonese-speaking 14 and 15 year olds. The Dragon Bulletin Board System (BBS) using the TELIX communications software was established in order to allow students and teachers to send messages to each other, as well as make public entries on discussion conferences.During the initial stages, students were logged on the system and each student created a password. Students were simply asked to write freely as in a dialogue journal. Kroonenberg (1995) believes this allows students to become familiar with the system and further allows their ideas to flow. Writing on e-mail can therefore be used to generate ideas about a topic, or can enable learners to free-write without any impositions. E-mail can also be used in various conference-type formats or to generate discussion. For example, Kroonenberg often provide d students with topics of high interest in order to generate more writing. In fact, one student who was part of this project stated, I usually get involved in the BBS because the subjects are interesting and I have a lot to say about them (p. 25). Writing topics often involved school issues or issues that were directly relevant to the students lives. In other conference assignments, students are the main audience. Students read entries and then respond to them via e-mail. This allows each student to express their opinion. In this manner, all opinions are voiced and heard, something which may not always occur in oral discussions in the classroom. Chat rooms can also be carried out through e-mail. In this situation, two or more individuals can talk on-line about various topics or issues. For instance, language learners can be paired up and can be given a debatable topic to discuss. Such experiences, once again stimulate authentic communication and assist students in developing specific communication skills such as arguing, persuading, or defending a particular point. Listservs from around the world can offer news and discussion groups in the target language providing another source of authentic input and interaction. Cononelos and Oliva (1993) organized e-mail exchanges between entire classes of students in order to generate discussion, improve writing skills, and promote peer interaction. In this particular project, advanced level Italian students employed e-mail newsgroups to improve both their writing, as well as their knowledge of contemporary Italian society. In this manner, the teaching of culture was also facilitated th rough the immediate feedback and contact of L2 speakers who were interested in informing others about their culture. E-mail can also be used to communicate long-distance with language learners in other schools, or other countries for that matter. A study exploring the potential of long-distance communication involving second language learners was carried out by Chang (1993). The goals of the study were to provide students with a real context for improving their writing, help them to expand their ideas of content-area reading and functional writing across cultural boundaries, make students familiar with international telecommunications, and investigate with students, the potential effects of telecommunications on literacy acquisition (Davis Chang, 1994). The subjects involved in the study included undergraduate students at Taiwans National Kaohsiung Normal University (NKNU) and students at University of North Carolina at Charlotte (UNCC). The 8-week teleconference began with Prompt 1 in which students were asked to write letters to one another. In addition to personal introductions, students were asked to include a focus on their previous English language learning experiences and the difficulties associated with this. In Prompt 2 and 3, students were asked to use their textbooks on the History of English Language to report on interesting uses of English, (ie. connotations, spelling, etc). Prompts 4 and 5 asked the learners to work with sections of specific texts to comment on pronoun and lexical use, as well as syntactic structure. In the final prompt, both groups of students collected examples of English slang and idioms used in each countrys films and music. Questions pertaining to the above were asked and responded to by students in each group. Davis and Chang (1994) point out that as writers on both sides of the world shared questions and comments, jokes began to surface. Over time, the students reading and writing began to change as well. Through surveys and informal case studies of student writing during the conference, it was found that for the most part, students writing had improved in both fluency and organization. Surveys also indicated that students saw some carry over to their study literature, and that they had a better understanding of English usage. While the above examples illustrate a few uses of e-mail in the second and foreign language classroom, without a doubt e-mail can provide authentic communication and can foster awareness of both the language learner and the languages they are learning. The Internet as a Teaching and Learning Tool In addition to the communication benefits of the Internet, the Internet can also be used to retrieve and access information. The World Wide Web is therefore a virtual library at ones fingertips; it is a readily available world of information for the language learner. While the Internet offers numerous benefits to the language learner, a few such possibilities are examined here, in the context of language learning.Perhaps one of the most essential pedagogical principles of language teaching is one that emphasizes the study of language in a cultural context. I, along with many other language instructors believe that language and culture are inextricable and interdependent; Understanding the culture of the target language enhances understanding of the language. To this end, the Internet is a valuable resource to both language teachers and learners. As discussed previously, e-mail on the Internet allows language learners to communicate with native speakers. In this manner, the Internet f acilitates the use of the specific language in an authentic setting. The Internet can also be used to acquire information from language resources for a variety of purposes. For example, students can access current information from countries around the world. They can obtain geographical, historical, social/cultural, economic, and political information from the countries in which the target language is spoken. Students can read web versions of daily newspapers and same-day news reports from sources such as the French Embassys gopher service, the daily Revue de Press (Armstrong and Yetter-Vassot, 1994). Such experiences can allow learners to participate in the culture of the target language, which in turn can enable them to further learn how cultural background influences ones view of the world. The Internet also serves as a medium for experiencing and presenting creative works. While students can peruse the information on the Net, they can also use it as a platform for their own work such as essays, poetry, or stories. Numerous public schools, for example, are making use of the World Wide Web for publishing student work which can be accessed by other web users. Students therefore become not only consumers of content, but in fact generate the content. As Mike (1996) describes, the use of the Internet has also been shown to promote higher order thinking skills. A language teacher, for example, may instruct learners to search for specific information. Searching the Web requires logic skills. Once information has been obtained, the results must be reviewed which requires scanning, discarding, and evaluative judgment on part of the learner. The information must be put together to make a complete and coherent whole which entails the synthesis process. Such an endeavor permits students to practice reading skills and strategies. The Internet also promotes literacy for authentic purposes, as stated previously. In addition to being a supplement to reading materials, especially current information, when students are exploring the Net, they are essentially exploring the real world. Such browsing or exploration can also lead to incidental learning as they encounter a variety of information in this way. Communication with native speakers furth ers literacy development for authentic purposes, enables language learners to compare student perspectives on an issue, and allows them to practice specific skills such as negotiating, persuading, clarifying meaning, requesting information, and engaging in true-life, authentic discussion. Promotion of literacy also occurs within a social context. The interaction that results from the above situations can lead to cooperative projects and increased communication between students from all over the world, in turn leading to the development of social skills. Finally, use of the Internet can promote computer skills and the technical and conceptual experiences of using a computer. Lastly, the Internet provides supplemental language activities which can provide students with additional practice in specific areas of language learning. These include reading tests and comprehension questions, grammar exercises, pronunciation exercises possible through the available multimedia capabilities, cloze tests, vocabulary exercises, and so forth. Students can search the Web for such sites, or teachers may recommend specific sites on the Web. Published lists are also available from various sources. For example, Paramskas (1993) offers a list of sites for both language teachers and language learners, some of which relate to issues of language learning, others which use language as a medium for discussion of culture or current affairs, and others which assist in locating native speakers. The Internet Challenges Up to this point in time, the above discussion has described some of the potential benefits of the Internet and how it can be used in the second or foreign language classroom. However, such a discussion would be incomplete without addressing the disadvantages or obstacles related to the use of the Internet in the language classroom. While the Internet and its various facets offer a great deal to the language learner, it is not without its problems. The nature of the Internet itself can be a disadvantage at times. When lines are busy due to many users, it may take time to access information or browse the Net and technical glitches themselves can lead to frustration. Lack of training and familiarity on part of the teachers can make it difficult to implement the Internet in the language classroom. This requires that school administrators budget for training in this area. Foreign language teachers are especially anxiety prone to computers since they often have little experience with comp uters. For the most part, computers in schools are used for business or computer science courses. Costs related to training, as well as on-line costs of using a provider are issues that may interfere with implementing such a technology in schools, especially in schools that have little funding. Censorship may also be a concern to language programs and instructors. The Internet offers access to all types of issues and topics, some of which are unsuitable for children, and this in itself may result in various problems. While some precautions can be taken at the present time, they are not full proof by any means. Equity issues may also present difficulties when attempting to implement such technology in the classroom. As the commercial sector begins to assume a more prominent role in the Internets infrastructure, rural and inner-city schools, already hard-pressed to provide Internet access, may find it less affordable. This is certainly discouraging for both language teachers and stude nts in such educational settings (Mike, 1996). Many institutions such as these may also not have the computers or computing facilities necessary to implement such type of technology. Implications and Conclusion Despite these limitations and obstacles, it must be realized that the Internets educational potential is immense. Although electronic, the Internet is an entity related to literacy people still interact with it entirely through reading and writing. For this reason alone, the Internet is a technology that will, without a doubt, have significant implications for both teaching and learning. So what does this imply for language teachers and learners? Teachers must become familiar with using the Internet and its various functions such as e-mail. They must also learn how to use specific search tools in order to access information, search for lesson plans, or material and ideas to supplement their lessons. Lastly, language teachers must learn now to transfer files from Internet sites to their own computer and vice versa. Obtaining information or literature on the Internet, either through the Net itself, through books, or by attending workshops and courses will further assist this process. To avoid facing the same difficulties or problems associated with use of the Internet, teachers can ask students to keep track of problems that arise during use. In essence, language teachers must take the plunge and approach the Internet as a learning experience themselves. The more enthusiastic and more knowledgeable language teachers are, the more successfully they can implement Internet in the language classroom. For the language learner, the Internet offers a world of information available to students at the touch of a button. While it must be recognized that the Internet cannot replace the language classroom or the interaction between the language teacher and student, if offers a vast amount of information and lends itself to communication possibilities that can greatly enhance the language learning experience.Certainly at this point in time, several questions need to be asked to guide future research in this area. How can use of the Internet correspond to the communicative or pedagogical goals of language teaching? How will the Internet and its related facets assist language learners in functioning in the global community? What will the real impact of the Internet in foreign language classrooms be? How can the Internet be used more effectively along side the present language curriculum? While these questions have been examined to some degree, researchers and language educators must further investigate and implement this technology to provide others with guidelines in this area. Without a doubt we are in the center of a monumental technological paradigm shift, one which will eventually change the way that all instructors teach and the way students learn (Jensen, 1993). While technology should not take over the language classroom, it must be embraced in order to allow educators to do those things which they are unable to do themselves, or those which will improve what is currently being done in the classroom. As we approach the next century, it is essential that we make informed decisions about how the Internet can be successfully integrated into the language classroom. If we as educators do not rise to the challenge who will?

Essay --

Movies are a worldwide phenomenon, but why are some movies academy award winners while others plummet in the box office. I believe there are five major factors that go into creating a successful film beginning with the storyline, script, directing, sincere chemistry as well as realism. Script writing that is genuine and one an audience member can connect to is crucial; as is having a plot that doesn’t move so fast, and is able to seamlessly transition into different scenes. A great storyline always needs some sort of conflict in it; it is the heat of the drama. The obstacles they face in a movie is typically along the lines of someone wants something, someone/thing keeps getting in their way. For example in Dirty Dancing Baby wants to be with Johnny, but her father is standing in her way. A good hook is important to any storyline as well, you need something to grab the audience attention; all that is needed is a â€Å"What if?† Such as what if you are watching an entire series just to later find out it, it was all fake and none of what happened was real; a good enough â€Å"what if?† can set you apart from the pack. â€Å"You talkin’ to me? You talkin’ to me? You talkin’ to me?† Whether you’ve seen the movie or not this is a line we’ve all heard once or twice before. This quote can be heard being said from many generations. Good script writing is crucial it can either make or break a film. Some films that have had long- lasting success are movies such as Star Wars, The Godfather, and Forrest Gump. What these three films have in common is that they all have lines that are still being quoted till this day and will continue to be for years to come. This is all due to good script writing. The emotional connection that an audience feels has as... ...an believe,† (Molly, Haskell). If an audience member leaves a movie still thinking about it days later, and has connected with it on an emotional level as I stated before it will be successful. For example 12 Years a Slave won best picture at the Oscars this year, in 2013 the winner was Argo, looking back even further at previous winners you find that The King’s Speech, Hurt Locker, The Departed, Chicago and Schindler’s list are all previous best picture winners as well as many other films based on true stories. Even though fictional movies have won best picture as well the number of films based on real events outnumber the fictional ones. This year alone six out of the nine nominees for best picture were based on true stories. You find that people who are big fans of fictional movies such as Lord of the Rings, Star Wars, and X-Men are stuck in a fictional world.

Iago’s soliloquy at the end of Act 1 Essay

â€Å"Iago’s soliloquy at the end of Act 1; what does his language tell us about his character and motivation? How does it compare with his language in the rest of the act†? Iago seems to be presented as a Machiavellian villain; he is cunning and always seems to know what’s going to happen. In Iago’s soliloquy at the end of Act 1 Scene3, he says of Roderigo â€Å"thus do I ever make my fool my purse†. This conveys Iago’s character as superior and manipulative. Iago states that Roderigo is a â€Å"fool†; a stupid moron. He also calls him a â€Å"snipe† which is a small bird which also is used to mean unintellegent. Iago refers to Roderigo possessively, referring to him as â€Å"my fool† as if the extent of his own influence makes Roderigo his own possession (as with â€Å"my purse†; purse being an object that is owned). By saying â€Å"I even make† Iago is implying that manipulating a â€Å"fool† for their money is a usual activity for him, as if he always does this. Iago holds such little respect for Roderigo and feels himself so superior that he â€Å"should profane if [he] time expend with such †¦ But for [his] sport and profit†. He’s claiming that Roderigo is so beneath him that it is only for the money (â€Å"profit†) and the game he plays with the characters (â€Å"sport†) that he’d ever bother wasting his time with such an idiot. This seems to be revealing of Iago’s attitude toward social classes. Just because another character is richer or has higher social standing this does not mean that he has any extra respect for them. Taking into account that England in the Elizabethan era worked with strict social classes I think that Shakespeare uses Iago’s lack of respect for the system as another way of demonising him. He is the villain because he believes himself to be superior to everyone else. Iago is Othello’s ‘ancient’. However, Iago obviously feels he is superior to his master. Iago likens Othello to a donkey; a dull, stupid animal. Iago says Othello will â€Å"be led by th’ nose. As asses are†. Asses, or donkeys, are literally led by the nose with a harness. Might the harness be the society they are both part of? This implies that Othello is not free. It implies that he is tamed, obedient, dependent and without a mind of his own. It is Iago’s intention to use this harness to lead Othello to his ruin. In act 1 scene 1 Iago reveals his views on the roles of master and servant (in his case ancient) to Roderigo. Iago’s opinions show his perceived superiority in his character. Iago says how there are â€Å"many a duteous and knee crooking knave that†¦wears out his time, much like his master’s ass†. He is saying that the dutiful are â€Å"knee crooking†, meaning that they bow down, accepting their inferiority. To say that a subordinate â€Å"wears out his time much like his master’s ass† shows how he feels that they waste their lives being another’s workhorse while receiving none of the profits. In this respect Iago feels himself above Othello. By later referring to Othello as an â€Å"ass† he could be the â€Å"knee crooking knave† to the governors of Venice. This is what I feel is supposed to be conveyed by the line: â€Å"were I the Moor, I would not be Iago†. Iago is resentful of the lack of recognition he has received from his society. I would say that Iago has motivation against his society. He misses out on promotion and Cassio takes the position. He resents Cassio for being better educated and of higher social standing. From scene 1 Iago says â€Å"I know my price, I am worth no worse a place† when telling Roderigo of being passed over for promotion. I think that Shakespeare has Iago say this because he’s supposed to be resentful of the lack of recognition he’s received. By saying â€Å"I know my price† he is also saying that no-one else perceives his worth. Iago mentions that Cassio is â€Å"a Florentine† while disrespectfully describing him. That Shakespeare has Iago mention this means that it is relevant. Perhaps that Iago disapproves of a Florentine being promoted in a Venetian army shows he has a kind of respect for the society he’s in. If he is ambitious then he is ambitious toward the higher roles/accomplishments of his own society; Venice. Iago may also feel he has not been duly acknowledged for the fighting he has done for the causes of Venice â€Å"at Rhodes, at Cyprus, and on other grounds Christian and Heathen†. By not being advanced he may have felt the sacrifices he made were not appreciated, as if he’d been cheated, which may explain why he cheats so much in the conventions of his society. Iago is presented as being a very effective user of language. He seems to know exactly the right language to use in order to affect the decisions of the other characters. When bating Brabantio he uses course language about his family to infuriate him. Instead of merely informing Brabantio of his daughter’s whereabouts and who she is with Iago tells him that â€Å"your daughter and the moor are now making the beast with two backs†. â€Å"Making the beast with two backs† is a crude euphemism for having sex. â€Å"Beast† implies that the sex is ugly and savage. Iago uses the word ‘moor’ instead of his name, Othello, to bring attention to his race as opposed to his high rank and standing in Venice. Iago knows how to offend. He immediately starts referring to Brabantio’s family in animal terms; â€Å"you’ll have your nephews neigh to you; you’ll have coursers for cousins and jennets for germans†. In the Elizabethan era it was probably a taboo to have a mixed race marriage probably because people of African origins would have been considered inferior. This is a reason why Iago refers to Othello as a horse (â€Å"coursers for cousins†). As a further example of Iago’s ability to alarm through his seemingly perverted perception would be â€Å"you’ll have your daughter covered with a Barbary horse†. Iago alarms him by conjuring bestial imagery. Bestiality is sacrilegious, which a few hundred years ago was more important than it is now. Perhaps this sacrilegious imagery influenced Brabantio to rationalise his daughter’s behaviour as witchcraft. Shakespeare presents Iago as an effective liar. This must be the case as Othello refers to him in Act one as â€Å"Honest Iago†. He also describes him as â€Å"a man he is of honesty and trust†. Despite Iago keeping Roderigo’s presents to Desdemona for himself he still can convince him of his trustworthiness. When reassuring Roderigo he says â€Å"I have professed me thy friend, and I confess me knit to thy deserving with cables of perdurable toughness†. By claiming that he is Roderigo’s ‘professed’ friend and that he’s prepared to help him with everlasting strength he convinces of his honesty. Iago also successfully manipulates Roderigo by repeatedly suggesting (instructing really) to â€Å"put money in thy purse† so as he can take it from him. Iago repeats this six times. Iago also convinces Roderigo to do his biddings by distracting him with his philosophies; â€Å"Our bodies are our gardens, to which are wills are gardeners†. In this speech Iago basically turns Roderigo’s loss into his own gain.

Qualifications, attributes, ethics, and responsibilities of Air Traffic Controllers

Qualifications, attributes, ethics, and responsibilities of Air Traffic Controllers Ever wondered how planes travel in the air and never clash with each other like cars do? The safety of planes and their passengers lie in the hands of air traffic controllers. Air traffic controllers are professionals who are in charge of how air traffic moves so that planes can maintain a safe distance between each other.Advertising We will write a custom term paper sample on Qualifications, attributes, ethics, and responsibilities of Air Traffic Controllers specifically for you for only $16.05 $11/page Learn More In addition to ensuring safety of planes and their passengers, air traffic controllers are also responsible for ensuring that planes are not delayed and that they depart from their destinations and alight at their destinations at the allocated times. There are different types of air traffic controllers, each performing special roles. The terminal controllers are in charge of planes when they are in an airport’s airspace. The main duty of te rminal controllers is to ensure a smooth movement of airplanes into and out of airports. They mainly do so by observing. If all is well, they sequence the arriving airplane to land and give clearances for the departing airplanes. They also give advice to pilots about weather and runway conditions so that accidents resulting from such conditions can be avoided (Bureau of Labor Statistics, U.S. Department of Labor, 2011). Before a plane leaves an airport, many different air traffic controllers are involved in the process. For instance, the tower flight data controller makes use of the data plan for departure to organize the departure procedure in sequence. The clearance controller on the hand gives clearance to an airplane for departure while the ground controller uses the data plan in form of flight strip to control the flow of airplanes on the airport’s surface. A similar procedure is followed when a plane wants to land. When the plane is about 50 miles from its destined airp ort, the airport’s terminal radar arrival controller creates a sequence for the airplane along with other airplanes that want to land at the same time. Once everything is in order, the controller gives an approach clearance to the pilot who is then cleared to make contact with the tower. The clearance to land on the airport is then given by the local controller. The ground controller then takes over and guides the aircraft along the taxiways (Bureau of Labor Statistics, U.S. Department of Labor, 2011). The work of air traffic controllers is therefore crucial for the safety of airplanes. It requires attention to details (especially for the local and ground controllers who make use of visual observation) and high levels of skills and expertise. Air traffic controllers must be efficient and swift in action because every second counts and can mean the difference between life and death. They need to be intelligent and have a good memory because they receive a lot of information at any given time which they have to quickly understand, interpret and remember.Advertising Looking for term paper on aviation? Let's see if we can help you! Get your first paper with 15% OFF Learn More Strong decision making abilities are also required of air traffic controllers because they are often faced with situations which force them to make quick decisions, for instance, when the weather condition suddenly changes contrary to previous expectations. Air traffic controllers need to have a long concentration span because they have to make decisions in the midst of numerous distractions such as noise and poor visibility. They need to have active listening skills so that they can hear and understand what is being conveyed to them. In addition to listening skills, they require strong speaking abilities so that they can convey crucial information to pilots and concerned parties quickly, loudly and clearly. They need critical thinking; problem-solving; and judg ment skills to enable them weigh the merits and demerits of various options and make the most appropriate decision. Like any other profession, the profession of air traffic controllers is also ethically bound more so because the lives of passengers and staff in the airplane are at stake. Air traffic controllers must therefore adhere to the ethical obligations set by the ethics committee (Center for the Study of Ethics in the Professions, 2011). In order for someone to qualify to become air traffic controller, he or she must have a college degree in air traffic control or aviation-related course. There are numerous colleges which offer such degrees and they differ from country to country and state to state. Besides the academic qualifications, air traffic controllers who wish to work with the Federal Aviation Administration (FAA) have to take a computer-administered test which normally lasts 8 hours. Before being employed, candidates should also pass a drug-screening test. The site  https://www.bls.gov/home.htm (by Bureau of Labor Statistics, U.S. Department of Labor, 2011)) is a good site with invaluable information about all aspects of air traffic controllers. It has information not only about the nature of the work done by air traffic controllers, qualifications and attributes but also information on the job outlook, projections and remuneration. The site also provides information about occupations that are related to air traffic control as well as sources of additional information. The site  https://www.onetonline.org/link/summary/53-2021.00 (by O*NET Online, 2010) also offers adequate information about air traffic controllers. The good thing about this site is that the information is organized in a simplistic manner that makes it easy for its readers to read. Reference List Bureau of Labor Statistics, U.S. Department of Labor. (2011). Occupational Outlook Handbook, 2010-11 Edition, Air Traffic Controllers. Web.Advertising We will write a custom term paper sample on Qualifications, attributes, ethics, and responsibilities of Air Traffic Controllers specifically for you for only $16.05 $11/page Learn More Center for the Study of Ethics in the Professions (2011). Air Traffic Control Association. Web. O*NET Online. (2010). Summary report for: 53-2021.00_Air Traffic Controllers. Web.

ACT Math Strategy

Plugging in Numbers A Critical SAT/ACT Math Strategy SAT / ACT Prep Online Guides and Tips As we mentioned in our math strategy article on plugging in answers, neither the SAT nor the ACT measures how you arrived at your answer. On standardized tests, all that matters is whether your answer is correct or not. There is no such thing as partial credit on a standardized test and no one is looking over your shoulder to see if you solved the question the â€Å"proper† way. This means that finding the right answerno matter the processis the only thing that matters. And there are plenty of short-cut techniques you can use to find that correct answer without the need to create and solve complex equations. This guide will take you through the strategy of plugging in your own numbers, one of simplest processes for working out the answers to several different kinds of standardized math questions. In this guide, we’ll give you a complete walk through on the strategy of plugging your own numbers (PIN) for math questions.We’ll go through the whys, hows, and, most importantly, whens of using PIN your standardized test(s), as well as take you through several real SAT and ACT practice problems. The other best strategy for working around problemsplugging in the answersis covered in a separate guide. Why Use Plugging in Numbers? Sometimes you may find yourself confronted with a problem that you have no idea how to approach. Sometimes you may just think it will take too long to solve the problem algebraically. And other times,you maybegiven so many different variables in a single problem that you want to make absolutely sure you have the correct solution. When this happens, plugging in your own numbers can often help get you to the right answer. It can be intimidating to begiven a question or answer choices with multiple variables, especially when you are on a strict time crunch. But if you use real numbers in place of x or y or a or k(or any other variable), it can make a previously obscure problem turn into one that it quite simple. Using numbers in place of variables can make the more theoretical questions become more practical and easy to visualize, which will allow you to solve them much more easily. For example, (We'll walk through how to solve this question in the next section) It can be very easy to forget that you have the power to replace variables with your own numbers while you’re taking the test. So remember to relax and know that solving a question via complex algebra is not your only option; you have other avenues available that are often much easier to work with. Use any and all advantages you have when battling standardized testing. How to Use Plugging in Numbers So now that you know why plugging in numbers can come in handy, let’s go through exactly how to do it. The basic idea of plugging in your own numbers is that you provide real numbers in place of variables or unknowns in your problem. This technique can work for any problemalgebra or geometryin which you are presented with several unknowns, or variables. The best way to tell if you can use PIN on a question is to look and see if the question, the answer choices, or both involve variables. When the question and/or answer options include variables (especially multiple variables), you can most likely use PIN. Because these kinds of questions are asking about the relationships between numbers (or objects or degrees, etc.), these relationships will be constant, no matter what actual numbers are used. As long as your numbers follow the rules you are presented with in the question, then you can find the right answer using your own numbers. Then, once you’ve picked a number to represent a variable, use that number to solve the original equation. Then use the number you chose for your original variable to replace that same variable in your answer options. By doing this, you can test your answer options and see which answer choices match the result you got for your original equation when you plugged in your own numbers. Don’t worry if this doesn’t make any sense to you yet. We’ll break down the steps using an actual math problem example: We are told that themathematical relationships described above work for all numbers $x, y, z$. This means we are allowed to pick any numbers we would like for $x, y, z$ because any and all numbers must work. We have multiple variables and a complex series of equations. Let's make life easier on ourselves and give each of these variables a number. Let's say that: $x = 2$ $y = 3$ $z = 4$ Now, let's solve our problems in accordance with the rules we were given and see if the equations are equal. The first is: $x⊕y = y⊕ x$ Let's take the left half of the equation first and replace our variables with numbers. $x⊕y$ $2⊕3$ Well, according to our rules, this would be: $2⊕3 =(2)(3) + 2 + 3$ $$ The left half of our equation is. Now let's look at the right half to see if it is equal. $y⊕x$ $3⊕2= (2)(3) + 3 + 2$ $$ Both sides equal , so option I is correct. This means we can eliminate answer choices B and C. Now let's try the equation for option II, using our same numbers for our variables. $(x - 1)⊕(x + 1) = (x⊕x) - 1$ Again, let's take the left side of the equation first. $(x -1)⊕(x + 1)$ $(2 - 1)⊕(2 + 1)$ $1⊕3$ $1⊕3= (1)(3) + 1 + 3$ $7$ So the first half of the equation equals 7. Now let's see if the right half is equal. $(x⊕x) - 1$ $(2⊕2) - 1 = ((2)(2) + 2 + 2) - 1$ $7$ Both sides equal 7, so option II is correct. We can eliminate answer choice A. Finally, let's test the last equation. $x⊕(y + z) = (x⊕y) + (x⊕z)$ Looking at the left side of the equation, we have: $2⊕(3 + 4)$ $2⊕7$ $2⊕7= (2)(7) + 2 + 7$ $23$ The left side of the equation equals 23. Now let's test the right to see if it matches. $(x⊕y) + (x⊕z)$ $(2⊕3) = (2)(3) + 2 + 3$ $$ And $2⊕4 = (2)(4) + 2 + 4$ $14$ We are told to addthe two together, which gets us: $ + 14 = 25$ The left half of our equation was 23 and the right half was 25. The two expressions not equal, so option III is incorrect. This means our final answer is D, I and II are the only correct equations for all values of $x, y, z$. Again, we were able to choose all of our own numbers for this problem, but this will not universally be the case. Always pay attention to when you have the leeway to choose your own numbers for multiple (or all) variables, and when you must choose a number for only one variable and solve for the rest. The reason we were allowed to choose numbers for every variable above was because the problem told us the equations were true for all numbers. This meant that any numbers we chose followed the rules as outlined by the problem. You will be able to tell when you can plug in numbers for multiple variables because the problem will specifically tell you that "all numbers" or "all integers" must work in place of yourvariables. This gives you free reign to pick your numbers with impunity. If you don't see the words "all numbers" or "all integers"in the question, then you may only use your own number for one variable and solve for the rest. This will keep the variables following their defined rules and keep the relationships between them intact. Now let's look at a problem where we CANNOT pick our own numbers for every variable: Because we are not told that this problem works for "all numbers," we know we must choose our own number for just one variable and solve for the rest. In this problem, I've chosen to replace$v$ with my own number. Why $v$? Because $v$ shows up in the middle equation and so will be usefulfor finding our other variables. We can also see that $v = 4t$, so let's give $v$ a number that is divisible by 4. (Note: we do not HAVE to make $v$ divisible by 4, but it makes lifeeasier forus, as it means we will bedealingwith integers rather than decimals.) Solet's just say that $v = 8$. If we replace every $v$ with the number 8, our first equation would look like: $x = 3v$ $x = 3(8)$ $x = 24$ So we know now that, when $v = 8$, $x = 24$. Now for our second equation: $v = 4t$ $8 = 4t$ $t = 2$ So, when $x = 24$ and $v = 8$, $t$ will be 2. And finally, let's look at the last equation using our newly found numbers for $x$ and $t$. $x = pt$ $24 = p(2)$ $p = 12$ So $p$ equals 12. But wait! Maybe you think $p$ equals 12only in this this one instance and that it would equal something else had we chosen a different number for $v$. Well let's test it. Let's say that $v = 20$ instead of 8. $x = 3v$ $x = 3(20)$ $x = 60$ And our second equation: $v = 4t$ $20 = 4t$ $t = 5$ And finally, our last equation: $x = pt$ $60 = p(5)$ $p = 12$ As you can see, no matter what value we choose for one of our variables, $p$ will always equal 12 as long as we keep the relationships between the variables intact. So our final answer is 12, $p = 12$ Using PINcan be like having your own personal decoder ring. Tips and Tricksfor PIN Now that you know how PIN works,you can use it more quickly and accurately by using these tips for your ACT and SAT math questions: Tip 1) When using PIN, your best bet is to testeach and every answer choice, even after one of the answers matches the one you got for your original equation. Why should we do this? Because sometimes when we choose our own numbers, we can get multiple answer options that work. Let's say for this problem that you randomly chose 95 to be your two digit number for $x$. If: $x = 95$, then the tens digit $t = 9$, and the units digit $u = 5$. We are told that $y$ is the number found by reversing the digits, so when $x = 95$, $y = 59$. And finally, we are searching for the value of $x -y$. Using our numbers: $x - y = 95 - 59$ $x - y = 36$ Now let us test our answer options using the numbers we have found for our variables and see which one matches 36. F. $9(t - u)$ $9(9 - 5)$ $9(4)$ $36$ Answer F works! (We can also eliminate answer choice K right now, because $36≠  0$). G. $9(u - t)$ $9(5 - 9)$ $9(-4)$ $-36$ Answer G has been eliminated. H. $9t - u$ $9(9) - 5$ $81 - 5$ $76$ Answer choice H has been eliminated. J. $9u - t$ $9(5) - 9$ $45 - 9$ $36$ Uh-oh! We found 36 for both F and J. When this happens, we must choose a different number or set of numbers in order to eliminate the answer that only works sometimes. Our goal is to findthe answer that works always and no matter what. But now that we have chosen a different set of numbers, do we have to test each answer choice again? Nope! We already know that G, H and K didn’t work last time, so they won’t be our final answer. Again, weare looking for the answer that works every time. Only test F and J again. Instead of $x = 95$, let's say that $x = 43$ (Again, this number is entirely random and can be anything you'd like). If $x = 43$, then $t = 4$ and $u = 3$. It also means that $y$, as the reverse of $x$, will be 34. $x - y = 43 - 34$ $x - y = 9$ So now we are looking for the answer choices that match 9. So let us once more test F and J. F. $9(t - u)$ $9(4 - 3)$ $9(1)$ $9$ Looking pretty good for answer choice F. But let's look at J as well. J. $9u - t$ $9(3) - 4$ $27 - 4$ $23$ Success! We can eliminate answer choice J now and feel confident that F (and only F) will work no matter our values for $x$ and $y$. So our final answer is F, $9(t - u)$ Tip 2) When plugging in your own numbers,avoid using the numbers 1 or 0. It can be very easy to get multiple right answers or very screwy answers when using 1 or 0, so it is best to avoid them. For example, let's look again at the first problem we saw: Now let's say that we had said $x = 0$, $y = 1$, and $z = 2$. For the sake of saving time, the first two equations are still correct, but now let's look at the third. $x⊕(y + z) = (x⊕y) + (x⊕z)$ First, let's look at the left half of the equation: $x⊕(y + z)$ $0⊕(1 + 2)$ $0⊕3$ $0⊕3= (0)(3) + 0 + 3$ $3$ Now let's look at the right half of the equation: $(x⊕y) + (x⊕z)$ $(x⊕y)$ $0⊕1 = (0)(1) + 0 + 1$ $1$ And $(x⊕z)$ $0⊕2 = (0)(2) + 0 + 2$ $2$ So when we add them together, we get: $1 + 2 = 3$ This means that both sides of the equation are equal, which would mean that I, II, AND III were all correct. And we already proved when we did this question earlier that III is actually incorrect. (Remember, the answer choices must work every single time.) If we had used 0 and/or 1 in place of our variables, we would have gotten the question wrong. We would have chosen answer E, when really answer D is correct. Tip 3) Good numbers to use when working with percentages are 100 or 10, as most percentages questions involve you having to manipulate them around. Using nice, round numbers can make life easy for you. Alice has been collecting sea shells for many years. From 2009 to 2010, she increased her collection by 30%. From 2010 to 2012, she added another 20% to her collection. But in 2014, she had to move away and get rid of 50% of her collection. What percentage of her original shell collection did Alice end up with? 75 78 100 150 156 Let's say, for the sake of a nice round number and a good one to use with percentages, that Alice started out with 100 shells. If she increased her collection by 30% from 2009 to 2010, then she would have $100 + 100(0.3) = 130$ shells in 2010. If she then increased her collection by another 20% from 2010 to 2012, she woud have $130 + 130(0.2) = 156$ shells in 2012. Now, she must get rid of 50% (half) of her shells. $156 - 156(0.5) = 78$ So she is left with 78 shells. And, since we used 100 for her original amount, we do not have to fiddle with finding percentages. We can simply see that she is left with 78% of her original collection. So our final answer is B, 78. One day Alice may feelthat she has enough sea shells. Today is not that day. When to Use Plugging in Numbers Because it is best to test out each answer option when using PIN, it can often take longer to solve a question this way than by using algebra alone. Sometimes you can check all the answers at a glance, which will save time, but whether or not using PIN will eat up more time than it saves truly depends on the question This question would be a slow PIN. If you don't remember how to FOIL and you are fuzzy on your rules for multiplying and subtracting integers and variables, then go ahead and use PIN here. But if you are at all comfortable with the above mathematical concepts, then simply work with your variables and save using PIN for another occasion. As a demonstration, see how fast it is to use algebra here: $(4z + 3)(z - 2)$ $(4z *z) + (4z * -2) + (3 * z) + (3 * -2)$ $4z^2 - 8z + 3z - 6$ $4z^2 - 5z - 6$ So your answer is J. On the other hand, look how slow the process is using PIN: Let's say our $z$ value is 4. $(4z + 3)(z - 2)$ $(4(4) + 3)(4 - 2)$ $(19)(2)$ $38$ So we are looking for an answer choice that matches 38. F. $4z^2 - 5$ $4(4^2) - 5$ $64 - 5$ $59$ Option F is too large, so we can eliminate it. We can also eliminate option G because we can see that it would be 58, which is still too large. H. $4z^2 - 3z - 5$ $4(4^2) - 3(4) - 5$ $64 - 12 - 5$ $47$ We can eliminate option H, as it is still too large. J. $4z^2 - 5z - 6$ $4(4^2) - 5(4) - 6$ $64 - 20 - 6$ $38$ We have found an answer that matches our original equation. This could be our right answer, but let's look at option K to make sure we don't have duplicate correct answers. At a glance, we can tell that option K ($4z^2 + 5z - 6$) would be too large, because we would be adding 20 to 64. This means we can comfortably eliminate it. So our final answer is J. Though we were still able to find our answer, it took noticeably longer using PIN. Basically, don't be afraid to use PIN to help you through a test, butmake sure you useit in places that will help you the most and get you to the right answer in the shortest amount of time. Now let's look at a quick PIN problem. This is a problem you can mostly do in your head using PIN. For example, give $a$ and $b$ small numbers and then you can work out your answer choicesfairly quickly. Let's say that $a = 2$ and $b = 3$. Using those numbers, we know then that the absolute value of $a - b = 1$. Why? Because $a - b$ = $2 - 3 = -1$ and absolute values make anything contained in them positive. (For more info on this, check out our guides to advanced integers on the ACT and SAT) So we can tell straight away that F is incorrect, as that would be 5. This means G is also incorrect, as it would be -5. H would be an imaginary number, as it is the square root of a negative. J would be a negative number. Only K makes sense and we can see for ourselves that it is correct. $-(2 - 3) = +1$, which is the answer we are looking for. So our final answer is K. See how we were able to solve thesecond questionnoticeably faster using PIN? As you do more and more ACT and SAT math practice problems, you'll better be able to intuit when to use PIN (and when to use algebra or skip the question entirely) as you go through your test. As a general rule, if you have a lot of spare time per section, then go ahead and use PIN! It may even save you time going back and double-checking your work (though it never hurts to be extra sure and double-check anyway). If, however, you find yourself running short on time, you may want to save using PIN for these circumstances only: 1) You cannot find a way to solve the problem without using PIN If you have absolutely no idea how to approach a problem, definitely use PIN! If you forget a math rule or equation, you can still find the answer with PIN. Often, you won’t have to know the rules for manipulating multiple variables or the rules for exponents, etc., if you can circumvent the question entirely by going straight to using your own numbers. 2) You have enough spare time that you can spend the extra using PIN If you’ve gone quickly and accurately enough through earlier sections, go ahead and let yourself have the extra seconds per question that PIN uses. Though the difference between an algebraic solve and a PIN solve may not be more than 30 or 40 seconds, that time can add up fast. Always be sure you are using your time to your best advantage to get the most points possible across the board. If you feel you are completely running short on time, however, check out our articles on how to buy yourself extra time on both the SATand the ACT. 3) You want to double-check your answer PIN can often act as its own question double-checker. This can sometimes help off-set the extra time PIN eats up, but don’t always count on this. Because you found the answer by testing it out using real numbers instead of variables, you don’t have to plug more numbers into the equation to make sure it worksyou already know it works! You’ve both solved your question and double-checked to make sure it was accurate all in one. 4) You feel that you may have found the wrong answer using algebraic methods Maybe you started in on the question right away with algebra and got halfway through before you felt that you had taken a wrong turn somewhere. Maybe you know you tend to get distributing questions or exponent questions wrong. Maybe the algebra equation you set up spit out an answer that didn’t come close to any that were provided (or worsemaybe the answer you found was just slightly off). If questions with multiple variables tend to trip you up, this means it’s probably a good idea to switch your method and try using PIN. 5) The question lies in a question range in which you have previously made several errors If you have taken a practice SAT or ACT and discovered that you generally start to make mistakes around the halfway or three-quarter mark, switch your tactics to PIN instead of algebraic methods in this section in order to increase your score. It can be slower, but it will be more accurate and you won’t have to spend as much time double-checking your work. The more practice you get using PIN, the more you'llknow when to hold 'em (and use PIN) and when to walk away. Can I Always Use Plugging in Numbers? Unfortunately some questions can NOT be solved by plugging in answers. Again, when the question and/or answer options include variables, you can oftenuse PIN. If, however, your answers use numbersintegers, decimals, or fractionsyour best bet is probably to use the strategy of plugging in answers. Most questions (though not all) can be solved using one of these two strategies. To demonstrate the broad range of question types that both PIA and PIN can cover, let us look real SAT and ACT math questions and how to solve them using PIA and PIN. Test Your Knowledge: 1) 2) 3) 4) 5)In the figure above, $z = 50$. What is the value of $x + y$? 90 130 180 210 230 Answers: A, B, D, E Answer Explanations: 1) In this first problem, we are dealing with the costa boat for $x$ amount of dollars split first 3 ways and then 4. To make life easier on ourselves, let's pick a number for $x$ that is divisible by both 3 and 4, so that we do not have to work with decimals. So let's say that the cost of buyinga boat ($x$) is 120 dollars. Now, we are asked how much less it is per person to divide the cost by 4 instead of by 3. So let us divide 120 by both and find the difference. $120/3 = 40$ $120/4 = 30$ $40 - 30 = 10$ So, when the boat costs 120 dollars, each member of the group will pay 10 dollars less when the cost is split 4 ways instead of 3 ways. Now let us test our answer options to see which one matches 10 dollars. A. $x/12$ $120/12 = 10$ Answer A matches the answer we got. But before we celebrate, let us look over the other answer options to make sure there are no duplicate right answers. Options B and C would be too large. Ifour number for $x$ divided by 12 was perfect, then that same number divided by 3 or 4 would be much larger. Option E would also be enormous and far greater than 10 (as it is $x$ multiplied by 7), so that is out as well. We can also and finally eliminate option D. We found our correct answer simply by dividing our $x$ value by 12. If we multiplied and then divided, that number would be much larger. So our final answer is A, $x/12$ 2) We need to find 75% of $m$ and $k$ percent of 25 (which we are told are equal). Instead of using decimals and fractions (and potentially getting ourselves confused), let us assign a number for $k$. If we say, as a random choice, that $k = 60$, then we are finding 60% of 25. $25 * 0.6 = 15$ And we know that this number (15) is 75% of $m$. So, to find $m$, we would say: ${15 * 100}/75 = 20$ So we have: $k = 60$ $m = 20$ Now, we are asked to find $m/k$ $20/60 = 1/3$ So our final answer is B, $1/3$ 3) Here, we need to know the difference between $t$ and $t^2$. So let us say that $t = 3$. (Why didn't we use 2 for $t$? Because, occasionally, using 2 for questions about squares and roots can give us duplicate right answers. For now, we are using 3 to reduce the possibility of needing to start over and select a different number, but we will look over what would have happened had we used 2 at the end of the problem.) So, if $t = 3$, then $t^2 = 9$ The difference, then, between $t$ and $t^2$: $9 - 3 = 6$ So we are looking for an answer option that matches 6. Answers A, B, and C are all eliminated for being too small (answer C $= t = 3$). Answer D is $t(t - 1)$ $3(3 - 1)$ $3(2)$ $6$ Answer D is correct, but let's look at answer E to make sure D is our only correct answer.Answer E is $(t - 1)(t + 1)$ $(3 - 1)(3 + 1)$ $(2)(4)$ $8$ This does not match, which means D is our only possible correct answer. So our final answer is D,$t(t - 1)$ (But what would have happened if we had used $t = 2$ instead of $t = 3$? Well $t^2 = 2^2 = 4$ and the difference between $t^2$ and $t$ would have been $4 - 2 = 2$. So answers B, C, and D would have all been correct. When this happens, simply choose a different number, like $t = 3$ and test B, C, and D again.) 4) PIN can be used for both straight algebra problems and for geometry problems. As long as the numbers we choose follow the rules of geometry, then we should always get the right answer. So here we have a triangle and we know one angle measure ($z = 50$). So let us give a value for each of the other angles inside the triangle. If $z = 50$, then the other two angles have to add up to $180 - 50 = 130$. So let's call the angle next to $x$ 100, and the angle next to $y$ 30. If the angle next to $x$ is 100, and it createsa straight line with $x$, then $x = 180 - 100 = 80$ And if the angle next to $y$ is 30 and it creates a straight line with $y$, then $y = 180 - 30 = 150$ $x = 80$ and $y = 150$ Together, they equal: $80 + 150 = 230$ So our final answer is E, 230. Remember to always give your brain time to rest and recover while studying. You worked hard, so don't be afraid to take a little break. The Take-Aways The strategy of plugging in your own numbers can be invaluable if you find yourself confronted with a problem you don’t know how to solve algebraically, or if you want to make absolutely sure you have the correct answer. The drawback, however, is that PIN can eat up extra time. If you make sure to use your plugging-in strategies wisely and save them for times in which you need them most, you will likely find yourself solving problems you were never able to before. What’s Next? Now that you’ve gone through the ins and outs of PIN, make sure you know the other techniques for navigating standardized math questions. Be sure to check out our article on plugging in answers (PIA) to get a complete picture for how to circumvent using complex algebra on the SAT and ACT. Running out of time on ACT or SAT math? Look no further than how to buy time on SAT math and how to buy time on ACT math. Want to get a perfect score? Check out our article on how to get an 800 on the SAT math section and how to get a 36 on the ACT math section, both written by a perfect scorer. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Hurricane Floyd Essay Example | Topics and Well Written Essays - 750 words

Hurricane Floyd - Essay Example The Hurricane Floyd activated the third biggest evacuation in the United States record where 2.6 million seaside residents were moved from their homes as the hurricane approached (Haddow, Bullock, & Coppola, 2011). Hurricane Rita, among the Atlantic Hurricanes, came to be the fourth–most extreme to ever be registered. It was the most extreme tropical cyclone, in the Gulf of Mexico, ever seen. The coast of West Africa was its origin and moved westward though the Straits of Florida. Hurricane Floyd preparedness and response compared to Hurricane Rita Both Hurricane Floyd and Hurricane Rita were so devastating causing a lot of damage to property and death. The hurricane Floyd caused rainfall over North Carolina. This is a place that had just recently been hit by Hurricane Dennis. This rain led to massive flooding in the area and the rivers were registered to have exceeded the 500-year flood levels. Hurricane Floyd caused the death of 57 people and the damage recorded was estimate d at $4.5 billion which is an equivalent cost of $6.31 billion in 2013 (Haddow, Bullock, & Coppola, 2011). Hurricane Rita overwhelmed low-lying areas near the shore in Louisiana causing effects of Hurricane Katrina that had just happened a month ago to worsen. Lake Charles was hit by massive flooding. In Texas, the massive damage was due to the hurricane winds. The hurricane led to nine counties in Texas to be declared as disaster areas. There were interrupted electric services in the states of Louisiana and Texas for weeks after the hurricane. The damage caused by hurricane Rita along its path was calculated and given to be about $12 billion dollars which is $15.2 billion dollars in 2013. In the four states of United States directly affected by Rita, there was a fatality of 120 people (Haddow, Bullock, & Coppola, 2011). When Hurricane Floyd was predicted, the United States started to enact some measures in preparation of the Hurricane. In the official forecasts of the storm though, there was no prediction of the hurricanes movement northwards and that it would weaken before landfall. There was high hurricane alert on the East coast from Florida to Massachusetts although it turned out that only a part of this region experienced the hurricane winds. In planning for a possibly disastrous landfall, there was evacuation of one million and above residents of Florida. Two hundred and seventy two of those evacuated were from Miami-Dade County. There was a declaration of emergency by the president of United States, Clinton, in both Georgia and Florida in expectation of the Hurricane. There was more evacuation when the storm started heading north. Not all areas evacuated were hit by the storm, but this showed a lot of preparedness in the United States during Floyd (Haddow, Bullock, & Coppola, 2011). Several things were done way better in preparing for Hurricane Floyd than in hurricane Rita. The first problem arose because the prediction of the hurricane Rita was not do ne early enough like that of hurricane Floyd. This was to prove to be a huge error because it provided for a very short time for a large number of people to be evacuated. Hurricane Rita is known to have sparked the largest evacuation in the history of the United States estimated at 2.5 – 3.7 million people. Hence the time that was needed to evacuate this large number of p

Working with Children Case Study Essay Example | Topics and Well Written Essays - 1500 words

Working with Children Case Study - Essay Example Each member of the family focuses on personal difficulties and has little interaction with others. Kerry, age 2 Under Theory of Mind, a securely attached child sees an image of self in a caregiver and this offers security. It is obvious Kerry is lacking the connection to her mother that she needs to form emotional attachments. Although the fact that she seldom speaks is not a real concern--children younger than 3 often hold back on conversation until they feel secure about communicating--it still might be an indication of a more serious problem. Since she would at her age be expected to use two or three word sentences, her development would appear to be slower than normal. Shouting or crying for what she wants is a definite bid for attention. There is a universal human need to form close emotional bonds, and Kerry seems to be lacking any positive connection to her family. This is a problem that needs to be addressed. Attendance at a Sure Start Children’s Centre might offer Kerry the opportunity to make friends and learn how to communicate with others. Sure Start local programmes, in use since 1999, bring together childcare, early education, health and family support services for families with children from before birth to 4 years old. It has been targeted at the most disadvantaged areas of the country such as the industrial areas of the Midlands. Kerry might be a candidate for the Talking and Learning Together Project which addresses speech and language issues. The holistic approach with multi-disciplinary teams of professionals goes beyond childcare and supports families in parenting and employment aspirations (Sure Start: local programmes, 2006). Alcohol, drugs and physical abuse are possible concerns in this family. Declan appears to be at loose ends as far as being employed, and, although he claims to be looking for work, it is not clear if he is actually utilising the Job Centre as a source. He doesn’t have any specific work