Frankenstein Opening Letters essays

Frankenstein Opening Letters essays The opening of Mary Shellys Frankenstein serves several purposes. It not only introduces the main character, but it also sets the overall tone of the story. Beyond that, the first section of the book also prepares us for the events that follow. Robert Walton does such through a series of letters he is writing to his sister in England. His letters will introduce us to Dr. Victor Frankenstein, at which point he takes over the narrators duties through flashback perspective. The content of Waltons letters also gives the reader some insight into his own personality. We learn that he shares some of Victors earliest scientific attitudes and can thereby draw the conclusion that the two men may, in the end, share similar fates. Letters one and two are the beginning of the frame tale. The first two pieces introduce attributes of Waltons character that will parallel Victor in several ways. Both men are driven to make contributions for the benefit of mankind. They share a selfless love for science that seems to include a lack of consideration for the consequences of their endeavors. Walton also describes his loneliness, his lack of a friend, which he ironically describes as ...a most severe evil... The third letter helps reinforce the physical settings already described to us at this point. It is always depicted as cold and windy; the water is still and icy. The reader almost gets the feeling that this could be the proverbial calm before the storm. The weather is symbolic of the misery and pain that will be felt throughout the novel. The detailed descriptions of the landscape will continue to reinforce feelings of solitude and distress felt by almost every character we encounter. The fourth installment provides an entrance for Frankenstein, and even a quick glimpse of his monstrous creation. This letter describes the unusual circumstances in which Waltons c ...

The Reason Content Doesnt Get Results With Garrett Moon - CoSchedule

The Reason Content Doesnt Get Results With Garrett Moon Have you spent a ton of time on a piece of content, only for it to get no traction or traffic? Does it end up in the graveyard of the Internet? What about a piece of content that drives traffic, but not to conversions? These are huge problems for content marketers. Today, we’re talking to Garrett Moon, ’s co-founder and CEO. He will share content solutions and information from his new book, 10X Marketing Formula. Some of the highlights of the show include: Content marketing is not living up to the hype that it promised and not generating the results that were expected. Who’s who in content marketing have provided positive testimonials for Garrett’s book. One core reason why marketers are not getting results with their content is that it is not good or unique enough to stand out. Need to Create Competition-Free Content: As a marketer that is creating content, your content is in competition with other content. Find ways to differentiate yourself. What are your top 5 competitors doing for content marketing? If it looks like what you are doing, then do something different. When performed an assessment of its competitors, it noticed a similarity in length of posts, consistent use of imagery, and low usage of resources in posts. Find opportunities that move you away from the competition. Garrett shared a case study of Groove HQ. It had a regular content marketing blog that focused on useful things for professionals. There was moderate success, but it was not great. The company needed to do something different with it. So, it launched a brand new blog called, Groove’s Journey to 100K in Monthly Recurring Revenue. The company shared what worked and didn’t, and the blog experienced overnight success. You need to have an appetite for risk to really stand out, but risk is not the problem. It is failure. Marketing has become about the methods we use. However, if you’re constantly building your marketing on top of methods, you’re just copycating what everyone else is doing. Take a risk and try something new. Stick with the plan, even if it doesn’t work. Content Core: What does your audience want to read about? What interests them enough to click on a link? Clicks don’t necessarily equal value and results. Don’t fall into that trap! Find an overlap between the topics you need to cover for your audience of existing and potential customers and the content you need to produce as a company. It’s about what your audience cares about and what value as a business you provide. What is the customer’s problem that made them hire to solve? How do you turn solving their problem into content? Marketing Projects: Allows customers to manage multi-media marketing campaigns. helps customers solve complex problems by offering free, simple tools. If you help your audience be successful without you, they’ll be dying to be successful with you! The best way to get results with content is to talk to your customers. Powered by PodcastMotor Actionable Content Marketing powered by By AMP078: The Real Reason Your Content Doesn’t Get Results With Garrett Moon From 00:00/00:00 1x 100 > Download file Subscribe on iTunes Leave Review Share Links: 10X Marketing Formula Jay Baer Joe Pulizzi Blue Ocean Strategy Groove HQAMP on iTunes leave a review and send screenshot to podcast@.com If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Garrett: â€Å"Content marketing is just not always living up to the hype that was promised. It’s not always giving them the results that they feel they deserved.† â€Å"As a marketer and a content marketer that is creating content, we have to actually realize is that our content is now in competition with other content.† â€Å"Risk is all about failure, and I think you have to learn to sort of embrace failure and use it as a learning exercise and a way to improve what you are doing.†

Coaching skill education Essay Example | Topics and Well Written Essays - 1500 words - 1

Coaching skill education - Essay Example Scientists are of the view that this kind of training is good for the athletic sports as opposed to sports like table tennis, gymnastics, and figure skating which are considered early specialization sports. These early specialization sports take short number of years to fully develop competitor to join the elite competition. They therefore do not require as much number of years to prepare as for the athletic training (Bar-or, 2006). This stage as the name suggests is the fun stage. The athlete, or would be athlete, is meant to have fun as they learn the basic moves required in the sports. This stage is best suited for the ages of 6-9 for males and 6-8 for females. It is important to note the basic skills practiced here are not the sport specific yet but are just general body movement skills. This is to ensure the athlete is all round developed and grows with sporting without difficulty (Bloom, 2004). The emphasis is therefore to build basic motor skills. These will help produce an athlete with skills that are trainable in regards to the specific sport. There are three stages involve in the fundamental stage of skill development. These three stages can be categorized as: initial stage which takes (2-3 years), elementary stage which takes (4–5 years) and mature stage which takes (6–7 years). At the end of the FUNdamental stage, the athlete should have the basic sport skills such as speed, good balance, and agility. Strength training at this stage should include using the child’s weight another important aspect also is the introduction of the child to the ethics of sports. It is important that the child learn sports basics from the tender age (Ericsson & Charnesss, 1994). At this stage, the athlete is to learn all fundamental sports skills. The main objective of this stage is to further the skills learnt at the first stage. The motor skills are advanced and the child

Markerting Essay Example | Topics and Well Written Essays - 5250 words

Markerting - Essay Example Design/methodology/approach – The scope of the study qualitatively considered university student consumer behavior. The methodology implemented a case study and 100 questionnaires derived from the internet database (survey monkey), as well as 50 questionnaires from campus. The study implements a non-probability, self-selecting sampling technique. The qualitative methodology consisted of interviewing five university students. A semi-structured technique was used. Finding – A number of significant findings were determined. A significant number of university students owned netbook computers and they found the following things significant: battery life, price, product quality, storage memory, Bluetooth, design and elegance. The participants generally had a high knowledge of computer knowledge. They are also brand conscious. There were a few problems detected but most were anticipated in the literature review. The research investigates the university students’ perspectives on netbooks, in order to get the information about the students’ consumer trends regarding netbook products. And to determine the wants and needs university students have for netbook products. Netbook is an extremely lightweight personal computer. Intel introduced the netbook in February 2008 to describe small, low cost, light weight, and lean functioning subnotebooks designed for optimal internet use. PCWORLD (2008) towards the end 2008, netbooks had ultimately become a larger commodity than laptops. Figures estimate that nearly 30 times more netbooks were sold in (11.4 million, 70% of which were in Europe than in 2007 (400,000). For 2009 sales are expected to increase to 35 million, and an estimated 139 million in 2013. This trend is reinforced by the rise of web-based applications as well as mobile networking and, according to Wired Magazine, netbooks have changed into "super-portable laptops for professionals". PCWORLD (2008),

Endangered species Essay Example for Free

Endangered species Essay The tiger being a native occupant of the Eastern and Southern Asia is endangered species. Six out of the nine subspecies of the tiger are endangered while the other three subspecies are already extinct according to the zoo attendant. The tiger species are endangered due to quite a number of reasons e. g. poaching, deforestation and fragmentation. This is to the fact that this wild cat likes only densely populated areas which pose greater risk for its survival. The tiger is being hunted for fur and destruction of habitat has reduced the tiger population in the wild. Research has established that at the start of the 20th century it was estimated that over 100000 tigers existed world over but their population has reduced greatly to about 2000 in the wild. Some research also suggests that it is even lower in numbers. Some major campaigns have been initiated world wide in order to conserve this specie e. g. the project tiger initiative in India; which has the largest population of tigers, has been on a campaign since 1973, initially spearheaded by Indira Gandhi. Fundamental accomplishments have been the establishment of over 25 well-monitored tiger reserves in reclaimed land where human development is not allowed. 2. Background information: The tiger as it is commonly known has the scientific name Panthera tigris. It is a member of the family Felidae the largest of the four big cats in the genus Panthera. More information about its classification is as follows: Kingdom: Animalia, Phylum: Chordata, Class: Mammalia, Order: Carnivora, Family: Felidae, Genus: Panthera, Species: P. tigris. And its subspecies are: P. t. tigris, Panthera tigris jacksoni, P. t. sumatrae, Panthera tigris altaica, Panthera ,tigris amoyensis, † Panthera tigris virgata, † P. t. balica, † P. t. sondaica. The last three sub species are extinct. It is a native of much of the Southern and Eastern Asia ands is an obligate carnivore and apex predator. It lives in various types of forests, including wet; evergreen; the deciduous forest, and the thorn forests and prefers denser vegetation. 3. The plan: One of the proposed plans to save this endangered species is to reclaim land occupied by people that were originally habitat for this animal, secondly there is need to introduce new and strict measures to curb the poaching menace to the animal species. The most endangered species are recommended for zoos in order to preserve them and prevent them from becoming extinct. It is more than evident that the Washington DC zoo is campaigning highly on the fact mission of saving this specie even though the zoo might not be able to accommodate all the endangered species of the animal. In order to be able to accomplish this, the zoo management has established a research centre that is dedicated to the well being and maintenance of the tiger. 5. Estimate cost It is better to recommend the animal to be breed in the wild than keeping it in the Zoo. This is so due to high cost of breeding in the Zoo and since it is a wild cat, being kept in the wild while monitoring their development is necessary and this is the work of the research institutions that have been established in the Zoo. 6. Conclusions: Since the major problem that this animal is experiencing is deforestation, poaching, and fragmentation. It is rather proper to take precautionary steps such as land reclamation by a forestation in deforested areas to allow the tiger to breed fully to increase in population.

Origins for the Treatment for Tuberculosis Essay -- Biology Medical Bi

Origins for the Treatment for Tuberculosis Abstract Tuberculosis, also known as Mycobacterium tuberculosis, is a deadly bacterium that invades the respiratory system. This bacterium spreads rapidly from person to person by a simple cough or sneeze. Treatment for tuberculosis has changed over the years. In the beginning the most common form of treatment was the sanatorium, where patients infected with Tuberculosis were kept in an isolated environment. Now a days the treatment is straightforward and the patient is put on two standard antibiotics, isoniazid and rifampicin. These drugs are very effective at fighting tuberculosis, but recently a new strand has been developed, multi-drug resistant tuberculosis. This paper outlines the various treatments for tuberculosis from the beginning of the 16th century to the present and the changes that have occurred in the bacteria. Tuberculosis, often called TB, has been recognized as a dangerous illness for quite sometime. Although its incidence has greatly declined during most of the last century, there has been a significant increase over the last twenty years. The recent incidence rate has been relatively high among the homeless in inner city areas and among those infected with the AIDS virus. TB also remains a severe health issue for infants and the elderly. While the disease continues to be a source of concern among the more populated and less hygienic areas in Asia, it is also prevalent in certain areas of this country where it has been linked with the arrival of refugees from Asia and Central America. Tuberculosis is primarily a bacterial infection of the respiratory system. If bacteria, viruses, or fungi enter the lungs and become established there, they could cause several dise... ...he benefits that medical technology has brought to society over centuries as well as an awareness that the fight against bacteria is by no means over. The recognition that there are several forms of drug-resistant bacteria today should propel future generations to rededicate efforts to eradicate them. Further research and observations should be made in order to help suppress deadly strands of tuberculosis. TB Treatment 6 References: Carlomagno, Cathy. (April 2005). 100 years of Progress in Tuberculosis Treatment. www.medicalnewstoday.com/medicalnews.htm Davies, Peter. March 1999. Multi Drug Resistant Tuberculosis "http://www.priory.com/cmol/TBMultid.htm" Larson, David. (1996). Mayo Clinic Family Health Book. New York: William Morrow & Company. Padilla, M. (2005). Tuberculosis. Encarta. 7-27-05: http://encarta.msn.com/encyclopedia_761576449/tuberculosis/html.

Understand How to Plan and Provide Environments and Services

1. 1 DESCRIBE THE FACTORS TO TAKE INTO ACCOUNT WHEN PLANNING HEALTHY AND SAFE INDOOR AND OUTDOOR ENVIRONMENTS AND SERVICES Teaching staff have a duty of care when looking after children. It is important that they are aware of government legislation regarding health and safety and the school’s own Health and Safety (H&S) policy in regards to risks and hazards so that they know what to look out for and what to do in the case of an incident or accident whether indoors or outdoors.When working with children and young people staff should always make sure that areas are fit for purpose prior to any learning or play activity; this means making sure a risk assessment is carried out to expose potential risks or situation where children / or adults could have an accident. Should a teaching assistant spot a potential risk then they should make sure that this is dealt with immediately or if necessary logged into an incident book for the caretaker/IT technician to deal with e. . computer c ables moved out of the way and reorganised into a cable tidy, or a potential fire hazard dealt with such as paper removed from bins that were in close proximity to computer wires. Other hazards to look out for: Indoor potential risks: †¢chairs are put away under the tables †¢teaching equipment is stored safely away †¢that there is natural light in the room – no blinds are down †¢there is space for moving around items are picked up off the floor and put away †¢no clothes or anything left lying on the floor to be tripped over †¢there is adequate heating or ventilation so it is not too hot or cold †¢no sharp corners or edges – especially on tables †¢no substances hazardous to health lying around e. g. chemicals such as bleach or those used in science labs †¢foodstuffs that can cause allergic reactions e. g. peanuts †¢fire exits are clear from blockages such as boxes etc. no loose wires to trip over or bare wire ends which could electrocute †¢children have correct footwear and clothing e. g. lab coats and goggles in a science class/plimsolls in a PE lesson to give adequate protection in the setting It is very easy for young children who move around the classroom quickly and who aren’t aware of risks to trip over things or knock into chairs or even each other. This is made more acute when they rushing to outside at break or are hungry and want their lunch or want to leave when it is going home time.In this instance going off in 2’s or 3’s will be easier than a large group. As space can be tight in schools (especially in cities with classrooms being smaller) with any available space used, it is even more important to make sure that pathways around tables and in and out of the classroom are clear for ease of access and to minimise the risk of accidents. It is also easy for staff to bump into tables and chairs when trying to circumnavigate obstacles, especially when in a hurry.St aff should also be aware of risks to parents who come into the classrooms (especially in reception and year 1) when it is drop off or pick up time, for example if someone is pregnant, as the risk to the mother and the unborn child can be greater due to the mother not being able to steady themselves as easily if they trip over something. In dining halls foodstuffs containing peanuts are not allowed on site either in lunch boxes or in school dinners and children are not allowed to share their food in case anyone suffers from a food allergy which may result in a food allergy or an anaphylactic shock.Most schools have trained staff who are able to use an Epipen in the case of such an incident and have statement which indicates what is the allergy, how it manifests itself, what symptoms will appear and what should be done in the case of an emergency. (See attached sheet on Anaphylaxis Emergency Plan 1. 1b). The Health and Safety Executive have issued the following guidance: ‘Medici nes legislation restricts the administration of injectable medicines.Unless self-administered, they may only be administered by or in accordance with the instructions of a doctor (e. g. by a nurse)†¦ The use of an Epipen to treat anaphylactic shock falls into this category. Therefore, first aiders may administer an Epipen if they are dealing with a life threatening emergency in a casualty who has been prescribed and is in possession of an Epipen and where the first aider is trained to use it. (HSE) [www. muir-walker. coop/training/anaphylaxis-and-epipens] Accessed 29/11/12 Outdoor potential risks: †¢Making sure that perimeter fencing around the school is adequate e. g. no holes or broken and gates are secure †¢Slippery/wet leaves †¢Nothing in the way for children and toddlers to trip over on the way in †¢Making sure climbing frames such as Trim Trail have no potential hazards from insecure rope ladders etc. Sandpits and water areas must be covered when not i n use †¢Children using skipping ropes should be made aware of the risks to others when using skipping ropes An example of how difficult it can be to minimise risk is in the case of XXXX Primary School who have tried to minimise the risks of any accidents happening by asking parents (via newsletter) not to let their children play or run around the school or climb apparatus when waiting to pick up siblings, in case of accidents.This is difficult to achieve as everyone involved has to be on board and with toddlers and young children there is a lot of space to have fun in. In addition, there are no clear warnings in sight and only a few parents take heed of this allowing their children to have freedom in the playground; unfortunately the potential for an accident occurring out of class time is still there.

Engage in personal development in health Essay

Outcome 1 1. Within my role as a support worker it is my duty to support an individual to complete everyday tasks. This can be activities such as food shopping, house chores, preparing food and drinks, making and attending appointments, attending college or day centre facilities, or participating in clubs for people with special needs. I have a responsibility to ensure the activity is achievable for the client and that I am providing the right support to achieve this. 2. As a support worker I have a duty to adhere to the codes of practice set out by my employers and also to ensure I adhere to the regulations set out by law. National Occupational Standards (NOS) ensure I give the appropriate support and care to an individual. Outcome 2 1. Reflective practice means thinking about and evaluating what I do and discussing any changes which could be made. Thinking about how I could have done something differently, what I did well and what I could have done better. It also means reflecting our own values, beliefs and experiences which shape our thoughts and ideas. By continuously evaluating my performance I am able to ensure I am providing the expected level of service set out within the company’s guidelines. 3. Everyone has different values, beliefs and experiences. We are more likely to be friendly and welcoming to people that share the same values and beliefs as us and less friendly to those that do not. However within my role it is expected that I provide the same level of care to every individual. Identifying your own beliefs and values will enable you to be aware of your reactions to others and enable them not to impact on the way you work. This is an important part of personal and professional development. Outcome 3 1. Codes of practice are put in place to enable you to understand your role and your responsibilities. Care plans are in place for each individual and the support I am required to provide is person-centred. I have a duty to ensure I am aware of each individual’s needs and to highlight any area I believe needs refocusing. Training should be relevant to the needs of individuals and provided by the company to ensure I adhere to regulations set out by law and the policies and procedures in place adhere to the current NOS guidelines. Outcome 4 1. Planning and reviewing my development usually takes place during planned supervision with my manager and my yearly appraisal. However I can approach either of my team leaders if I believe I require further training that is relevant to my role, they will speak with management on my behalf. Outside sources of support such as care managers, learning disabilities team or CQC may also highlight areas they feel further training is required if it is relevant to an individual I am to provide support too. Outcome 5 1. Attending training courses has enabled me to provide a level of care that is specific to the needs of the individual I am providing support too. During team meetings we may discuss serivce users and their needs. If a colleague has found something that works for them they will highlight it and it may be something I can use when working with that individual.

The Rave Subculture essays

The Rave Subculture essays I walked into the dark room after paying the ten-dollar cover charge. The music was what I noticed first. It was very loud and made a ring linger in my ears. The music was house music, also known as techno or electronic music. The next thing I noticed was the people. The majority of them were young adults, anywhere from their late teens to early 20s. It wasnt the people I noticed so much, but how they were behaving. Most of them were dancing, but not just your typical dancing that you would see in most dance clubs. People were very close together and there was a lot of physical, euphoric interaction between them. They were dancing to the beat, almost together as one. Also moving the groove of the music were many lights of all different colors. Most people were dancing with glowsticks as well as other various kinds of lights. It was clear to me right away that the majority of the people inside the room were not sober but were under some kind of influence. I had walked in to the world of the rave. It was a Saturday night in Jacksonville, Florida. I was at a club in the Downtown area called 618. It opens at 10 p.m., a time when most other places are getting ready to close. The patrons there however, were just getting their night started. I walked around the club, observing as I walked. I saw people hugging a lot, giving each other massages or giving each other light shows. I asked a girl what the light show was for. Her name was Sara and she replied, The lights look really cool when youre rolling. Rolling is term most ravers use when are on the popular club drug ecstasy. Sara was 19 and dressed like a lot of the ravers I saw there. Loose shirts and baggy pants. She had jewelry on that looked almost like childrens jewelry. She said kids there who wore that kind of apparel were called candie ravers or candie kids. Ecstasy pills are made of a compoun...

When Should You Take the SAT or ACT Best Test Dates

When Should You Take the SAT or ACT Best Test Dates SAT / ACT Prep Online Guides and Tips The college admissions process is a long one, encompassing most of a student's high school career. One of the most important parts, the SAT or ACT standardized test, is also one of the most challenging. Butyou can really benefit from early planning and deciding ahead of time when you should take it. It's always a good idea to begin early, but to decide on specific test dates, you'll need to factor in circumstances like your personal schedule, your admissions deadlines, and the classes you're currently taking. All of these make a big difference inwhen it’s best for you to take the SAT or ACT. In this guide, we'll debunk a common myth about the best time to take the test, discuss the most important factors for determining when you should take the SAT or ACT, and go over the besttesting planfor most high school students. Myth: Some SAT/ACT Test Dates Are Always Easier Than Others A common myth about the SAT and ACTis that specific test dates tend to be easier or harder than others. The (incorrect) logic here is that each test date is curved based on the students who take that specific test.Therefore, if you take the test with many ambitious, hard-working students, the curve will be harder and your test score will be lower. On the other hand, if you take the test with a lot of younger, unprepared students, the curve will be easier and your score will be higher. This myth is factually untrue for several reasons. First, both the College Board and ACT, Inc,.do not curve their tests based on student performance. In other words, whom you take the SAT or ACT with haszero impact on your final score. Instead, both the SAT and ACT use an equating process to account for slight differences in test difficulty across test dates. For example, if the ACT you took in April was harder than the ACT given in June, your raw scores would translate into slightly higher scaled scores to account for this difference in difficulty. Both test makers want to give students test scores that can be compared with scores from any other test date, on an equal basis.As a result, a score on one test will always indicate the same level of ability as that same score on a different test date. For example, a 1200 on one SAT will mean the same thing in 2016 as it does in 2020. This is the whole point of a standardized test! Here’s another reason this myth doesn’t make sense: if test curves varied from test to test, then colleges would need to take into account the test date on your application. For instance, they'd need to treat a 30 on an April ACT differently from a 30 on a June ACT. To date, no college admissions office has given any evidence that they take specific test dates into account. It is true that tests do vary in difficulty on a personal level. For example, when I was preparing for the SAT, some reading passages were just easier for me than other passages, especially if the passage topics were in my area of interest. However, you can't predict this ahead of time. As I mentioned above, many other factors go into choosing the test date that’s best for you. 4 Important Factors for Your SAT/ACT Date Like most things in life, early planning pays off- in this case, in higher test scores. Don't wait until college applications are duein your senior year to take your first SAT or ACT- you'll perform nowhere near your best and might not get into the schools you apply to. Beyond the general tip of planning early, you'll need to decide onthe specific test date you’ll be taking the SAT or ACT. Each test now has seven test dates throughout the year, and your score can vary on each test date based on a few key factors. In order of priority, here are the four most important factors to think about when determining when you should take the SAT or ACT: #1: Deadlines for College Admissions and Scholarships The most important factor for determining when you should take the SAT or ACT is your college admissions deadlines. As we'll explain later, you should begin preparing for the SAT/ACT a year before your first important deadline;you should also take your chosen test at least twice. For most students, regular decision deadlines fall in December or January of their senior year, which means you'll need to take your last SAT or ACT by, latest, December. If you're applying early action or early decision and have a due date in November, your last possible test date will be the October SAT or ACT. As a result, you'll need to begin preparing for the SAT/ACT during your junior year. There might be also other deadlines at play for you. For example, if you're recruited for athletics, you'll want to reach your SAT/ACT target goal by the end of your junior year. As we discuss in this article about how college recruiting works, college coaches won't want to spend time recruiting you if they don't think you have a good chance of getting into that school, which means your academics need to be on par with those of non-student athletes at the schools you're applying to. You don't necessarily need to shoot for a top SAT/ACT score and GPA, but you should aim to hit 25th percentile SAT/ACT scores and around 80% of the average GPA. The specifics of what you can get away with will depend on the school, sport, and specific person. For instance, a volleyball player at Harvard will have to meet higher academic standards than a football player at FSU. Deadline considerations also apply for academic merit scholarships. Several SAT/ACT score-based scholarships have deadlines well in advance of the January regular decision admissions deadlines. As a result, you might need to adjust when you take the test(s) to make sure your scores will be ready when you apply. The bottom line? Know your deadlines as you plan out your SAT/ACT testing schedule. #2: Content Readiness and Classes in School Much of the SAT and ACT tests general concepts you'll learn in high school, and your scores will be higher once you’ve taken the classes that cover material on the tests. The best time to take the SAT or ACT is after you've taken Geometry and Algebra II classes. Both tests feature algebra and geometry (though the SAT places less emphasis on geometry these days). If you've never encountered these subjects, your knowledge foundation will cause you to do poorly on the Math section. As for the Reading and Writing/English sections, most students will have had enough exposure to English and grammar to form a baseline understanding of the concepts tested on the SAT and ACT.To excel on these sections, though, you'll need to prep specifically for the SAT and ACT. Now, this doesn’t mean that just because you took Algebra II and English classes, you'll do well on the SAT/ACT. The test questions are very different from what you've seen in school, and much of SAT/ACT prep involves learning special types of questions and becoming familiar with the test format. That said, having the underlying content foundation will make you improve much faster. Plus, if you're in a state that requires juniors to take the SAT or ACT, you might also get some extra prep targeted at the SAT/ACT during class time. #3: Personal Schedule and Stress If possible, it’s best to take the SAT or ACT when you're not stressed about five other things in life. Many high school students struggle with balancing schoolwork, extracurriculars, a social life, and test prep. Therefore,avoid taking the SAT or ACT when you have a lot of other activities going on. For example, May is especially busy for many students because of AP exams, finals, and end-of-year events. But for you, March might be a bad time because you're gearing up for state championships for your sport. In my experience with thousands of students, students who plan to take the SAT or ACT during busy times like these get very stressed, don’t have enough time to prep, and unfortunately end up getting lower-than-expected scores on test day. Try to choose a test date on either side of a busy period so you have more time in your schedule to prep and less stress and anxiety. Ultimately, this can make a big difference in your test scores! #4: Prep Time For most students, we recommend studying at least 40 hours for the SAT or ACTfor a big score improvement. If you can study more than this- e.g., 80 hours or 120 hours- you'll likely be rewarded with higher test scores. If you've already taken the test several times but don’t have time to prep for your next test, you’re unlikely to see a big score improvement. It's an unfortunate truth, but without learning more content and attacking your weaknesses, you're simply not going to improve your score. In the end, try to schedule the SAT/ACT for a time when you can dedicate focused study time to test prep. For example, many students like scheduling the test right after winter break or summer vacation so they can take advantage of their free time by putting in serious study hours. By thinking deeply about these four major factors, you'll be able to figure out which test dates are best for you. Next up, we show you the testing plan that works best for 95% of students. A Reliable SAT/ACT Testing Schedule for Most Students For most students, this SAT/ACT testing schedule will give you the best chance of getting the score you want. It makes sure you test early, gives you room to improve, and offers enough buffer time so that you can get the score you want before your college applications are due. Here are the four steps you'll need to take: Step 1: Take the PSAT as a Junior If you’re aiming for aNational Meritscholarship, you'll want to prepare for the PSAT (which is essentially a practice SAT) and take it your junior year.For most students, though, there's no need to prepare for it; rather, you shouldlook at the PSAT as an opportunity to get early exposure to the SAT. If you plan to take the ACT instead of the SAT, you could opt for the PreACT or the ACT Aspire Program. Step 2: Take the February ACT or March SAT as a Junior These are the first SAT/ACT test dates after winter break, so use your break to prepare for the test. Make sure you have a study planand take at least one or twofull-length SAT/ACT practice testssometime before the test so you can get used to the format. As this will be your first official test, look at your score as a starting score to improve on later. Step 3: Take the April/June ACT or the May/June SAT as a Junior You’ll need to prep a little harder for this test. Make sure you have a long-term study schedule during the school year and are factoring in enough time to study.When deciding between April/May and June test dates, consider your personal schedule and aim to give yourself as little stress as possible. In truth, you're likely to improve your score just by taking the test a second time!Thus, at this point, it’s very possible that yourSAT or ACT score will be good enough for the colleges you want to apply to. If you still want to improve, however, move on to step 4. Step 4: Take the August SAT or September ACT as a Senior From steps 2 and 3, you'll know how much room you need to grow to hit your SAT goal scoreor ACT goal score. During the summer, it's important to work really hard at improving your scores- even at the expense of your social life and personal fun. (It's well worth it, though, as a higher score will get you access to better colleges and scholarships!) Step 5: Still Dissatisfied With Your Score? Take the SAT/ACT in the Late Fall Late fall your senior year is typically yourlast chance to take the SAT/ACT and still get your scores to your schools in time. That said, if you've already taken the test multiple times, you're unlikely to see more than incremental change without a lot of dedicated prep. To really raise your score, you'll need to set aside plenty of time to study. This might mean spending less time with friends or even easing off some of your extracurriculars to give you more time to fully concentrate on the test. Why is this five-step plan so effective?For one, it gives you early warning signs for your starting score so you know how much you have to improve by. It also offers enough flexibility for you to schedule your prep time as needed. Finally, it gives you several chances to take the test in case you have a bad day and don't score as highly as you want to. As a final tip, remember to register well in advance of the deadline so you canpay as few fees as possible. SAT/ACT Testing Schedule for Intensive Studiers If you're a student who's hoping to aim for the highest scores on the test, you'll want to structure your test taking a little differently. The schedule below ensures that you start early and spend more time studying for each test. Step 1: Take the PSAT as a Sophomore While you can't qualify for National Merit as a sophomore, taking the PSAT in 10th grade will give you valuable insight into how you're doing and where your weaknesses lie. Since you're mainly taking the PSAT to get more information about your skill level (rather than to qualify for a scholarship competition), there's no need for any extra preparation. Step 2: Take the PSAT/NMSQT as a Junior This advice is the same as for our regular testing schedule above: if your goal is to qualify for National Merit, you'll need to spend some time prepping for the PSAT (at the very least, by taking an official PSAT practice test). Step 3: Take the September/October ACT or October/November SAT as a Junior Take advantage of your summer vacation and the beginning of fall semester to prepare for this test. Plan to spend at least a few hours prepping each week. As always, follow a study plan and take a fewfull-length SAT/ACT practice testsso you can get more accustomed to the format of the exam. Remember, this is your first official test, and your score on it will be the starting score you'll try to improve on. Take it seriously! Unfortunately, you'll also have the PSAT around this time, so try to balance your study time wisely. Since the PSAT is so similar to the SAT, you can really just study for the SAT and apply what you've learned to the PSAT as well. If you're taking the ACT, on the other hand, the only difference is that you'll probably want tobrush up on your science knowledge. Step 4: Take the March SAT or April ACT as a Junior A spring test is a solid time for a second attempt as you'll have winter vacation (and possibly spring break, too) to study for it.As you did the first time around, make studying part of your routine. This time, however, you should have a better understanding of what specific weaknesses to focus on. Since you'll have gotten back your PSAT scores and your SAT/ACT scores from your fall test, make sure to incorporate any insights you can glean from your performances on these and apply them to your prep. For instance, if your Writing/English score was a lot lower than you expected it to be, you should dedicate more time to reviewing criticalSAT/ACT grammar rules. Step 5: Take the August SAT or September ACT as a Senior If you still haven't hit your goal score, this is a good time to take a third SAT/ACT. You'll absolutely need to prep for this test.The scores you got in step 4 will tell you how much you need to improve by. By giving yourself four to five months to study, you'll have a far better chance of making big score gains (than if you were to opt for the earlier June SAT/ACT). Make full use of the summer to work really hard, even if it comes at the expense of your social life. Remind yourself that a higher score will ultimately give you access to better colleges and even scholarships. Step 6: Unhappy With Your Score? Take the December SAT/ACT as a Senior This is your absolute last chance to take the SAT/ACT and still have your scores meet your college application deadlines. As we recommend for our regular schedule above, if your score is lagging behind the target you've set, it's best to drop as many other activities as you can to improve it. In particular, reduce your extracurriculars and your social life so you can concentrate more on the test. However, you also need to be realistic. Compare your desired score increase withour recommended study time for the SAT and ACT. Can you realistically put in that much study time? More importantly, are you willing to do this? If not, consider adjusting your target score and the schools you want to apply to. What's Next? How high does your SAT/ACT score need to be? Learn more about what a goodSAT scoreand a goodACT scoreis, based on the colleges you're applying to. Want more guidance on how long to study for the SAT/ACT? Check out our expert step-by-step guides for the SAT andACT. Not sure when to take the test? Check out the full schedule of upcoming test dates for the ACT and SATso you can pick the most convenient time for you. Want to improve your SAT score by 160 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:

Nukes; Who Has the Power Essay Example | Topics and Well Written Essays - 500 words

Nukes; Who Has the Power - Essay Example State Department 1). In addition, the agency also ensures that there is peaceful exchange of equipment and use of nuclear energy (U.S. State Department 1). The Nuclear Weapons Council (NWC) plays a major role in maintaining the U.S. nuclear weapons stockpile. The department ensures that U.S. nuclear weapons are safe, secure, reliable, and effective. The NWC department facilitates cooperation and establishes priorities that govern the management of U.S. nuclear weapons stockpile through the Department of Defense and the Department of Energy (Natural Resources Defense Council 1). Indeed, the Department of Defense (DOD) administers the countrys military units prepared to work nuclear weapons and their delivery vehicles (Natural Resources Defense Council 1). The department oversees the uniformed military and agencies handling nuclear weapons issues. It also drafts arrangements for utilizing nuclear weapons and oversees the transaction of nuclear arms control understandings. On the other hand, the Department of Energy researches, produces, and dismantles nuclear warheads and materials (Natural Resources Defense Council 1). The National Nuclear Security Administration oversees the nation’s nuclear weapons design facilities and safeguards the safety, reliability, durability, and security of U.S nuclear weapons and naval nuclear reactors (U.S Department of Energy 1). The National Nuclear Security Administration responds to nuclear emergency in America and addresses global nuclear nonproliferation issues. The agency seeks to reduce global danger from weapons of mass destruction and offers safe and effective nuclear propulsion to the American Navy (U.S Department of Energy 1). The National Security Council is an executive branch in the Office of the President that coordinates efforts among government offices trying to control the spread of nuclear weapons and to address nuclear deterrence and security

Six Sigma Green Belt. Black Belt and Master Belt and differentiations Essay

Six Sigma Green Belt. Black Belt and Master Belt and differentiations among these three belts - Essay Example Therefore, to attain all these, the Six Sigma has different categories of classifying its experts (Gygi et al., 2005). They are champions, green belts, black belts, yellow belts, and master or champion belts. This paper will explore the nature of green, black, and master belts including their major differences. Despite the significant success achieved in quality control and implementation within most organizations, the disparity within the belts means rigorous training is required to have a uniform operation. Numerous belts abound that are used to measure competence in the field of martial arts. However, the Six Sigma Green Belt is concerned with improvement of critical projects under the supervision within organizations. An improvement on Six Sigma Green Belt automatically qualifies a person to the level of Black Belt and it is characterized with several features worth noting. First, to attain a certification, one is compelled to undergo a specific rigorous process that lasts from two to four weeks. This is because Six Sigma Green Belt is the lowest; it incorporates the basic knowledge beginning with the introduction, project definition and project selection process (Wheeler, 2004). Similarly, because it revolves around measure of quality to attain the highest level of perfection, the Green Belt demands a clear methodology of eradication defects because it is data-driven and has standards. Alternatively, because Six Sigma Green Belt integrates problem solving through the holistic approa ch, it has procedural method of utilizing statistical tools. It also includes other processes of interventions in comprehending diverse business processes. Under the Green Belt, one is compelled to investigate the causes of problems through analysis to boost the contributing factors that would eventually ensure improvements. However, unlike the Master or Black Belts, Green Belts are not required to know much in terms of offering improvement