It Was Just The Second Week Of School, And I Had Mustered Up All My Co

It was just the second week of school, and I had mustered up all my courage to venture to the nether regions of our school known as the basement to attend the first meeting of the newly forming FIRST (For Inspiration and Recognition of Science and Technology) robotics team. When I walked into room one, the newly proclaimed FIRST headquarters, I looked around with apprehension, and I noticed that I did not recognize a single face in the room. Nervously, I took a seat, and Mr. Mothersele, the advisor for the program began describing the program. FIRST is a national engineering competition in which partnerships are formed between local businesses and high schools to design and build a robot-like machine from identical kits of parts supplied by FIRST. The team has about six weeks to build the machine which must be able to compete in a timed sporting event. As soon as I saw the video of the students working and competing with the robots, I was hooked. The program seemed tailored to my int erest in math in science and to my competitive spirit. I couldn't resist the opportunity. As a shy and relatively inexperienced freshman, I signed up for the program as the only underclassmen on the team of ten students. I bumbled along, learning about design and how to use the machines. I made my full share of mistakes and then some, but by the end of the program, I was gaining some real experience. Although our robot did not fare very well in the competition our first year, my learning process was underway, and I knew that I had found my place. The second year of the competition, I was only one of two returning students. I took an active role in recruiting new students, and our membership doubled. It was a complete role reversal for me because all of a sudden I was the experienced team member. We finished fifth out of forty teams at the regional competition, and at the national tournament, we placed in the top third. This past year, was the golden year of my FIRST career. In September, I was voted team captain. It was my job to ensure that our team was well organized and that we stayed on task. Our team advanced to the semifinals, where we lost to the eventual National Champion. We finished fourth overall, and it was an incredible success story. Over the summer, I continued to work at school with our instructor to plan for the upcoming year. Next year, I will be team captain again, and we are prepared to continue our success. I have come a long way from the timid freshman who nervously stepped into the FIRST room. As a result of my FIRST experience, I feel comfortable presenting my ideas clearly and convincingly to a large diverse audience. I have grown confidence in my own resourcefulness and problem solving ability. FIRST has taught me to trust my judgment in critical situations. Working with a diverse group of people having a variety of skills strengthened my team working abilities. To be successful, our team had to consider everyone's ideas to produce a winning strategy. During the first two years, I gained the experience and skills necessary to assume the leadership position of team captain. As team captain, I set group goals and formulated strategies to achieve these goals. As a result of this experience I can work effectively on significant long range projects with highly focused goals. I can both work constructively as a team member and provide leadership among my peers. I developed my ability to communicate and coordinate my ideas in the corporate environment. The skills that I have gained are those needed to work in an entrepreneurial business environment which I have selected as my career objective.

Tutorial of Kinemtatics Essay Example

Tutorial of Kinemtatics Essay Example Tutorial of Kinemtatics Essay Tutorial of Kinemtatics Essay Applied Science Department (ASD) Centre for Foundation Studies and Extension Education (FOSEE) PPH 0095 Mechanics Foundation in Engineering ONLINE NOTES Chapter 2 Kinematics FOSEE , MULTIMEDIA UNIVERSITY (436821-T) MELAKA CAMPUS, JALAN AYER KEROH LAMA, 75450 MELAKA, MALAYSIA. Tel 606 252 3594 Fax 606 231 8799 URL: http://fosee. mmu. edu. my/~asd/ PPH0095 MECHANICS Contents 2. 0 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 2. 10 2. 11 2. 12 2. 3 Introduction Definitions of Linear Motion Distance Displacement Speed and Velocity Average Velocity Instantaneous Velocity Average Acceleration Instantaneous Acceleration Equations of Linear Motions Motion Graphs Free Falling Objects under gravity Projectile Motion Uniform Circular Motion ASD 2011/12 KINEMATICS 1/23 PPH0095 MECHANICS Mind Map ASD 2011/12 KINEMATICS 2/23 PPH0095 MECHANICS OBJECTIVES Upon completion of this chapter, you should be able to: 1) 2) 3) 4) 5) define distance, displacement, velocity, acceleration. know how to apply all the equation for linear motion with constant acceleration. raw graph velocity versus time , distance versus time and explain them. understand the concept of free fall and should be able to solve the problem. understand the concept of projectile motion and uniform circular motion and should be able to solve the problem. 2. 0 INTRODUCTION Kinematics is the branch of mechanics which studies the motion of objects without considering the forces that cause the motion. Vector quantities such as displacement, velocity, and acceleration are involved. The study of the motion of objects under the action of forces is called dynamics. The study of the motion of objects, and the related concepts of force and energy, form the field called mechanics. Mechanics is customarily divided into two parts i. e. kinematics and dynamics. Kinematics : the description of how objects move. Kinematics in one dimension : describing an object that moves along a straight line path, which is one dimensional motion. Kinematics in two dimensions : the description of the motion of objects that move in paths in two (or three) dimensions. Dynamics : deals with force and why objects move as they do. In this part we will solve the following questions : What akes an object at rest begin to move ? What causes a body to accelerate or decelerate ? What is involved when an object moves in a circle ? We can answer in each case that a FORCE is required. 2. 1 DEFINITIONS of LINEAR MOTION Linear motion is motion along a straight line. Three types of motion: Translational Rotational Vibrational ASD 2011/12 KINEMATICS 3/23 PPH0095 MECHANICS Fig ure 1 We only discuss objects that move without rotating (Figure 1a) Motion in straight line; Vertical Horizontal Slanting Reference Frames Any measurement of position, distance or speed must be made with respect to a frame of reference. It is always important to specify the frame of reference when stating a speed. In everyday life, we usually mean with respect to the Earth. Position For one-dimensional motion, we often choose the x axis as the line along which the motion takes place. The position of an object at any moment is given by its x coordinate. If the motion is vertical, as for a dropped object, we usually use the y axis. 2. 2 DISTANCE The length of the actual path or total path length. It depends on the frame of reference, for example, Ipoh is 200 km away from Kuala Lumpur. A set of coordinate axes represents a frame of reference. ASD 2011/12 KINEMATICS 4/23 PPH0095 MECHANICS 2. 3 DISPLACEMENT The change in position of the object, i. e. displacement is how far the objects is from its starting point. For example : A change from an initial position xi to the final position xf, the displacement is, ? x = xf xi. The symbol ? (delta) means change in. So ? x means the change in x which is the displacement. It is a quantity that has both magnitude and direction and represented in diagrams by arrows. Example 1 : A person walking 70 m to the east and then turning around and walking back (west) a distance of 30 m. Total distance = 100 m Displacement = xf xi = 40 m 0 m = 40 m Figure 2 2. 4 SPEED and VELOCITY The most obvious aspect of the motion of a moving object is how fast it is moving, i. e. its speed or velocity. Speed is simply a positive number, (i. e. a scalar: having magnitude only) with units. Velocity, on the other hand, is used to signify both the magnitude (numerical value) of how fast an object is moving and also the direction in which it is moving. (velocity is therefore a vector). Average Speed is defined as the total distance travelled along its path divided by the time it takes to travel this distance, i. . average speed = distance travelled time elapsed ASD 2011/12 KINEMATICS 5/23 PPH0095 MECHANICS 2. 5 AVERAGE VELOCITY Average velocity is defined as the displacement divided by the elapsed time, i. e. average velocity, v ave = x f xi displacement ? x = = time elapsed ? t t f ti Average velocity would be zero if starting and ending point are the same. Unit : ms-1 Fi gure 3: Velocity of a car as a function of time at constant velocity. Figure 4: Velocity of a car as a function of time with varying velocity. 2. 6 INSTANTANEOUS VELOCITY The instantaneous velocity is the velocity at any instant of time. In general the instantaneous velocity at any moment is defined as the average velocity over an infinitesimally short time interval. We define instantaneous velocity as the average velocity in the limit of ? t becoming extremely small, approaching zero. v = lim ?t > 0 ?x dx = ? t dt Let ? t approach zero, ? x approaches zero as well. But the ratio ? x/? t approaches some definite value, which is the instantaneous velocity at a given instant. KINEMATICS 6/23 ASD 2011/12 PPH0095 MECHANICS 2. 7 AVERAGE ACCELERATION Acceleration specifies how rapidly the velocity of an object is changing. Average acceleration is defined as the change in velocity divided by the time taken to make this change, i. e. v f vi change of velocity ? v average acceleration, aave = = = time elapsed ? t t f ti Unit : ms-2 2. 8 INSTANTANEOUS ACCELERATION The instantaneous , a , is defined as the limiting value of the average acceleration as we let ? t approach zero. instantaneous acceleration, a = lim ? dx ? d? ? 2 dv ? dt ? = d x a = = dt dt dt 2 ?t > 0 ? v dv = ? t dt since v = dx , so dt Acceleration tells us how fast the velocity changes, whereas velocity tells us how fast the position changes. x v= dt and dv d 2 x a = = dt dt 2 2. 9 EQUATIONS of LINEAR MOTIONS Many practical situations occur in which the acceleration is constant, i. e. the acceleration doesnt change over time. We now treat this situation when the magnitude of the acceleration, a, is constant and the motion is in a straight line. In this case, the instantaneous and average acceleration are equal. To simplify our notatio n, let us take the initial time in any discussion to be zero the elapsed time, t initial velocity , vo the position at time t is s the velocity at time t is v ASD 2011/12 KINEMATICS 7/23 PPH0095 MECHANICS The acceleration, which is assumed constant in time , will be a = Multiply both sides by t and get: ? v = vo + at at = v ? vo v ? vo t †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ( 1. 9. 1 ) [omit s] velocity vo v O time t ?v +v? s=? o ? t ? 2 ? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦( 1. 9. 2 ) [omit a] Substitute equation (1. 9. 1) into (1. 9. 2), s =( v o + v o + at )t 2 or s = vot + ? at2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ( 1. 9. 3 ) [ omit v ] We now derive the fourth equation, which is useful in situations where the time, t is not known. From equation ( 1. 9. 1 ) , solve for t, obtaining t= v ? vo a .. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ( 1. 9. 4 ) Substituting equation ( 1. . 4 ) into equation ( 1. 9. 3 ), we have ASD 2011/12 KINEMATICS 8/23 PPH0095 MECHANICS 2 2 ? v + v o v ? v o ? v ? v o s=? ?= 2a ? 2 a ? Solve for v 2 and obtain 2 v 2 = v o + 2as †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ( 1. 9. 5 ) [ omit t ] From equation ( 1. 9. 1 ) , solve for vo, obtaining vo = v – at†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (1. 9. 6) Substitute equation (1. 9. 6) into (1. 9. 2), s =( v + v ? at )t 2 or s = vt ? ? at2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ( 1. 9. 3 ) [ omit vo ] Example 2:: Spotting a police car, you brake a porsche from 75 km/h to 45 km/h over a displacement of 88 m. a) What is the acceleration assumed to be constant ? Given: vo = 75km / h = 75 ? 103 = 20. 83 m/s 3600 45 ? 103 v = 45km / h = = 12. 5 m/s 3600 s = 88 m, a = ? v 2 = vo + 2a s (12. 5 m/s)2 = (20. 83 m/s)2 + 2a(88 m) a = -1. 6 m/s1 2 b) What is the elapsed time ? s = ? (vo + v)t 88 m = ? (12. 5 m/s + 20. 83 m/s)t t = 5. 4 s c) If you continue to slow down with the acceleration calculated in (a), how much time will elapse in bringing the car to rest from 75 km/h ? v = vo + at 20. 83 m/s = 12. 5 m/s + (-1. 6 m/s2 )t t = 13 s ASD 2011/12 KINEMATICS 9/23 PPH0095 MECHANICS d) In ( c ) what distance will be covered ? s = vot + ? at2 = (20. 3 m/s)(13 s) + ? (-1. 6 m/s2)(13 s)2 = 137 m e) Suppose that later, using the acceleration calculate in (a) but a different initial velocity , you bring your car to rest after travelling 200 m . What is the total braking time ? s = vt ? ? at2 200 m = (0 m/s) t – ? (-1. 6 m/s2) t2 t = 16 s 2. 10 MOTION GRAPHS The motion of a body can be illustrated by o a displacement-time ( x t ) graph. o a velocit y-time ( v ) graph o an acceleration-time ( a t ) graph Displacement-time graph or s t graph of a body shows how the displacement of the body varies with time. o Instantaneous velocity, v= dx = gradient of the s – t graph. dt Figure 5 shows the x – t graphs for four types of motion. Figure 5a o Constant velocity Velocity = gradient of the graph = constant ASD 2011/12 KINEMATICS 10/23 PPH0095 MECHANICS Figure 5b o Constant acceleration with initial velocity u = 0 When t = 0, gradient = 0 Gradient increases as t increases ? Velocity increases Figure 5c o Constant acceleration with initial velocity u ? 0 When t = 0, gradient ? 0 hence initial velocity ? 0 Gradient increases as t increases ? Velocity increases ASD 2011/12 KINEMATICS 11/23 PPH0095 MECHANICS Figure 5d Non-uniform acceleration When t = 0, gradient ? 0 Hence initial velocity ? 0 When t = t, gradient = 0 Hence velocity = 0 When t = t2, gradient ; 0, Hence velocity is negative. When velocity is negative, ob ject is moving in the opposite direction. Velocity–time graph or v – t graph of a body shows how the velocity of a body varies with time. Velocity, v = dx dt Displacement, s = ? v dt = area under the v – t graph. Instantaneous acceleration, a = dv = gradient of the v t graph at that instant. dt Figure 6 shows the v – t graphs for six types of motion. ASD 2011/12 KINEMATICS 12/23 PPH0095 MECHANICS Figure 6a Uniform velocity Gradient = 0, acceleration = 0 Displacement from t = t1 to t = t2, s = shaded area , A Figure 6b o Uniform acceleration Initial velocity = 0 Gradient = constant, hence Acceleration = constant Displacement from t = t1 to t = t2, s = shaded area , A ASD 2011/12 KINEMATICS 13/23 PPH0095 MECHANICS Figure 6c o Uniform acceleration Initial velocity ? 0 Gradient = constant, hence Acceleration = constant Displacement from t = t1 to t = t2, s = shaded area , A Figure 6d o Uniform acceleration Initial velocity ? 0 Constant negative gradient imp lies constant negative acceleration (constant deceleration) ASD 2011/12 KINEMATICS 14/23 PPH0095 MECHANICS Figure 6e o Non-uniform velocity Initial velocity = 0 Gradient decreases, hence acceleration decreases, Displacement from t = t1 to t = t2, s = shaded area , A Figure 6f o Increasing acceleration Initial velocity = 0 Gradient increases, hence acceleration increases. Acceleration-time graph or a – t graph of a body shows how the acceleration of the body varies with time. dv a = dt Increase in velocity = ? a dt = area under the a – t graph. Figure 7 shows four acceleration–time graphs. ASD 2011/12 KINEMATICS 15/23 PPH0095 MECHANICS Figure 7a o Constant acceleration Gradient=constant Area, A = increase in velocity from t = t1 to t = t2 Figure 7b o Acceleration increases uniformly Gradient=constant Area, A = increase in velocity from t = t1 to t = t2 Figure 7c o Decreasing acceleration Area, A = decreasing in velocity from t = t1 to t = t2 ASD 2011/12 KINEMATICS 16/23 PPH0095 MECHANICS Figure 7d o Uniform velocity When velocity = constant, acceleration , a = 0 2. 11 FREE FALLING OBJECTS UNDER GRAVITY Any object moving freely under the influence of gravity, regardless of its initial motion. When an object is in free fall, we assume that air resistance is negligible and that the only force acting on it is gravity. Object thrown upward/downward, will both experience the same acceleration as an object released from rest. Assuming air resistance is negligible, the rate of acceleration (g) of all objects in free fall is approximately 9. 8 m/s2. The vertical motion of a freely falling object is equivalent to motion in one dimension under constant acceleration. The equations for uniformly accelerated motion can be applied to free fall. Since the motion is vertical, y replaces x and y0 replaces x0 while g replaces the symbol a. It is arbitrary whether we choose y to be positive in the upward or downward direction; but we must be consistent about it throughout a problem’s solution. Thrown downward: a = g = +9. 80 m/s2 Thrown upward: a = g = 3: A boy on a bridge throws a stone vertically downward toward the river below with an initial velocity of 14. 7 m/s . If the stone hits the water 2. 00 s later, what is the height of the bridge above the water? Solution: Take y as positive downward Given: v0 = 14. 7 m/s , ( downward) , t = 2. 00 s and g = + 9. 8 m/s/s 1 y y o = v o t + at 2 2 = (14. )(2. 00) + (1 / 2)(9. 8)(2. 00) 2 = 29. 4 + 19. 60 y = 49. 0 m 2. 12 PROJECTILE MOTION It is the motion in two dimensions under the action of gravity only (downward) We Can study the motion of a projectile by considering ASD 2011/12 KINEMATICS 18/23 PPH0095 MECHANICS o The vertical component. And o The horizontal component of the motion. The vertical component of motion is motion under uniform acceleration. The h orizontal component of motion is motion under uniform velocity If air resistance is negligible, then the horizontal component of motion does not change; thus ax = 0 and vx = vx0 = constant. The vertical component of motion is affected by gravity and is described by the equations for an object in free fall. To describe it, choose a suitable origin, O and the axes (Figure 9). Let vo denote the initial velocity and ? the angle between vo and the positive x-axis. Figure 9 From diagram, the motion can divide in two components, horizontal (x-axis) and vertical (y-axis). Two assumptions: o The free-fall acceleration, g is constant over the range of the motion and is directed downward. (-g) o The effect of air resistance is negligible that is the horizontal motion has zero acceleration. x-component 0 vxo = vocos? 0 = 0 vx x y-component -g vyo = vosin? yo = 0 vy y Acceleration Initial velocity Initial position Velocity Position ASD 2011/12 KINEMATICS 19/23 PPH0095 MECHANICS From this, one can show that: Vertical component (y-component): Vertical velocity component: v y = v yo gt = v o sin ? gt Vertical position component: 1 1 y = v yo t gt 2 = (v o sin ? )t gt 2 2 2 *from v = vo + at *from y = v o t + 1 2 at 2 At maximum Height, H, the vy = 0. 2 From, v = vo + 2a y 2 0 = (v o sin ? ) 2 ? 2 gH H= v0 sin 2 ? 2g 2 If T is the time taken from O to A, to find the T, y = 0, t = T From, y = v o t + 1 2 at 2 1 gT 2 2 0 = (v o sin ? T ? T = 2v o sin ? g Horizontal component (y-component): Horizontal velocity component : vx = vxo = vo cos ? Horizontal position component : x = vxot = (vo cos ? )t To find the horizontal Range, R, t = T, x = R ASD 2011/12 KINEMATICS 20/23 PPH0095 MECHANICS From x = vo t + 1 2 at ,a =0 2 ? 2v sin ? ? ? R = (v o cos ? )? o ? ? g ? ? R= v o sin 2? g The maximum horizontal range is achieved when ? = 45o. At any time the distance, r of the projectile from the origin is r = x 2 + y2 By eliminate, the trajectory (the relation between x and y) is a parabola, Vertical position component : y = (v o sin ? )t 1 2 gt 2 Horizontal position component : x = (vo cos ? ) t x t = v o cos ? ? x ? 1 ? x ? y = (vo sin ? )? ? v cos ? ? ? 2 g ? v cos ? ? ? ? ? ? o ? ? o ? g x2 = (tan ? )x ? 2 2 2vo cos ? = x tan ? ? gx 2 sec 2 ? 2 2v 2 gx 2 y = x tan ? ? 2 (1 + tan 2 ? ) 2v ASD 2011/12 KINEMATICS 21/23 PPH0095 MECHANICS Since sin 2? = sin (180o 2? ), there would be two angles of projection, ? and (90o- ? ), that would achieve a particular range R for a certain speed of projection vo . For the speed of projection vo , however, the maximum range is obtained only when the angle of projection is 45o as shown in Figure 10. Figure 10 2. 13 UNIFORM CIRCULAR MOTION An object that moves in a circle at constant speed is said to experience uniform circular motion where the magnitude of velocity remains constant the direction of velocity continuously change Acceleration is defined as the rate of change of velocity. The rate of change of velocity depends on the change in direction as well as the change in the magnitude . Therefore, object revolving in a circle is continuously accelerating (even when the speed remains constant). An object moving in a circle of radius r with constant speed v, has an acceleration whose direction is toward the center of the circle and whose magnitude is given by the formula 2 aR = (Please refer to text book section 5. 2, pages 120, how to get this equation) v r ASD 2011/12 KINEMATICS 22/23 PPH0095 MECHANICS v1 aR aR v1 Figure 11 The acceleration vector always points toward the center of the circle. The velocity vector always points in the direction of motion (tangent to the circle or perpendicular to the radius of the circle). Circular motion is often described in terms of the frequency f as so many revolutions per second. The period T of an object revolving in a circle is the time required for one complete revolution. T= 1 f v= 2? r T END OF CHAPTER 2. ASD 2011/12 KINEMATICS 23/23

Using Miscue Analysis to Diagnose Reading Difficulties

Using Miscue Analysis to Diagnose Reading Difficulties Miscue analysis is a means to use a running record for diagnosis to identify students specific difficulties. Not only is the running record a way to identify reading rate and reading accuracy, but it also is a way to assess reading behaviors and identify reading behaviors that need support. A miscue analysis is a great way to get some authentic information about a students reading skills, and a means to identify specific weaknesses. Many screening tools will give you a down and dirty estimate of a childs reading proficiency but provide little useful information for designing appropriate interventions. The Miscues to Look for During a Miscue Analysis CorrectionA common sign of a competent reader, a correction is a miscue that the student corrects in order to make sense of the word in the sentence.   InsertionAn insertion is a word(s) added by the child that is not in the text. OmissionDuring oral reading, the student omits a word that changes the meaning of the sentence. RepetitionThe student repeats a word or portion of the text. ReversalA child will reverse the order of the print or the word. (from instead of form, etc.) SubstitutionInstead of reading the word in the text, a child substitutes a word that may or may not make sense in the passage. What Do the Miscues Tell You? CorrectionThis is good!  We want readers to self-correct. However, is the reader reading too fast? Is the reader miscorrecting accurate reading? If so, the reader often doesnt see himself as a good reader. InsertionDoes the inserted word detract from meaning? If not, it may just mean the reader is making sense but also inserts. The reader may also be reading too fast. If the insertion is something like using finished for finish, this should be addressed. OmissionWhen words are omitted, it may mean weaker visual tracking. Determine if the meaning of the passage is affected or not. If not, omissions can also be the result of not focusing or reading too fast. It may also mean the sight vocabulary is weaker. RepetitionLots of repetition may indicate that the text is too difficult. Sometimes readers repeat when theyre uncertain and will repeat the word(s) to keep the words coming as they regroup.   ReversalWatch for altered meaning. Many reversals happen with young readers with high-frequency words.  It may also indicate that the student has difficulty with scanning the text, left to right. SubstitutionsSometimes a child will use a substitution because they dont understand the word being read. Does the substitution make sense in the passage, is it a logical substitution?  If the substitution does not change the meaning, it is often enough to help the child focus on accuracy, because he/she is reading from meaning, the most important skill.   Creating the Miscue Instrument It is often helpful to have the text copied so you can make notes directly on the text.  A double-spaced copy can be helpful. Create a key for each miscue, and be sure to write the substitution or pre-correction above the word that was miscued so you can identify the pattern later.   Reading A-Z provides assessments with the first books at each reading level that provide both the text (for notes) and columns of each of the miscue types.   Performing a Miscue Analysis Miscue analysis is an important diagnostic tool that should be done every 6 to 8 weeks to give a sense if reading interventions are addressing the students needs.  Making sense of the miscues will help you with the next steps to improve the childs reading. It is worthwhile to have a few questions prepared that let you know about the childs comprehension of the passage read as miscue analysis tends to rely on advising you of the strategies used. Miscue analysis may seem time-consuming initially, however, the more you do, the easier the process gets. Use unfamiliar text, not something the child knows from memory.A miscue analysis will be inaccurate when administered to an emerging reader, but the information may still be of value.Give the student some choice in the reading selection.You will need a quiet place without interruptions, it can be very handy to record the child which provides you with an opportunity to listen to the passage more than once.Photocopy the selection the student will read, use this to record the miscues.Record each miscue. (Use hyphens for skipped words, record each substitution (ie, went for when), use for insertion and record the word(s), circle omitted words, underline repeated words, you may also want to use // for repeated words.

Morrison (super market in UK) Financial Reporting Coursework

Morrison (super market in UK) Financial Reporting - Coursework Example This ratio particularly shows a firm’s ability to satisfy its short-term financial obligations. This ratio is calculated using the following formula; current assets / current liabilities. Based on Morrison financial report ending on February 2015, the liquidity ratio is; In regards to the company’s liquidity status in the past financial year, it is noted that it was not at the desirable mark of a ratio of 1:1. This was attributed to high outstanding creditors’ bill and hence, it is probably not wise to invest in the company since the current assets are half of the current liabilities. Under profitability ratio, the key determinant ratio is return on equity, which is calculated by dividing net income by shareholders’ equity = -238 / 4692 * 100 = - 5.1%. The company made a loss of 238 million in the past financial year and hence why the return on equity was negative (-) 5.1%. This further affirms that the company is not a suitable investment option owing to the fact that the investor will not probably get any return on his / her investment. Since the month of September this year, the company’s share price has been on a decline, signaling that the financial position of the company is still weak up to this moment. The image below reflects the company’s share price performance for the past 3 months. All the key financial indicators show that the company is not in a good financial position and it is correct to assume the future prospects will not be good either; therefore, it will not be wise to invest in Wm Morrison Supermarket plc at the present moment. Morrison’s financial report (2014). Annual Report for the Period of 2013 to 2014. Retrieved from: http://www.morrisons-corporate.com/Documents/Corporate2014/Morrisons_AnnualReport13-14_Complete.pdf. Accessed on

Carrybacks and Carryovers Essay Example | Topics and Well Written Essays - 750 words

Carrybacks and Carryovers - Essay Example Net loss operating carrybacks is taken to be each for two taxable years that are prior to the taxable years of incurring such a loss. Carryovers are for twenty years that follows the year of tax the loss accrued (Irs.ustreas.gov, 2011). To each category, the amount of unused foreign tax will be the amount in which the qualified taxes that are cleared or accruing exceeds the specific category limit. The amount that will exceed the limit in each category is the amount of qualified taxes that have been paid or the accrued qualified taxes that is above the limit. In 2011, there is an unused foreign tax of $200 to be carried to the other years. It is considered that the unused foreign taxes have been paid in 2010 which is the first preceding year and this will be up to excess limit in the year of $100. The remaining $c100 which is referred to as unused tax is carried forward. Sometimes a debt can be canceled because of the insolvency of a person or being bankrupt. In such a case the carryovers of unused foreign tax are reduced to or from the year of income of the debt cancellation using the formula; for each $1 of canceled debt that is excluded from the gross income, reduced by 33.333%. The estate of the bankrupt may make this reduction if it is deemed to have acquired the carryovers of the unused foreign tax. It is not permitted to carry back any foreign tax that is unused to a year preceding the year of bankruptcy.

Lasting Legacies Essay Example for Free

Lasting Legacies Essay The impact of Confucianism in East Asia continues to mold and shape individuals’ actions so they can lead better lives that will have a positive effect on society. This can be achieved once the individual reaches a better understanding about their mutual obligations – that a proper society is revolved around give and take. It is the individuals who keep the lasting legacies of Confucianism through their patterns of knowledge and belief by understanding how the world actually works. The lasting legacies of Asian political thought and practice are also seen through moral reasoning and moral values, political thought and action, the economy and the self. Patterns of knowledge and belief are critical in explaining ontological independence, rationality as balance, sacred reasoning, and human nature. Ontological interdependence illustrates how events are linked with other events and people with other people. Everything that exists is interdependent and nothing is separate. In general, it means the theory of reality. The concept of yang and yin shows interdependence because they are forces in the cosmos that only gain reality through interdependence. Although there are misconceptions that yin and yang contradict each other, but instead, they are complimentary. Complementarity, then, implies mutuality and reciprocity, â€Å"therefore exerting some constraints on the degree of hierarchy† (Yee, 316). Anything that is real can only be understood through its interdependence. Nothing can develop or exist alone, such as the government and society. This idea can pose a challenge because it is dealt with accountability. An example of this is accountability in governance and how it should act in order to properly lead a society knowing that their decisions will have an impact on their people because every event and action are linked to each other. In terms of institutions, accountability describes a relationship between accountable and accounting parties so that â€Å"accountable† parties are accountable to accounting parties (Mo, 57). Political theorists have thought that good government is one that is kept under control and that accountability indicates the degree to which power is domesticated or subject to the rule of law (Mo, 57). This idea remains as the basic framework of the lasting legacies of Asian political thought and action. Another contributing idea that contributes to how people understand how the world actually works is through rationality as balance. According to East Asian philosophy, human beings are rational and that rationality involves balance. Being rational means having the ability to balance interests and time as well as finding balance between others and ourselves. Knowing how to balance between our own interests to the interests of others. Balance is a characteristic that is extremely important in a political leader. They need to know the balance in short term and long term needs of society. They also need to know how to balance the interests of self and others because they will fail if they don’t think of self and others. It is the key to have the ability to make public policy. Balancing of interest places high value on harmony and cooperation. Furthermore, sacred reasoning also helps to explain the patterns of knowledge and belief. It has been understood in East Asian terms of synergism and interpenetrating boundaries. This means that we combine different religious ideas to be powerful. Synergism means interaction, and the East Asian tradition has been a tradition trying to reconcile doctrines even if it may be illogical to do so. Interpenetrating boundaries can also be observed in East Asia because one will find that people who are deeply religious tend to move from one religion to another and this would not be a violation of principles. The boundaries of different religions are fluid. An example of this would be combining ideas of Taoism, Confucianism, and Buddhism. The goal is not to reject one idea or another but to integrate the ideas together in order to get a better understanding of how others view the world. In East Asian tradition, one does not just simply reject an idea, but to tolerate it and incorporate into their tradition. This is simply the idea of interpenetrating boundaries because setting boundaries is to set one’s own limits. Human nature is also an aspect that helps humans to understand the patterns of knowledge and belief. According to East Asian traditions, they believe that human nature is not fixed at birth but a potential that could be developed. Our human nature is only a tendency, at best; we are improvable so it cannot be taken for granted. Humans are improvable through self-cultivation. Self-cultivation consists of will and sincerity. Humans must have to have the will and sincerity to improve themselves. Without sincerity, one will simply fail. This poses a political debate that if humans are cultivated and rational, then what should the role of government be in unlocking human nature. Whether government should be strong in its role or weak in terms of allowing its citizens to control and organize their own lives. It is inarguable that only a government with proper order can facilitate the development of human beings into self-cultivation. To be human, one must start with the personal cultivation of one’s own character, and then be in harmony with others by extending one’s virtue to others (de Bary, 179). Lasting legacies of East Asian thought and action continue with moral reasoning and moral values. It is about mutual obligations, which is the idea of give and take. Mutual obligation is the root for moral life. In terms of moral values, it can be seen through justice, harmony, ecological family, and a good life. Justice as reciprocity is the belief that justice is about proper share, which results in equality. Justice doesn’t emphasize equality first. It concentrates on proper shares, which means giving people what they out to get, and reciprocity, which is not just doing something for somebody else, but also about paying of proper shares. There is the idea of shared costs and benefits and it is something that people use in judging government to judge whether it is just or unjust. In terms of harmony, East Asia argues that conflict should be minimized. They believe that optimizing differences should be a moral root in everyday life and that conflict is unproductive. Harmony is the balancing of differences and it also comes from abiding by natural laws. Scholars have emphasized that Heaven did not create harmony but only provided the conditions for humans to be in harmony â€Å"and that a harmonious relationship between humans and their environment is conducive to their well-being† (de Bary, 177). The ecological family is emphasized as the ecology and it is which all civilization value. Family is the core foundation of any institution and it is also where values and morality develop. It is well known that Confucianism places a â€Å"great deal of importance on the institution of the family† (Chaibong 341). Family is a source of happiness and the formation of human being from education to  politics. It is the basis of everything. The ecological family is the root of humanization and education. It is not fixed at birth but a tendency. It means the basis of education is in the family itself as they learn how to deal with other people. It has a role that is unusual because if the family is where human beings are shaped first, it is more than a unit of happiness and marriage. The role of mothers is extremely vital in shaping humanization because the teachings start with them. The ecological family also helps to shape humans through self-cultivation because people depend on their capabilities that begin first in the family. They discover what they can or cannot do. Self-cultivation is involved in the family because it teaches humans how to be respectful and follow obligations. The ecological family also teaches self-fulfillment that leads to happiness. It is happiness that humans get their whole lives because they have a sense that they have contributed to something bigger and better than themselves. It is happiness that is genuine and not counterfeit. Leadership also starts in the family. People who become leaders outside of the family are people who know how to lead in the family themselves. Families cannot survive without leadership. From the Confucian point of view, it is not authoritative to have a family leader. The family is always talked as the root of leadership. If an individual is a good leader within the family, they are likely to be a good leader outside of the family. Aside from the ecological family, living a good and flourishing life is an illustration of moral values. Human beings must know the separation of right and wrong, and understand the differences between material and moral in order to lead a flourishing life. Material and moral aspects can be achieved when there is proper order. The more proper order a government has, the more conducive it has to helping its citizens to build their lives. A flourishing order balances material and moral life. Human beings often lose sight of this and often emphasize on material. Political thought and action also helps to understand the lasting of legacies of East Asia in terms of proper order, politics as methodology and management, leadership and hierarchy, and ritual. Proper order is striking a balance between government and civil action. The role of government is to create a certain conditions so that the popular people can live without constant insecurity. Confucian scholars say that politics and government is an extension of the family and personal ethics, and political conflicts must be dealt with according to the same principles used in a family context. Scholars also say that a state is nothing other than an â€Å"enlarged form of family and the relations between the ruler and the subjects, and those between those who govern and those who are governed are equivalent to the relations between parents and children† (de Bary, 184). Given that government should play the role of the family, they should act in ways to provide proper order even though ordinary people are seen as rational beings. East Asians will respond that good politics should be primary. Politics is also about methodology and management. This aspect is about creating a good life. The essentials of managing affairs is a principle for Confucian learning that requires one to â€Å"stand square on what is right, do not scheme for what is profitable; clarify the way, do not calculate the honours† (de Bary, 212). In this context, politics is necessary and it is there for the benefit of the citizens. It is there to overlook and organize society so that citizens can live a good life. Politics is about methodology because it helps to understand how politics is a reflection of Confucian learning and it explains the complicated relation between the Confucian Way and Chinese practices. In terms of leadership and hierarchy, it is said that hierarchy is reciprocal, just, and beneficent. A proper order society requires some level of leadership and hierarchy. Hierarchy exists in all institutions and it is the government’s job to make it good. Hierarchy is not something that can be destroyed or be escaped. To create a beneficent hierarchy, the government bases the rules on reciprocity. A ruler benefits his citizens through a policy and the citizen pays respects to the ruler. Reciprocity is dimed negatively in East Asia. What a ruler should do is not calculate what he does for others so that they can do for him. Instead, he shouldn’t do to others what he doesn’t want others to do to him. Confucius emphasizes do not do to others what you do not want done to you. Another characteristic of political thought and action is ritual. The Confucian traditions recognize that human emotions need to be directed into life-sustaining channels and life ornamenting expression (de Bary, 344). Whoever controls ritual has the real political key towards political power. An attempt to destroy ritual is unacceptable and is extremely frowned down upon. According to the Confucian root, ritual is a part of life and it is intrinsic. Ritual isn’t something that is hardwired but it is something that can be learned. It is part of culture and tradition. Ritual is something that displays both sameness and differences. It shows how differences fit together. Some characteristics that show the conceptions of ritual are seen through collective action and it is rule bound. It is rule bound because rituals have rules, it is not simply just made up. It has a beginning, middle, and an end. A good ritual shows what we share as human beings. An example of ritual is seen through marriage and that there must be mutual respect in order for the marriage to be held together. Some components of ritual are seen through the text, which is either written or oral. It can also be seen through institution context like in the family or religious groups. Another component of ritual is performance, and the audiences are the performers. The types of ritual are symbolic, causal, and cognitive. A symbolic ritual symbolizes something beyond the ritual act such as flag ceremonies or religious ceremonies. Causal rituals are rituals that cause outcomes and trial jury. Cognitive rituals according to the East Asian tradition is the learning by doing and by doing, changes are made. There are different life rituals that relate to the cognitive rituals. These life cycle rituals involve birth, marriage, death, ancestral sacrifice, politic rituals, and social season rituals such as New Years. Encompassing all these ideas, ritual is then see as the â€Å"complex term detonating the basic principles of the universe which underlie all the laws, codes and rules of the natural and human world† (de Bary, 191). The lasting legacies of East Asian thought and action are seen in the economy. The economy ties in virtuous achievement, ethic of savings and investment, education ethic, team-production ethic. For virtuous achievement, one must choose to achieve for self and others and they choose to achieve because it’s an obligation. Hard work goes beyond the satisfaction of ends. In terms of education ethic, it is seen both inside and outside the family. It opens up opportunity and self-cultivation. It inspires people to succeed and do service or help families and be fully good human beings. In team-production ethic, people work together to achieve a goal. Ethic is seen as norms and as values in action. These four ethics have a profound effect such as trade leisure for work, and solve problems through teamwork. The economy is extremely important and it is vital that there are ethics involved in order for the economy to prosper. It is said that economic considerations play an important part in political conflict because poverty leads to discontent and discontent leads to contention and conflict (de Bary, 185). Therefore, there are approaches to ways to prevent economic backwardness. The self and the lasting legacies of Confucian thought lies within individuality and self-cultivation, and service ethic. These aspects show the limits of globalization. It continues to be limited because it makes humans aware of how they differ, which is an attempt to reassert tradition. Individualism is a Confucian idea that humans are â€Å"individuated† as a complex of constitutive roles and functions associated with their obligations to the various groupings to which they belong (Ames and Hall, 135). Individuality is inarguably the consequence of the transactions that determine eon’s personal focus. An individual is defined as being not a thing, â€Å"but an event, describable in the language of uniqueness, integrity, social activity, relationally, and qualitative achievement† (Ames and Hall, 141). These characteristics of individuality and self-cultivation as well as service are the lasting legacies of Confucian thought. The lasting legacies of East Asian thought and action continues to have a huge impact not only in East Asia, but around the world. These lasting legacies are seen through the patterns of knowledge and self, moral reasoning and moral values, political thought and action, the economy, and the self. These legacies help humans to have a better understanding of how the world actually works. It explains that our actions are linked with each other and that we have mutual obligations. It explains that proper order is balance between government and civil action and that good politics should be primary. Confucianism and East Asian traditions continue to have a huge impact in modern civilization. Bibliography Bell, Daniel, and Chae-bong Ham. Confucianism for the Modern World. Cambridge, UK: Cambridge UP, 2003. Print. De, Bary William Theodore, and Irene Bloom. Sources of Chinese Tradition. 2nd ed. Vol. 1. New York: Columbia UP, 1999. Print. Magagna, Victor. Conceptions of Human Nature† Price Theater, La Jolla. 01 Oct. 2012. Lecture. Magagna, Victor. Family Forest or Ecological Family† Price Theater, La Jolla. 03 Oct. 2012. Lecture. Magagna, Victor. Proper Order? What Is Proper Order? Price Theater, La Jolla. 05 Oct. 2012. Lecture. Magagna, Victor. Paradoxes of Rationality† Price Theater, La Jolla. 12 Oct. 2012. Lecture. Magagna, Victor. Confucian Government in Action† Price Theater, La Jolla. 15 Oct. 2012. Lecture. Magagna, Victor. Self Cultivation† Price Theater, La Jolla. 26 Oct. 2012. Lecture. Magagna, Victor. Ritual: Components† Price Theater, La Jolla. 07 Nov. 2012. Lecture. Magagna, Victor. Lasting Legacies† Price Theater, La Jolla. 12 Dec. 2012. Lecture. Yao, Xinzhong. An Introduction to Confucianism. New York: Cambridge UP, 2000. Print.

Much Ado About Nothing Essay: An Exploration of Conformity

Much Ado About Nothing as an Exploration of Conformity       In Shakespeare's Much Ado About Nothing, Beatrice and Benedict rant about marriage for most of the beginning of the play, while Claudio raves about how wonderful it will be being married to Hero.   Yet in the end, Claudio exchanges his marriage to Hero for an opportunity to bash her in public, while Beatrice and Benedick marry despite that they were mortal enemies for most of the first three acts.   How did the situation swing around to this degree?   Beatrice and Benedick had been using the most extreme metaphors to demonstrate their scorn of each other and of marriage, and Claudio had been doing the same to demonstrate his love of Hero.   Not only did none of these three characters mean what they were saying, but meant the reverse, and the people that plotted to bring them together or pull them apart plotted because they understood on some level what each really wanted.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Beatrice and Benedick seem to have had some relationship before the beginning of the book that ended badly.   This suggests that the initial situation between Beatrice and Benedick was one of mutual attraction, not of the overt hate they seem to flaunt at the beginning of the play.   Scorn of this magnitude is rare among people who dislike each other from the start, and seems very unlikely in a broken up couple.   In addition, both Beatrice and Benedick turned out to be very willing to abandon their smear campaigns as soon as they are convinced the other is aching for them.   It is ridiculous that one would abandon one's own principals to bail out a hated enemy in trouble.   This makes clear that their attitude toward each other is an act.   If this is so, what is the purpose of the act... ...ther, and nearly kills an innocent woman.   In a broader perspective, conformity can leave people walking aimlessly down the beaten path with no real direction except conformity, doomed to live yet another meaningless life in a society based on archaic principles.    Works Cited and Consulted:    Barton, Anne.   Introduction.   Much Ado About Nothing.   The Riverside Shakespeare, 2nd ed.   Boston: Houghton Mifflin Co., 1997.   361-365.    Lewalski, B. K. "Love, Appearance and Reality: Much Ado About Something" Studies in English Literature, 1500-1900 8 (1968): 235-251.    Prouty, Charles A.   Conformity in Much Ado About Nothing. New York: Books for Libraries Press/Yale University Press, 1980.    Rossiter, A.P. "Much Ado About Nothing."   William Shakespeare Comedies & Romances. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. Much Ado About Nothing Essay: An Exploration of Conformity Much Ado About Nothing as an Exploration of Conformity       In Shakespeare's Much Ado About Nothing, Beatrice and Benedict rant about marriage for most of the beginning of the play, while Claudio raves about how wonderful it will be being married to Hero.   Yet in the end, Claudio exchanges his marriage to Hero for an opportunity to bash her in public, while Beatrice and Benedick marry despite that they were mortal enemies for most of the first three acts.   How did the situation swing around to this degree?   Beatrice and Benedick had been using the most extreme metaphors to demonstrate their scorn of each other and of marriage, and Claudio had been doing the same to demonstrate his love of Hero.   Not only did none of these three characters mean what they were saying, but meant the reverse, and the people that plotted to bring them together or pull them apart plotted because they understood on some level what each really wanted.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Beatrice and Benedick seem to have had some relationship before the beginning of the book that ended badly.   This suggests that the initial situation between Beatrice and Benedick was one of mutual attraction, not of the overt hate they seem to flaunt at the beginning of the play.   Scorn of this magnitude is rare among people who dislike each other from the start, and seems very unlikely in a broken up couple.   In addition, both Beatrice and Benedick turned out to be very willing to abandon their smear campaigns as soon as they are convinced the other is aching for them.   It is ridiculous that one would abandon one's own principals to bail out a hated enemy in trouble.   This makes clear that their attitude toward each other is an act.   If this is so, what is the purpose of the act... ...ther, and nearly kills an innocent woman.   In a broader perspective, conformity can leave people walking aimlessly down the beaten path with no real direction except conformity, doomed to live yet another meaningless life in a society based on archaic principles.    Works Cited and Consulted:    Barton, Anne.   Introduction.   Much Ado About Nothing.   The Riverside Shakespeare, 2nd ed.   Boston: Houghton Mifflin Co., 1997.   361-365.    Lewalski, B. K. "Love, Appearance and Reality: Much Ado About Something" Studies in English Literature, 1500-1900 8 (1968): 235-251.    Prouty, Charles A.   Conformity in Much Ado About Nothing. New York: Books for Libraries Press/Yale University Press, 1980.    Rossiter, A.P. "Much Ado About Nothing."   William Shakespeare Comedies & Romances. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986.

THE PROBLEMS FACED BY BEGINNING ONLINE LEARNERS

Distance acquisition, sometimes called e-learning is here defined as synergistic acquisition in which the acquisition content is available on-line and provides automatic feedback to the pupil ‘s acquisition activities. Online communicating with existent people may or may non be included, but the focal point of e- acquisition is normally more on the acquisition content than on communicating between scholars and coachs. Distance acquisition and its relationship to emerging computing machine engineerings have together offered many promises to the field of education.A In pattern nevertheless, the combination frequently falls short of what it attempts to accomplish.A Some of the defects are due to jobs with the engineering ; others have more to make with disposal, instructional methods, or students.A Despite the jobs, many users like engineerings such as tight picture and see continued growing in the country. However, distance acquisition is no such advantage is that it is easy, a individual can analyze without go toing categories or talks, while working or making some other class. It is besides a good option for homemakers who are non able to inscribe into classs because they have to take attention of immature kids, merely trade with computing machines and have their ain clip to larn and besides can pass on with coachs and equals via online such as electronic mail, forum and confab. . In distance instruction classs, you would be provided with study stuff and besides would hold to subject assignments on clip. These assignments would be assessed by professors who would direct you feedback. However, if you are be aftering to inscribe into distance acquisition, you need to to cognize about some of the distance larning pros and cons. Like every good thing, even distance acquisition has some disadvantages that can do it look a small inconvenient for people. The job may be due to factors balance between personal and learning jobs. If pupils can non accommodate to the system of distance acquisition, they will confront a different job. In add-on, deficiency of cognition and accomplishments about utilizing engineering and computing machines, linguistic communication accomplishments, particularly English linguistic communication, disorganised manner of larning to blend work jobs, household and survey clip. These are some of the distance acquisition advantages and disadvantages. Before doing a determination, it is of import to weigh the distance larning pros and cons. Though distance acquisition can be termed as a utile and convenient manner to derive cognition and to higher one ‘s making, whether it would profit you would wholly depend upon your personality and attitude. Here we will discourse in more item about the jobs faced by on-line scholars and solutions or suggestions can be followed so that any jobs that arise can be resolved satisfactorily. So it is of import to place the job faced by online scholars because without this cognition, possibly the scholars will lose their focal point and motiveTHREE MAIN PROBLEMS FACED BY BEGINNING ONLINE LEARNERSDespite the promises and obvious advantages to distance acquisition, there are jobs that need to be resolved.A These jobs include equilibrating the combination of work, household and instruction, analyze wonts and deficiency of accomplishments in technology.A Each one of these has an consequence on the overall quality of distance acquisition as a product.A In many ways, each of these issues relates to the others.A This is one of the major job which will do them believe twice earlier decide to progress their survey. The first job faced by on-line distance scholars is in equilibrating the combination of work and instruction. Most of the unfastened and distance scholar normally have many committednesss and duties that they must go to while making their educational ends. Many of them are married, work full clip and of class have kids. If non carried out, all of this can do the pupil bead out from their acquisition. Job duty is already daunting, allow entirely the household and the acquisition, so big scholars have limited clip to make their survey. The undertaking of equilibrating all of the above duty is genuinely disputing for most of them. The 2nd issue is in geting go on-line distance survey wonts. The pupils ‘ mundane environment is really deflecting for most of the pupils. Unlike traditional university pupils who are ever in their acquisition community which supports them most of the clip, on-line distance pupils are non. Distractions such as friends inquiring for dark supper and married woman demanding to travel shopping at the promenade every weekend are among other distractions faced by pupils. Geting some clip in a twenty-four hours to analyze is rather a difficult undertaking to finish. Online distance scholars besides have a difficult clip in being independent and responsible to their ain ego. Most of the clip, there is no 1 about to supervise the pupils larning procedure. The openness of the on-line distance plan gives pupils the freedom to make their acquisition procedure whenever they like but most of the clip, cunctation is the perpetrator. Unfocused position of their acquisition ends besides will do the pupils act irresponsibly towards their acquisition. The 3rd issue is on-line distance scholars besides face jobs in acknowledging and get the hanging strengths and accomplishments in Information Technology ( IT ) . In on-line distance acquisition, engineering is the chief conduit which information and communicating flow. A computing machine with internet entree is normally needed for this procedure and its application will necessitate the user to get the hang certain degree of skill. Some of these jobs arise from a deficiency of preparation, some from the teacher ‘s attitudes about utilizing the engineering, and still others by hardware problems.A It seems to be self apparent that teachers need to be trained to utilize distance larning engineering, but excessively frequently they are not.A The pupil will besides necessitate to hold some basic authorship accomplishments and travel on-line distance bid of English linguistic communication. Unfortunately, non all of the pupils possess the above accomplishments.3.0 THREE LOGICAL AND PRACTICAL SUGGESTION ON WAY TO REDUCE OR ELIMINATE THE PROBLEMS FACED BY BEGINNING ONLINE LEARNERSAdults pupils largely do non hold the luxury of go toing college on a full clip footing because of their work and household duties. They frequently experience jobs which, if non overcome, can ensue in the derailing of their educational ends. There are things that they can make though to assist get the better of the typical jobs that arise. The first solution is scholars must pull off and be after themselves efficaciously in order to equilibrating work, household and survey. They have to use smart clip direction. Avoiding stalling a must. They must be more responsible and have a focussed position towards larning. They must besides larn to better themselves in countries they are missing ( such as composing accomplishments, computing machine accomplishments, note taking accomplishments and English linguistic communication accomplishments ) because non all accomplishments will be taught by the coach. They need to actuate their ain ego by puting accomplishable ends and have a positive attitude. The 2nd solutions are start with less demanding class. There tends to be some ambitious classs that must be completed by pupils, there is seldom a demand that these should be the first 1s studied. Therefore, get down with less disputing 1s that you find more gratifying ab initio so as to construct assurance. This assists in acquiring used to the college atmosphere and the demands of class work once more. Furthermore, every pupil make a survey calender to detailing scrutiny day of the months and assignment due day of the months on a dedicated calender helps to avoid the rushing of assignments at the last proceedingss or exam cram Sessionss. Proper readying leads to good classs, while unequal planning consequences in failure. The 3rd solutions are make certain that internet entree is readily available. Study today is dependent on the cyberspace, forum, e-mail and etc as intermediate communicating. The ability to entree library databases and complete research online is the footing of wining. Besides, electronic entree eliminates the demand of passing many hours working on campus, you can analyze from place alternatively. The practical suggestion on manner to cut down job faced by online scholars are job work outing accomplishments. It gives the chance to develop other utile larning accomplishments such as like pattern specific processs and set theoretical usage when develop concluding abilities and creativeness in happening replies. Other method besides like develop scholars understanding of implicit in rules and do research subject in item. Deciding a survey job may travel through the undermentioned phases as like reappraisal of information. Define job, relate available information to the job with design a work program and methodological analysis and proctor results. Promote them to do a scheme for developing their job work outing accomplishments, which could include reexamining their ain effectivity in this country, placing the chief stairss of the job work outing procedure, placing the standards against which to judge the criterion or quality of results, looking at the job in different ways, simplifying it, doing comparings with researching information and confer withing people to set up critical thought, taking and utilizing methods to undertake the job and taking into history factors that may impact job work outing programs entering information in utile manner.4.0 DecisionThe job faced by get downing on-line scholars is such as like is in equilibrating the combination of work and instruction. Most of the unfastened and distance instruction pupils are older, have occupations and households, so they are should cognize how to pull off clip decently and which one are the precedence. The 2nd issue is in geting go on-line distance survey wonts. The pupils ‘ mundane environment is really deflecting for most of the pupils. Unlike traditional university pupils who are ever in their acquisition community which supports them most of the clip, on-line distance pupils are non, so they must should do a survey calender so that proper readying leads to good classs, while unequal planning can acquire failure consequence. Online distance scholars besides have a difficult clip in being independent and responsible to their ain ego. All the pupil online scholars have to work out all this job with their ain manner and besides have to take more duty on their survey. The 3rd issue is jobs in acknowledging and get the hanging strengths and accomplishments. They must besides larn to better themselves in countries they are missing such as composing accomplishments, computing machine accomplishments, English linguistic communication accomplishments because non all accomplishments will be taught by coach. So pupils should happen their ain opt ions to heighten the accomplishments. If you know if this full job can non decide possibly something might go on in the hereafter. For illustration, on-line scholars possibly will neglect with their survey or acquire bad consequence and blow their money and clip to analyze. As pupil online scholars we should hold purpose for success in our survey. Our ends are for every class participant to win, go forth the class looking at the environing universe with the position of a scientist, experience confident utilizing scientific discipline in his or her ain acquisition, and cognize how to back up inquiry-based acquisition in his or her ain schoolroom.5.0 APPENDIX 1Distance Learning With the history of distance larning embracing so many different larning environments, we need to happen a definition that fits in all situations.A There have been many definitions put frontward in modern literature.A Greenberg ( 1998 ) defines modern-day distance acquisition as â€Å" a planned teaching/learning experience that uses a broad spectrum of engineerings to make scholars at a distance and is designed to promote learner interaction and enfranchisement of larning † .A Teaster and Blieszner ( 1999 ) say â€Å" the term distance acquisition has been applied to many instructional methods: nevertheless, its primary differentiation is that the instructor and the scholar are separate in infinite and perchance clip † .A Desmond Keegan ( 1995 ) gives the most thorough definition.A He says that distance instruction and developing consequence from the technological separation of instructor and scholar which frees the pupil from the necessity of going to â€Å" a fixed topographic point, at a fixed clip, to run into a fixed individual, in order to be trained † .A From these definitions we can see that the pupil and instructor are separated by infinite, but non needfully by clip. This would include tight picture, which is delivered in existent clip. As stated before, this type of unrecorded picture direction is the fastest turning agencies of distance acquisition today.A Because of this, much of the treatment here will be dedicated to the promises and jobs of this engineering.5.1 APPENDIX 2The Reality of Adult Learners OnlineI was slightly concerned about the pupils and the deficiency of personal attending they would be having through my on-line class. Since I did non cognize them, I did n't cognize their learning manners or cultural differences. Adult scholars in peculiar have different acquisition manners and cultural backgrounds, and they may experience they are being left out of larning activities ( Baloglu, 2007 ) . Therefore, distance acquisition may do a psychological, every bit good as a physical, spread ( Durrington, Berryhill, & A ; Swafford, 2006 ) . Students may experience lonely, and a deficiency of face-to-face communicating and competition can impact their motive. Barriers for grownup scholars are categorized as situational, institutional, and dispositional. A individual ‘s fortunes in life at any given clip are considered possible situational barriers. Different policies and patterns may do class engagement more hard are considered institutional barriers. Students ‘ attitudes about their ain abilities to win are considered dispositional barriers. These barriers present extra obstructions for grownup scholars who attempt to obtain an advanced grade ( Spellman, 2007 ) . I found these grownup scholars, who were instructors, to be motivated and really seasonably in turning in their assignments and posting on Blackboard. Having them complete assignments that benefited their theses made them even more enthusiastic about finishing the work. They all asked inquiries and sought elucidation about things they did n't understand. They besides did an first-class occupation noticing on the other pupils ‘ stations. By the terminal of the class, I could see a definite betterment in the content of their article ratings. I think they were larning from one another. The grownup scholars I taught were clearly autonomous and able to be independent. They had life cognition and were goal-oriented. It seems they wanted to see the relevancy and application of their instruction, were practical, needful regard, needed feedback, and had to be interested in the capable affair ( Council for Adult and Experiential Learning, 2000 ; Henick, 1994 ) . The grounds adult scholars obtain a post-secondary grade tend to differ from those of traditional pupils. Adult scholars typically want to progress in an organisation. An extra grade besides makes them more marketable and competitory in the occupation market and allows them to alter callings ( Milheim, 2005 ) .

Precocious Puberty

The difference between Precocious Puberty and puberty itself is Precocious Puberty is normally found in children between the ages 8 and 11. While puberty normally does not hit children till around age 11-14. The Mayo Clinic best describes Precocious Puberty as: â€Å"Precocious Puberty is when the body changes from that of a child into an adult. It includes rapid growth of bones, teeth and muscles; changes in body shape and size; and development of the body's ability to reproduce. Precocious Puberty normally begins in girls between ages 8 and 12 and in boys between ages 9 and 14.The cause of precocious puberty often cannot be found. † Rarely, conditions such as infections, hormone disorders, tumors, brain abnormalities or injuries may cause precocious puberty. Treatment for precocious puberty typically includes medication to delay further development. There are 5 different types of Precocious Puberty. Gonadotropin-dependent precocious puberty is very common and affects mostly girls and half of the boys. This is a disorder which is triggered by premature secretion of puberty controlling hormones or higher levels of gonadotropins.Gonadotropin-independent precocious puberty mostly affects boys with low gonadotropin levels. Central precocious puberty is not triggered by any underlying reason. It is merely a body response to changes that concern the central nervous system. Isosexual precocious puberty causes the sign of femininity in girls and masculinity in boys. Heterosexual precocious puberty is just opposite of Isosexual precocious puberty which brings the sign of femininity in boys whereas masculinity in girls. Early onset of puberty can cause several problems.The early growth spurt initially can cause tall stature, but rapid bone maturation can cause linear growth to cease too early and can result in short adult stature. Most children, boys and girls alike that have Precocious Puberty end up being less than 5 feet tall. According to Kids Health (1995) t here are signs to be on the lookout for. For instance, â€Å"in girls the telltale signs of precocious puberty include any of the following before 7 or 8 years of age include: breast development, pubic or underarm hair development, rapid height growth, and onset of menstruation.In boys, the signs of precocious puberty before 9 years of age include: enlargement of the testicles or penis, pubic, underarm, or facial hair development, rapid height growth — a growth â€Å"spurt†, and voice deepening. † Both girls and boys will have an onset of acne and adult mature body odor. An 8 year old child having such things causes problems for that child. It’s always difficult to be different, and maturing into an adult-looking body earlier than your peers puts a lot of pressure on children. A child I know, Roberta, is only 7 years old and has Central Precocious Puberty.The mental affects it has on Roberta is outrageous; she is a second grader having to deal with wearin g sanitary napkins, the â€Å"smell† associated with periods, the self-image problems of already growing breast, among many more issues. This can really wear on a child, especially one that is so young. Roberta is finding it hard to maintain her friends, once they find out about her already having periods their mom’s want them to not be friends anymore. One little girl had been friends with Roberta since Preschool then the mom found out that Roberta was wearing sanitary napkins and told her daughter she could not be friends with Roberta anymore.Roberta’s mom went to talk to this lady, and her response was, she was not ready to have â€Å"the talk† with her daughter yet. It was better they not be friends to prevent Roberta from telling her daughter anything. It is more difficult for girls than boys. Girls have undeniable signs that are visible to everyone. Boys can hide their growing penis and chest hair from their friends, the only thing they cannot hide is their facial hair if that is coming in early. Both boys and girls can have a tough time when they go through pubertal changes.Children who go through the changes at the age of 8-11 while their friends do not hit puberty till 11-14, makes it even harder for those early bloomers to cope. Children with Precocious Puberty may be stressed because of physical and hormonal changes; they are just too young to understand all the changes their body is making. These children will be teased and may end up having body image or self-esteem problems. Girls who reach menarche before age 9-10 may become withdrawn and may have difficulty adjusting to wearing and changing sanitary napkins.Roberta has had problems adjusting to wearing the sanitary napkins and she wants to make sure no one can see them from her pants. It is very confusing and traumatizing for her. Both sexes, boys more often than girls, may have increases in libido leading to increased masturbation or inappropriate sexual behaviors a t a young age. Girls with a history of early puberty have a slightly earlier age of initiation of sexual activity. Some girls with Precocious Puberty enter the dating scene much earlier than their classmates.Early-maturing girls may also have behavior problems and a greater risk for substance abuse and suicide. The best thing for the children struggling through precocious puberty is for someone to be there for them, listen to them, encourage them, let them know there are others who are just like them, and what they are going through is normal. It may not normal for their age, but normal none the less. All children go through adolescences. Those with Precocious Puberty are just going through adolescences sooner. In order to diagnose Precocious Puberty the doctor will perform a work up on the child.The doctor normally begins by reviewing the medical history of the family, doing a physical exam, reviewing blood work to measure hormone levels, and taking x-rays of the child’s han d and wrist to determine bone age. When diagnosing a child with Precocious Puberty, a doctor will look at the Tanner Stages to determine where the child is at. Tanner Stages is a system that was developed in 1969 it grew out of a two-decade-long study of girls as they transitioned through puberty. â€Å"The Tanner staging system is named after Dr. James Tanner, who was a British pediatrician.He performed a longitudinal study in which the subjects were observed repeatedly over a period of time in the same context. † (Dr. Greenspan 2006) In an experiment; the girls underwent examinations and photographs every three months. Dr. Tanner and his research group studied the progress and developed the 5 Tanner Stages that we use today. The Tanner Stages deal with both breast and genital development. Roberta (the afore mentioned child) has a Breast Tanner Stage 3 and a Pubic Hair Tanner Stage of 4; this happens more times than not for girls to be more advanced in one area over the othe r.She is biologically age 7 but her bone age is 11. Girls will have Tanner Stages numbered 1-5; childhood through adulthood. Boys will have only one Tanner Stage, Tanner Stages numbered 1-5; childhood through adulthood. According to the Mayo Clinic (1998) there is treatment for Precocious Puberty. The children can receive a treatment called Gn-RH analogue therapy, usually includes a monthly injection of a medication, such as leuprolide, which stops the HPG axis and delays further development. The child continues to receive this medication until he or she reaches the normal age of puberty.Once he or she stops receiving the medication, the process of puberty begins again. The goal of treatment for Precocious Puberty is to stop puberty from progressing so the child can have a normal healthy childhood. Treatment will also depend on the type of Precocious Puberty and the underlying cause, if known. According to Health of Children, there are several drugs that have been developed for trea tment: histerlin, nafarelin, synthetic gonadotropin-releasing hormone agonist, deslorelin, ethylamide, triptorelin, and leuprolide.If parents opt to have treatment, there is some after care that is required. The child will have follow up visits every 3-6 months to ensure that progression of puberty has been slowed or halted altogether. Normalization of accelerated growth, reduction in size of breasts and suppression of gonadotropin levels after receiving Gn-RH. Monitor bone age yearly to confirm that the rapid advancement seen in the untreated state has slowed typically to a half year of bone age per year or less.If parents opt to not have treatment, the child might need therapy to help with self-esteem issues, high anxiety, irritability or even withdrawal. Some studies have shown that not treating children has no effect on them at all with the exception to early adolescences. The best thing a parent can do is to discuss the ends and outs with the Endocrinologist about which treatme nt if any will be best for their child. Precocious Puberty is something a child can live with. Most importantly, there is help out there if they want it.

Basseri Nomads of Iran Essays

Basseri Nomads of Iran Essays Basseri Nomads of Iran Paper Basseri Nomads of Iran Paper * The Basseri Nomads of Iran The nomads of the Middle East are a vast and diverse group of people who travel in tribal groups across the lands. The Basseri people of Iran are a nomadic group of people that inhibit the mountainous regions of southern Iran. Like many other nomadic tribes in the Middle East, theirs is a rich history that at times has involved persecution and forced change by foreign invaders, religious rule, domestic oppression. The Basseri are a Persian speaking tribe of tent-dwelling pastoral nomads. They primarily migrate in the steppes and mountains of the Fars province, south, east and north of Shiraz in Iran. They do not â€Å"occupy† any exclusive part of Iran but instead own the right to migrate along a route called â€Å"il rah†. They follow this route, which varies every year due to vegetation maturation cycles, as part of their migratory cycle. This migration is planned, scheduled and approved by the tribes through the tribal chief known as the Khan. The Basseri live in tents with each household occupying their own tent. The tent is the basic family unit in Basseri society. The average household has at least sixty sheep but may have as many as one hundred. During prime migratory seasons as many as forty different tents may make camp together, combine their flocks with several herding units and function as a migratory camp. These larger camps are the primary units of the nomadic society and function similarly to a small village of a sedentary society. When two or more of these larger migratory camps combine they are called an â€Å"Oulad†. An Oulad may share a common lineage and consist of ninety or more families. A level above the Oulad, is the Basseri tribe, which may have a population as large as some 15,000 members. The Oulads have a political allegiance to the Basseri tribal chief. The Basseri tribe has political allegiance to a powerful tribal chief, with little or no notion of common descent. Their allegiances are that of a purely political allegiance and not allegiances derived from familial ancestry, territory, or religious affiliations. The different Basseri tents or camps are free to move and join other groups within the Oulad at any time. Often, inter-tent or camp quarrels are resolved simply by one tent or camp moving to join other communities. The communities within the Oulad do not view other Basseri communities as any type of threat. The Basseri people are unified under one powerful Basseri tribal chief, or Khan. The Khan has great power and prestige and members of his family are also viewed as the â€Å"elite† within the Basseri communities. The Khan often has substantially greater income than that of the average Basseri, typically collected in the form of taxes from other tribesman and Oulads, personal and tribal investments in land holdings, etc. Because of his great wealth the Khan’s generosity and hospitality is expected to be boundless. The Khan’s main function is to allot land for pasturing the flock, scheduling and coordinating the migrations, and settling disputes. He also has the responsibility of representing the tribe to sedentary authorities and looking out for the tribe’s interests. Camps and Oulads seek out strong chiefs and submit themselves to him seeking his protection and help safeguarding their interests. It is important to remember that for the Basseri people â€Å"a tribe† is a political concept and allegiance and not merely an ethnic concept. The unity of the tribe depends wholly on their loyalty to the chief. To earn his tribe’s trust and loyalty he Khan deals directly with the members of his tribe not the intermediaries. The Basseri tribal people are Muslim. However, they do not self-identify as Muslim first. They are deeply spiritual people known for their focus on shrines, belief in the â€Å"evil eye†, exorcisms, and other supernatural influences. As nomads, much of the structure of the Muslim mosque observances, such as holy days are religious rites, are not often followed. In fact, the Basseri have taken special pride in their lax approach to religion. There is no historical evidence of religious fanaticism, they claim no special piety or favor in the eyes of Allah. The Basseri’s central rite observed is the Spring migration. As pastoral nomads their survival and prosperity is dependent upon the land and nature. Therefore, they feel a need to be in tune with their environment and protect it as many other Muslims would feel about their mosques. The Basseri people value their freedom, both political and religious, in comparison to that of settled communities. 1. 1. Social Change 1. 2. 1. Sedentarism? 1. 2. 2. Education and Western influences 1. 2. 3. Environmental changes 1. 2. 4. Urban sprawl References Amanolahi, S. (2003). Socio-Political Changes among the Basseri of South Iran, Iran the Caucasus, Vol. 7, No. 1/2 (2003), pp. 261-277. Retrieved on September 12, 2011 from jstor. org/stable/4030980 Barth, Fredrik (1961). Nomads of South Persia. Boston: Little, Brown Co. Retrieved on September 12, 2011 from archive. org/stream/nomadsofsouthper002252mbp#page/n0/mode/2up No Author (No Date). Persian of Iran. Retrieved on September 12, 2011 from joshuaproject. net/people-profile. php? peo3=14371rog3=IR ZEIDAN, D. (1995). THE MIDDLE EAST HANDBOOK, INFORMATION ON STATES AND PEOPLE GROUPS IN THE MIDDLE EAST, VOLUME 4 NOMADS OF THE MIDDLE EAST. Retrieve on September 12, 2011 from angelfire. com/az/rescon/MEHBKNMD. html

The Best SAT Vocabulary Lists on the Web

The Best SAT Vocabulary Lists on the Web SAT / ACT Prep Online Guides and Tips Need to study vocabulary for the SAT but aren’t sure where to start? We have links to the best free lists of SAT vocab from around the web. We also have found other vocab study resources – from videos to apps to browser plug-ins – to help you study in the way that works best for you. Read on and conquer SAT vocabulary! First Things First: Don’t Overdo Vocab Before we jump into the resources, we have an important word of advice – don't overdo vocab studying for the SAT. SAT Vocabulary is based on understanding words in context, in subjects ranging from literature to social science to science. In other words, you won’t be expected to know the definition of a random word with no outside information. Instead, you have to figure out what a word means based on the information around it. So the best use of your study time is to learn high-value, medium-difficulty words, not to cram your head with lots of obscure vocabulary. Be wary of any prep programs that promise to teach you â€Å"SAT Vocabulary,† especially ones with super long word lists (500 or 1000 words). This is a waste of your time! These programs are still based on the old SAT, which tested more obscure vocabulary. That said, if you struggle with vocabulary in general, it can be good to do some separate vocabulary study to help you tackle the reading passages, some of which will be more difficult than on the old SAT. For example, take a look at this question from an SAT practice exam: Test question from SAT Practice Test 1. If you don’t have a clue what the word â€Å"ambivalent† means, it might be hard for you to tackle the sentence and figure out what ambivalent means in this context. (For the record, Merriam-Webster defines ambivalent as â€Å"having a mixture of opposing feelings.†) So how can you figure out if you need to do some dedicated vocabulary study, or if your existing vocabulary base is sufficient? Take a practice SAT, focusing on the Reading and Writing sections. When grading your Reading answers, if you missed half or more of the vocab questions (the ones that begin â€Å"as used in line __, the word ____ most nearly means†¦Ã¢â‚¬ ) then you should make studying vocabulary a priority. Furthermore, when correcting the other Reading questions, try to figure out why you got them wrong. (Learn more about getting the most out of practice tests.) If you notice you’re missing questions because you misunderstood a word or phrase, either in the passage or the question, it could also be useful to get some SAT vocabulary under your belt. Finally, keep an eye out for the â€Å"precision† questions on the Writing section. These questions have you compare different word choices, for example â€Å"therefore,† â€Å"thus,† â€Å"moreover,† and however,† and pick the one that works best in the passage. Again, you need to be able to understand how a word’s meaning works within a sentence to get these right. If you take the practice test and only miss a few or none of the Reading vocab questions, and none of the Writing precision questions, and your wrong answers are due to different issues (timing, misunderstanding the passage’s larger meaning, etc) then do not spend time studying vocab! Focus on your other weak areas. (Check out our ultimate study guide for SAT Reading for ideas.) But if you do struggle on any of those questions, check out the vocabulary lists below to help you learn high-value words for the SAT. SAT Vocabulary Word Lists If you’ve decided that you need to work on SAT vocab, we recommend using these vocab lists. They focus on common, easy-to-moderate difficulty SAT words that are most likely to be tested. They also don’t overemphasize vocabulary – none of these lists is longer than 200 words. Remember that spending hours memorizing vocabulary is not an efficient use of study time for the SAT. Start by learning one word list, then take another practice test. If you're still struggling with the vocabulary questions, move on to the next list. PrepScholar's 200 SAT Words PrepScholar's 150 Top ACT Words Scholastic's SAT/ACT Top 100 Words Kaplan's 100 Most Common SAT Words* *Save this list for last, because it contains more difficult words that are less likely to be tested on the current iteration of the SAT. However, these are still good words to know because they could be used in the more difficult reading passages. You can make your own flash cards to study these words, or check out the resources below for virtual flash cards and other learning resources. Happy studying! Flashcards, Games, and Other Resources Beyond just giving you word lists, we also wanted to give you some more tools to learn vocabulary. These are a few resources that are also free and can help you learn SAT vocab. I chose a range of websites to help different kinds of learners. All of these are great resources, and you should use them if you find them helpful. In general, when you are looking for SAT vocab resources, avoid services promising to teach you more than 500 words (too much time) or any services you have to pay for (not worth it given the amount of free resources). If you have any resources that are helpful for you, feel free to share them in the comments! Quizlet This is an online flashcard website. If you make an account, you can use their website and also their mobile apps for iPhone and Android – meaning you can study your SAT vocab on the go! If you're anything like me and hate hand-writing flash cards, this app will be your best friend. Image via Quizlet. This app is handy because as you review words, you can star cards that you are struggling with, allowing you just to focus on your weak spots. You can either make your own card sets focusing on problem words or search pre-made lists. For example, here’s the Kaplan top 100 list from above! I personally used this app all the time in college for my language classes and found it very helpful. I highly recommend using it to study your SAT vocabulary. ProfessorWord This is an app for your web browser that highlights SAT/ACT vocab words from articles and web pages and defines them for you. This is really cool because if you like to read articles from publications like The New York Times, The Atlantic, or Wired, it’s likely you’re encountering SAT vocab words in your daily reading anyway. This app just goes through and points them out so you don’t miss them! This is a great way to learn words in the context of your day-to-day web browsing. Especially given the SAT's focus on understanding vocabulary in context, I highly recommend using ProfessorWord to find and study vocabulary. Professor Word can turn even your leisure reading into a study exercise. Image via Wired. For the best practice, run ProfessorWord and check out the highlighted words on the web page. Before you click on the word to see the definition, quickly jot down (either on a piece of paper or in a NotePad document) what you think the word means, based on how it's used in the article. Then, check out the official definition. Compare your guess with the official definition and see how close you got. If you do this exercise a few times a week, you will improve your ability to figure out a word's meaning based on its context, plus, you will generate a list of SAT words to study. Win win! Vocab Ahead If you like words explained out loud, check out the videos at Vocab Ahead. These videos are really helpful for students who learn best by hearing rather than reading, or by having concepts explained to them. Head to the â€Å"Study Room† tab and select â€Å"SAT 300 Common† from the drop down menu. The videos for each word last about 30 seconds, and incorporate a definition and at least one example. This is also a great resource if you have a particular word you are struggling to understand based on its dictionary definition alone. Vocab Sushi If you like online quizzes, Vocab Sushi is a website that lets you test your vocab knowledge with quizzes and teaches vocab words by using them in sentences from actual news stories. This is a great way to learn new words through real-world examples, rather than just dictionary definitions. Give this website a shot if you struggle with memorizing basic word definitions and/or if you want more practice learning vocabulary based on its context. What’s Next? Struggling with SAT Reading practice sections? Learn how to stop running out of time on SAT reading. Also, check out our ultimate SAT Reading study guide. It will teach you the content, skills, and tips you need to improve your SAT Reading score. Learn more about vocabulary on the SAT, including how it changed from the old SAT. Not sure what score to aim for on the SAT? Learn how to come up with a target score for the SAT based on the colleges you want to attend. Want to improve your SAT score by 160points?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:

Compare Short Stories Essay Example | Topics and Well Written Essays - 250 words - 1

Compare Short Stories - Essay Example material assets. He regards every relationship to be driven by politics and fails to find any relationship that is purely based on love. Sammy has been presented as a character that is very upset about the norms of his surroundings. Although he has worked at the super store for a considerably lengthy period of time as is reflected by the way in which he remembers â€Å"cat-and-dog-food-breakfast-cereal-macaroni-rice-raisins-seasonings-spreads-spaghetti-soft-drinks-crackers-and-cookies aisle† (Updike, 228), he finds the store extremely unappealing. This is partly due to the nature of behaviors of people that he encounters on daily basis, as well as the nature of business that his super store practices. Taking a closer look at Krebs’s behavior regarding his community and Sammy’s perception regarding his superstore job, reveals that fact that both characters are dissatisfied with the prevailing system. The reason for this discontent appears to be the gap that prevails between their ideals and the reality. Both characters are in fact reflective of the feelings of people who are truthful in their stance and are yet subjected to unfavorable behaviors of the people surrounding