Present and Future Benefits of Solar Powered Homes Essay -- Argumentat

Present and Future Benefits of Solar Powered Homes Presentation      The following is an attainability concentrate on the need to apply sun oriented force for homes and the advantages not out of the ordinary from it. This report contains data on the normal advantages of utilizing sun based force for homes instead of customary strategies for force, for example, power and gas. Sun based influence is advantageous to shoppers since it sets aside them cash contrasted with the undeniably significant expenses of ordinary techniques for age. Sun based force is additionally helpful to society since it is a lot more secure for our condition than the consuming of petroleum derivatives or the utilization of atomic force that is normal for gas and power. This report investigates sun based force as an other and prevalent methods for power age for homes. Conversation and Results â€Å"Photovoltaicsâ€A Path to Sustainable Futures†, a diary article by Joshua M. Penetrate states that since 1957, power request in the US has expanded by over 450% while the US populace has expanded by just half, which outlines how the interest for power has developed. During the principal half of the twentieth century, the national normal cost of power diminished as progressively proficient creating units were brought into administration and this general pattern has proceeded, yet greater power is required so there is a requirement for various strategies for age like atomic and sun powered force. Atomic and non-renewable energy source age have many negative ecological effects, so there is a requirement for change which empowers purchasers to decrease reliance on these unsafe advancements. â€Å"Photovoltaicsâ€A Path to Sustainable Futures† states that new innovation, for example, sun based force has become an essential concentration for analysts and they not ju st accept sun oriented capacity to be earth more secure however more financially savvy also. We all are power purchasers and consequently know about this issue straightforwardly influences us. When taking a gander at exchange approaches to create power, one issue that especially stands apart is the consumer’s cost for the utilization of power contrasted with the utilization of sun based force. As per www.solcomhouse.com, more than 200,000 homes in the U.S. utilize some sort of sun based innovation and in excess of 10,000 homes are altogether power by sun oriented vitality. The benefits of utilizing sun oriented force for homes, otherwise called Photovoltaic frameworks, are various. Numerous sun oriented force... ...rgy. References Inactive Solar Buildings by J. Douglas Baccomb is a book that we have utilized that clarifies an expansive review of sun based force vitality innovations and the purposes behind their expanded use. WWW.solcomhouse.com by The Ozone Hole, Inc. is a site that gives a general meaning of sun oriented force and its numerous employments. â€Å"Convincing the Home Builder to Build Solar Homes- Assessment of the Passive Solar Workshop for Builders† by S. Klein is a diary article that talks about the expanding requirement for power and the most savvy and ecologically most secure approach to stay aware of the interest. â€Å"Photovoltaics - A Path to Sustainable Futures† Volume 34, 20022002 by Joshua M. Puncture is another diary article that clarifies the specialized, social, and monetary advantages and impediments of PV innovations to give power. Sun based Heating Systems: Analysis and Design with the Sun-Pulse Method by Gordon F. Tully is another book that we utilized for our experience data on how sun oriented vitality frameworks work. WWW.Millionsolarroofs.com by the U.S. Division of Energy is a site that contains data on government programs supporting the utilization of sunlight based force age in homes.

AirAsia-Sustaining Competitve Advantage Essay

Each Person Shines His Own Way

Each Person Shines His Own Way A samurai who was known for his nobility and honesty, went to visit a Zen monk to ask him for his advice.When the monk had finished his prayers, the Samurai asked, Why do I feel so inferior? I have faced death many times, have defended those who are weak. Nevertheless, upon seeing you meditating, I felt that my life had absolutely no importance whatsoever.Wait. Once I have attended to all those who come to see me today, I shall answer you. replied the monk. The samurai spent the whole day sitting in the temple gardens, watching the people go in and out in search of advice. He saw how the monk received them all with the same patience and the same illuminated smile on his face.At nightfall, when everyone had gone, he demanded: Now can you teach me?The master invited him in and lead him to his room. The full moon shone in the sky, and the atmosphere was one of profound tranquility.Do you see the moon, how beautiful it is? It will cross the entire firmament, and tomorrow the sun will s hine once again.But sunlight is much brighter, and can show the details of the landscape around us: trees, mountains, clouds.I have contemplated the two for years, and have never heard the moon say: why do I not shine like the sun? Is it because I am inferior?Of course not. â€" answered the samurai. The moon and the sun are different things, each has its own beauty. You cannot compare the two.So you know the answer. We are two different people, each fighting in his own way for that which he believes, and making it possible to make the world a better place; the rest are mere appearances.

Elements of Relationship in D.H. Lawrences Works Essay...

After spending a semester experiencing and analyzing the work of D.H. Lawrence, it has become obvious that he had several messages to convey to his audience. Through his characters, Lawrence commented on the condition of England, on social issues, and also on relationships. In his novels Sons and Lovers, Women in Love, and Lady Chatterleys Lover, Lawrence reveals three important aspects of relationships, and shows his audience the devastating results when one or more of those aspects are missing. When it comes to intellectual, spiritual and sexual connections, Lawrence makes it clear that all of these elements must be present in order for a relationship to be successful; its either all or none. Lawrences first example of†¦show more content†¦which is why they ?cannot love in the common sense.? (221) The elements of intellect and spirituality are most definitely crucial to having a successful relationship. Since the bond between Paul and Miriam is created on the basis of those two components, it would make sense for them to live happily ever after. However, regardless of how deep their intellectual and spiritual connections are, the relationship between Paul and Miriam lacks the third dimension, a true physical bond, and therefore is incomplete. As Paul grows into a young man, his physical needs start to take priority over the need for intellectual stimulation. Since Paul?s need for a spiritual connection is met in his mother, and he doesn?t find Miriam sexually attractive, he breaks off his relationship with her for a more sensual Mrs. Clara Dawes. It is easy to understand Paul?s attraction to Clara, for unlike Miriam, ?he noticed how her breasts s welled inside her blouse, and how her shoulder curved handsomely under the thin muslin at the top of her arm.? (202) Although Paul finds satisfaction in his sexual explorations of Clara, it is no doubt ephemeral. The lack of intellectuality and spirituality between the two lovers results in ?some mechanical effort spoil[ing] their loving,? and when they did have ?splendid moments, they had them separately and not soShow MoreRelated The Presence and Justification of Autoeroticism in The Rocking-Horse Winner1510 Words   |  7 Pages D.H. Lawrence’s writings often mirror elements of his own life, though they contain decidedly fictitious components. The characters in Lawrence’s The Rocking- Horse Winner closely resemble his own family. Like Paul, Lawrence was seeking a way out of the misfortune of pre-war London living. Unlike Lawrence, Paul is already well-to-do. Paul’s search consists of a yearning for affection and acceptance. In The Rocking-Horse Winner a young boy finds a certain calling within himself that serves toRead More Necessary Physical Contant in D.H. Lawrences Women in Love and Platos Symposium2555 Words   |  11 PagesNecessary Physical Contant in D.H. Lawrences Women in Love and Platos Symposium D.H. Lawrence’s novel, Women in Love, presents a complex model of female-male and male-male relationships. Lawrence’s model relies heavily on a similar model presented in Plato’s Symposium. The difference between the two works lies in the mode of realization; that is, how one goes about achieving a ‘perfect’ love relationship with either sex. Lawrence concentrates on corporal fulfillment, characterized in hisRead MoreCompartive Fiction Essay: The Rocking Horse Winner and Young Goodman Brown786 Words   |  4 Pagesinclude: to ensnare, be false to, fail to fulfill, cheat, cause to accept as true or valid what is false or invalid, to while away, practice deceit and give a false impression. In D.H. Lawrence’s â€Å"The Rocking Horse Winner† and Nathaniel Hawthorne’s â€Å"Young Goodman Brown† the grip of deceit on both the physical and spiritual elements of life is the theme revealed through irony, symbolism and allegory. The bible warns of the pride within ones heart and elated perception of self that grips them deceived.Read MoreRocking Horse Winner Thesis2184 Words   |  9 PagesFINANCIAL INFLUENCE ON MOTHER AND CHILD RELATIONSHIPS IN â€Å" D.H LAWRENCE’S â€Å"THE ROCKING-HORSE WINNER† By JULIA M.ALAI In â€Å"The Rocking-Horse Winner† we are introduced to a woman who author D.H Lawrence states, â€Å"was beautiful, who started with all the advantages, yet she had no luck. She married for love, and the love turned to dust. She had bonny children, yet she felt they had been thrust upon her, and she could not love them.† When I dive into the psychology behind that statement, I comeRead MoreThe Internal Conflict of Relationships in D.H. Lawrences The Horse Dealers Daughter1195 Words   |  5 PagesThe Internal Conflict of Relationships in D.H. Lawrences The Horse Dealers Daughter Love is one of the most complex and boundless emotions that human kind experiences. There is no set definition as to what it is or how it is felt by all, to each person it is a very intimate and personal evolution of a bit of the soul. It is for that reason that it is not strange to find both Mable Pervins and Jack Fergussons identification of love so vastly different. Love is also a timeless emotion, whereRead MoreNature in Sons and Lovers by D.H. Lawrence2490 Words   |  10 PagesIn his introduction to The Letters of D.H. Lawrence, (Aldous Huxley, 1932) declared that Lawrence was ‘above all a great literary artist†¦one of the greatest English writers of any time.’ Born in Eastwood near Nottingham, England on the 11th of September, 1885, D. H. Lawrence wrote novels that presented the dehumanizing effect of industrial culture and preached a glorified union with nature along with its corollary, sexual fulfilment. His experience growing up in a coal-mining family p rovided muchRead MoreStylistic Analysis10009 Words   |  41 PagesChapter 1. Stylistic peculiarities of D.H. Lawrence and H.W. Longfellow’s poetry†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 1.1. The use of polysemanticism of the word in combination with repetition in poems by D.H. Lawrence and H.W. Longfellow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7-12 1.2. Lingvo-stylistic potential of D.H. Lawrence’s â€Å"Don’ts†Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12-14 1Read MoreHorace Gregory s Short ( But Perfectly Formed D. H. Lawrence : Pilgrim Of The Apocalypse10205 Words   |  41 Pages(1933) explains how Lawrence’s two essays on psychoanalysis were motivated by his desire to understand. What he needed to understand was why he was as he was; how the development of masculinity and gender identity were influenced and how obstacles such as an over-possessive mother might impair these developments. Hence, his works on psychoanalysis were not written to be an acceptance of Freud’s doctrines but rather a critical approach to them. Gregory maintains the Lawrence’s essays on psychoanalysisRead More Sons and Lovers by D.H. Lawrence Essays6130 Words   |  25 PagesSons and Lovers by D.H. Lawrence THE PLOT In the rolling hills and coal-pitted fields of central England, known as the British Midlands, live the Morels, a poor mining family. The family has just moved down in the world from the nearby village of Bestwood to the Bottoms, a complex of working-class row houses. Gertrude Morel is a small, stern woman, pregnant with her third child, Paul, the protagonist of this novel. The Morels other children are William and Annie. But unlike his siblings

Homers Relationship With Paris And Aphrodite - 1737 Words

Helen, the face that launched a thousand ships. In Homer’s epic poem, Iliad, he describes Helen of Troy as the most beautiful woman in the world. The introduction of the Iliad states that when Paris steals Helen from her husband Menelaus, a Greek Chieftain, the Achaeans band together and cross the Aegean Sea to wage war against Troy, a gracious, prosperous city in Asia Minor. Their motive is revenge . After fighting for nine years in a land that is not their own, the Greeks miss â€Å"the rich fields and glorious feasts that supposedly make combat worth-while. Both sides have trouble remembering why they are fighting in the first place† Under the leadership of Menelaus’s brother Agamemnon, the Greeks fight around Troy for ten years†¦show more content†¦In each of the three examples listed above the young women are beautiful, they are presented by their creators as vixens who use their siren ways to entice and entrap men into their seductive webs. Eventually each man falls victim to the seductress, living the rest of their days a ruined man. This is how it is presented to the audience, but is this what really happens? Like Helen, these three characters are in fact, victims of society and the men they seduce. Helen is the daughter of Zeus, prized for her beauty. Throughout the span of history she is that by which all female beauty is measured. Her beauty is not subjective but rather absolute. She is the only female in history who can rally an entire army’s response and hold them in battle for over ten years just to bring her home. Her iconic image that spans all of history has been twisted into something very different than what was presented by Homer in the Iliad. Hellen is exploited by the men who worship her, and the gods that favor her. In order to fully understand the relationship between Paris and Helen, the reader must first understand the relationship between Paris and Aphrodite. Athena and Hera are on the side of the Greeks while Aphrodite favors the Trojans. This is because of a dispute between the three about who was most beautiful. Paris, who was judge in the beauty contest, choseShow MoreRelated Expression of Self-worth in Homer’s Iliad1400 Words   |  6 PagesExpression of Self-worth in Homer’s Iliad The story of the Trojan War as played out in the Iliad is perhaps most gripping for the focus on the role of the individual; the soul is struck by the very concept of a decade-long war and a city-state razed to the ground for one man’s crime and one woman’s beauty. As such, the dynamic between Helen, Paris, and the Trojan people they have doomed is a fascinating one. For while Prince Paris is hated by all of Troy, his right to keep Helen is challengedRead MoreEssay on A Review of the Movie Troy808 Words   |  4 Pagesthe movie Troy is a movie for Hollywood that is sure to be a box office hit. Troy, based on the Iliad, has proven to be a very loose adaptation of Homers classic and one cannot help noticing the major differences between the book and the movie. One of the most noticeable differences between the book and the movie is the absence of the Gods. In Homers Iliad, the Gods played a major part in the Trojan War. Though the viewers are made aware that the characters believe in the Gods, the only GodRead MoreHector v.s Paris Rivalry in The Liad1124 Words   |  5 PagesHector and Paris. He focus on these two men that both want to become a great legacy and hero. Homer’s comparison of these to characters shows there drive to become the better man. Through all of there rivalries, which include but are not limited to family, behaviour in battle, and how they relate to the gods, Hector shows that he is the more honourable man. Hector has a family and the way that he shows his compassionate relationship with his family is more honourable then the way that Paris tries toRead MoreAnalysis Of Homer s The Iliad993 Words   |  4 Pages In Homer’s The Iliad, we learn that the mother and father relationships within the family is very important, but we don’t want to overlook the brothers. For instance, in the Greek and Trojan families, it was one way to bring everyone together. The brotherhood of Agamemnon and Menelaus, and Hector and Paris illustrates their devotion. Book Six of The Iliad comprehends several illustrations of how honor strengthens the bond between both brother’s Agamemnon and Menelaus and Hector and Paris. GloryRead MoreThe Epic Poem, The Iliad by Homer879 Words   |  3 PagesHomer’s epic poem, The Iliad, is about the battles and events during the Trojan War between King Agamemnon and the warrior Achilles. Mortality and Immortality is the main crucial distinction between humans and gods. That being said, another interesting thing about them is how similar they are to human beings. They make mistakes, become jealous, and get their feelings hurt unlike our modern concepti on of god as infinite, omniscient and omnibenevolent. The Iliad literature on the gods does not displayRead MoreThe Eruption Of The Iliad1558 Words   |  7 PagesThroughout the epic of Homer’s The Iliad, the gods take on human characteristics, allowing their feelings guide them, intervening, through the war. Before the war began, there was a wedding feast to honor Thetis and Peleus, Achilles’ parents. The goddess Eris was not invited to the wedding. Eris was angry and threw a golden apple inscribed for the fairest and threw it into the banquet hall. All the goddesses claimed the apple, but Zeus delegates the decision to Paris, a prince in Troy. TheRead More The Gods in Homers The Iliad and The Odyssey Essay1393 Words   |  6 PagesThe Gods in Homers The Iliad and The Odyssey The stories told in the Iliad and Odyssey are based on stories handed down over several generations, for they preserve (as we have seen) memories of an already quiet far distant past. The two pomes show clear connection in their language and style, in the manner in which their incidents presented, and in the combination of agreement with level, which distinguish their creation. The work was written by one author but gave two diverse views on theRead More Religious Beliefs in Aeschylus Oresteia, Homer’s Iliad, and Sophocles’ Electra1659 Words   |  7 PagesReligious Beliefs in Aeschylus Oresteia, Homer’s Iliad, and Sophocles’ Electra The final and definitive defeat of the Persian army at the battle of Plataea represented the end of an age-long threat to Athens. But the victory was also a miracle, as all the odds were against the Athenians at the onset of the war. While Pericles took charge of Athens after the war and started the advance of democracy, religion also thrived. The rebuilding of the Acropolis and the construction of the ParthenonRead More Incest in Greek Mythology Essay1765 Words   |  8 Pagesthe characters in the Greek plays the opportunity to also lust after their children and relatives. While the story of Oedipus the King is the delineating play on the subject, Greek mythology is full of incestuous relationships.    The gods who inspired the love and hate relationships among families include Hermes, who used his magical use of language to lure the feelings of his brother Apollo away from jealousy to love. Hermes reward was divination, and he became the god who protected travelersRead MoreGlory And Honor : Honor And Glory1798 Words   |  8 Pagesmany Greek warriors is the fame that remains beyond physical death; the honor of individuals guided most thoughts and decisions. Glory and honor establish heroes and their identities, and are the foundations for the developments that come to pass in Homer’s Iliad. The notions of honor and glory are necessary to understanding the incentives of the heroes in the Iliad. Glory is earned by heroic actions, but in particular heroic actions that others witness and praise. Honor is similar to glory, but while

The Importance Of Marriage Preparation And Premarital...

â€Å"The importance of marriage preparation and premarital counseling has increased in the United States as the divorce rate continues to remain high.† (Larson et. al., 2002 p.233) Marital dysfunction and dissatisfaction are among the top reasons couples have sought out divorce. With the rate of divorce rising, it poses a question what marriage and family therapists can do to help lower the divorce rates and help couples develop healthier relationships. †¨ Premarital prevention programs were implemented in the 1930’s, where the first program was developed at the Merrill-Palmer Institute in 1932. (Carroll Dohetry, 2003) According to Carroll and Doherty (2003) in 1941 the Philadelphia Marriage Council developed a program that helped young married couples and premarital couples gain an understanding of what companionship in marriage is and how to work through marital difficulties. Members of the clergy, known as individuals ordained for religious duties, have the l ongest history of interacting with couples prior to their marriage to discuss what marriage is. Within the past few decades there has been a shift of what is discussed with couples before marriage; in the beginning couples were educated on what the nature of marriage is and the meaning of marriage to a transition of educating the couple and preparing them for marriage. Since the 1970s, clergy and family professionals have increased their interest in preparing couples for marriage by utilizing premarital educationShow MoreRelatedEngaged Couples Should Be Required to Take Marriage Preparation Classes for One Full Year before Their Wedding1018 Words   |  5 Pagesloss, broken destiny, children without a father. This research is devoted to the importance of marriage preparation classes for one full year before wedding. Profession and marriage are often called the most important indicators of living conditions and well-being. But if you can master the profession for several years, preparing for the role of husband and wife over a short time is impossible. Preparation for marriage cannot be provided at once, by the end of any schools, courses for the future spousesRead MoreMarraige Counceling5817 Words   |  24 Pages2011-07-25 Contents 1 PART 1 3 1.1 PREMARITAL COUNSELLING 3 1.1.1 Definition of premarital counselling 3 1.1.2 Purpose of Premarital Counselling 3 1.1.3 Purpose of the Helper 4 1.1.4 Relavent Core Relational Conditions 4 1.1.5 Degree Of Structure Needed 5 1.1.6 In What Format Does Counselling Take Place 5 1.2 MARRIAGE ENRICHMENT 7 1.2.1 Definition of Marriage Enrichment 7 1.2.2 Purpose of Marriage Enrichment Counselling 7 1.2.3 Purpose ofRead MoreMarriage and Cohabitation13809 Words   |  56 Pages1.1 What is Marriage 1.2 What is Cohabitation CHAPTER TWO – ORIGIN OF MARRIAGE 2.1 Types of Marriage 2.2 Justification of Marriage 2.3 Christian Perspective of Marriage 2.4 Advantages and dis-advantages of Marriage CHAPTER THREE – ORIGIN OF COHABITATION 3.1 Types of Cohabitation 3.2 Justification of Cohabitation 3.3 Christian perspective of Cohabitation 3.4 Advantages and dis- advantages of Cohabitation CHAPTER FOUR – MARRIAGE AND COHABITATION 4.1 Relationship between Marriage and CohabitationRead MoreHiv/Aids Summary of Research Study8804 Words   |  36 Pagesyouth population. While majority knew that AIDS can be contracted from a healthy-looking person and even from one single sexual contact, 35 percent agreed that the disease is a punishment from God for people who have sexual intercourse outside of marriage. Moreover, 28 per cent said that AIDS is curable. Seventy three per cent believed that only those with multiple sex partners are at risk of infection. Comparing the results from the 1994 YAFS survey, no substantial change in level of awareness ofRead MoreMarriage Guidance: Summary Notes19959 Words   |  80 PagesMarriage Guidance – Summary MGG201W MGG201W – Marriage Guidance – facilitative couples counselling Theme ONE – Understanding couples Intimacy involves: love, affection and caring, deep attachment to another person. The TRIPOD of couple relationships An intimate relationship consists of three factors that form a tripod on which the relationship rests. 1. Passionate attraction (PA) 2. Mutual expectations (ME) 3. Personal intentions (PI) Passionate attractions (PA) → Individual experiencesRead MoreSda Manual Essay101191 Words   |  405 PagesAdventists ............................ 1 1 1 3 3 4 5 6 9 CHAPTER 4 Organization Founded on Divine Principles .................................. 21 Biblical Basis for Organization ..................................................... 21 Vital Importance of Organization .................................................. 22 Divine Purpose in Organization .................................................... 23 CHAPTER 5 Form of Organization in the Seventh-day Adventist Church 25 Forms of Church GovernmentRead MoreLogical Reasoning189930 Words   |  760 Pagesmention the word â€Å"declarative.† Also, we usually don’t use the word â€Å"logically.† ────CONCEPT CHECK──── Create two sentences about basketball that are inconsistent with each other. ────5 Examples of Good Reasoning So far weve explored the importance of reasoning logically in situations that require a decision—either a decision about what to do or a decision about what to believe. Along the way weve introduced a variety of rules of thumb for good reasoning, that is, high-quality reasoning

Non-Verbal Communication in Criminal Justice free essay sample

Whether it is factually writing an incident report or verbally explaining to a juror what their responsibility is during a trial, these professionals must clearly express important information. Oral and written communication obviously have their place in this domain, but communication does not end here, that’s why this paper will elaborate on the subject of the importance of nonverbal communication and point out how this information will help criminal justice professionals to succeed. It will break down the subject into categories and elaborate on the different environments this material will support various encounters in the judicial system. According to the pioneer in the study of nonverbal communication, Ray Birdwhistell, he has approximated that only thirty percent of the communication is actually verbal. (Lytle, J. S. , 1984). In this Criminal Justice Communication course, we were informed that it is believed the communication cues we rely on are as follows: fifty-five percent are facial expressions, thirty-eight percent are tone of voice, and only seven percent are actual words that are spoken. Wallace, H. , Robertson, C. , 2009). Although the method of nonverbal communication is not an exact science, it is still important to understand what body language, facial expressions, hand gestures, and personal distance are conveying; this breakdown of interpretation is also known as soft skills. As criminal justice professionals it can be particularly important for a better understanding of unspoken communication since criminal justice professionals interact with people from so many different backgrounds and may be in intense situations. They are required to assess conditions and attempt to predetermine the next move of the subject being observed and depending on the role of the individual professional it could determine the outcome of a life or death situation. On a daily basis for every criminal justice profession it is always important to understand and continually fine tune the art of body language interpretation. The variety of situations and limitless diversity definitely poses a great possibility for error; this is why it is critical for all of the factors to be taken into account when reading each subject and the entire scenario. Nowicki, E. , 2001). So how do you know the perception of what is happening is being communicated correctly? Well, accuracy can be obtained through several tactics, however, before discussing that it is important to consider the components that could alter soft skills analyses which can be unintentional and end up skewing the outcome. For example, if communication is taking place wit h someone that is emotionally and/or intellectually challenged, suffers from a mental illness, or is under the influence of drugs and/or alcohol this will most likely interfere with the reading of the subject’s nonverbal language. When interacting with children it is important to be aware of the fact that they are still developing their social skills and tend to be awkward with their movements and gestures. (Hollerbach, D. , 2006). Additionally, senior citizens are harder to read because they have less muscle tone in the face. Gender, economic, and cultural differences can also affect non-verbal communication. Studies have revealed that men tend to mask or hide their emotions more than women. Patterns of variation in male and female facial expressions, gestures, and movement are due to the roles each gender plays in society, the cultural stereotypes and perceptions that are acceptable. Economic environment can also adjust the soft skills of a subject; an example of this difference would be the way a president of a Fortune 500 company would most likely not have the same gestures and movements as a gang leader would possess in a public setting. Although the American entertainment industry has contributed to bridging the cultural gap in nonverbal communication there are still significant differences with interpretations in regards to soft skills. For instance, eastern culture views on eye contact are considerably different from our western culture, men and women have different boundaries when it comes to body language from country to country, and this is also the case in respect to age in many cultures, too. There may be some issues when trying to read the body language of the hearing impaired and the deaf, too. In the past, sign language was considered to be a form of nonverbal communication because of the gestures or pantomimes. However, this is no longer the case, through the assistance of linguistic research; American Sign Language (ASL) is now classified as a verbal language. (Lytle, J. S. , 1984). When attempting to assess a situation utilizing soft skills, a criminal justice professional must consider the message they are trying to relay to someone who happens to be hearing impaired or deaf is delayed, they may be reading our lips, and for them to communicate their â€Å"words† it requires more intense facial and hand gestures. When considering the maneuvers criminal justice professionals practice to help assess a situation, individual, or group, perhaps to avoid repetition, it would be best to break down and give examples of how these professionals could best use the components of soft skills as tools for a successful outcome in their daily functions. Proceed with caution and be mindful of the variables previously conveyed and how interpretation can be skewed when they are a part of the equation. Human behavior can be tricky since it is not controlled like a language and let’s face it, most individuals have many eccentricities which interfere with identifiable patterns in this form of communication. Practice, knowledge and intuition can help overcome some of these obstacles, though. Through facial expressions, professionals in the field of criminal justice may be able to tell what the true feelings of the subject they are interacting with are and if there is truth or deception in the words they are speaking. It may be best to sort this category out by facial parts, and please remember for the purpose of this paper, the examples are specific, but not limited to expressions that can be used by criminal justice professionals in various positions for a number of situations. The indicators generated from the forehead are usually in conjunction with other body language signals, more like amplifiers, since it is limited in the amount of movements it can make and the message tends to be negative. A wrinkled forehead accompanied by raised eyebrows can be interpreted as being surprised, confused, or questioning. When someone’s forehead is sweating in the presence of a criminal justice professional, chances are it is being read as nervousness and/or deception. Depending on how the forehead is touched it can indicate different messages, like when a subject is slowly rubbing it may be interpreted as deep thinking as though they are trying to come up with a story or trying to remember something. If someone is massaging their temples it could mean stress or frustration. (Pillai, D. , Sheppard, E. , and Mitchell, P. 2012). Much like the forehead, the eyebrows are usually not independent indicators of nonverbal facial cues; they serve as more of an accent to the eyes and can work in conjunction with the forehead’s clues. They can help give hints to emotions like anger, surprise, and annoyance. We have all heard the statement, â€Å"The eyes are the windows to the soul†, and there is some definite truth to that in interpreting the expressions from someone’s eyes. The eyes can indicate many things that could be helpful in just about every situation in this field; not only can they tell us if an individual is truthful or lying, it can tell us that the subject is angry, sad, surprised, happy, or even under the influence of drugs or alcohol. The eyes can even indicate that the subject is â€Å"sizing up the situation† to commit a crime, looking for a weapon to use, or for a way to escape. There is also a term called the â€Å"target glance† that is taught to law enforcement which is given about one-half of a second before a person attacks; what a helpful skill that would be to acquire! Nowicki, E. , 2001). Working down the face, the nose can be a great indicator for detecting a liar. Honest! When a person lies, this can cause the blood vessels in their nose to dilate, making the nose swell or appear redder. This nasal inflammation causes cells to release natural histamine, which makes the nose itchy and generates touching or scratch ing it. Maybe we should call it the â€Å"Pinocchio Theory†. Pinching the bridge of the nose can show the person is evaluating something, usually negatively and with some frustration. Much like eyes, lips can give us many clues into the mind of the person being observed. If the subject has pursed lips this indicates the classic sign of anger, even when it is suppressed. It can also tell us that the person is lying or â€Å"sealing their lips† to prevent slipping out the truth. Biting the lips can express nervousness, anxiety, guilt, or lying; typically this action is a subconscious action of a liar. Snarling is where the teeth are exposed by pulling back the lips and specifies aggression, although this can also be a broad smile, so for an accurate reading it is important to also utilize the expression of the subject’s eyes. Reading a smile can be complex since it is often used as a mask for a deceitful person, so it is best to assess other parts of the face, too. (Pillai, D. , Sheppard, E. , and Mitchell, P. , 2012). The movements and gestures of the upper body can also be a powerful way of tapping into a subject’s agenda and in some cases even a foreshadowing of someone’s next move. If a person’s shoulders are bowed back this is demonstrating their power or authority and signifies they are not in fear of an attack; in some situations it can symbolize challenging authority. If someone has their shoulders curled forward it shows the person feels inferior or quite possibly consumed with remorse. When a subject is crossing their arms across their chest it is a sign they are placing a barrier between themselves and their surroundings showing they are not receptive to what is happening. Hands can generate a plethora on messages for an observer to identify clues into a person’s agenda. Hands being balled up into fists are usually a negative sign and indicate intense anger, a possible attack, or extreme frustration. When the palms are facing upwards this can tell their defenses are down and they are being honest. Finger pointing is classified as an assertive sign of aggression. While tapping or drumming says the person is impatient or frustrated and fiddling with items is usually a signal that the individual is nervous or anxious, or quite possibly boredom. Biting fingernails denotes insecurity and the person is very nervous. Finally, the lower body will complete this head-to-toe nonverbal communication map for a professional in the field of criminal justice. The wider a person’s feet are situated from each other, the more power and dominant the person is feeling. When someone has placed their hands on their hips it can prompt their readiness to confront or challenging the person they are facing. Sitting with the legs apart or if the person’s legs are crossed at the ankles this can express positive feelings and honesty. When one ankle is place on top of the other leg’s knee with the top leg’s knee positioned sideways this is a sign of confidence and even power. While legs that are crossed can indicate defensiveness or be a positive response, the message depends on the tension of the leg muscles. If a subject is bouncing their foot while sitting with crossed legs this suggests nervousness, irritation, or boredom. (Hollerbach, D. 2006). These hints can be used not only to predict the next move of someone they can also be used to the advantage of criminal justice employees. When you are intentionally conscience of the messages these gestures make you can utilize them to accelerate or deflate a situation. For instance, an arresting officer can â€Å"play† the person they are interrogating with some of these signals, an attorney can coach their client to convey a particular message to a jury, and a judge can use these skills to calm a defendant or a witness and even convey compassion. The possibilities are endless; what a great tool to have in our possession! In conclusion, we all could benefit from the knowledge and skills of studying nonverbal communication. As a Judicial Clerk for Maricopa County Superior Court, I see the need to educate myself further on the subject of nonverbal communication. I also believe that fellow criminal justice professionals could utilize information regarding the art of nonverbal communication and I would recommend also being mindful of the variables and constantly honing their soft skills. All levels of communication should be well thought out and it is so important to really listen before speaking, read and re-read messages or reports before hitting the send button or turning in. This information and advice would also be wise to incorporate in our personal lives, as well. ? References Grubb, Hemby, R, K. (2003). Effective Communication for Criminal Justice Professionals. Belmont, CA 94002-: Wadsworth/Thomson Learning. Hollerbach, D. (2006). Improving Nonverbal Communication: A Guide for Upcoming Criminal Justice Professionals. Yahoo Voices. Retrieved from http://voices. yahoo. com/improving-nonverbal-communication-guide-upcoming-138589. html Lytle, J. S. (1984). Nonverbal Communication of the Deaf. Association For Communication Administration Bulletin, (50), 53-56. Retrieved from http://web. ebscohost. com. ezproxy. apollolibrary. com/ehost/detail? vid=5sid=193e1f00-5544-4814-8f73-b0af4788cbee%40sessionmgr114hid=108bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ufhAN=18090140 Nowicki, E. 2001). Body Language. Law and Order v. 49, issue 8, pg. 27-28. Retrieved from Lytle, J. S. (1984). Nonverbal Communication of the Deaf. Association for Communication Administration Bulletin, (50), 53-56. Retrieved from http://web. ebscohost. com. ezproxy. apollolibrary. com/ehost/detail? vid=5sid=193e1f00-5544-4814-8f73- Pillai, D. , Sheppard, E. , and Mitchell, P. (2012). Ca n People Guess What Happened to Others from Their Reactions? PLoS ONE, 7 (11) DOI: Retrieved from http://dx. doi. org/10. 1371/journal. pone. 0049859 Wallace, H. , Robertson, C. (2009). Written and Interpersonal

The Genocide of East Timor

Introduction While analysing genocide in East Timor, it is necessary to consider some fundamentals concerning the issue of discussion. First of all, it should be pointed out that genocide is recognised to be one of the most terrible crimes a government can commit in relation to its people. As far as genocide was proclaimed an international crime, the Convention on the Prevention and Punishment of the Crime of Genocide (UHCG) was established.Advertising We will write a custom essay sample on The Genocide of East Timor specifically for you for only $16.05 $11/page Learn More Generally, there is a wide range of definitions genocide involves. Social definitions are of particular importance, as they reveal the type of government a country is controlled by. Thus, on the one hand, genocide can be regarded as government’s intentions to commit crime against its citizens on the basis of their group membership. On the other hand, genocide can be regarded as government’s intentions to abolish population on the basis of any reasons. One is to keep in mind that genocide is mostly associated with certain internal disruptions, war, etc.; so, one can conclude that if government is in danger, democide commitment provides excuse for the worst moral crime1. East Timor’s genocidal grounds Some of the historians are of the opinion that genocidal grounds were basically pre-planned. In the 17th century, the territory of East Timor was colonised by the Portuguese; in times of the Second World War, there were the Japanese, who controlled the territory. In the early seventies, the Portuguese decided to reestablish their control over the country, and the Revolutionary Front of Independent East Timor (Fretilin) took a decision to form an independent community. In the mid of the seventies, Fretilin political force got the majority of voices in the local elections; so, the Indonesian government started its military actions and soon declared East Timor’s annexation2. Keeping in mind a brief overview, one can probably conclude that the Indonesian government’s intentions to murder East Timor’s population involved political reasons; although a deep analysis of further actions the Indonesians followed give us an opportunity to suppose that both social definitions of genocide can be applied to the current case study. The Convention for the Prevention and Punishment of Genocide (CPPCG) and its relation to the case study According to the CPPCG, genocide is considered to be any act, which main purpose is to destroy certain groups. Such events in the case study as a) killing representatives of a national group (the population of East Timor), b) causing bodily and mental harm to representatives of a national group, c) â€Å"deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part†3, d) imposing certain procedures to stop births withi n a national group (gendercidal massacres of men), and e) transferring children to another groups can be all applied to genocide according to the Convention.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More A critical overview of the Article II of the CPPCG Some alternative definitions, however, cannot be neglected too. Thus, taking into account the acts of genocide the Convention includes, it becomes evident that the acts can be divided into two major groups. The points of the Convention from a) to c) belong to the so-called physical genocide. As far as Timorese population experienced starvation and suffered a severe lack of any medical services, one can state that the kind of genocide goes beyond descriptions that are pointed out in the CPPCG. Therefore, killing representatives of a certain national group can be regarded whether as a simplified definition or as a definition that canno t fit for genocide atrocities, which occurred in East Timor. In other words, the Article II of The Convention for the Prevention and Punishment of Genocide involves some general definitions of one of the worst moral crimes a government commits against humanity. The points of the Convention from d) to e) belong to the biological genocide. So, preventing births seems to be an exhaustive definition; although the original Convention contained no data on violence targeting women4. Gendercide in East Timor, in its turn, covered horrible spectacles with the execution of females. In our days, the execution of women is recognized to be one of the legal definitions of genocide. Other acts not covered by The Convention for the Prevention and Punishment of Genocide involve cultural genocide and political genocide. Lawrence Davidson is of the opinion that when people are unfamiliar with the culture outside of their national group, â€Å"they are unable to accurately assess the alleged threat of others around them. Throughout history, dominant populations have often dealt with these fears through mass murder†5. East Timorese population was forced to study a new Indonesian language, which was formed on the basis of the Malayan language. Keeping in mind that the Indonesian government wanted to impose linguistic restrictions on the population of East Timor, one can probably notice that the Timorese also experienced cultural genocide. Of course, political genocide in East Timor cannot be ignored. It was mentioned that the reasons of the conflict between the Revolutionary Front of Independent East Timor and the Indonesian party Apodeti were of political origin. Thus, Apodeti was mostly interested in East Timor’s annexation by Indonesia. Therefore, political genocide was unavoidable6. Conclusion It seems to be obvious that the Article II of The Convention for the Prevention and Punishment of Genocide does not depict the issue of genocide in detail. For this reason, one can state that the general definitions the Convention involves are to be expanded. The most generic definition of genocide was given by Israel W. Charny. He pointed out that the worst international crime in its common sense is considered to be the mass annihilation of human beings7. As far as genocide is regarded rather ambiguously, some important points on an international crime are to be clarified. So, it must be noted that not only a government, but also various military and international organisations can be also considered as the perpetrators of genocide.Advertising We will write a custom essay sample on The Genocide of East Timor specifically for you for only $16.05 $11/page Learn More The most widespread motives of genocide include: the annihilation of those, who are hated, the destruction of those, who are regarded as the threat to a political regime, the desire to establish a new order, purification8. Bibliography Charny, I. Encyclopedia of Genocide, Santa Barbara, California, 1999. Convention for the Prevention and Punishment of the Crime of Genocide. Hrweb.org, 1997. Web. Cribb, R. The Indonesian Killings, Clayton, Australia: Monash Centre of Southeast Asian Studies, 1990. Print. Davidson, L. Cultural Genocide, New Brunswick: Rutgers University Press, 2012. Print. Jones, A. Case Study: East Timor (1975-99). Gendercide.org, 2002. Web. Kiernan, B. Blood and Soil: A World History of Genocide and Extermination from  Sparta to Darfur, New Haven, CT: Yale University Press, 2007.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Melson, R. Purify and Destroy: The Political Uses of Massacre and Genocide, UK: Oxford University Press, 2009. Print. Rummel, R. Genocide. Hawaii.edu, n.d. Web. Footnotes 1 R Rummel, Genocide. Hawaii.edu, n.d. 2 A Jones, Case Study: East Timor (1975-99). Gendercide.org, 2002. 3 Convention for the Prevention and Punishment of the Crime of Genocide. Hrweb.org, January 1997. 4 B Kiernan, Blood and Soil: A World History of Genocide and Extermination from  Sparta to Darfur. New Haven, CT: Yale University Press, 2007. 5 L Davidson, Cultural Genocide. New Brunswick: Rutgers University Press, 2012. Print. 6 R Cribb, The Indonesian Killings. Clayton, Australia: Monash Centre of Southeast Asian Studies, 1990. Print. 7 I Charny, Encyclopedia of Genocide. Santa Barbara, California, 1999. 8 R Melson, Purify and Destroy: The Political Uses of Massacre and Genocide. UK: Oxford University Press, 2009. Print. This essay on The Genocide of East Timor was written and submitted by user Janelle Olson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Whats a Good SAT Score for 2018

What's a Good SAT Score for 2018 SAT / ACT Prep Online Guides and Tips Another year, another chance to take the SAT! If you're taking the SAT this year, you might be wondering: just what is a good SAT score for 2018? Is there a particular score I should be aiming for to make sure I get into the colleges I want to go to? To answer the question of what good SAT scores for 2018 are, this article looks at a few different definitions of what makes a good SAT score, and how this has changed over time. We also explain why SAT score goals should be specific to each student and give you step-by-step instructions for choosing your target SAT score. What Is a Good SAT Score for 2018 Overall? On an individual level, a good SAT score is any score that gets you into at least one of the schools you want to go to. To figure out what a good 2018 SAT score is for all students, however, we'll need to take a broader view of SAT score data. The best way to do this is to take a look at the most recent data for the average SAT score and SAT score percentiles and see how your scores and percentiles compare. As a general rule, good SAT scores are ones that place you in the top half of test-takers; the farther above average your score is, the better. Similarly, a not-so-good SAT score is one that lands you in the bottom half of test-takers (and the further below average your score is, the worse). The latest College Board data indicates that the average SAT score for graduating seniors was 1060 (533 Evidence-Based Reading and Writing (EBRW), 527 Math), which means that good SAT scores for 2018 are those above the average SAT score of 1060/1600. To take a closer look at the different levels of performance on the SAT, we've created a chart with SAT percentiles and scores using data from students who took the new SAT and graduated in 2017. Remember that a percentile score tells you what proportion of students performed at or below your level (e.g., a 50th percentile score means 50% of students performed as well as or worse than you). Percentile EBRW Math TOTAL 90th percentile (excellent) 670* 680* 1340* 73rd percentile (good) 600 590 1180 50th percentile (average) 530** 520** 1050** 25th percentile (poor) 460 450 910* 10th percentile (very poor) 400 390 810* Source: SAT Understanding Scores 2017 *Score is one percentile higher than percentile listed (e.g. 91st or 24th percentiles).**Score is one percentile lower than percentile listed (e.g. 49th percentile). (Note that the percentiles of the total scores aren't always equal to the percentiles of the sum of the section scores. This is most likely due to score rounding, since scores are reported in increments of 10; for instance, the real 91st percentile EBRW and Math scores might be 665 and 675 respectively, which sum up to a total 91st percentile score of 1340, but round up to 670 and 680.) One (potentially surprising) number jumps right off the top of the chart- your SAT score doesn't need to break 1500, or even 1400, to put you in the top 10% of students. As the chart above indicates, a score of 1340 is in the 91st percentile! Thus, any score at or above 1340 is extremely impressive. On the lower end, any total score between 400 and 810 (a pretty wide range) puts you in the bottom 10 percent of test takers. If you raise your score to a 910, you'll still be performing worse than 75 percent of test takers. Because of this, it's pretty safe to say that any score at or below 910 is a bad SAT score. As we said earlier in this article, comparing your performance on the SAT to all other students who took the SAT is a fairly general way to look at things. After all, the main reason you want to perform well on the SAT is not just to have bragging rights that you got a high score, but to get into college. Depending on what colleges you apply to, a 91st percentile score could be way more than you need- or it could be lower than the score of the lowest-scoring accepted student. So how do you figure out what a good SAT score is for your specific circumstances? What's a Good 2018 SAT Score for You? In the end, when it comes to figuring out what a good SAT score is, what really matters is finding the score that's good for you. This means calculating what score you'll need to have a good chance of admission to the schools you want to get into. At PrepScholar, we refer to this as your target score. What you choose as your target score should depend entirely on what schools you're applying to. For example, for a student applying to highly competitive schools like Caltech (1560 average SAT score) or Yale (1540 average SAT score), a good SAT score will be at or just below 1600. But for a student applying to schools like UC Merced, a solid target score might be something closer to 1250. Where are these specific numbers coming from? Find out in the next section that will take you through calculating your target SAT score, step by step. Choosing an SAT Score Goal for 2018 Below, we'll walk you through the three vital steps to follow to determine your score goal. You can download a PDF of a blank chart from this ebook, or create one yourself. Here's an example of what your chart might look like: School Name 25th Percentile SAT Score 75th Percentile SAT Score Step 1: Fill In Your Schools The first step is to list the schools you know you want to apply to in the far left column, like this: School Name 25th Percentile SAT Score 75th Percentile SAT Score Wellesley College Wesleyan College Ohio Wesleyan University Wells College Note: This is just an example list. We don't recommend picking schools solely based on the fact that their names sound similar. If you're not sure what schools you'll be applying to yet, you can still list the ones that have been suggested to you by guidance counselors, parents, teachers, and friends. To arrive at the most accurate target score, though, it's better to take the time to research schools and figure out which ones you're interested in, then add them to your list. Think about what schools you plan to apply to, then write the names down in your target score chart. Victor van Werkhooven/Flickr. Step 2: Find SAT Score Information for Your Schools The next step is to find out the 25th and 75th percentile out-of-1600 SAT scores for your schools. (If you want to figure out what scores you should aim for in Math and Evidence-Based Reading and Writing as well, go to this link to download the charts.) A quick way to do this is to look for your schools in our PrepScholar college database. Start by searching for "[School Name] prepscholar sat or "[School Name] prepscholar". You can then go to either the admissions requirements page or the SAT and GPA page- both have SAT score information. Scan the page for the school's new SAT score information; specifically, you're looking for the 25th and 75th percentile scores. This information is important because it will tell you the SAT scores of the middle 50 percent of admitted applicants for that specific school. If you can't find your school in our database, you can search each school's website for their most recent admissions information (usually in their Common Data Set or Incoming Class Profile pages). However, because no two college websites are organized the same way, this is a long and arduous task, particularly if you're looking at 10+ schools (which is why we recommend using the PrepScholar database first). You'll also need to make sure the scores on the school pages are for the new SAT and not the out-of-2400 SAT; if they are for the old SAT, you can convert them to the new SAT scale using these conversion charts. Here's our sample target score chart again, now with SAT score information filled out for each school: School Name 25th Percentile SAT Score 75th Percentile SAT Score Wellesley College 1370 1530 Wesleyan College 1340 1520 Ohio Wesleyan University 1090 1320 Wells College 1020 1240 Step 3: Calculate Your Target SAT Score Finally, it's time to calculate your target score. For your best shot at getting into your schools, you'll want this score to be the highest 75th percentile score in your chart (since that will mean you're scoring as well as or better than at least 75% of all admitted students in all the other schools as well). In our sample chart, this score is an extremely high 1530- a 99+ percentile score! If this target score is so high as to seem completely unobtainable and hopeless, you can aim for a slightly lower score. Ideally, this score will be the second-highest 75th percentile score (in our sample chart, a 1520- not much different), or in between the second-highest and highest 75th percentile scores. You can also always go with the median of the 75th percentile score column in your chart (in our sample chart, (1520+1320)/2=1420), although this may pull down your chances of getting into the schools with higher 75th percentile scores. Alternatively, you can start out by aiming for this lower score, then upping your goals once you attain it. Once you have your target total SAT score, you can also calculate your rough target section scores by dividing your total target score by two and rounding up. In our example of a 1530 target total score, this gives us target section scores of 770 for Evidence-Based Reading and Writing and Math. (If you do want to calculate exact target scores for each section, follow the instructions in this article.) Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Are Good SAT Scores in 2018 Different From Past Years' Good SAT Scores? We've now gone through three different criteria that can be used to determine what a good SAT score is: a score higher than the average SAT score, a score higher than 90% of students' scores, or a score higher than scores of 75% of students admitted to the schools you're applying to. But you might still have the lingering question: are good SAT scores in 2018 different from what good SAT scores were in past years? The short answer to this question: no, there's not really a difference between good SAT scores in 2018 vs. good SAT scores in past years. The longer answer involves getting back down into the details of SAT score data. Because 2017 was the first year the College Board released information about performance on the new out-of-1600 SAT, any comparison of those scores with past years' SAT scores requires score conversion. In the table below, I've converted the 2017 SAT score averages to the old SAT format for ease of comparison. Average SAT Scores 2006-2017 Year Total Critical Reading Writing Math 2006 1518 503 497 518 2007 1508 501 493 514 2008 1507 500 493 514 2009 1505 499 492 514 2010 1506 500 491 515 2011 1500 497 489 514 2012 1498 496 488 514 2013 1498 496 488 514 2014 1497 497 487 513 2015 1490 495 484 511 2016 1484 494 482 508 2017* 1450* 500* 450* 500* Table data taken from College Board's Total Group Reports 2016 and 2017.*Data converted from new 1600 SAT format to old SAT format. At first glance, it might seem like there's been a slight decline in average SAT scores over the last ten years, with a huge drop this past year for Writing in particular. If you go by averages alone, then it's easy to conclude that a good SAT score is lower for 2018 than it was in the past. However, there are a couple of important factors that you need to take into account when looking at this data. Converting between the old and new SAT is tricky because of how different the tests are, and Writing scores are particularly difficult to compare between the old and new SAT because old SAT Writing scores took your essay score into account, while new SAT Writing scores don't. It's possible that the 30-point Writing score drop in 2017 because the College Board didn't get the conversion quite right when removing the essay. Furthermore, averages are just one way of tracking changing scores. Another isthe distribution of SAT scores. Let's look at how the range of scores changed from 2011- 2016. (I've left out scores on the new SAT scale for clarity's sake.) SAT Score Percentiles 2011-2016 Year # tested 90th %ile 75th %ile 50th %ile 25th %ile 10th %ile 2011 1,647,123 1930-1940 1720 1490 1280 1110 2012 1,664,479 1930-1940 1720 1490 1280 1100 2013 1,660,047 1930-1940 1720 1490 1280 1100 2014 1,672,395 1930-1940 1720 1490 1270 1090-1100 2015 1,698,521 1930-1940 1720 1480 1260 1080-1090 2016 1,637,589 1930-1940* 1710-1720* 1470-1480* 1260-1270* 1090-1100* *2016 percentiles are approximate and based on PrepScholar's calculations, as the College Board did not release percentile data that year. Number of test takers for that year is from the College Board. As with averages, some of the percentile scores (mostly the 10th-50th percentile scores) have gone down a little bit over time. Over the years, as more students took the SAT each year, fewer test takers were reaching certain scores each year, which lowered the percentile scores. The changes in percentile scores, however, are fairly slight: of the percentile scores that decreased, almost all dropped by only 10 or 20 points, which is not enough of a change to indicate a significant trend. Interestingly, some of the percentile scores didn't change at all over the same period of time. From 2011 to 2016, the 90th percentile scores remained exactly the same, and the 75th percentile score nearly so, meaning that the same percentage of test takers were scoring at or near these scores each year. The overall consistency in SAT score percentiles, coupled with the fact that students may take the SAT over multiple calendar years (e.g., fall and spring junior year) suggests that what's a good SAT score hasn't changed much in the last few years. In Conclusion: What Are Good SAT Scores for 2018? There are multiple ways to define what is a good SAT score for 2018. The broadest comparison means looking at your SAT score and comparing it to the average SAT score (1060). If you scored at or above the average SAT score, you did well; if you scored below this score, you did not. A slightly more nuanced view takes into account different score percentiles and lets you compare your score against categories like the top 10% and the bottom 10% of students (1340 and 910 total SAT scores, respectively). If your score is equal to or above 1340, then congratulations- you're part of the top 10% of students who took the SAT! If your score is at or below 910, then you're in the bottom 10% of all students who took the SAT, and will probably need some dedicated studying to bring your SAT score up to your target score. While averages and percentiles give you an objective way to compare your score to the scores of other students, however, the most helpful way to think about it is to compare your score to the scores of students admitted to colleges you want to attend. To do this, you'll need to pick a target score, and then shape your SAT studying around meeting that goal. Ultimately, a good SAT score is one that gets you into the colleges you want to go to. If you follow our guidelines for choosing a score goal and work hard to attain it, you'll guarantee yourself a strong chance of being admitted to the schools you want to get into. Hitting your target SAT score takes you one more step up the ladder to reach your college admission goals. What's Next? Figuring out your target score is just the first step of planning out your test prep schedule. To find out what other steps you need to take, follow our guide to building your very own SAT study plan. If you haven't scheduled your SAT yet, you'll want to get on that (or at least get an idea of when the test is offered this year). Use our guide to choosing an SAT test date to see what your options are. Not quite hitting your target score yet? We have two sets of strategies, tailored to students at different skill levels. If you're regularly getting a 600+ on Math and EBRW but aren't quite hitting the score you need, be sure to read our articles on how to get a perfect SAT score and perfect Math, Reading, and Writing scores. If you're aiming for a 1200 total SAT score but aren't there yet, then our articles on how to improve low Math, Reading, and Writing SAT scores will be a better fit. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Cultural, Social, and Intellectual Life in London and Paris in the 197 Essay

Cultural, Social, and Intellectual Life in London and Paris in the 1970s - Essay Example The classical era music represents tuneful melodies, less complicated and more balanced vocally and instrumentally (Bonds, 2009). During the 18th century, there was a transformation of the western culture, a lot of new ideas swept across Europe. The society underwent reorganization, countries like France ushered in the age of Napoleon. It is in the 18th century that arts and architecture underwent a dramatic change. In this period such classical artists as Haydn Mozart and Gluck produced their unique compositions that were described with simplicity and restraint in their music. The genres such as symphony concerto and sonata underwent a significant evolution in the 18th century. These artists presented the musical sounds characterised by symmetry balance and clarity. The music, which was popular in the 1790s, coincided with the last part of the enlightenment period. This age emphasized reason, logic and knowledge. The classical era represents a musical period that reflected objectivity, clarity, balance and periodicity on the music produced (Parker, 2000). In the classical era, royalty did not influence the composition of music as it did in the other periods. The music represented a break from the past where traditions such as employment by royal patrons did not exist anymore. The music depended on the courts to receive an audience, and the theatre as a culture now became dominant in the society. We are looking at music in the era in which society was undergoing a transition from customary, religious, and closed patterns into a more open, relativistic, individualistic and a secular system. The society at this time was focused on transforming from a period of order, wholeness and certainty. The society hungered for a certainty of truth, virtue and beauty. The artist of this time used the classical genre of music to meet the humanity’s longing for wholeness and reconciliation.  

He effect mass media's Female beauty ideal on female adolescents' Research Paper

He effect mass media's Female beauty ideal on female adolescents' self-perception - Research Paper Example The media exemplifies female beauty based on thinness and flawlessness – unrealistic and unattainable physical attributes for anyone, even the featured model(s). These images can have negative affects on female adolescents’ self-perception. Body image is central to adolescent girls’ self-definition because they have been lead to believe that appearance is an important basis for self-evaluation and for public evaluation (Thompson, Heinberg, Altabe, &Tantleff-Dunn, 1999). Awareness of constant public evaluation and the internalization of the gaze of others lead young girls to self-monitor, and in turn judge their own appearance. (Advertising Educational Foundation Inc., 2003). Social comparison is another aspect that plays a significant role in female adolescents’ self-perception (Anderson et al., 2001). By comparing oneself to and attempting to fit such a stringent beauty ideal, female youth faces inevitable failure, resulting in body dissatisfaction, low s elf-esteem, and/or eating disorders (Heinberg, 1996; Rodin & Striegel-Moore, 1985; Thompson & Stice, 2001). Adolescents are vulnerable and easily influenced, and research demonstrates that adolescent females are directly affected by the stereotypes and thin images that depict female beauty in mainstream media. â€Å"Many adolescents are concerned with bodily characteristics and physical attractiveness, and the media is filled with people who exemplify a cultural ideal of beauty that is difficult for most adolescents to attain. For females, a critical part of this ideal is being thin† (Anderson et al., 2001). Exposure to these ideals and images has lead to distorted beliefs and definitions of beauty amongst young girls. One study shows female adolescents’ distorted description of the ideal girl, i.e., 5ft 7in., 100lb, size 5, with long blond hair and blue eyes (Nichter & Nichter, 1991). The problem with such a view is that adolescents often tend to relate themselves to it and attempt to change themselves accordingly. Previous studies have examined the negative effects that fashion magazines have on female adolescents. This study uses such literature to dive deeper into this problem, aiming to gather a better understanding of how time spent, repeated exposure, and both direct and indirect pressures from various media (TV, Internet, magazines) impacts self-perception amongst adolescent girls. Specifically focusing on girls’ ages 13-17, the goal of this study is to point out the effects the unrealistic female beauty ideal promoted by the mass media has on their self-esteem and body-esteem, given that adolescence is such an influential developmental stage. Literature Review Media or what is generally referred to as mass media is any form of communication that simultaneously reaches a large number of people, it is represented and not limited to TV, newspapers, magazines, films, books and billboards (Wimmer ). Given these multiple forms of media it has become possible to access a number of them at any given time. This explains why they have been so effective in influencing our culture, changing beliefs, tastes, interests and behavior (Biagi). It has become an important aspect in dictating what people consider as ideal. The most affected

An Analysis Of To His Coy Mistress English Literature Essay

An Analysis Of To His Coy Mistress English Literature Essay In the poem To His Coy Mistress the speaker carefully tells a subtle and valid argument as to why the woman or his addressee should be sexually attracted to him. The man attempts this sexual proposition through flair in manipulating reason, form and imagery like the vegetable garden. The reasoning would be familiar someone who studied somewhere renaissance England, as it is suggests of a sort of classical philosophical logic; the others are entailing a statement, a counter-statement and a resolution. In line with this method the authors speaker coded his argument in a classical imagery. The first section runs from lines 1 to 20, here the man sets out his view that if Had we but world enough, and time he would not rush the process of finding love and respect. The man establishes a sort of world unconfined by space and time by using the world he had to create the subjunctive tense. This passage of the poem is highly paradoxical however the man is aware that this is purely a hypothetical state before he even begins speaks the words, he cleverly lays out his point of view knowing the impossibility of his announcement. The man aims not only to smooth talk but also to impress the mistress using vivid imagery. To Flatter, but also to amaze her with his knowledge of Asia, the speaker refers to the Ganges and the Humber Rivers to emphasize the distance he would allegedly endure without her if time permitted. The exotic imagery of Asia is in line about British trade and exploration in the region. It also provided an escape from the relatively weak image of everyday life in En gland at the time even if the image of the Far East was unrealistic. This is how he dealt with the idea of space. To confront the concept of time, he uses biblical references to mark the permanent nature of reality. By using a story out of the Old Testament the image of the great flood that purged the earth as a start point and then used the image that Armageddon will ultimately occur at the conversion of the Jews as an end point, the man tries to show the vastness of predicted human existence. At the same time however he subtly hints toward the second more nihilistic section of the poem. If you look at this imagery it is interesting in two respects; first it suggests that physical human life has been ended by God and will be ended by him again. Thus providing a backdrop for the speakers argument that in reality life is temperamental and therefore procreation should not be delayed at the expense of morality. The image is interesting in a second way as it may be Marvells way, as a Puritan, of condemning the speakers attitude, suggesting that the speaker may be punished for sinfully trying to indu lge in base luxury. The speaker goes on to describe his vegetable love, many possible interpretations can be applied to this image. Firstly there is the sexual connotation whereby the vegetable operates as a phallic image, acting as a prelude to the speakers suggestions. As The Norton Anthology of Poetry suggests in the footnote, the vegetable symbolizes a slow unconscious growth of love, emphasizing the sincerity and power of his feelings as they grow vaster than empires. However the irony here lies in the fact that the speaker fully understands that he does not have time to spare and thus his love has developed quickly, consciously and almost forcibly. To finish the first section the speaker begins assigning years of devotion to each part of the mistresses body. It is notable a significant time is spent admiring her breasts, which seems to be a sexually motivated act as opposed to the shorter length of time spent on her eyes, which are often more associated with true love. The hyperbolic statements increase in unrealism to an incomprehensible age to every part; it seems that the speaker is being generous in his admiration but he is cognizant of the lack of weight in his words due to their unattainable status. The next section runs from lines 21 to 32, here the speaker moves away from the hypothetical to reality but retains the melodramatic language used in the previous section to sustain the tenacity of his points. Time here is portrayed as chasing the speaker as opposed to being something the speaker is in control of as in the end of the last section. This is done using the image of a winged chariot, this has classical associations with Greek mythology which relates to his form of argument. The meter of the poem is restrictively regular, this structure emphasizes the idea that time is constantly progressing; reflecting the speakers argument. Space is no longer inhabited by images of movement and life like the rivers previously mentioned but instead: before us lie / Deserts of vast eternity. The desert has strong connection with death, an issue that the man develops upon and progresses within this section. The speaker implies on lines 26-7 that the only exploration of the mistresss body that will be undertaken will be by the worms that are decomposing her body if she remains in her coy state. This thought that her sexuality should not be wasted is elaborated upon with a crude pun on line 29: And your quaint honor turn to dust These images of deterioration linked to sexuality are intended to shock persuade the mistress into not wasting her youth. The speakers sly and ironic tone is revealed to the reader in lines 31-2: The graves a fine and private place, But none, I think, do there embrace. The tone here is clearly sarcastic; the reader enjoys these ironic statements due to the falsity and overacting involved in Marvells speaker as he tries to woo the mistress. The purpose of this second section is to provide a counter-statement to the first section. Discord has been created within the poem; the first section sets out a space where the speaker has an infinite amount of time and space to engage with the mistress, but in the second, time and life are construed as being fleeting and temperamental. This tension is intended to make the mistress feel uneasy and anxious about herself as a young single woman; prompting her to change her attitude towards courtship. To conclude the argument and disagreement between the two former opposite parts the speaker offers a resolution. The reader can easily predict what this will be as the speakers suggestive tone throughout the poem points towards sexual unification. The speakers intention is described using fantastic and abstract lexical choices and phrases. The passage is full of images and language related to movement, physicality and violence such as transpires, like amorous birds of prey and devour. The speaker asserts his masculinity in these images, implying his sexual expertise in an attempt to better his offer. The speaker energetically expresses his make the most of it mentality suggesting that as a combined force, represented in the form of a ball in this section, they will be able to tear our pleasure with rough strife / through the iron gates of life. This notion that together they can conquer life is emphasized on the last two lines where, in agreement with the classical imagery throughout the poem, the speaker admits although he cannot stop the sun together: we will make him run. The mistress is lead to believe that if she submits to her pursuer the winged chariot of time from the previous section will be reversed, with the mistress and speaker in the dominant position. Thus the speaker has concluded his logical progression, firstly operating in an unattainable hypothetical state, then switching to a morbid reality and finally concluding in copulation as a form of mastery over time. Although the reader can see faults in the reasoning employed, admiration is still felt towards the speaker for elaborately crafting his speech in his pursuit of the mistress.

Food and Drug Administration (FDA) Essay -- Food Drug FDA Essays

Food and Drug Administration (FDA)   Ã‚  Ã‚  Ã‚  Ã‚  The FDA has many responsibilities which include overseeing the production of safe foods and the manufacture of safe and effective drugs and medical devices. The FDA has responsibility for protecting the rights and safety of patients in the clinical trials of investigation medical products. The FDA also has to review and approve in a timely manner the safety and efficiency of new drugs, biologics, medical devices, and animal drugs. They have to monitor the safety and effectiveness of new medical products after they are marketed and acting on the information collected. The FDA is responsible for seeing that the public has access to truthful and non-misleading product information by: monitoring the promotional activities of drug and device manufacturers, and regulating the labeling of all packaged foods.   Ã‚  Ã‚  Ã‚  Ã‚  Science is a big part of the FDA organization. The scientific evidence needed to back up FDAs legal cases is prepared by the agencies 2,100 scientist, including 900 chemist and 300 microbiologist, who work in 40 laboratories in the Washington, D.C., area and around the country. Some of these scientist analyze samples to see, or example if products are contaminated with illegal substances. Other scientist review test results submitted by companies seeking agency approval for drugs, vaccines, food additives, coloring agents and medical devices. The FDA also operates the National Center for Toxicological Research. They investigate the biological effects of widely used chemicals. The agency also runs the Engineering and Analytical Center, which test medical devices, radiation-emitting products, and radioactive drugs. Assessing risk, for drugs and medical devices, weighing risks against benefits is at the core of FDAs public health protection duties. By ensuring that products and producers meet certain standards, FDA protects consumers and enables them to know what they are buying. In deciding whether to approve new drugs, FDA does not itself do research, but rather examines the results of studies done by the manufacturer. The agency must determine that the new drug produces the benefits its supposed to without causing side effects that would outweigh the benefits.   Ã‚  Ã‚  Ã‚  Ã‚  In 1992, the U.S. Congress passed the Prescription Drug User Fee Act. This legislation provided additional resources ... ...f the drugs should be approved. Once the FDA approves the drug, it does not mean it is perfectly safe. Some medicine may have side effects, but the FDA considers both the benefit and risk of all medication before approval.. In addition, FDA makes the labeling outlines the benefits and risk reported in the tested population. For a drug to be approved by CDER, by current law, all new drugs need proof that they are effective and safe before they can be approved for marketing. CDER decides as quickly as a thorough evaluation allows. When a proposed drug’s benefit outweighs know risk, CDER considers it safe enough to approve. Once a drug gets the CDER approval, the drug is on the market as soon as the firm gets its production distribution system going.   Ã‚  Ã‚  Ã‚  Ã‚  The FDA is prohibited from releasing information on any medicine under development, review or pending approval unless the information has been in the public. The FDA has no legal authority to investigate or control the prices charged for marketed drugs. Manufacturers, distributors and retailers establish these prices. FDA recognizes the other factors beyond its purview, including insurance coverage and drug pricing.

Culture of China Essay

Education is one of the most important things during our life. I know the difference between Chinese education and American education. American high education is the best in the world, but when we talk about the basic education, most people will have different bifurcation. However, it is allowed in U. S. Americans think calculators go fast and are correct. So, when both students have an exam, then Chinese are better than American students. But when both students use some information tools, then Americans are really better than Chinese student. All appearance, Chinese students are better than American students when they manage and exploit cerebra, but when we compare how to use different information or how to spread cerebra, the American students are better than Chinese students. When we compare the Chinese basic education with America’s, then most people’s opinion are that Chinese education is for foundation education, and American education is for the cultivation of students’ creativity. In China, â€Å"seventy three percent people agree, and twenty four percent disagree with this. Also another three percent think Chinese education is foundation education, but student may be not learning much, while American education is for cultivating students’ creativity, but it can let students learn more. † China and America have totally different tradition and exams. Chinese education focuses on the knowledge to accumulate and indoctrinate, on how students use and manage the knowledge they learned in school, and on how to understand the knowledge system and structure. Reversely, American care more about how students use knowledge in society. It lets student challenge the knowledge, animadvert ideas, and focus on, exploit or create knowledge. These two types of attitude about education show us the different ways to understand knowledge, and also to show two countries with different education opinions. â€Å"In China, when comparing the education, sixty percent people think the best education model is uniting both advantages. It lets students have very good foundation education and good creativity. Sixty five percent disagree. Another thirty three people think, because the two types of education come from different culture, tradition and society background, it is really hard to combine. † The difference between China and America is mostly an education and knowledge difference. Such as, what is basic foundation education? We can have an example in math. In Chinese education, Chinese think it is basic to have calculation skills so everybody has to remember the entire concept. So, from elementary school to high school you are not allowed to use a calculator. American education focuses on improve student assuredness, self-determination, independence, and Chinese education focuses on strictness and preciseness. Good foundation education can improve creation; also it can improve student’s thinking. Good preciseness can improve comprehensive thinking. Also, could be an enemy to thinking. Education is culture, and different educations show different societies’ culture; the good American education system may not be good for Chinese society. So, different education has to follow the society background. Because different society backgrounds and different culture helps humans create a different country in the world, American education should be following the American’s culture. Also, Chinese education has to follow Chinese culture. A good education model for China is very important to the learning process, and also is very hard. Anyway, we only need modern education which is internationalization education system and localization education systems unite each other. That is going to improve our education skills.

Themes Of Racism And Poverty - 1495 Words

Racism and Poverty By focusing on racism and poverty in the black community, there are elements of both themes in August Wilson’s Fences, Alice Walker’s â€Å"Everyday Use,† and Gwendolyn Brooks’ â€Å"What Shall I Give My Children.† By critically evaluating the main characters in each piece, elements of racism and poverty are identified in all three texts. All three of these texts show the hardships blacks experienced and how they suffered. In Fences, â€Å"Everyday Use,† and â€Å"What Shall I Give My Children,† there are themes of racism and poverty in black America. Wilson’s Fences offers real insight into a father’s refusal to look past previous racial discrimination when he must counsel or advise his son on a career path. In this case, Troy, the father, tells his son, Cory, to abandon his dreams of becoming a professional football player because Troy faced discrimination as a baseball player decades earlier. Troy’s inability t o understand how progressive race relations have changed the fabric of racism in society is important since it tells the reader that Troy’s refusal to accept the improved nature of race will ultimately hinder and damage his son’s ambitions and hopes of pursuing what he loves most in life, in this case, football. Troy is locked in his old ways much like Mama is in Alice Walker’s short story â€Å"Everyday Use.† The characters in all three pieces are poor and must struggle to survive. William Darity tells us that poverty will always be with us. He even asks if we â€Å"canShow MoreRelatedExamples Of Racism In A Raisin In The Sun1672 Words   |  7 PagesAfrican-Americans have experienced racism since the 1600s and throughout American history. However, not many books have been able to display the ethnic ignorance that white people have towards blacks. 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