Data Interpretation Practicum Statistics Project

Data Interpretation Practicum - Statistics Project Example A regression procedure would further help in predicting the injury rate based on working hours. However, discriminant analysis cannot be used. The average working hours in the three states is 2183.07 hour while the average injury rate in the three states is 2.4446. The true population mean for average working hours in the three states is bound between 45575.96 and 54345.61 while true injury rate mean for average working hours in the three states is bound between 10.26 and 20.09. From this output, the correlation coefficient between hours worked and injury rate is -0.636. This implies that as work hours increases, injury rate reduces (p-value ~ 0.000). The test is significant, hence we reject the null hypothesis and conclude that the two variables are correlated. This value is consistent with the observation from a scatterplot of the two variables shown above. A possible explanation for the observation made is that only a few injuries are normally witnessed, hence, increasing the hours worked does not necessarily lead to an increase in the number of injuries. Since injury rate is obtained by dividing the number of hours worked by the number of injuries, the values reduces as hours worked increases. The value of the correlation coefficient does not imply that increasing the number of working hours results into less

Private Schools vs. Public Schools Essay Example for Free

Private Schools vs. Public Schools Essay Private Schools VS. Public Schools Parents often wonder how to start off their childrens education. Depending on ones religion or beliefs a private or public school is a choose most parents face. Of course, each school offers its own pros and cons the choice is simple. Public schools offer the best well rounding of a student. While being enrolled in a public school, students are faced with real outside world problems, are with a different blend of students each year, and are also introduced to the latest technology faster. While, a public school the money is offered to them by the state easier then having donations like a private school. Ones child will most likely be with the same students throughout their educational years. Classes arent as big and varied like classes at public schools. While in a public school, children view the wide spread cultures and human beings that make up todays American society. Public schools have a wider variety of classes, which give students an opportunity to choose the classes the want. These classes allow students to pursue a career from the knowledge they have obtained. For example, one might take a business class, which could lead to a career in the business industry. On the other hand, in Private schools they only provide the necessary classes required by the state. In some intermediate private schools, Home Economics and Shop classes Brady 2 arent even offered. Unlike Public schools these classes have been offered since fifth or sixth grade and up. The uniforms in private schools ones child will be wearing would not allow the child to show character in his self. Uniforms may make life easier in the long run, but think of how many different ways in style people express themselves. Theres skater, prep, sporty, gothic, hippie, or whatever is convertible. In public schools, ones child has many different ways to fit in or dress how they feel is convertible to them. The sports in private schools arent that excelled as ones in public schools. Like in private intermediate schools there are not a variety of sports. Public schools offer sports as young as their primary schools. Sports in Public schools seem to be widely known and are more funded. The money that Public schools receive go towards uniforms, equipment, and top of the line coachs. Public schools show to the community that they will educate and well round you child better then Private schools. Private schools will limit your childrens ability to grow. Although your child will receive religion in school as another subject, is it really worth it to you to have your child be deprived of the opportunity that will lead them to be a better person?

jennie Finch Essay -- essays research papers

â€Å"You play like a girl!† used to be one of baseball’s classic insults. Not anymore. Softball diva Jennie Finch has made it cool to not only throw like a girl, but to run, field and hit like one, too. Not since Babe Ruth has a player dominated so completely from the pitching rubber and the batter’s box, and she even gives the Bambino a run for his money in the charisma department. Jennie has also accomplished something Ruth never could: She is showing the boys it’s okay to be one of the girls. This is her story†¦ GROWING UP Jennie Finch was born on September 3, 1980, in La Mirada, California. Jennie’s parents, Doug and Bev, already had two boys, Shane and Landon. Both loved baseball and played competitively, but it wasn’t until Jennie took up the game that the family really got serious about it. La Mirada offered organized ball on a year-round basis. Jennie joined her first league, L’il Miss T-Ball, after her fifth birthday. She was one of those kids who excelled at a number of sports, but her greatest love was always for baseball. Bev and Doug soon began channeling this passion almost exclusively into girls’ softball. Their daughter had good hand-eye coordination and excellent speed. But it was her arm that opened the most eyes. During winter vacation in Iowa one year, she celebrated her first snowfall by packing a snowball and literally heaving it out of sight. Jennie’s hometown was also close to Dodger Stadium, where the Finches had season tickets on the third-base line. Bev, the baseball nut in the family, listened to Vin Scully on a pair of headphones while she took in the action. As soon as Jennie was old enough, she began accompanying her mom to Chavez Ravine, bleeding Dodger blue and rooting for heroes like Kirk Gibson, whose dramatic homer sparked LA to a World Series title a few weeks after Jennie’s eighth birthday. Doug did whatever he could to accelerate his daughter’s progress. He constructed a batting cage in the backyard, and hired a fast-pitch instructor for Jennie. Later, he transformed a small trampoline into a pitch-back she could use on evenings when he worked late. As Jennie improved, her dad immersed himself in softball and became her personal coach. By the time she turned nine, she was playing for a 10-and-under traveling all-star team. Every weekend was spent at a different diamond somewhere in suburban Southern California. ... ...itter, smart baserunner and, of course, an overpowering pitcher. Her instincts are remarkable, too. Her mom and dad can share some of the credit for Jennie’s talent. Doug helped her develop many of her skills, while Bev passed along her feel for the game. Jennie’s work ethic and competitive fire are all hers. As a pitcher, Jennie has few peers. She has five pitches—rise-ball, curveball, screwball, drop-ball and changeup—and can throw all with great control. Jennie regularly hits 70 mph on the radar gun, which from 46 feet is comparable to a Nolan Ryan fastball—with a lot more movement. One the keys to her success is the ability to deliver her changeup with the same arm speed as her hard stuff. Intimidation is another weapon. Some hitters (including a few big leaguers) are actually scared to stand in the batter’s box against her. Despite all of her individual press clippings, Jennie has always been a loyal, team-first player. Winning is her only concern on the field and in the dugout, and those she plays with respect her immensely. They also genuinely like her. Jennie can be a talk-it-up leader or a quiet foot soldier who does her job. Her record as a winner speaks for itself.

Nick Swinmurn

Culture and diversity of a company is extremely important and will determine the success of a business. Deciding what culture Is best for a company Is challenging. A lot of focus should be on what type of leader Is most appropriate for the organization. Implementing strong values will strengthen the company. The way company's adapts to change will also affect the way a company will prosper during challenging times. Founded by Nick Swimming In 1999 Capos Company is a solely web based retailer. Nick decided he wanted to create a company after he spent hours searching the entire mall for a pair of shoes and could not find them.He then attempted to find the shoes on line and realized there was not a website specific to shoes. After his experience he decided there was a market for this type of industry. Originally Capos was created to be an online store that offered the widest selections of shoes available all in one place. Since, the company has evolved over time and now is selling a gre at selection of Items rather than Just shoes. They have boarded their selections to both women and men's clothing along with everyday household Items. They provide free quick shipping and returns.The overall goal is to â€Å"provide the absolute best service online-not just in shoes, but in any category (Capos, 1999-2014). The Culture of Capos Capos has created a very unique and valuable culture. They have implemented what Is called the â€Å"Capos Family Corey Values† that sets the foundation of the entire company. These core values are listed on their company's website and are recommended for employees to follow on a day to day base. They believe that employees can be motivated, involved and happy to come to work while providing excellent service to customers.Capos creates a clear line of communication, encouraging employees and constantly motivating them. They want their employees to be innovated, creative and â€Å"do more with less† (Capos, 1999-2014). Most impor tantly they want their employees to ‘WOW through customer service. This provides an environment that makes employees want to work. They take time to focus on each employee ensuring they are put Into the right position and properly trained for success. Capos believes this will lead to employee longevity and growing leaders for the future.Their hard work does not go unnoticed and for the past 6 years Capos has been named in the as one of the FORTUNE's 100 Best Companies to Work (Capos, 1999-2014) A random act of kindness weekly parade is the norm at Capos. This Includes selecting 3 random employees each week, dressing them up in funky hats and/or props, taking their photo and Glenn them gift. This falls under ones of their core values creating fun and a little weirdness. Yelling spontaneously at other employees for fun or trying to make one another laugh also emphasizes the core value.There are four main types of organizational cultures. They include hierarchal, market driven, c lan, and adaptable/flexible culture. Capos organizational culture only one type of organizational culture. Capos falls under two categories, the clan culture and adaptable/flexible culture (William, 2013). Clan culture represents a family-type organization (Savory, 2013). This culture involves building strong relationships and development of employees through training. Clan culture employees collaborate with coworkers and are caring for each other.Two of Capos core values include building open and honest relationships with communications and creating positive teams and family spirit (Capos, 1999- 2014). Capos is willing to change and adapt. This is why the company also follows under adaptable/flexible organizational culture. The adaptable/flexible culture involves creating new ideas and preparing for future improvements, which is something Capos practices (Savory, 2013). The company has already determined that in the future 30% of all venders/seller transactions will be mad online w ithin the United States.Their vision is to be the company that offers the best service and the largest selections, thus resulting in most customers' purchases coming from their website (Capos, 1999-2014). Capos is constantly changing and always looking for the newest, most retrieve solutions to solve any issues. Capos embodies these particular culture behaviors because the CEO, Tony Whish, honestly believes this is the best way to run a company. He treats his employees like family. He personally believes in the values and culture of the company.Tony wants his employees to be happy and truly believes this is return will transfer to customers. Capos values and culture is not only the guidelines for the company but overall should be guidelines they follow in life (capos, 1999-2014). The best suited leader for Capos Company is a twenty-first-century leader. This errors should be able to adapt to both Transformational and transactional leadership styles. A transformational and transactio nal leader will require someone who and foresee a vision and have the motivation to accomplish.This type of person requires creativity and innovation skill with the ability to make decisions. The type of leadership this person should have is supportive leadership style. They should be approachable and friendly and a allow employees feel equal around them. It will be important to provide a friendly atmosphere where employees feel comfortable to be open and trusting with their leader. Given that Capos sales multiple categories of items, they are not at a high risk for a large demand to decline.If some of the company's category items do decline, Capos has the option to sell different items that are currently in demands. Since the company is still growing there are more markets that Capos can branch out to widen their options if needed. They have recently connect forces with Amazon and this had open a lot more doors and customers (Capos, 1999-2014). As for now, shoes are extremely impor tant to people and fashion. It does not appear that Capos is at a high risk for a large decline in demand for their products.

NATURE and How It Affects the Human Views

The written works of E.B. White and Loren Eiseley primary show the importance of literary implications upon the truth that connects nature with human behaviors. From their writings, It could be noted that the views of the authors upon the relation of natural wealth with the wealth of human individuals which they primary have in themselves.   To be able to explain this idea further, an examination on the stories of the said authors shall be explained in this paper. However, to continue with the observation of the written works, it is important to carry these following questions in mind during the discussion: How does the description of nature on the part of each author reflect the abilities of humans to change and retain their characteristics at the same time? How does the explanation of Natural adjustments able to picture the actual adjustments that humans deal with themselves everyday? How well did the authors discuss the ways by which nature itself becomes a metaphor to the human ways? Once More to the Lake by E.B. White The narrative description adapted by White in this particular story has much related the idea she was portraying to the trip that their family made to the pond when they went for a vacation. From the narration, it could be observed that she had a detailed description of every creature that she found to have inherited the areas that they were passing by. The life-based descriptions of the author upon the different living things that she saw along their journey showed so much connection with the human behavior towards the different situations that they are faced with everyday. The ways by which the animals tried to adapt to the changing climate as well as the changing situations that they needed to face in the environments that they exist with noted the fact the plants as well as the small animals picture the actualization if the fact that humans too are able to adjust with all the challenges that th they face in life everyday, that whatever the situations may post to them, they are trying their best to survive the pressures to the best possible way that they could. The Brown Wasps by Loren Eiseley In this particular writing, the small insects such as the mice were attested by the author as primary metaphors of the human behavior. This particular behavior relates the human creation towards the fact that they are able to make possible adjustments in their lifestyle depending on the environment that they are living in. It is undeniable that the ways by which the mice try to search for the best possibilities in the area that they are currently living in describes the exact process utilized by humans to adjust to the lives that they are supposed to face as individuals depending on the changes in their own society. Conclusion As a summary of the entire discussion presented herein, it is undeniable that both authors show the fact that the human behavior is indeed related to the fact that they are opportunists, like that of the small insects and small plants that are transferred from one place to another because of the wind or because of the demands of the climate, humans are also forced to change their lifestyle based on the environment that they are living in. This particular characteristic of humans makes it easier to survive life as they are able to portray in life right now. Reference: E.B. White Once More to the Lake (1941). http://www.moonstar.com/~acpjr/Blackboard/Common/Essays/OnceLake.html. (October 26, 2007). The Brown Wasps by Loren Eiseley. (1992). http://www.megaessays.com/viewpaper/97173.html. (October 26, 2007).         

Sailboat Racing Essays - Sailing, Fleet Racing, Sailboat

Sailboat Racing Essays - Sailing, Fleet Racing, Sailboat Sailboat Racing I was recently reading an article in a sailing magazine that had asked its readers to write in with the number one reason they go sailboat racing. The results, supplied by a few hundred people, were not surprising to me. The overwhelming reason people named was the stimulating mental challenge racing provides. Other reasons - the physical challenge, the team-sport experience, the social value and the chance to get away - were all rated about equally, and a clear second to the mental side. Sailboat racing offers unmatched competitive challenge in this regard. Tactically, under old rules or new, a good-sized fleet race provides more possible moves and counter-moves than a chess match between two world champions. But then if you superimpose the tactical game onto air and water - then immediately you're crunching some serious strategy scenarios. This can be aided by in-depth observations and a knowledge of hydrodynamics, aerodynamics, oceanography and meteorology. Those same sciences also play into the constant opportunity to improve your boatspeed, if you can remember to think about both things at the same time. When you add basic sports psychology and the head games sailboat racers play you get an idea of how complex it can be. (For example, your game plan is to go to the left side of the course, you get a bad start, tack away, and then convince yourself that the right side might just be better afterall.) Psychology also applies to crew interaction. How well you communicate, how well you work together, and how well you treat each other is a critical and ever-changing facet of any race. There is one more, overriding reason why the mental challenge of sailing blows away anything else in terms of complexity. Moment by moment you have to take each different aspect of sailboat racing and prioritize it. You must choose where to focus your mental energies. In one moment, trying to gain a quarter boatlength, all your energy is on sail trim, steering and speed. But in the next, if you can pick up on the slightest windshift, you can quickly gain 100 yards or even half a mile. Despite the unparalleled brain work offered by racing, many people race less than they'd like. The cost of gear and preparation is a factor for some, but in most cases the number one reason is that people are short on time. Perhaps a couple of suggestions to get around the time obstacle is firstly to consider looking for races where the time commitment is less - racing short courses instead of long, or competing closer to home than usual. Second, recognize that racing is not only fun but healthy as a change of pace from your busy shoreside life. Sailing can provide that shift for you physically, spiritually and even mentally.

Definition and Examples of Defective Verbs in English

Definition and Examples of Defective Verbs in English In English grammar, defective verb is a traditional term for a  verb that doesnt exhibit all the typical forms of a conventional  verb.   English modal verbs (can, could, may, might, must, ought, shall, should, will, and  would)  are defective in that they lack distinctive  third-person singular and nonfinite forms.  Ã‚   As illustrated  below, discussions of defective verbs commonly  appeared in 19th-century school grammars; however,  modern linguists and grammarians rarely use the term. David Crystals Take In grammar, [defective is] a traditional description of words which do not display all the rules of the class to which they belong. The English modal verbs, for example, are defective in that they do not permit the usual range of verb forms, such as an infinitive or participle forms (*to may,  *shalling, etc.). Because of its pejorative connotations in general usage, the term needs to be used cautiously. It tends to be avoided  in modern linguistic analysis (which talks more in terms of irregular forms and exceptions to rules), but will be encountered in studies of linguistic historiography. The distinction between defective and irregular needs to be appreciated: a defective form is a missing form; an irregular form is present, but does not conform to the rule governing the class to which it belongs.(David Crystal, A  Dictionary of Linguistics and Phonetics, 6th ed. Blackwell, 2008) Beware and Begone Some verbs are termed  defective;  they are such as want some of the parts ordinarily ascribed to verbs.  Beware  is a  defective verb being  used  only  in the imperative or to give a caution. . . .  Begone  may be accounted another  defective verb  like  beware.  Begone  is a compound, made up of  be  and  gone,  that is  get  away; and  beware  is composed of  be  and  ware  found in  aware,  and  wary.(John R. Beard, Lessons in English, LXII. The Popular Educator, Vol. 3, 1860) The Defective  Copula Is A defective verb  is one which has not all the usual verbal forms.  Is, the copula, is irregular. It is also defective as it has no imperative or autonomous forms, no verbal noun or verbal adjective.(Irish-English/English-Irish Easy Reference Dictionary. Roberts Rinehart, 1998) George Campbell on the Defective Verb Ought [I]n order to express the past with the  defective verb ought, we must use the perfect of the infinitive, and say for example, he ought to have done it; this in that verb being the only possible way of distinguishing the past from the present.(George Campbell, The Philosophy of Rhetoric, Volume 1, 1776) Discussions of Defective Verbs in 19th-Century School  Grammars What do you mean by a  Defective Verb?A  Defective Verb  is a Verb that is imperfect; that is, that cannot be conjugated through all the Moods and Tenses; such as the Verb Ought, which has  just been repeated.Which are the Defective Verbs?The Auxiliary Verbs are in general defective, because they have not any Participles; neither do they admit another helping Verb to be placed before them.Repeat the Defective Verbs.The Defective Verbs are, Do, Shall, Will, Can, May, Let, Must, Ought.How are the Defective Verbs used?They are always joined to the Infinitive Mood of some other Verb; as for example, I dare say, I ought to learn my lesson.Must implies necessity, as I  must do well, i.e. it is necessary that I should, or I am obliged to do so: why? because I ought, i.e. it is my duty to do well.Are the Auxiliary Verbs Have, and Am, or Be, Defective Verbs?No; they are  perfect, and formed like other Verbs.(Ellin Devis,  The Accidence, or, First Rudiments of English Grammar, 17 th ed., 1825) A List of Defective Verbs Defective verbs are those that can be used only in some particular modes and tenses. They are few in number and are as follows: ambeencancouldmaymightshallshouldwaswillwould Various Discussions on Defective Verbs Love  is not a  defective  verb;  you can use it in any mood and tense. You can say, I love, I loved, I have loved, I had loved, I shall or will love, I shall have loved, I may, can or must love: but  can  is a  defective verb.  You can say  I  can,  but you cannot say I have can, I had can, I shall can or will can,  I  may  can,  or  must  can.(J.H. Hull,  Lectures on the English Language: Comprehending the Principles and Rules of  Syntactical Parsing on a  New and Highly Improved System,  8th ed., 1834) A  defective  verb  is that which wants some of the modes and tenses; while an  irregular  verb  has all the modes and tenses, though  irregularly  formed.(Rufus William Bailey,  English Grammar: A Simple, Concise, and Comprehensive Manual of the English  Language,  10th ed., 1855)   Verbs which are not used in all the moods and tenses are called Defective. But the student must not  suppose  from this that Defective constitutes a separate or fourth class  of verb. This is not at all the case.  Quoth,  for  example,  is a  Defective  verb, but also Intransitive. Again wit is a Defective verb, but also Transitive. Again, may is a Defective verb, but also Auxiliary.(John Collinson Nesfield,  English Grammar Past and Present: With Appendices on Prosody, Synonyms, and  Other Outlying Subjects, 1898)

4-Step Guide How to Study for the SAT in a Month

4-Step Guide How to Study for the SAT in a Month SAT / ACT Prep Online Guides and Tips If you've only got a month before test day, don't freak out! Although it's not a ton oftime to prepare for the SAT, it can be enough if you useyour time wisely. In this guide, we share with you our best advice on how to study for the SAT in a month. We'll begin by analyzing the feasibility of studying for the SAT in a month and then go overthe critical steps you must take in order to get your plan going. Finally, we’ll leave you with 12 high-impact tips you can use during your studies andon test day to help you get the SAT score you need for college! NOTE: This article largely assumes you’ll be conducting a self-guided study plan. Those who'd prefer ahelping hand should takeadvantage of our expert SAT tutors as well asour completely customizableSAT prep course! Is Studying for the SAT in a Month Doable? Let's start by addressing the crux of this article: is studying for the SAT in a month a feasible endeavor? The answer is yes; however,how doable a month-long study plan is depends greatly on what kind ofscore improvement you're hoping for. In terms of total point improvement on the SAT, here are the (approximate) numbers of hours you'll need to study: 0-30 point improvement: 10 hours 30-70 point improvement: 20 hours 70-130 point improvement: 40 hours 130-200 point improvement: 80 hours 200-330 point improvement: 150 hours+ As you can see, the higher the score improvement you want, the more hours you’ll have to dedicate to studyingfor the SAT. Because the SAT is such an important test for college, and because high school students are busy people, our usual recommendation is to set aside at least six months for SAT prep. This way you won't have to squeeze in too many study sessions each week, and you should still be able to hit the score you need- even a fairly lofty one requiringan increase of 200+ points. For those who'd like to improve their SAT scores by something closer to, say,100 points,three months should generally suffice. But not everyone has three or six months to committo studying for the SAT. So if you've only got a month to get started, don't worry; you can still increase your score. You just need to be willing toclock in the necessary amount of study time whenever possible. There are limitations to this, though.If you want to improve your SAT score by something close to 200 or 300points (150+ hours of study time), one month likely won't give you enough time todo so. For a plan like this to work, you'd have to study about 38 hours a week, or more than five hours a day! This is waytoo much time for anyone todedicate entirely to SAT prep. At this rate, you're guaranteed to burn out after a day or two! So to recap, studying for the SAT in a month is doable, as long as you: Are ready to create a regular study schedule and stick with it. Want toimprove your total SAT score by no more than 130-200 points (equivalent to about 80 study hours). Now, let's take a look at how to study for the SAT in a month using our simple four-step plan. How to Study for the SAT in a Month:4 Critical Steps for GettingStarted Gettingthe most out of your month-long SAT study plan means figuring out what your current SAT score is, what kind of scoreyou need for college, and how you intend to achieve that score. Ouressentialsteps below will teach youhow to prepare for the SAT in a month, so you can take the test with confidence. Step 1: Find Your Target Score In order to determine how many hours you'll need to study, you must first findyour SAT goal score. This is the score most likely to get you into all of the colleges you're applying to. The easiestway to find your SAT goal score is to search for average SAT scores (which are usually presented as score ranges) on your schools’ websites. Get onGoogle and look for â€Å"[College Name] average SAT† or â€Å"[College Name] 25th/75th percentile SAT.† You can also browseour SAT requirements database by searching for "[College Name] SAT requirements PrepScholar."Here is an example of USC's SAT requirements page. Your target score should match or exceedthe 75th-percentile score for your most competitive college.Gettingthis score will give youthe best shot at gaining admissioninto all of your colleges, even your most competitive ones. Step 2: Figure Out Your Baseline Score Once you’ve found your goal score, it’s time to figure outyour baseline score (where you’re currently scoring on the SAT). You will use this benchmark score to determinethe number of points neededto hit your goal score (as described in Step 1). To get your baseline score, take anofficial SAT practice test. Be sure yourecreate a realistic test-taking environment as closely as you can: take the test in a quiet room and timeyourself exactly as you'll be timed on the SAT. Once finished, use your test’s answer guide to calculate your individual Math and Evidence-Based Reading and Writing (EBRW) scores as well asyour total SAT score. This total scorewill serve as your baseline score. You can also use thispractice test to get a feel for which areas of the exam and which question typesare most challenging for you. Step 3: Create a Study Schedule The third step is to come up with a study schedule you'll be able to follow fairly rigidly over the course of a month. First, findthe difference between your baseline score and your target score to get the total number of points required toachieve your target score. Then, look for your difference using the following point ranges to determine how many total hours you'll need to study over the course of a month. As I mentioned previously, one month should give you enough time to study for up to 80 hours and attain, at a maximum, a200-point score increase: 0-30 point improvement: 10 hours 30-70 point improvement: 20 hours 70-130 point improvement: 40 hours 130-200 point improvement: 80 hours The second half of this step is to divide yourhours into a feasible weekly study plan. Below are various schedules you can try out depending on the score range you're aiming for on test day. Alwayschoose the best plan that will work for you personally.So if you loathe the idea of studying for the SAT on weekdays, stick to longer study sessions on the weekends. On the other hand, if studying for more than an hour straight isutterly torturous for you, opt for shorter, more frequent study sessions scattered throughout the week. Light: You Want to Improve Your SAT Score by 0-30 Points If your baseline score is within 30 points ofyour target score, congratulations! You havea very doable month-long study schedule. For this plan, your total prep time is about 10 hours, or a meretwo and a half hours a week. Your options for aweekly study schedule are as follows: 2 hours and 30 minutes, once a week 1 hour and 15 minutes, twice a week 30 minutes, five times a week Medium: You Want to Improve Your SAT Score by 30-70 Points In this scenario, your baseline score is slightly more removed fromyour target score - but not by much! For this medium-sized plan, you muststudy a total of 20 hours, or five hours a week on average. Idealstudy schedules for this plan include: 2 hours and 30 minutes, twice a week 1 hour and 15 minutes, four times a week 1 hour, five times a week Heavy: You Want to Improve Your SAT Score by 70-130 Points Now we get to the tougher plans. With this schedule,you'll have to really startbuckling down to reach your goal of70-130 points. To do so successfullywithin a month, you must study for a minimum of 40 hours, or about10 hours a week. Possible study schedules are: 3 hours and 20 minutes, three times a week 2 hours and 30 minutes, four times a week 2 hours, five times a week Heavier: You Want to Improve Your SAT Score by 130-200 Points This SAT prep plan, though technically feasible, requires a high amount of diligence, regularity, and commitment. To improve your baseline score by 130-200 points, you must study for a minimum of 80 hours, or 20 hours a week on average. Note that at this rate, each of your study sessions will befairly lengthy at three or more hourslong. Your best options for a foolproof study schedule are as follows: 5 hours, four times a week 4 hours, five times a week 3 hours and 20 minutes, six times a week Impossible? You Want to Improve Your SAT Score by 200-330 Points This certifiably insane plan would require a total of 150+ study hours in a month - that's 38 hours a week! Therefore, due to its impractical nature,I do not recommend attempting this plan. Instead, it'll be more helpful for you toaim for a slightly smaller point increase (see plan â€Å"Heavier† above) and then retake the SAT at a later date if you want toimprove your score even more. Just be sure you give yourself more than a month of study time on the second go-around - ideally, anywhere from three to six months. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Step 4: Gather SAT Study Materials Now that you've gota foolproof study plan, it’s time to gather the SAT prep materials you’ll usefor content review and practice during your prep sessions. If you've already got a stash of SAT materials ready to use, awesome! If not, here is a convenient compilationof some of the best SAT resources currently available: The Ultimate SAT Study Guide for SAT Prep: This guide contains links to all of our most important and relevant SAT articles. Use this guide as a broad reference for information on both SAT study resources and test-taking strategies. You can also use it to answer any questions you may have concerning scoring and other SAT logistics. Complete Official SAT Practice Tests, Free Links:Go to this article to download all official SAT practice tests, answer keys, and answerexplanations.Be sure toprioritize newer practice tests(i.e., those based on theredesigned SAT) over older ones. Best SAT Prep Books 2017 (Updated for New SAT): Read this article for candidreviews of the best SAT prep books. All books on this list have been reviewed by a perfect SAT scorer, so you can rest assured they’re worth purchasing! The Best SAT Prep Websites You Should Be Using: Online study materials can be just as helpful as SAT prep books as long as you know where to find qualityresources! Use our guide to help you find the best online SAT resources, from practice questions and strategy guides to virtual prep courses. Khan Academy: A partner website of the College Board (the creators of the SAT), Khan Academy offers a plethora of realistic SAT practice questions and tutorial videos- all for free! Check out our comprehensive guide for tips on how toincorporate Khan Academy into your SAT study plan. As a bonus resource, our SAT blogoffers a vast amount of SAT information, from tips and strategies to testing logistics and more. So feel free to use this resource if you have any questions about the SAT or simply want toreview content using our free study guides! Once you've selecteda solid assortment of quality SAT resources, read on to see ourtoptipson how to study for the SAT in a month. How to Prepare for the SAT in a Month: 6 Surefire Tips A month isn't a particularly long time to study for the SAT, but with our six surefire tips, you're guaranteed to get the score you want on test day! #1: Familiarize Yourself With the SAT Format As is the case with any exam,knowing what to expect on test day can give you a big advantage, not to mention a little extraconfidence. Start your SAT prep byfamiliarizing yourself withhow the test is scored and what type of content it tests. Then, move on to the specifics of each SAT section by learning about what kinds of questions you'll encounter on the exam and what kinds of skills you'll need to master in order to get a high score. For an in-depth overview of each SAT section, refer to the following guides: What’s Actually Tested on the SAT Reading Section? SAT Reading Skills What’s Tested on the SAT Writing Section? Grammar and Questions What’s Tested on the SAT Math Section? Topics and Practice Knowing the SAT format inside and out will give you the upper hand on test day by ultimately eliminating the risk of surprises. #2: Take 2-3 Official Practice Tests to Measure Your Progress Once you've begun studying for the SAT, it's important you consistently check whetheryour SAT score is improving or not by takingofficial SAT practice tests. For a month-long study plan,two or three official practice tests should suffice.Takethe first test at the beginning of your study plan to get your baseline score (as described in Step 2 above). Then, take a second test abouthalfway through your study plan todeterminewhether your prep materials and study methods are actually helping you, and to see whether you have any glaring weaknesses you need to concentrate on more. Practice tests must be taken at the appropriate times to be most effective.So don't take a test too early (less than a week after you’ve started studying for the SAT) or else you likely won’t notice any significant changes. Similarly, don’t take a test too close to test day, as this will only drain your energy! #3: Review Core SAT Math Topics Your study plan would be incomplete if you don't spend any timereviewing the core concepts tested on SAT Math.Broadly, the three major SAT Math topics are algebra, advanced math, and problem solving and data analysis. Altogether, these three topics account for 90 percent of Math questions. But what exactly should you study?Startby mastering thebasics of integers. (You can also check out ouradvanced guide to integersfor detailson prime numbers, absolute values, exponents, and more!) Afterward, progress to the following critical SAT Math topics: For Algebra Linear functions, equations, and inequalities Single-variable equations Systems of linear equations For Advanced Math Quadratic and nonlinear functions and equations Exponential functions and equations Graphing functions Manipulatingpolynomials For Problem Solving and Data Analysis Statistics (mean, median, mode, etc.) Ratios and proportions (including percentages) Graphs, scatterplots, and tables We also offer individual Math strategy guides, which you can access throughour ultimate SAT math prep guide. #4: Learn Basic Math Strategies In addition to masteringcore SAT Math topics, it's imperative youlearn some of thebasic strategies for tackling SAT math. One key strategy you can use while studying is to re-solve math problems you’ve missed before looking at the answer explanations. Here's how it works: using high-quality math practice questions (those on the official SAT practice tests are always safe bets), you’ll answer various SAT Math questions and then check your answers one by one. As you do so, mark the ones you got wrong and then immediately attempt to solve them again, this timeusing the correct answer as a hint. Re-solving questions allowsyou to think more deeply about why you missed a question and what other ways you can use to approach it and come up with a solution. Additional Math strategies areplugging in answers and plugging in numbers. With these two strategies, you can attempt almost anymath problem, even if you’re clueless about how to solve it. These strategies work well if you don't knowhow to simplify algebraic expressions or how to use algebra to solve systems of equations and inequalities. #5: Review Core SAT Grammar Topics Switching gears now! For the SAT Writing and Language section, you must possess a working knowledge of written English conventions and then use this knowledge to correct and improve sentences in various passages. In short, you must understand all of the fundamental rules of English grammar and punctuation. Rules and conceptsmostcommonly tested on the SAT Writing section include: Commas, colons, and semicolons Apostrophes and possessives Subject-verb agreement Modifiers Homophones (words that sound the same but have different meanings) Restrictive and non-restrictive clauses Redundancy Idiomatic phrases #6: Develop a Strategy for Reading SAT Passages Passages are abundant on both the Reading and Writing sections of the SAT; in fact, every question on these two sections is based on a passage! Therefore,it's important you cultivate the ability to interpret various types of passages both quickly and accurately. There are many methods for approaching SAT passages. Becausethe Reading and Writing sections pose different types of questions in regards to their respective passages, you may find it easier to develop separate reading strategies for each section. On the Reading section, test takers typically use one of the following strategiesfor reading passages: Skim the passage and then read the questions Skim the questions and then read or skim the passage Read the passage in its entirety and then answer the questions (not recommended) And on the Writing section, test takers tend to use one of these strategies: Answer questions as you read the passage paragraph by paragraph (highly recommended) Answer each underlined question in order as you read the passage Skim the passage and then answer the questions Read only the underlined sentences (not recommended) Ultimately, which passage-reading strategy you choose is up to you, and its success depends on how you read and digest information best. To help you determine which strategy works wellfor you, test out the different strategies listed above using the Reading and Writing sections onofficial SAT practice tests (make sure you time yourself for the same amount of time you’ll be given on the SAT). After you take the tests, compare your scores for each section. Any scores that are significantly higher on one test shouldpoint to a strategy that suits you. 6 Additional SAT Study Tips for the High Achiever The following six tips are geared toward those who are planning to spend at least40 total hourson studying for the SAT in a month and would like additional tactics for reaching their SAT goal scores. #7: Carefully Analyze Real Questions Your study sessions will likely feel pretty long, so spendsome of your time carefully analyzing real SAT questions. The best resources to use for this are official SAT practice tests. As you peruse thequestions on these tests, look for concrete clues to help you identify the type of questions you're encountering on each section. For example, can you differentiate thebig picture questions on the Reading section from the little picture questions? On the Math section, can you identify which problems fall under theHeart of Algebra category? The Data Analysis and Problem Solving category? How doNo Calculator questions differ from those on the Calculator section? Examining how various types of concepts are presented on the SAT will allowyou tobecome an expert on the SAT format. As a result, you'll start to spend lesstime trying to comprehend SAT questionsand more time trying tosolve them. #8: Master ALL Applicable Math Topics and Grammar Rules Test takers hoping for a staggering point increase must move beyond the basics of SAT Math and grammar and start delving into more advanced (albeit less commonly encountered) SAT topics. For the Math section, spend extra time mastering the final10 percent of topics (called â€Å"Additional Topics in Math†). This category primarily covers: Geometry, including triangles, circles, 3-D objects, lines and angles, and arc lengths Trigonometry Complex numbers Additionally, try tomemorizeall of the major SAT Math formulas. Although you’ll be given a list of formulas on the exam, these formulas revolve exclusively around geometry (a less commonly tested topic). Thus, it's imperative youmemorize other relevant formulas, such as those for algebra and trigonometry, that will not be given to you on the test. That being said, you should still memorize the ones on the test, too; doing this willsave you time on test day, as you won't need to repeatedly check the list of formulas for help. In regards to grammar, those with ample time on their hands should make it a goal to master all of the rules detailed in our complete SAT grammar guide. This guide goes over some of the more complex grammar topics, includingrelative pronouns, parallel structure, and fragments and run-on sentences, that you'll need to know for the SAT. #9: Hone Your Reading Comprehension Skills To become an expert at SAT Reading, you must not only know how to read the passages but also how to select the correct answer. And here'sthe trick: there is always only one answer that is 100-percent, unambiguously correct. What do I mean by this? All correct Reading answers are supported bydirect evidencein the passages. So of the four answer choices given to you for each question, only one will be clearly correct - all of the other choices willcontain some sort of clue to indicate they are clearly incorrect. Make sure you practice honing this trick withhigh-quality Reading questions.As you do so,think deeply aboutwhythe incorrect answer choices are incorrect. Dead giveaways for incorrect answersare thosethat: Are too broad Are too specific Are unrelated to the passage Say the opposite of what’s written in the passage Contain extra information that isn’t written in the passage Offer a slightly plausible interpretation thatisn’t directly supported by the passage Even asingle word can make an answer choice incorrect, so alwayskeep a sharp eye as you consider answer choices on the Reading section. #10: Study Vocabulary Although vocabulary no longer constitutes a major portion of theSAT, those trying toincrease their EBRW scoresshould cover all of theirbases by studying vocabulary words likely to appear on the SAT. Luckily, all of the vocabulary on the new SAT is only about medium difficulty; the challenging part, however, stems from having to know tertiary meanings of common terms. For quality vocabulary prep, check out our selection of 150 ACT vocabulary words andScholastic’s 100-word SAT/ACT vocabulary list. (Note that thevocabulary tested on the SAT is now extremely similar to that tested onthe ACT, so it's perfectly OK to useACT vocabulary resources for your SAT prep!) #: Strengthen Your Weaknesses Another tip for high achievers is to target your weaknesses by drilling challenging SAT topics and question types. Focusing on your most difficultareas will help youhone your test-taking skills, effectivelyraising your SAT score. Doing this will also teach youhow todetect patterns in the errors you make, so that you canavoid making them again in the future. The best way to combat your SAT weaknesses is to dedicate more time to both content review and hands-on practice. Use high-quality resources such as prep books for comprehensive content explanations. Then, look for realistic practice questions on your most difficult topics (official practice tests and prep books are solid resources for questions). Work through the questions one by one and check their answers to ensure you understand what mistakes you’re making and how you can alter your habits to answer the questions correctly on test day. #12: Practice Pacing Yourself Don’t assume that just because you’re familiar with the content of the SAT that you’ll be able to breeze on through it! Instead, taketime to develop an ideal pace. One of the worst things you can do on the SAT is leave dozens of questions unanswered, but being aware of how much time you spend on each question should greatly reduce this risk. On practice tests, time yourself and try to see whether certain question types take you longer to work through than others. Then, work on developing faster techniques and strategies for the types of questions that usually eat up your time. On the other hand, if you’re routinely finishing practice tests with tons of time to spare but not scoring where you want to score, you’re likely moving way too fast. In this case, devote more time to double-checking your answers and re-reading any ambiguous questions, sentences, or passages. The Final Word: How to Study for the SAT in a Month Studying for the SAT in a month, though challenging, can be a feasible option for certain test takers depending on the number of points by which you’d like to improve your baseline score. The more points you want, the more hours you’ll need to dedicate to studying - and thus the harder it’ll be to stick to your study plan. If you are trying to improve your score by a significant number of points - say, 200 or more - one month likely isn’t going to be enough time for you to be able to successfully do so. To study for the SAT in a month, you must first find your SAT target score based on your colleges’ average SAT scores and then take an official SAT practice test to get your baseline score. After you've gotten both of these scores, select a study schedule that corresponds to the total point improvement you want to make on the SAT. Once you’ve gathered your SAT prepmaterials, follow thesesix tips to get the most out of your month-long study plan: Familiarize yourself with the SAT format Take 2-3 official practice tests to track your progress Review core SAT math concepts Learn basic math strategies Review core SAT grammar topics Develop a strategy for reading SAT passages And for those with more hours to dedicate to studying, use your extra time to: Carefully analyze real questions Master all applicable math topics and grammar rules Hone your reading comprehension skills Study vocabulary Strengthen your weaknesses Practice pacing yourself With these tips in mind, you should have no trouble implementing a surefire month-long SAT study plan! What’s Next? Feel like you're running out of time?Stay calm! With ourexpert last-minute SAT tips and strategies, you can still get the SAT score you want - no matter how little time you've got left before test day. Need extra help studying for the SAT?Check out our top 21 SAT tipsand learn everything you need to know aboutacing the SAT! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Two articles that are influential in the field of Organizational Article

Two articles that are influential in the field of Organizational Development - Article Example Furthermore, the authors indicate that those organizations that can develop a sense of learning within their respective units are the most likely to maintain a degree of success over the long term. The article itself was salient to the subject matter it discussed. However, the authors did not spend a great deal of time discussing how organizational policies that can affect the cultural exchange mechanisms can and should be instituted in order to achieve the highest levels of results. As such, the article lost a bit of its legitimacy with attempting to define and categorize such a process. Courvisanos, J., Tuck, J., McEachern, S., & National Centre for Vocational Education, R. (2012). Building the Capacity to Innovate: The Role of Human Capital. Research Report. National Centre For Vocational Education Research (NCVER), Similarly, the second article that has been chosen seeks to understand the ways in which an organization can actively support/foster and grow its innovative powers. The authors note that due to the fact that the marketplace is changing at such a rapid rate, it is necessary for organizations to react to this by seeking to differentiate the means by which they encourage innovation within their respective units. The authors do not commit to laying out a framework by which innovation itself can be encouraged; rather, they seek to lay out a series of conditions that firms should first consider with reference to how they intend on growing, expanding, and differentiating themselves. The article’s main drawback is concentric upon the fact that it does not lay out a specific framework for how innovation can be ultimately encouraged. Although it is clear why this has not been done from the analysis they performed as well as the explanations they gave, the reader is left to wonder if it would not be slightly more simple to merely lay out a basic framework for ways in which

Soc#3 Essay Example | Topics and Well Written Essays - 4000 words

Soc#3 - Essay Example parts, all of which serve a function together for the overall effectiveness and efficiency of society (http%3a//www.unc.edu/~kbm/SOCI10Spring2004/Structural_Functionalism.doc). Structural-functionalism is a consensus theory and to maintain the smooth functioning of the society as a whole, this theory sees the society built upon order, interrelation and balance among parts. The social conflict (SC) theorists see dominance by a subordinate group by power and authority. To the SF the norms and values are the basis of the society and social change occurs in a slow and orderly fashion. They acknowledge that change is at times necessary to correct some dysfunctions but it must be gradual allowing people to accept the changes without any disruptions. The SC theorists view social order as maintained by manipulation and controlled by dominant groups. The social change according to them occurs in a rapid and disorganized manner and the subordinate groups need to overthrow the dominant groups t o bring about equality and change in the system. Thus these two theories are exactly opposite of each other. The SC believe that oppression and exploitation by the dominant groups is the root cause of problems in the society and they consider this as wrong while the SF may consider this necessary for the smooth running and integration of the society (http%3a//www.unc.edu/~kbm/SOCI10Spring2004/Conflict_Theory.doc). The conflict theorists see change as inevitable, rapid and continuous. The SF argues that most talented people occupy the highest positions while the SC argues that the dominant groups monopolize the positions of power from generation to generation and keep the subordinate group out. While the SF believes that the most important position sin the society are the best rewarded, the SC believe that the dominant group gets the power to define the rewards. Apart from these, the two theories disagree on several issues like crimes, education and sports. Schools are powerful

Chinese Intellectual History Essay Example | Topics and Well Written Essays - 3000 words

Chinese Intellectual History - Essay Example The thinkers had developed their thoughts by using their individual philosophy. They suggested their own ideas about the military, political as well as economic policies to make a single ideal monarchy. They inferred that a strong centralized ruling system can only solve the prevailing problem in the country. This will end the continuous war among the six independent states. Because this long-lasting turmoil hampers the everyday life of common people, hinders the production and growth of the states and brings poverty in the economy. The war is happening only because of the desire to achieve power over the others by all of the states. But all of the thinkers, in their thoughts, mentioned that this single monarchist should be ideal ruler who should possess some moral qualities. This would be a â€Å"sage monarch†. They suggested that the ruler should behave in a different way in person and adjust in different ways to the outer world. The monarch should try to implement several p olicies that can bring peace and unity in the â€Å"All under Heaven† (Pines 2). ... The Confucians said that the ideal monarch should follow the early Western Zhou kings. They prioritize the implementation of ritual performances. The Mohists criticized the prevailing warfare. They suggested quick reduction in the government expenditure and a hierarchical political structure should be made. The ranks would be given in accordance to the wealth of a person in the society. Every bureaucrat should obey the person above his rank. They also imposed the idea of moral value with universal love. In such love, all people should treat others in the same fashion irrespective of the relationship between them. The Daoists recommended that the ideal ruler should practice psychosomatic training by meditation. The ruler would not be engaged in the active ruling of the government and would let to take place things and events in natural way. This way, everything in the universe would be arranged in their own way (Ivanhoe and Norden 1-312). The above schools of thought argued that singl e monarchy is essential for peace in Heaven. Another school of thought is the legalists who suggested that one single state must be created. This creation can be done by implementing one strong armed force and by developing policies to strengthen the military forces, legal activities and economic resources of one single state. This state, by using its strengths and resources, therefore, could achieve the power over the other states. This article will examine the idea what Yuri Pines highlighted in his book that how the thinkers analysed their conception of getting peace in a time of change in political system. The article would not discuss about all of them but about the idea of only one

ME GLOBAL ACASE FOR CULTURE Case Study Example | Topics and Well Written Essays - 750 words

ME GLOBAL ACASE FOR CULTURE - Case Study Example However, in 2011, this company registered its best performance in the market. The company sales were high, thus resulting in great profits. Despite this, MEGlobal is still faced with different problems, which have prevented it from achieving stable performance in the market. This paper therefore, addresses some of the problems MEGlobal experiences, and the possible solutions to these problems. The main challenges of MEGlobal have their roots in the management of the company. MEGlobal is a joint venture, therefore, this company, like many other joint ventures, has experienced considerable obstacles, which have influenced the company negatively. Dow Chemical Company of the United States and Petrochemical Industries Company (PIC) of Kuwait own MEGlobal jointly. In 2004 when the joint venture was formed, Dow contributed technology and expertise, while PIC contributed finances. Once the joint ownership documents were signed, MEGlobal began operating as a joint venture. During the initial period of this joint venture, great profits were realized. However, after considerable period, these profits came down (Hayes 1). Cultural difference in this company presents a major problem. This problem has been experienced since the initial developmental years of MEGlobal. This joint venture resulted in the integration of employees from the two different countries. These have different cultures, therefore, initially; it was a challenge for them to get along harmoniously without any misunderstandings based on their cultural differences. Employees from Dow had to work with Kuwaitis, while other Kuwaitis were transferred to Canada. Cultures for Kuwait people and Canadians are different, therefore, initially, it was hard for the employees from different cultural backgrounds to coordinate and cooperate. For a company to succeed there must be a coherent culture in the company, which all employees adhere to. Poor integration and communication in the company

Leadership in Teaching Research Paper Example | Topics and Well Written Essays - 1250 words

Leadership in Teaching - Research Paper Example Teaching as a profession requires specific traits in order for a teacher to be effective in achieving for students academic success. There are numerous theories that explore this theme. For instance, Sharick (2007) argued that teachers should have social traits in order to be able to communicate effectively with the students.A â€Å"social† teacher in this theory is one that could display dominant characteristics like that of being enterprising, investigative and a capacity for empathy, among others. The idea is that the relationship between a teacher and the students complement the transfer of knowledge. The concept of leadership, though not a prominent element in this model as suggested by the researcher, can also be considered a social trait. It plays an important role in the way students learn from instruction and classroom interaction because it underpins the efficacy of the social interaction. It takes advantage of the relationship in order to have an authoritative proce ss by which knowledge is imparted and received. Simply put, leadership provides the framework by which a teacher could control the teaching process successfully. Leadership and Best Practice in Teaching Leadership is increasingly becoming a byword in the literature on current best practices in teaching and educational improvement. York-Barr and Duke explained that this is because it is aligned with the notion of individual empowerment and localization of management (p. 255). In this respect, teachers are sought to be empowered and have greater degree of control, with an expanded role in the classroom instruction. This has been the trend in the United States since the 1980s, when leadership came to be considered as an integral component of teacher professionalism (York-Barr and Duke, p. 256). The educational reform aimed to replace the traditional framework of the technical model, which emphasized the transfer of knowledge through systematic inquiry. The new goal is to focus and rely on the teachers’ capability, knowledge and judgment. Leadership figures prominently in this aspect because it allows the teachers to exercise and implement academic decisions, in addition to helping lead pursue educational initiatives. The study conducted by Camburn, Rowan and Taylor in 2003, which evaluated the efficacy of the educational reform found that academic progress was, in fact, achieved in the process. Particularly, the study revealed that those educational reforms that integrated leadership components such as the distributive leadership schemes led to positive outcomes both in the capabilities of the teacher and the students’ academic performance (p. 367). There are numerous studies that reflect these findings. A case in point is that by Ross and Gray (2006), which found that schools with higher levels of transformational leadership had higher collective teacher efficacy, greater teacher commitment to school mission, school community, school-community part nerships, and higher student achievement (p. 798). Also, Copland (2003), in his study of the Bay Area School Reform Collaborative program, found that leadership works well with inquiry-based approach, with distributive leadership playing an important role in implementing inquiry-based practice and collective decision-making at school (p. 375). The empirical evidences that support how leadership contributes to positive student learning outcome are not that surprising. Aside from the quantified direct and positive leadership impact represented by effective cognitive learning outcomes, there is also the deeper socio-psychological discourse that covers education and learning. Here, leadership is critical because it plays an important part in the transformation of behaviors. Encouraging Leaders, Imparting Values According to LeComte (1978), going to school is a socialization process wherein teachers transmit skills, aspirations, norms and behavioral patterns which assist in the assumptio n of roles (p. 22). This is demonstrated in observing the classroom

Analyze the companys cost structure (e.g., variable vs. fixed costs, Essay

Analyze the companys cost structure (e.g., variable vs. fixed costs, manufacturing vs. non-manufacturing costs, direct vs. indirect costs, job costing or process costing, etc) for starbucks - Essay Example When allocating the rent of the Starbuck store rent it is advisable to divide the rent by the number of coffee bags sold (Maryanne, 109). Manufacturing and non manufacturing costs: Manufacturing costs are indirect factory related costs that are incurred during the manufacturing process. The cost of manufacturing overhead cost must be assigned to each unit produced so that inventory and cost of goods sold can be valued. For the case of Starbuck Company non manufacturing costs include direct material and direct labor. Again the non manufacturing costs represent manufacturer’s expenses that occur apart from the manufacturing function. These expenses are not product cost and are reported in a financial statement as expenses incurred. They include interest on business loan, marketing and advertising costs, taxes and salaries of the staffs (Maryanne, 110). Job costing and process costing: Job costing is a way of determining the cost to a company for each unit of item. This is done by taking each job as independent and how much each job cost to produce a number of units. This allows manager and executives to calculate the amount of profits made from each job. The Starbuck Company for each type of drink it delivers a certain price. This is an effective way of controlling the price of a product. Process costing is a process in which the company come up with long term statistics to know how the price keep on changing over time (Maryanne, 112). It also simplify record keeping hence allowing the company to when changes need to be made. Direct and Indirect Costs: Material, labor and other expenses which are directly or easily traceable to a product, service or job are known as direct costs. In the production of coffee, materials are purchased, wages are paid to workers and certain other expenses are incurred directly (Wiley & Sons, 34). All these take an active and direct part in the manufacture of a product and are, therefore, called direct

Leadership in Teaching Research Paper Example | Topics and Well Written Essays - 1250 words

Leadership in Teaching - Research Paper Example Teaching as a profession requires specific traits in order for a teacher to be effective in achieving for students academic success. There are numerous theories that explore this theme. For instance, Sharick (2007) argued that teachers should have social traits in order to be able to communicate effectively with the students.A â€Å"social† teacher in this theory is one that could display dominant characteristics like that of being enterprising, investigative and a capacity for empathy, among others. The idea is that the relationship between a teacher and the students complement the transfer of knowledge. The concept of leadership, though not a prominent element in this model as suggested by the researcher, can also be considered a social trait. It plays an important role in the way students learn from instruction and classroom interaction because it underpins the efficacy of the social interaction. It takes advantage of the relationship in order to have an authoritative proce ss by which knowledge is imparted and received. Simply put, leadership provides the framework by which a teacher could control the teaching process successfully. Leadership and Best Practice in Teaching Leadership is increasingly becoming a byword in the literature on current best practices in teaching and educational improvement. York-Barr and Duke explained that this is because it is aligned with the notion of individual empowerment and localization of management (p. 255). In this respect, teachers are sought to be empowered and have greater degree of control, with an expanded role in the classroom instruction. This has been the trend in the United States since the 1980s, when leadership came to be considered as an integral component of teacher professionalism (York-Barr and Duke, p. 256). The educational reform aimed to replace the traditional framework of the technical model, which emphasized the transfer of knowledge through systematic inquiry. The new goal is to focus and rely on the teachers’ capability, knowledge and judgment. Leadership figures prominently in this aspect because it allows the teachers to exercise and implement academic decisions, in addition to helping lead pursue educational initiatives. The study conducted by Camburn, Rowan and Taylor in 2003, which evaluated the efficacy of the educational reform found that academic progress was, in fact, achieved in the process. Particularly, the study revealed that those educational reforms that integrated leadership components such as the distributive leadership schemes led to positive outcomes both in the capabilities of the teacher and the students’ academic performance (p. 367). There are numerous studies that reflect these findings. A case in point is that by Ross and Gray (2006), which found that schools with higher levels of transformational leadership had higher collective teacher efficacy, greater teacher commitment to school mission, school community, school-community part nerships, and higher student achievement (p. 798). Also, Copland (2003), in his study of the Bay Area School Reform Collaborative program, found that leadership works well with inquiry-based approach, with distributive leadership playing an important role in implementing inquiry-based practice and collective decision-making at school (p. 375). The empirical evidences that support how leadership contributes to positive student learning outcome are not that surprising. Aside from the quantified direct and positive leadership impact represented by effective cognitive learning outcomes, there is also the deeper socio-psychological discourse that covers education and learning. Here, leadership is critical because it plays an important part in the transformation of behaviors. Encouraging Leaders, Imparting Values According to LeComte (1978), going to school is a socialization process wherein teachers transmit skills, aspirations, norms and behavioral patterns which assist in the assumptio n of roles (p. 22). This is demonstrated in observing the classroom

Rhetoric Assignment Essay Example | Topics and Well Written Essays - 250 words

Rhetoric Assignment - Essay Example The conclusion of the statement has failed to follow the premise and for this reason considered as an incomplete argument. The argument in the second paragraph is also incomplete. The writer says â€Å"The Pope has not yet said much concerning the women and the church and there exists reasons based on his will. Instead on more understanding and compassionate take on women’s stand in church, he has repeatedly embraced the Old Catholic’s view that women roles are at home’’. The statement is a claim and has no prove. The conclusion does not follow the premise and is based on probable rather than true statements (Moss & Burden, 4). The dates are inadequate since they are based on approximations. The use of words such as ten days ago or last week without necessarily giving the exact day and time makes it inadequate. Additionally, the writer has utilized several incomplete arguments to explain his opinions towards the Pope. The numerous incomplete arguments have made the warrant unclear. In addition, the few arguments raised by the writer cannot be used to generalize Pope Francis’s judgment on women and the church (Moss & Burden, 4). It is too much to expect, that the church will decide to admit women to the clergy even with Pope Francis in the Helm. In addition, recognizing women as contributors to the church life is not a violation of the doctrine. The pope has however failed to express these statements and appears to be buying time (Moss & Burden,

Dirty Dominos Essay Example for Free

Dirty Dominos Essay On April 13, 2009, a video emerged on YouTube showing a Domino’s Pizza employee – Michael Setzer – tampering with a customer’s food orders. Doing the filming was Kristy Hammonds, who was on the same shift as Setzer when the incident occurred. In the video, Setzer is shown stuffing cheese up his nose before placing it on some garlic bread, intentionally sneezing on other food items, and even wiping his backside with a sponge before using it to wash dishes. In the background, Hammonds is heard laughing and narrating; â€Å"in about five minutes, they’ll be sent out to delivery, where somebody will be eating these, yes, eating them. By 9:30pm the following evening, the video had attracted nearly one million views. References to the video were also showing up in Google search results for Domino’s. The incident was also receiving increasing news coverage, both locally and nationally. Making matters worse, the media released details of Hammonds’ criminal record, indicating that she was a registered sex offender. At first Domino’s senior management decided to do nothing, assuming that the hype would die down and the situation would get better by itself. But the issue was far from fading away, so Domino’s felt it was necessary to act. First, they had the video removed from YouTube, but numerous other cites had already downloaded it, making distribution of the video impossible to control. Next the two employees were immediately fired and charged with contaminating food distributed to the public. Finally, on the advice of the local health department, the franchise owner discarded all open containers of food and sanitised the entire branch. Despite these efforts, the issue was still not going away. It was becoming increasingly clear that Domino’s needed to respond publically – but how? To whom? And when?

Should the U.S. build a National Missile Defense System? Essay

Should the U.S. build a National Missile Defense System? â€Å"What if free people could live secure in the knowledge that their security didn’t depend upon the threat of instant U.S. retaliation to deter an enemy attack?† Ronald Reagan; 1983 In his speech of March 23, 1983, President Reagan presented his vision of a future where a Nation’s security did not rest upon the threat of nuclear retaliation, but on the ability to protect and defend against such attacks. The Strategic Defense Initiative (SDI) research program was designed to tell whether, and how, advanced defense technologies could contribute to the feasibility of this vision. What is a national missile defense (NMD)? A NMD is in theory â€Å"a technological shield that could destroy all incoming missiles† (Cirincione and Von Hippel 1). A NMD would most likely employ ground-based missiles that would intercept and destroy incoming intercontinental ballistic missiles (ICBM). ICBMs are missiles that are capable of hitting targets thousands of miles away from their launch site. The National Missile Defense Act â€Å"calls for developing a missile-defense system that could protect the United States from an attack by a handful of nuclear armed ballistic missiles† (Ballistic Missile Defenses). It is important to realize the proposed NMD would not be designed to protect against an all out nuclear attack featuring hundreds of missiles. Is a NMD a good thing for the United States? I believe the United States should not develop and deploy a NMD system. How does the NMD work? According to the Federation of American Scientists at fas.org, there are five elements involved in the missile defense system. The first rudiment is the Ground Based Interceptors (GBI). These are the weapons of the system. Their job is to intercept ballistic missile warheads and through the force of impact, destroy them. The GBI includes the interceptor, its launch and support equipment, missile silos, and personnel. The missile is make of an EKV and boosters, and the GBI sites would be capable of holding 20 missiles with eventual upgrade to 100. The next part of the system is called the Battle Management Command and Control (BMC2). This is the brains of the system and it controls and operates the missile defense system. It provides decisive support systems, battle management systems and displays, and also situation awareness information. Satellites... ...iew: Desirability and Feasibility of Ballistic Missile Defenses.† The Last Fifteen Minutes: Ballistic Missile Defense in Perspective. Ed. Joseph Cirincione and Frank Von Hippel. N.p.: Coalition to Reduce Nuclear Dangers, 1999. 6-15. Gordon, Michael R. â€Å"Russians Firmly Reject U.S. Plan to Reopen ABM Treaty.† New York Times. 21 Oct. 1999: A3. Hulme, Dr. Derrick. â€Å"Arms Control.† World Problems and Conflict. Alma College, Alma, MI. 17 Nov. 1999. Krepon, Michael. â€Å"Missile Defense: Not Such a Bad Idea.† The Bulletin of the Atomic Scientists. May-June. 1999: 31-33. Mendelsohn, Jack. â€Å"Missile Defense: And It Still Won’t Work.† The Bulletin of the Atomic Scientists. May-June. 1999: 29-31. National Academy of Sciences. The Future of U.S. Nuclear Weapons Policy. Washington, D.C.: National Academy Press, 1997. Ray, James Lee. Global Politics. 7th ed. New York: Houghton Mifflin Company, 1998. â€Å"Selling Russia on Missile Defense.† New York Times. 21 Oct. 1999: A24. â€Å"What Proponents of Missile Defense Argue and Rebuttals.† Council for a Livable World. n. pag. Online. Internet. 2 Nov. 1999. Available WWW: http://www.clw/org/ef/bmdrebuts.html. Federation of American Scientists – www.fas.org

Arthur Neville Chamberlains Governmental Timeline :: Government European History Essays

Arthur Neville Chamberlain's Governmental Timeline Arthur Neville Chamberlain was born in Birmingham, England, on March 18, 1869. After being educated at Rugby School he spent seven years managing his father's plantation in the Bahamas. Chamberlain arrived back in England in 1897 where he went into the copper-brass business. He was active in local politics and in 1915 was elected Lord Mayor of Birmingham. In the 1918 General Election Chamberlain was elected as a Conservative in the House of Commons. He rose with speed and ease, and by 1923 Stanley Baldwin appointed him as Postmaster-General. The following year he became the Minister of Health, in which he served for five years. He also achieved the title of Chancellor of the Exchequer in the National Government headed by Ramsay MacDonald from 1931 to 1939. He was an efficient administrator abolishing the Poor Law and reorganizing unemployment assistance. Chamberlain became Prime Minister when Stanley Baldwin resigned in 1937. The following year he travelled to Germany to meet Hitler in an attempt to avoid war between the two countries. The result of Chamberlain's appeasement policy was the signing of the Munich Pact Chamberlain confronted the threat to peace posed by Germany and Italy. Seeking to appease Adolf HITLER and Benito MUSSOLINI, he first negotiated a treaty with Italy accepting the conquest of Ethiopia on condition that Italy withdraw from the Spanish Civil War. Turning to the Czech question, Chamberlain conferred with Hitler and Mussolini. The Munich pact was signed on September 29, 1938, by Chamberlain, along with Germany, Italy, France. The agreement accepted Hitler's territorial claims to predominantly German areas of Czechoslovakia. Though Chamberlain assured Britain that his concession had brought "peace in our time, Hitler soon broke his agreement and marched into Czecho-Slovakia and subsequently made most of the country a German protectorate. In May 1939 Germany and Italy signed a pact pledging to support each other in war. ). To prevent this in a new war Hitler and the Soviet dictator Joseph Stalin signed a ten-year nonaggression pact on Aug. 23, 1939 (see Stalin). On Sept. 1, 1939, Germany invaded Poland. England and France demanded that Germany withdraw its troops; Hitler refused. Resulting in Britain and France declaring war on Germany. Under the pressure of Great Britain, Canada, Australia, New Zealand, the Union of South Africa, and India aligned themselves with Chamberlain. Ireland was the only member of the British Commonwealth to keep out of the war. Arthur Neville Chamberlain's Governmental Timeline :: Government European History Essays Arthur Neville Chamberlain's Governmental Timeline Arthur Neville Chamberlain was born in Birmingham, England, on March 18, 1869. After being educated at Rugby School he spent seven years managing his father's plantation in the Bahamas. Chamberlain arrived back in England in 1897 where he went into the copper-brass business. He was active in local politics and in 1915 was elected Lord Mayor of Birmingham. In the 1918 General Election Chamberlain was elected as a Conservative in the House of Commons. He rose with speed and ease, and by 1923 Stanley Baldwin appointed him as Postmaster-General. The following year he became the Minister of Health, in which he served for five years. He also achieved the title of Chancellor of the Exchequer in the National Government headed by Ramsay MacDonald from 1931 to 1939. He was an efficient administrator abolishing the Poor Law and reorganizing unemployment assistance. Chamberlain became Prime Minister when Stanley Baldwin resigned in 1937. The following year he travelled to Germany to meet Hitler in an attempt to avoid war between the two countries. The result of Chamberlain's appeasement policy was the signing of the Munich Pact Chamberlain confronted the threat to peace posed by Germany and Italy. Seeking to appease Adolf HITLER and Benito MUSSOLINI, he first negotiated a treaty with Italy accepting the conquest of Ethiopia on condition that Italy withdraw from the Spanish Civil War. Turning to the Czech question, Chamberlain conferred with Hitler and Mussolini. The Munich pact was signed on September 29, 1938, by Chamberlain, along with Germany, Italy, France. The agreement accepted Hitler's territorial claims to predominantly German areas of Czechoslovakia. Though Chamberlain assured Britain that his concession had brought "peace in our time, Hitler soon broke his agreement and marched into Czecho-Slovakia and subsequently made most of the country a German protectorate. In May 1939 Germany and Italy signed a pact pledging to support each other in war. ). To prevent this in a new war Hitler and the Soviet dictator Joseph Stalin signed a ten-year nonaggression pact on Aug. 23, 1939 (see Stalin). On Sept. 1, 1939, Germany invaded Poland. England and France demanded that Germany withdraw its troops; Hitler refused. Resulting in Britain and France declaring war on Germany. Under the pressure of Great Britain, Canada, Australia, New Zealand, the Union of South Africa, and India aligned themselves with Chamberlain. Ireland was the only member of the British Commonwealth to keep out of the war.

Religion and Modernity

Religion and Modernity Can it be truthfully said that organized religion is a barrier to modernity? In order to determine such an accusation, we must first try to identify how we define modernity as well as the role of religion in science and humanity. To think modernism means the present is a very narrow view. â€Å"For many Decades, modernization was depicted in social sciences as a broad series of processes of industrialization, urbanization and social changes through which modern societies arose. (Lu, 2011) For the purposes of this essay, we will try to limit the discussion strictly to the terms of modernity relative to science and the inequality of women. But why bring up religion in the context of mathematics and science? Because Science does not develop in a social and political vacuum. Imagine a world without the simplest understanding of the world that surrounds us. Without science, man may have never been able to navigate the seas, discover new continents, never developed beyond agrarian commerce, without cures for common ailments, electricity, telephones, and running water or with even the basic understanding of natural phenomenon. For example, in ancient times, thunder was seen by primitive people as God expressing his displeasure or showing his power. However, the scientific method has proven that lightning and thunder are caused by complex electrical processes in the atmosphere. Science and mathematics have provided the world with answers to questions and cures to deadly diseases and has touched the lives of every person in the world today. This clash between modernist thought and Christianity has produced centuries of â€Å"accusation, rebuttal and counter-accusation. † (Bogart, 2009) Famous sociologist, Emile Durkheim saw religion as a necessary institution which enabled society to function harmoniously and that religion provides stability by teaching and enforcing a definite moral code. Even with this admirable quality, probably few informed people would want to argue the point that the â€Å"bible and religious tradition has often been used to prevent people from pursuing certain avenues of self-expression† (Bogart, 2009) and to deter people from all sorts of activities. In the current view most would agree that it can easily be seen that basic scientific advancements have been beneficial to mankind and most would agree that without the developments in mathematics, and science, the world as we know it could never have existed but it was not long ago when he Christian church persecuted followers of science as heretics. Throughout history, the religious attacks on modernity in the form of mathematics and science is widely documented, forcing religion into a mostly defensive position. Even today, there are still scientific and medical advancements with potentially hundreds of life altering applications that keep religion and science at a standoff in the moral a nd political spectrum as well as in public opinion. In this essay, we will illuminate how organized religion has been integral in attempting to subvert modernity, from the development of mathematics and science in antiquity, the oppression of art during the Renaissance era, further suppression of secular education through the Age of Enlightenment, the ongoing battle for the rights of women and all of the way through the modern attacks on stem cell research, cloning, family planning and abortion. In as early as In 415 A. D. the last known head of the Department of Mathematics and Philosophy at the Museum of Alexandria, part of the Library of Alexandria, the female mathematician Hypatia was stripped naked in the streets of Alexandria with her flesh scourged from her body by Christian hands and fingers while being dragged to her final death by burning alive by fanatically enraged Christian Coptic mobs, inspired by the leading Christian patriarch, later canonized Saint Cyril of Alexandria. Hypatia's invention of an improved astrolabe and her subsequent book â€Å"Astronomical Canon†, a table of star positions for navigational explorers, was subsequently in use by other intrepid sailors and explorers for the next 1,200 years, all of this in addition to her thirteen books on algebra and another eight on geometry. This atrocity was not the first time and definitely not the last time that the church would attempt to use its power and influence, to try and subvert scientific advancement. Only a few hundred years later, at the height of the power of the Catholic Church, another movement created a scapegoat for religious persecution. The intellectual movement called â€Å"The Enlightenment† is one of those rare historical movements which in fact named itself. Enlightenment thinkers and writers, primarily in London and Paris, believed that they were more enlightened than their compatriots and set out to educate them. Many enlightenment thinkers had the admirable belief that â€Å"human reason could be used to combat ignorance, superstition, and tyranny and to build a better wor d. † (Brians, 1998) Additionally, â€Å"by celebrating the human race and its capacities they argued they were worshipping God more appropriately than gloomy priests and monks who harped on original sin and continuously called upon people to confess and humble themselves before the Almighty. † (Brians, 1998) While at the time, the â€Å"humanist†, the element responsib le for the â€Å"enlightenment†, did not have an anti-religious association, there were a few that claimed that humans were like God, created not only in his image, but with a share of his creative power. They believed that painters, architects, musicians, and scholars were, by â€Å"exercising their intellectual powers, were fulfilling divine purposes. † (Brians, 1998) While, even within the church, there were notable Christian who pursued and promoted advances in mathematics, astronomy, medicine and science in general, the humanist notions of divine creativity and enlightenment went directly against the basic tenant of the Catholic Church of a single all-powerful, all-knowing, divine god. Because the church could not frame these tools of logic to the uses it preferred, they were afraid that this message could not only diminish the power so long held by the church over the daily lives of the people and over the monarchy and politics, but could cause outright revolt from the church as it had in before in Athens. With so much fear and apprehension, the church struck out on a terroristic mission to shame, humiliate and publicly murder those who could not be tamed. During this time of the â€Å"Inquisition†, trials of witchcraft flourished as they never had during the Middle Ages and thousands were slaughtered as examples at the hands of the church. For those who were so lucky to avoid the execution table, they still faced public humiliation, had their life works destroyed in front of their eyes and in some cases like Galileo, were forced into the infamous, unjust house imprisonment. Galileo Galileio, was one of the foremost scientific thinkers of his time, and his works have served to be the basis for the majority of astronomical work to follow. He uses the same logic the seamen had used, reinforced with observation to argue for the notion that the earth rotates on an axis beneath the unmoving sun. † (Brians, 1998) The Church objected to this idea because the Bible clearly stated that the sun moved through the sky and denounced Galileo's teachings, forcing him to recant what he had written and beginning in 1633, under Pope Urban's personal authority given by the â€Å"Congregation of the Holy Office of the Inquisition† forced him into house imprisonment, preventing him from teaching further. In this case, the Church's triumph was short-lived, because while they were successful in silencing Galileo, they could not prevent the advance of science and astronomy. Some of the more caustic clashes between science and religion in modern history is the battle over stem cell research and cloning. â€Å"When news that Ian Wilmut and his team had successfully cloned an adult sheep in 1997, there was an immediate and ill-informed wave of public, professional, and bureaucratic fear and rejection of this new technique. † (Savulescu, 2008) Cloning is the process of multiplying cells and tissue to genetically replicate the host. Almost immediately, cloning of Human tissue was banned, but sampling of plant materials and various offshoots of the science have been allowed, such as limited cell regeneration and stem cell research as a means of treating or avoiding serious diseases. While this technology is a controversial issue, and few people have openly supported it, there are some important advancements that this technology could currently serve and endless possibilities that remain. For example, in agriculture, there are several advantages to cloning including yield, strength, and timing. A cloned plant can yield a thousand new plants from one parent plant. This means that farmers can produce more crops without a lot of seeds. In addition, cloning a plant means you can choose the best plants to clone. An entire crop of healthy, prosperous plants can be cloned from one strong parent plant. Lastly, cloned plants grow at the same rate, so harvesting can become streamlined. In reference to animal cloning, better breeding is a perfect example of the benefits of technology. In animal cloning, the best of the breed can be chosen as the clone subject. This means farmers can have the strongest or best producing animals on their farms. In the current world economy, and with a majority of the world stricken with hunger related problems, cloning could likely be the best option for countries with inopportune growing environments, or who have suffered from natural disasters, but several concerns about health issues and moral issues have stalled attempts to perfect the science. In addition to having multiple benefits in food production, there are also key benefits to the cloning of human tissue. The cloning of human tissues could lead to no longer needing to harvest animal organs to replace dead or damaged human tissue. In many cases, animal organs are rejected by recipients. In the â€Å"United States the discrepancy between the number of potential recipients and donor organs is increasing by approximately 10-15% annually† (Savulescu, 2008) Not only is there a shortage of human tissue, there are still the issues of incompatibility and the need for a lifetime of immunosuppressive therapy and serious side effects. With cloning, there could be abundant sources with near perfect capability. While there are several issues with cloning most notably those relating to the spiritual morality of creating or replicating human tissues. The movement to ban human reproductive cloning appears to draw strength from traditional religious beliefs. Religion is among the most powerful factors shaping attitudes toward human reproductive cloning and remains an influential force in human society, despite the secularization brought about by scientific progress, bureaucratic rationalization, and economic growth. Members of some religious groups, particularly Evangelical Christianity and Roman Catholicism, believe that a soul enters the body at the instant of conception, and that the fertilized ovum is in fact a human person with full human rights. † (Bainbridge, 2003) Another traditional function of religion has been to provide a set of metaphors through which people could think about their own psychological p rocesses. The Christian notion of an immortal, righteous soul offers hope in return for moral behavior and in regard to the cloning of human tissue, the assumption that clones would lack souls seems to be widespread. This worry is not limited to Christians, but also afflicts people in the broad tradition of Hinduism and Buddhism who believe that each being, whether human or non-human, is born with a spirit. â€Å"This spirit may or may not be a reincarnation of a previous spirit and that cloning will prostitute the natural evolution of spirits and life. † (Bainbridge, 2003) For many believers, the crucial quality of a soul is its immortality. In a sense, religion is the death business, and it cannot tolerate any technology that would take away its market. As we have seen throughout the readings, religion has a serious impact in the inequality of the genders and the subjugation of women throughout the world. In Sea of Poppies, Deeti made the difficult decision to abandon Kabutri with her family as the persecution she faced for her refusal to marry her brother-in-law, and then for the shame of disappearing with Kalua. Her village leaders meant to use religious law against her and to beat or kill her for her apparent indiscretions against morality. This example along with various other examples within Season of Migration to the North illustrate the plight of women in extreme religious societies. Particularly, the focus in the books centered around the Middle East and Islam. However, backward thoughts about women are not exclusive to the Middle East or to Islam. All major religions have a storied history of women’s subjection to men. It is not in all cases that women are beaten or shamed, in many cases the persecution is more subtle, but nonetheless ruthless. In religious history, across Christianity, Islam, and even Judaism women were and in some cases still are denied the ability to participate equally in religious ceremonies and rituals. In Judaism, there is a Jewish prayer that men say each morning. â€Å"â€Å"sh’lo asani isha†Ã¢â‚¬â€œ â€Å"that I wasn’t created a woman. † (Torah, 2012) That blessing is only one striking example of many where women are not treated or considered equal in Orthodox Judaism. In most synagogues women cannot be ordained as Rabbis, cannot lead prayer services for a mixed crowd, cannot chant from the Torah, and are discouraged from wearing traditional religious attire. However, Judaism is not alone. Even in Christianity there are direct references to the subordination of women to men. When researching the history of the Catholic Church, one will find that a doctrine against women has always been firmly maintained, and is so today, but not necessarily to the same extent. The Bible has many things to say indicating support of the idea that women are unequal and servile to men. From Genesis III â€Å"and thy desire shall be to thy husband, and he shall rule over thee† This is the first direct order of the subservience of women to men and that in Christianity, it is ordained by god that men bear rule over the women. Later in the New Testament, women’s subservience is mentioned again. ; â€Å"all the wives shall give to their husband's honor, both to great and small he sent letters into all the provinces, that every man should bear rule in his own house† (Esther, 2002) again like we have seen in all of our readings, women are valued differently and treated differently than men. Based on our readings women’s value is in the home as a servant to the husband and her opinions and thoughts are half of a man’s. As we have seen, the most visibly egregious and violent offender of women’s rights are fanatic Muslims. In Islam, rather than just being ignored and subservient, women were treated like slaves or property. Their personal consent concerning anything related to their well-being is considered unimportant, to such a degree that they were never even treated as a party to a marriage contract. In Islam, Women are needed only for procreation and are then discarded. Similar to the other faiths, the Koran has similar passages that diminish women. Men have authority over women because God has made the one superior to the other, and because men spend their wealth to maintain them. Good women are obedient. They guard their unseen parts because God has guarded them. As for those among you who fear disobedience, admonish them and send them to beds apart and beat them. † (Sura, 4:34) Furthermore, in some Islamic ruled counties, Women have no independence, cannot own property, are barred from employment and are not allowed to attend school and can be beaten or sentenced to death only for being seen I public, unaccompanied by a male relative. How can such intolerance and subjugation in the name of religion be considered peaceful or modern? It cannot. As in its dealings with science and modernity, organized religion stands united against progress. In the end, no one can claim that religion and modernity have been indifferent and unbiased towards each other. In addition and neither can it be implied that all the advocates of modernity were opposed to religion. â€Å"Dogmatic religious opposition is not rooted in technical or humanitarian concerns, but in a view of existence that is incompatible with scientific progress. There is no peaceful way to overcome such opposition, short of converting believers away from their strongly-held, literalistic faith. † (Dawari, 2012) On the other hand, it is not as if all the religious authorities have been opposed to modernity or have struggled against it. However, modernity has changed man's relationship with his fellowmen, with the world, and in some cases with the origin of the world. Scientific progress in many cases has served to debunk religious mythology in the eyes of some, while for others, it only serves to reinforce the idea of a higher power. Religious ideals are not bad or wrong. They are just many times wielded by those who wish to maintain power and control over the minds of people. Religious arguments about science will continue to rage as long a modern scientist attempt to understand the minute details of creation and to challenge the validity of a all-knowing omnipresent being. Likewise, in terms of slavery and oppression of women, religion continues to have a chokehold on the minds of many fanatic leaders who continue to brainwash youth into believing that it is gods will for women to be lesser creatures than men. Technological advancements and the distribution of their benefits has not been not equal and modernity has been slower to develop in some places more than others, but that does not change the fact that religion has directly challenged social and scientific progress at every turn. Some of the most basic scientific understandings likely may have not been possible if elements in organized religion had not been defeated. There are still many challenges ahead and it will take education and understanding to find common ground in the struggle against religious idealism and social justice. (2002). Esther. In King James Bible (pp. 1:20-22). Wheaton: Good News Publishers. Bainbridge, W. S. (2003, October). Religious Opposition to Cloning. Journal of Evoloution and Technology. , 13, 1-15. Retrieved from mysite. verizon. net/william. bainbridge/index. htm Bogart, M. (2009, May 25). Modernity vs Religion. Retrieved from Michael Bogart Ministries: http://mbogartministries. hubpages. com/hub/ModernityvsReligion Brians, P. (1998, March 11). The Enlightenment. Retrieved from Washington State University: http://public. wsu. edu/~brians/hum_303/enlightenment. html Dawari, R. D. (2012, 12 12). Imam Reza Network. Retrieved from Religion and Modernity: http://www. imamreza. net/eng/imamreza. php? id=429 Library of Congress. (2010, October 03). The Historic Conflict of Science and Religion. Retrieved from Relativity Calculator: http://www. relativitycalculator. com/conflict_science_religion. shtml Lu, D. (2011). Third World Modernism Architecture, Development and Idenity. New York: Routledge. Savulescu, J. (2008). Should we Clone Human Beings. In N. M. Ezell Shirley, Human Ecosyatems and Technological Change (pp. 417-428). Boston: McGraw Hill Learning Solutions. Torah. (2012). Torah The Five Books of Moses. In A. Simon (Ed. ).