Hi-ho-yo-yo inc Example

Hi Hi PAD PRINTING ORDER LIST ANALYSIS COME FIRST SERVED The company provides very illustrative mechanism for managing orders and even in various advertising and marketing scenerios, such levels convey ideal concepts relevant to modern businesses. For example, the printing factor involved various consistent considerations and this involves critical overview of core factors such as dominant business developments. This expression is vital because its policy involves serving clients or customers basing on requests and arrivals. There are no known biases or even preferences. Ideally, the policy applied involves defining relevant sales, and mostly involve queueing to acqure a service. Its relevance is widely seen in airline industries and FCFS is also evident in various party organizations. Shortest Processing Time (SPT) The time taken to complete all processing within a schedule and this procedure involve defining the completeness of tasks against time. The aspect itself involve dispatching relevant scheduling and by ensuring that specific undertakings have been simulated. There are very vital considerations regarding its performance and with a notable understanding of tardiness index, the crucial data is dissipated where the printing itself involve substantial amount of evidence. This consideration hence help to explain the order received set-up time, and this offers the use of SPT-T as a rule control mechanism. The platform reflected by Shortest Time Processing is integrated in terms of delays, procedural undertakings and time considerations. (Degeratu et al, 1999) Earliest date due The scheduling concept offers task assignment which is defined by resource assignment. The task’s arrangement is important because it specifies the amount of performance optimization needed. This model offers dependent priorities and it defines priority class and which involves equation that calculates time t,, with additional expression of virtual lateness considerations. The case here shows that the waiting time is minimized but also found out that the exact priorities are distinctly established. EDD also priorities static priorities and these are bound by limited queuing and at the very least; the mean itself is composed of increased flexibilities. EDD illustrates parallel dynamics, uncalculating relevancy in terms of priority identification. Critical Ratio Critical ratio involves identifying the time remaining before the work is completed and factoring it by remaining work time. This offers an easily updated dynamics, and it hence involves creating automatic updates in performance intervals. Its performance is far much better than other methods in terms of job lateness criteria. Summary of findings CR gives absolute priority to jobs which are to be done within a limited time and which need proper scheduling. Its application involves using systemic ratios which embraces specific levels of urgency within orders. Hence its ratio is derived from order requirement, urgency levels and need and this hence offer specific timings required to complete tasks. References Degeratu, A.M., Arvind, R. and Jianan, W.(1999).Consumer Choice Behaviour in Online and Traditional Supermarkets: The Effects of Brand Name, Price and Other Search Attributes. International Journal of Research in Marketing, 17(1): 55–78.

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26–34 range on ACT English? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT English score isn't easy. It'll require near perfection and mastery of both grammar rules and rhetorical skills. But with hard work and my ACT English strategies below, you'll be able to do it. I've consistently scored 36 on English on my real ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT English or above. If you're below this range, my "How to Improve your ACT English Score to a 26" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview Most guides on the internet on how to get a 36 on ACT English are of pretty bad quality. They're often written by people who never scored a 36 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting a 36 available anywhere. I have confidence that these strategies work because I used them myself to score a perfect ACT English score consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring a 36 is a good idea and what it takes to score a 36. Then I'll go into the 10 critical ACT English strategies you need to get a perfect ACT English score. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 English score is useful, since this will fuel your motivation to get a high score. In this guide, I'm going to talk about doing well on ACT English, rather than about raising your combined English/Language Arts score. The reason is that schools typically care much more about your ACT composite score rather than your subscores and ELA score. However, I'll still touch upon how to raise your essay score at the end. Final note: In this guide, I talk mainly about getting to a 36. But if your goal is a 34, these strategies still equally apply. Understand the Stakes: Why a 36 ACT English? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get a 36 on ACT English? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score more than your individual section scores. If you can get a 36 in ACT English, that gives you more flexibility in your Math, Reading, and Science scores. It can compensate for a 32 in one other section, for example, and bring your average back up to 34. Princeton's 75th percentile score for ACT English is likely 36. Even though schools don't typically release their ACT scores by section, they do release SAT section scores. As a stand-in for ACT English, we can take a look at SAT Evidence-Based Reading and Writing scores at top schools. (I know ACT English and SAT EBRW don't totally overlap, but you do need to be good at reading and writing to score highly on ACT English.) Here are a few examples. For Harvard, Princeton, Yale, and Dartmouth, the 75th percentile SAT Evidence-Based Reading and Writing score is an 800 or 790. That means at least 25% of all students at these schools have a 790 in SAT EBRW, or a 36 on ACT English. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a milk carton. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT English. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. ACT English Is Designed to Trick You - You Need to Learn How Here's why: the ACT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? You've learned grammar before in school. You know some basic grammar rules. But the ACT questions just seem so much weirder. It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP English. It can't ask you to decompose Dostoevsky's The Brothers Karamazov. The ACT is a national test, which means it needs a level playing field for all students around the country. So it has to test concepts that all high school students will cover, like subject-verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this throughout school. But the ACT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Tricky ACT English Example Question Here's an example: find the grammar error in this sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic ACT English problem. The error is in subject/verb agreement. The subject of the sentence is commissioner, which is singular. The verb is "run," but because the subject is singular, it should really be "runs." At your level, you probably saw the error. But if you didn't, you fell for a classic ACT English trap. It purposely confused you with the interrupting phrase, "along with his 20 staff members." You're now picturing 20 people in a campaign- which suggests a plural verb! The ACT English section is full of examples like this, and they get trickier. Nearly every grammar rule is tested in specific ways, and if you don't prepare for these, you're going to do a lot worse than you should. Here's the good news: this might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the subject and the verb, and get rid of the interrupting phrase. So to improve your ACT English score, you just need to: Learn the grammar rules that the ACT tests. Study how the ACT tests these grammar rules and learn how to detect which grammar rule you need in a question. Practice on a lot of questions so you learn from your mistakes. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right to get a perfect score. What It Takes to Get a 36 in English If we have a target score in mind, it helps to understand what you need to get that score on the actual test. As you probably know, writing combines your raw score on the multiple choice section with your essay score to give your final English score out of 36. Here's a sample raw score to ACT English Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Score English Raw Score 36 75 35 72–74 34 71 33 70 32 68–69 31 67 30 66 29 65 28 63–64 27 62 Source: ACT In this grading scale, you can earn a 36 only if you get a perfect raw score of 75. In fact, I've never seen a grading scale where you can earn a 36 after missing one question. The curve is also typically quite unforgiving. If you miss one question, you drop down to a 35. Miss two, and sometimes you drop down to a 34. Thus, perfection is really important for ACT English. On every practice test, you need to aim for a perfect raw score for a 36. It's pretty clear then that you need to try to answer every question. You can't guess on too many questions and get a 36, which means you need to get to a level of mastery where you're confident answering each question. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer nine more questions right to get to a 36. As a final example, here's a screenshot from my ACT test, showing that I scored a perfect raw score and a 36 on ACT English. OK- so we've covered why scoring a higher English score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT English What's your greatest weakness? Strategy 1: Understand Your High Level Weakness - Content or Time Management? Every student has different flaws in ACT English. Some people aren't comfortable with the underlying grammarmaterial. Others know the grammar ruleswell, but can't solve questions quickly enough in the harsh time limit. (As we'll discuss, the ACT English section applies VERY heavy time pressure. So you likely do suffer from some time pressure- we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the Englishsection of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 45 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT English subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than two points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at Englishacross most questions? Or did particular passages or types of questionsslow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score- if they differed by more than one point, then you would benefit from learning how to answer questionsmore quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. Strategy 2: Comprehensively Learn the Grammar Rules There's just no way around it. You need to know all the grammar rules tested on the test and how they work. In addition, you'll also need to know rhetorical skills that test you in your writing logic. You'll be asked to decide how to organize sentences and paragraphs together. Certain grammar rules, like punctuation, appear far more often than other rules. But because we're going for perfection, you'll need to know even the less common rules. In our PrepScholar program, we've identified the following as the grammar and rhetorical skills you need to know: Grammar Rules Punctuation: Commas, Apostrophes, Semicolons, Dashes Number Agreement: Subject/Verb Agreement, Pronoun Number Agreement Idioms and Wrong Word (Examples: affect/effect, neither...nor, there/their/they're) Parallel Construction Verb Forms: Tense, Conjugation Conciseness: Eliminating waste from sentence phrasings Sentence Fragments, Run-on Sentences Pronouns: Pronoun Choice, Pronoun Case Faulty Modifier Comparison/Description Rhetorical Skills Macro Logic: How sentences and paragraphs fit together Transitional Logic: How to connect different thoughts together Relevance: Determine whether a sentence is extraneous or fits in Author Intent: Understand the point of the author and writing techniques Formality and Tone There are a lot of rules, but they differ from each other in how commonly they appear on the test, and how hard they are to study. For example, Punctuation is the most common grammar rule on ACT English, but it only uses a few separate concepts. The Idioms skill is also very common, but it uses a wide range of idioms, such that each unique idiom appears no more than once on each test. It's therefore important for you to focus your time on studying the highest impact grammar rules. Our PrepScholar program, for example, quizzes you in relation to how common each grammar rule is, so that you focus your efforts on the rules that make the biggest difference to your score. Strategy 3: Do a Ton of Practice and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of ACT English will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,200 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who completed 15 practice tests. They've solved over 3,000 questions, but they're still nowhere near a 36 on ACT English. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by grammar skill (eg Number Agreement, Idioms, Sentence Fragments) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss an English Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Take the Subject/Verb Agreement example I gave above (with the Interrupting Phrase trick). You likely already know how Subject/Verb Agreement works. But if you missed that question, you'd need to think about why you missed it (because the interrupting phrase made you confuse the subject and verb). Then you need to write down a strategy for noticing this in the future. Here are some examples of common reasons you miss an English question, and how you take the analysis one step further: Content:I didn't learn the grammar rule needed to answer this question. One step further:What specific rule do I need to learn, and what resources will I use to learn this grammar rule? Overlooked Rule:I knew the grammar rule, but the ACT question was written in a way that made me miss it. One step further:How do I solve the question now? Is there a strategy I can use to notice this grammar rule in the future? Careless Error:I knew the grammar rule and normally would get this right, but I slipped up for some reason. One step further:Why did I make this careless mistake? Was I rushing? Did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 4: Justify Every Answer and Point Out Specific Grammar Errors Many top students take a "soft approach" to ACT English. They learn the grammar rules when studying, but on the test they go "by ear": if a sentence sounds off, they'll assume it's wrong without thinking too hard about why. When you've mastered grammar rules, this can serve you well. For example, if I said, "The bee fly to the hive," you'd know this was wrong instantly- it just feels wrong. You know simple subject/verb agreement so well that you can tell something is wrong before you can articulate what exactly it is. However, most students never get to this level of familiarity with all ACT grammar rules. This makes trusting your ear unreliable for many rules. This is especially true for wrong word choice, like "Its a good day to be an American." Because "its" sounds the same as "it's," your ear is of no help here! What's the strategy to counter this? Point out the specific error, and justify it to yourself. Let's run through an example. This is a grammar question that needs only one line from the passage to answer: Here's what I'm thinking as I read the question (a stream of consciousness): " 'The Sun sets gradually the images of a winged horse'...this doesn't seem right. I know 'sets' can take an object, like 'Tom sets the bowl down slowly,' but the Sun can't set anything down, and especially not images of a winged horse. This has got to be a run-on sentence, but let me keep reading. 'the images of a winged horse, a drinking gourd, a heartbroken hero appear in lights overhead.' Yep- the second part of this sentence is an independent clause, and it's a run-on because it's improperly connected to the first clause, 'The Sun sets gradually.' So I need an answer choice that fixes this:" F: no change, which is wrong G: this has a comma splice error- you can't connect two independent clauses with just a comma. H: this looks good. It joins two independent clauses properly- with a comma and a conjunction ('and'). J: 'The Sun setting gradually' is now a dependent clause, but to join a dependent clause with an independent clause, you need a comma that's missing here. For example, 'The Sun setting gradually, we drove down the highway.' would be correct. Thus answer J is wrong. Now, I'm not literally thinking all these words in my head, but it matches my thinking process as I go through the question and evaluate each answer choice. You can see how I first identified the run-on sentence error in the original sentence. That made it very clear to me how I could find an answer choice that fixed this error. As you learn the different grammar skills and how they appear on the test, you'll start evaluating answer choices for common ways that the ACT tries to trick you. Is a verb underlined? I'm going to check the subject to see if it follows subject/verb agreement. Then I'll check the verb tense. Is a pronoun underlined? I'm going to check the antecedent to see if it matches. Does an underline come right after a comma? I'm going to check if there's a faulty modifier error. I can justify every one of my answers because I know the grammar rules. This makes my answering more robust, not just based on whether something 'feels' right or wrong. Note as well that in these questions, the ACT often fixes the original error in an answer choice- but then introduces another error. You need to make sure the answer you choose is 100% correct, in terms of both grammar and logic. Don't be intimidated if you can't do this right now. With practice and reflection, you will get to this point. Once again, it's like "the bee fly to the hive." You want to get to a point where all ACT grammar rules automatically sound as wrong as that sentence. Find patterns to your mistakes, and make sense of the chaos. Strategy 5: Find Patterns to Your Weaknesses and Drill Them Remember Strategy 3 above about keeping a list of every mistake? You need to take this even one step further. If you're like most students, you're better at some areas in ACT English than others. You might know pronouns really well, but you'll be weak in sentence constructions and fragments. Or maybe you really like parallel construction, but have no idea what faulty modifiers are. This is especially true in grammar and ACT English, because some grammar mistakes likely sound obvious to you, but others are completely foreign. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of schoolwork, you might be an athlete or have intense extracurriculars, and you have friends to hang out with. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to cover your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew well, and they didn't spend enough time improving their weak spots. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT English? In this analogy, your knowledge of English grammar is the leaky boat, and the holes are the gaps in your knowledge. You need to find the grammar rules you're struggling with the most, then do enough practice questions until they're no longer a weakness. For every question that you miss, you need to identify the type of question it is and why you missed it. Once you discover patterns to the questions you miss, you then need to find extra practice for this grammar rule. Let's say you analyze your past practice tests and questions and find that you're missing a lot of misplaced modifier questions. After you identify this pattern, the next step is to find good lesson material to teach yourself the main concepts behind what misplaced modifiers are and how to fix or avoid them. You'll also need to find more practice questions that test you on misplaced modifiers and drill until you're making few, if any, mistakes. This is the best way for you to improve your English score. Once again, this is exactly how I designed our PrepScholar online ACT prep program to work. It automatically figures out your greatest weaknesses so you don't have to. We use advanced statistics with data from our thousands of students. With PrepScholar, you don't need to worry about what to study- you just need to focus on learning. Because it's worked for thousands of students, I'm pretty sure it'll work for you too. Click here to learn more. Strategy 6: Be Careful With "No Change" Answers In ACT English, most questions have a NO CHANGE option. The ACT loves tricking students using these answer choices, because it knows that students who don't know grammar rules won't see anything wrong with the sentence. No Change is a really easy answer to choose. No changes are one of the most common careless mistakes- make sure you don't fall for them. Be very careful whenever you choose one of these No Change answer choices. Typically, these are correct answers around 25% of the time- not much more. (We actually went through and counted this in real tests). If you find that you're choosing No Change 40% of the time, you're definitely not detecting grammar errors well enough. Every time you choose No Change, try to double-check the other answer choices to make sure you're not missing a grammar error. Especially take note of grammar rules that you tend to ignore mistakenly. Like I mentioned in Strategy 2 above, if you write down your mistakes and study your weaknesses, you'll be able to know which grammar rules you're weak at, and pay special attention to. Personally, this was my most common careless mistake on ACT English. When I could see the error, I got the question correct nearly 100% of the time. The only times I missed questions were when I accidentally ignored an error. I solved this by double-checking each of the answer choices to make sure I wasn't leaving any stone unturned. Strategy 7: Think About Grammar in Everyday Life Among all subjects, English on the ACT is special because it appears in your everyday life. For school, you have to read a lot and you have to write a lot. Use these experiences as opportunities to notice grammar rules and sentence constructions. This is unique to ACT English. ACT Math is so bizarre compared to everyday life that you won't just naturally find ways to apply the Pythagorean theorem at breakfast. ACT Reading and Science similarly require very specific skills when reading a passage or chart. But you can practice your grammar skills throughout the day. Here are some ideas: Proofread your friends' essays. Challenge yourself to uncover every grammatical error. Read high quality, formal publications, like the New York Times or the Economist. These articles go through editors, so they rarely have grammar errors. You'll develop that ear for language I mentioned. Notice common errors around you. A lot of people comma splice, for example. Hold yourself to a higher standard in texting and messaging. (I know this isn't that cool- you don't have to capitalize every sentence and use periods, but at least use its/it's and their/there/they're correctly.) The more you think about grammar as a fundamental skill rather than something specialized for ACT, the more natural it will feel to you. Strategy 8: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at ACT English that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish a 45 minute English section in 30 minutes or less. I then have 15 minutes left over to recheck my answers two times over. As I've explained above, the best way to get faster is to get so fluent with ACT grammar that you rapidly zero in on the grammar mistakes without having to think hard about it. Try to aim for a target of spending 40 seconds on average for each question. This gives you enough time to double-check comfortably. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate those answer choices. If it's a No Change question, double-check that you're not missing any grammar mistakes. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A G C F B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you two minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just four seconds per question, you get back 300 seconds on a section that has 75 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 9: Read the Whole Sentence Most of the questions ACT English ask you the underlined part of a sentence should be changed. When you answer these questions, don't just read the underlined portion. To correctly answer the questions, you must read the whole sentence (or sentences, if the underlined section overlaps across two different sentences). Phrases not included in the underlined portion of the sentence often provide information that's essential for deciding whether or not the underlined portion should be changed. Let's go through another example from the ACT to see this strategy in action. If you only read the underlined word, you probably won't think there's anything wrong with it. "Consecutively" is an adverb modifying the verb "to speak"- nothing to change there. When you read the whole sentence, however, you're able to notice that because of the phrase "for twelve hours straight", "consecutively" is redundant. In the context of the full sentence, consecutively means "without stopping," and the phrase "for twelve hours straight" implies that she could speak that long without stopping. Therefore, the word "consecutively" is unnecessary and should be omitted. If you didn't read the whole sentence, you might not notice the redundancy error and would most likely select A. However, since the word "consecutively" is unnecessary, the correct answer is D. In addition, certain types of questions on the ACT require reading not just the sentence with the underlined section, but sentences before and after it as well. For example, you need the context provided by multiple sentences to answer some verb tense and paragraph order questions as well. Strategy 10: Experiment with Passage Strategies and Find the Best One for You The format of ACT English is unlike any high school English test most students have seen before. As a result, many students don't intuitively know which method of approaching the passages will be the most effective for them. Because you're already scoring at a high level, I can't say with 100% accuracy which approach will work best for you. You're aiming for a perfect English score, which means that if your strategy doesn't perfectly line up with your strengths and weaknesses, you'll make mistakes or run out of time. Rather than prescribing you one strategy that you must use for ACT English passages, then, I'll instead go through what ways of approaching the passage are the most effective. You can then try the different strategies out and see which one leads to the highest score for you. Passage Method 1: Graf-by-Graf Though every student is different, this is the one strategy that we recommend everyone at least tries. Here it is: Read through the passage one paragraph at a time. After each paragraph, answer the questions referring to that paragraph. Skip if you can't answer a question within 30 seconds. Repeat for each succeeding paragraph. The great part about this strategy is that it both gives you a clear sense of the passage and forces you to read through whole sentences before answering questions about them. The only drawback is that going graf-by-graf can be a little time-consuming, so if you struggle with running out of time on ACT English, you might want to consider one of the other passage methods. Definitely try going graf-by-graf first, though- you might be pleasantly surprised by how well it works for you! Passage Method 2: Answer as You Go Many students gravitate to this method by default because it's both straightforward and quick. We don't recommend it as our top method, however, because of its potential pitfalls. Here's the method: Start reading through the passage. When you come to an underlined word, phrase, or sentence, continue reading past it to the end of the sentence. Answer the question about the underlined word, phrase, or sentence, then move on. The answer-as-you-go method is great if you're using the graf-by-graf approach but keep running out of time with just a few questions left or if you find yourself distracted or overwhelmed by multiple hops back and forth between the same paragraph and different questions. Unfortunately, this method does have one major drawback: you won't get as thorough a perspective on a question's context, which makes answering questions about transitions or the paragraph as a whole more challenging. It can also fail completely if you don't always read to the end of the sentence (for the importance of this, see Strategy 9). Passage Method 3: Sentence-by-Sentence In this approach, you only read the sentences of the passage that include underlined words, phrases, or sentences. If you're running out of time with a lot of questions left over when you use the graf-by-graf method, this strategy might be a good option for you. The key to using this method is that you always have to read the entire sentence. Even if you do execute this method perfectly, however, it suffers from the same drawbacks as answering as you go: if you read through the passage a sentence at a time, you won't get as clear an understanding of the overall structure and context of the passage, which makes answering rhetorical skills questions more difficult. We don't recommend using this method if you're aiming for a score higher than a 25. Passage Method 4: Read the Passage First The final ACT English passage approach we recommend is skimming the entire passage first, then going back through sentence-by-sentence to answer the questions. Of all the approaches to the ACT English passage, this is the most thorough. If you find yourself missing most of the macro logic or big picture questions because you didn't really understand the passage as a whole, this strategy could be a good fit for you. For most students, however, this approach is more trouble (and time) than it's worth- the graf-by-graf method is usually sufficient for answering macro logic questions and is much more time effective. Choose Which Method Works Best for You While we do recommend the graf-by-graf method as a starting point for most students, we can't predict which method will be most effective for you. To figure this out for yourself, you need some cold, hard data about your ACT English performance. Try out each method on at least one (and preferably two) sample passages each, then compare your performance on each. If one method is a clear winner for you, go with it; if not, choose the method that's the most comfortable for you. Once you've tried out all the passage approach strategies and figured out which one works best for you, you must use it consistently with every ACT English practice passage and test. These strategies all depend on teaching you to approach passages methodically, which means that they will only be effective if you use them every single time. In Overview Those are the main strategies I have for you to improve your ACT English score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect English score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short, and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. One last tip: try to keep a steady head while you're taking the test. It's really easy to start doubting yourself because you know you need a near-perfect raw score. Even if you're unsure about two questions in a row, try to treat every question as its own independent test. If you start doubting yourself, you'll perform worse, and the worse you perform, the more you doubt yourself. Avoid this negative spiral of doubt and concentrate on being confident. You'll have studied a lot, and you'll do great on this test. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our accompanying guides on how to get a 36 on ACT Math and how to get a 36 on ACT Reading. Better yet, read my high-level guide on how to score a perfect 36 on the entire test. Learn how to write a perfect-scoring 12 ACT essay, step by step. We also have a rough index to all ACT Prep info here. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT 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:

History and Environment in the Mimbres Valley Article

History and Environment in the Mimbres Valley - Article Example The valley thus experienced a variation in the population over the years, and this affected its overall ecology. The research focuses on how the people survived in this valley; how its ecology changed, and how this differs from the present. The area features a short river, predominantly pinon, juniper and oak trees, orchards and alfalfa, and a floodplain, which continues to be farmed by gravity-fed small irrigation canals. The riverine environment contrasts significantly from surrounding areas, which also has more drought-resistant vegetation. Although it appears the land is fairly preserved, the significant recent degradation as the third cycle of human interference is resulting in more permanent consequences for plant and animal life. The original Mimbres people transformed from a lifestyle of hunting and gathering to farming supplemented their diet with wild plants and animals and were self-sufficient. Culturally, they resembled the Hopi and other pueblos. As their population increased, they cut down more trees, engaged in more intensive farming, used more weedy plants, and overexploited select larger animal species. This also denuded the valley bottom from plant life. Some of the check dams constructed in marginal areas to retain rainwater still remain. The first cycle of degradation then occurred between A.D. 1000 to 1130 despite evidence of some measures of environmental conservation. However, as noted by Lt. Emory in 1846, the environmental balance was later restored. This is attributable to the population decline by the 1400s and the preservation of the river. The next cycle of degradation was caused by the opening of a shelter during the later 1800s, in particular from the wood gathered to fuel it resulting in large-scale deforestation aided by steel tools, wagons, and horses. However, this situation reversed after the smelter was closed.  

The concept of fairness Movie Review Example | Topics and Well Written Essays - 750 words

The concept of fairness - Movie Review Example Lavoie describes a situation when he asked a teacher whether she would have spent some time explaining information personally to the child with disabilities and she answered that she wouldn’t have done that, because it would have been unfair regarding other children. Hence, Lavoie says that she was wrong in her definition of fairness. Thus when a child with learning disabilities gets the same treatment as other children, the fact that teacher treats all the children the same way seems to be unfair and even offensive for the child. Hence, it would be fair if the child with disabilities got special treatment, even though it may take some time of learning from other children. He claims that this concept is very important because the main principle according to which children learn is that they learn not from what teachers tell them but they learn from what teachers (and parents) do. Hence, Lavoie says that a teacher may say that he is not supposed to treat the child with learning disabilities in some special way, because it is unfair regarding other children. However, children understand fair acts as those that satisfy the needs of each and every person, so they indeed would understand why the child with disabilities gets special treatment. Thus Lavoie advices parents to be fair in this very meaning. As far as children learn from what parents do, not say, they have to behave in accordance with what they tell their children to do. For example, if parents tell their child not to lie and the next moment they lie themselves.

Story of an Hour Essay Example for Free

Story of an Hour Essay â€Å"Story of an Hour† by Kate Chopin is a story that reveals the true life of women during the victorian era. This tale is of a woman who is not upset about her husband’s passing and describes Mrs. Mallard’s inner conflicts. Throughout the story Chopin uses irony and metaphor to illustrate the message of women’s freedom. Kate Chopin also uses these literary devices for the audience to understand the nuances and ambiguities used in the story to portray women’s freedom. In the story Kate Chopin uses irony in her story to build suspense and thinking. She states, â€Å"the face that had never looked save with love upon her, fixed, and gray and dead.† This quote has foreshadowing but if you think about and analyze it closer you realize that its irony. The irony in this quote is when she states â€Å"dead†;Mrs. Mallard is not yet dead. With this quote Kate Chopin is trying to illustrate how Mrs. Mallard is ending up minute by minute. Nuances are the simple differences in the story. When you read the â€Å"Story of an Hour,† you have to pay close attention to the smallest detail even a period. For example in page 636 paragraph two she uses quotation marks on the word killed. Those quotation mark make the word â€Å"killed† make you think twice when you read it. Quotation marks are not used on words unless its something important. The nuance used in this word makes the word become foreshadowing, indicate forehand, do to the death of Mr. Mallard. â€Å"Story of an Hour,† contains metaphor to portray the theme of women’s freedom. For example Kate Chopin states, â€Å"There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.† In this quote you need to read between the lines, look closely and rethink what you have read. Chopin is making a vivid picture in the audience head so you can picture the â€Å"patches of blue sky.† This patches are being seen as hope and this is where metaphor takes place. In this short story a lot has happen and throughout every sentence there’s some ambiguity showing up. The quote of â€Å"patches of blue sky† can symbolize different things. For example, this can be foreshadowing that something good is going to happen because the sky’s brighting up. This represents her life lighting up as well; everything is going to change and she’s going to be her own. Women’s freedom thats what every women wanted during the victorian era. In the â€Å"Story of an Hour,† we find that good can be evil. We all think that a women’s dream is to get married and have a perfect family but to the generations before us thats not what they wanted. In the beginning of the story it seems that Mrs. Mallard would be depressed about her husband’s death but in reality she is happy because all the years to come she’s going to own them not her husband.

Midnight in the Garden of Good and Evil by John Berendt Essay -- Midni

Midnight in the Garden of Good and Evil by John Berendt   Ã‚  Ã‚  Ã‚  Ã‚  The book Midnight in the Garden of Good and Evil was written by John Berendt and was 388 pages long. This was a non-fiction story of the beautiful town of Savannah, Georgia. John Berendt was a reporter who lived in New York and one night while dinning out he realized that one plate of food cost him the same amount of money that it would to fly to Savannah. So he did and he found himself in love with the city and stayed. It is a spellbinding story peopled by a gallery of remarkable characters: a fading belle who packs a pistol in her dà ©colletage; a charming, piano-playing con man who moves like a hermit crab from one empty showplace house to the next, accompanied by his high-living entourage and pursued closely by his creditors; a moneyed dowager who conducts business from a cruising Mercedes limousine; a sour alcoholic inventor who claims to own a vial of poison so powerful that it could kill off the entire city; a voodoo priestess in purple shades; and a foul-mouthed black drag queen who passes so convincingly for a woman that she is able to extort abortion money from the parents of her white boyfriend. With these and other people from savannah, Berendt reviles his alliances and enemies in the town where everybody knows everybody else.   Ã‚  Ã‚  Ã‚  Ã‚  The exciting colorful town of Savannah is said to be the main character in this Novel, but the main character was actually John Berendt, he was the narrator and main character . He was a reporter from New York who made savannah and the people in Savannah his interest, his home, and his life. He learned all about this secluded city through observation, meetings, and gossip. He was an intelligent man who always knew where to be at the right time. There was this one scene in the book where he was having an interview with Jim Williams when Danny Hansford walked in, in a tirade, with a shirt on that said F-U on it. Well earlier that day his other friend Joe Oldem had been talking about this strange man who woke up in his bed with that same thing printed on his shirt. John was in the right place at the right time to put two and two together. Jim Williams was the other major character in this book, he was an antique dealer who owned one of the nicest homes in Savannah. He was a major ... ... job at it. The strongest features of the book was the way he described the people and the city as being one, The weakest part of the book was that the actually story of the murder didn’t start until the second part of the book. If I was the author I would probably incorporate more of the murder story line into the first part of the book and introduce the character’s throughout the whole book not just the first part ( the book was separated into a part 1 and part 2).   Ã‚  Ã‚  Ã‚  Ã‚  The ending of Midnight in the Garden of Good and Evil was very satisfactory, Jim was found not guilty of Danny Hansfords’s death. Jim threw his first Christmas party of the year for the first time in 8 years, where he found himself remaking the guest list. Then at the very end he died, I believe that it was ideal for him to die, it was uncanny though that he died in the same place that he would of died 8 years ago if Danny had shot and killed him like he intended too. After Jim’s death Savannah was still the same. It was growing inward away from the real world, living in its own. The book starts with the town and ends with the town and I found that to be very satisfactory.

A Financial Analysis of G.Wilson

Construction is a cyclical business. During economic booms, both individuals and corporations tend to build too much and too quickly. Profit-seeking entities, anxious not to miss out on the economic potential of the boom, push up the demand for both construction materials and labor, which then increases the prices of those variables.In time, and with more and more infrastructure erected, an excess supply develops. When the economy suddenly turns downward, this excess supply, finding no demand, then pushes prices of related industry products downward.G. Wilson and Its Erratic EarningsG.Wilson is an example of a company that finds it hard to produce consistent earnings. In one sense it is inevitable for a company that is completely devoted to the production of construction materials to have cyclical earnings. While it has a solid balance sheet, G.Wilson is simply too vulnerable to the boom and bust cycles of the construction industry to realize stable and lasting profits.However, a cer tain level of innovation can help insulate the company from these systemic shocks, with one example being Mr. Monroe’s proposal of direct costing. By changing how the company estimated its costs for the production and sale of rebar, Mr. Monroe was in effect bringing a modicum of both clarity and stability into the earnings picture.  With the direct costing method, the price arrived at for the rebar was more precise, in contrast to the old method which used industry-approved, but inaccurately determined fixed costs, including items such as overhead. In this specific instance it was determined that out-of-pocket expenses for a ton of rebar averaged at $406, but fixed costs remained more or less constant, so that profits earned or losses realized depended on the amount of tonnage actually sold and shipped.The proposal to â€Å"add tonnage in the proposed job to the backlog for the month in which it is to be produced† was meant to produce a method by which a more prà ©c is costing could be arrived at, especially in relation to the fixed costs involved.When it came to selling the rebar to the contractors, the more precise costing would allow the company to see immediately which deals were going to produce a profit and which were not, thereby avoiding bad deals in the first place. Without this more precise costing, the company might enter into deals that would make little economic sense, and be saddled with costs that it will in essence pay for in future production.  

Captivity of Mary Rowlandson and the Relation

Both of these writers encounter and more importantly, live amongst the Native people of the Americas as captives at one point of their lives. However, each experience different situations and go about representing those situations in their writing in two completely dissimilar narratives. Each of them enter into captivity with distinctive roles-?Rowland as a Puritanical mother and Caber De Vacate as a Spanish Imperial explorer. Railroading's overall tone in her narrative can be described as edifying in the sense that A Narrative of the Captivity and Restoration of Mrs..Mary Rowland can be used as a example for readers, especially in her overall belief in God. She says, m{et the Lord still showed mercy to me, and upheld me; and as He wounded me with one hand, so he healed me with another (Bam and Levine 261). † Rowland demonstrates the recurring theme of the centrality of God and HIS will In this one sentence which could possibly be used to correspond to the entirety of her capti vity. Notice her use of a dichotomy in the sentence. She is â€Å"wounded. † But then, she is â€Å"healed. † With what?With God's Hand. This exhibits Railroading's belief that God Lana everything: good and bad. It can also be concluded that Railroading's narrative shows the more generalized view of the Puritan beliefs. Also, note Railroading's tone in this passage of the narrative that can be associated to the good and bad that God plans. ‘Wounded† carries a more despaired tone while â€Å"healed† holds a more hopeful tone-?the hope In God that He will carry her out of her despair. Rowland continuously revisits the idea of God's centrality in her whole narrative.She says: I have thought since of the wonderful goodness of God to me in reserving me in the use of my reason and senses in that distressed time, that I did not wicked and violent means to end my own miserable life†¦ When I came I asked them what they had done with It; then they told me It was upon the hill. Then they went and showed me where It was, where I saw the ground was newly digger, and there they told me they had buried it. There I left that child in the wilderness, and must commit it, and myself also in this wilderness condition, to Him who is above all.God having taken away this dear child†¦ (Nina and Levine 261-262). As a Christian and other, this must have affected Rowland severely. The thought of her dead baby being buried by soulless savages without any proper Christian funeral rites probably outraged her, but nonetheless, she refuses to end her â€Å"miserable life† and quickly punishment from God, but also notes that through and after captivity, God saved her. Alva Ounce Caber De Visa's account of his captivity with the Karakas Indians and several other Indian tribes also has this presence of God that is explicit in Railroading's narrative.The Relation constantly addresses â€Å"God our Lord. † He says in is dedication, â€Å"A lthough everyone wants what advantage may be gained from ambition and action, we see everywhere great inequalities of fortune, brought about not by conduct but by accident, and not through anybody fault but as the will of God (Bam and Levin 44). † It is important to make a note of the fact that Caber De Vacate was an imperial explorer for Spain under Painful De Narrate.The reason for his expedition in America was to claim the Florida territory for Spain, but the expedition failed greatly and led to the captivity of Caber De Vacate and three other men. Like Rowland, Caber De Vacate returns to civilization. Although he does not refer to his captivity as punishment from God, he does mention his incarceration as nobody's â€Å"fault but as the will of God. † It can be implied that Caber De Vacate says this to escape any actual punishment he may receive from the Spanish crown. After all, the expedition was funded with the expectation of profit I. . Gold and silver. He mentio ns at the end of the dedication, â€Å"l beg that it may be received as homage, since it is the most once could bring who returned thence naked (Bam and Levine 45). † The underlying tone in this sentence is desperation-?desperation in that sense that the king accept his narrative and desperation, and even perhaps hope, that God will deliver him from any forthcoming punishment made from the king. Caber De Vacate â€Å"begs† that his account can be viewed as a gift while claiming the role of â€Å"God's will† in his captivity.Thus, he implies that his nakedness in both appearance and profit be seen as something God himself determined. Caber De Vacate says, â€Å"Eating the dogs seemed to give us strength enough to go forward; so commending ourselves to the audience of God our Lord, we took leave of our hosts, who pointed out the way to other nearby who spoke their language (Bam and Levine 48). † Like Rowland who put her faith in God, Caber De Vacate, along with the other survivors, commends himself to God's guidance. However, he actually comes to respect the Indians as he resides with them which is expressed near the end of The Relation.He shares: To the last I could not convince the Indians that we were of the same people as the Christian Slavers†¦ We ordered them to fear no more†¦ After we had dismissed the Indians in ace and thanked them for their toil in our behalf†¦ [The Christians] took us through the forests and wastes so we would not communicate with the natives and would neither see nor learn of their crafty scheme afoot. Thus we often misjudge the motives of men; we thought we had effected the Indian's liberty, when the Christians were but poising to pounce (Bam and Levine 51).Notice how Caber De Vacate refers to the Spanish as â€Å"the Christians. † He does not include himself in the passage as one of the Christians probably because he has been able to tolerate and come to respect he native people. He does try to persuade the Indians that he is of the same race simply for their safety. He says: Lazar bade his interpreter tell the Indians that we were members of his race who had been long lost†¦ The Indians paid no attention to this. Conferring to themselves, they replied that the Christian's had lied: †¦ E healed and lanced; we coveted nothing but gave whatever we were given, while they robbed whomever they found and bestowed nothing on anyone (Bam and Nina 50) This differs from Rowland who regularly refers to the Native Americans as savages. In Caber De Visa's text, it is these â€Å"Christians† who appear to be the savages. The tone in this passage is almost regretful. Caber De Visa's use of dichotomies in this passage iterates the sadness on the idea that these supposed holy men ravage on helpless, innocent Indians according to God's will.This is exactly the opposite in Railroading's text where she views the native people as nothing short of barbaric like in the instance where her baby is improperly buried according to Christian guidelines. However, there are instances where Rowland comes to note the molarities between the Englishmen and the Indians. She also comes to somewhat embrace the savagery of the Indians when she eats bear's meat and finds it â€Å"savory' and â€Å"pleasant† rather than repulsive as Caber De Vacate does when he eats dog meat and prances around naked.

The eNotes Blog Which Authors Share Your AstrologicalSign

Which Authors Share Your AstrologicalSign Have you ever wondered which classical author shares your astrological sign? Look no further; we did the research for you! Aquarius (January 20th February 18th) The Water Bearer, Air To our imaginative and original Aquarius readers, you share a zodiac sign with Charles Dickens, born February 7th, 1812. Best known for:  A Tale of Two Cities Pisces (February 19th March 20th) The Fish, Water To our affectionate and artistic Pisces readers, you share a zodiac sign with Christopher Marlowe, born February 26th, 1818. Best known for:  Doctor Faustus Aries (March 21st April 19th) The Ram, Fire To our bold and ambitious Aries reader, you share a zodiac sign with William Wordsworth, born April 7th, 1770. Best known for:  The Lucy Poems Taurus (April 20th May 20th) The Bull, Earth To our dependable and creative Taurus readers, you share a zodiac sign with Charlotte Brontà «, born April 21st, 1816. Best known for:  Jane Eyre Gemini (May 21st June 20th) The Twins, Air To our expressive and curious Gemini readers, you share a zodiac sign with Sir  Arthur Conan Doyle, born May 22nd, 1859. Best known for:  Sherlock Holmes Cancer (June 21st July 22nd) The Crab, Water To our compassionate and protective Cancer readers, you share a zodiac sign with Henry David Thoreau, born July 12, 1817. Best known for:  Walden Leo (July 23rd August 22nd) The Lion, Fire To our dramatic and fiery Leo readers, you share a zodiac sign with Emily Brontà «, born July 30th, 1818. Best known for:  Wuthering Heights Virgo (August 23rd September 22nd) The Virgin, Earth To our practical and loyal Virgo readers, you share a zodiac sign with Leo Tolstoy, born September 9th, 1828. Best known for:  War and Peace Libra (September 23rd October 22nd) The Scales, Air To our social and gracious Libra readers, you share a zodiac sign with Oscar Wilde, born October 16th, 1854. Best known for:  The Importance of Being Earnest Scorpio (October 23rd November 21st) The Scorpion, Water To our brave and passionate Scorpio readers, you share a zodiac sign with Bram Stoker, born November 8th, 1847. Best known for:  Dracula Sagittarius (November 22nd December 21st) The Archer, Fire To our generous and funny Sagittarius readers, you share a zodiac sign with Mark Twain, born November 30th, 1835. Best known for:  The Adventures of Huckleberry Finn Capricorn (December 22nd January 19th) The Goat, Earth To our serious and independent Capricorn readers, you share a zodiac sign with Lewis Carroll, born January 14th, 1898. Best known for:  Alice’s Adventures in Wonderland

John Winthrop - Colonial America Scientist

John Winthrop - Colonial America Scientist John Winthrop (1714-1779) was a scientist who was born in Massachusetts and was appointed as the head of Mathematics at Harvard University. He was recognized as the preeminent American astronomer of his time.   Early Years Winthrop was the descendant of John Winthrop (1588-1649) who was the first governor of the Massachusetts Bay Colony. He was the son of Judge  Adam Winthrop and  Anne Wainwright Winthrop.  He had been baptized by Cotton Mather. While Mather is remembered for his support of the ​Salem Witch Trials, he was also a keen scientist who researched in hybrids and inoculation.  He was extremely smart, finishing grammar school at 13 and going to Harvard through which he graduated in 1732. He was head of his class there. He continued studying at home before eventually being named Harvards Hollis  Professor of Mathematics and Natural  Philosophy.   Preeminent American Astronomer Winthrop gained attention in Great Britain where many of his research findings were published. The Royal Society published his works. His astronomical research included the following:   He was the first to observe sunspots in Massachusetts in 1739.  He followed the movement of Mercury.  He determined the accurate longitude for Cambridge where Harvard was located.  He published works on meteors, Venus, and solar parallax.  He accurately predicted the return of ​​Halleys Comet in 1759.  He was the first colonist sent out by a colony to complete a scientific expedition to observe the transit of Venus from Newfoundland.   Winthrop, however, did not limit his studies to the field of astronomy. In fact, he was a kind of a scientific/mathematical jack of all trades. He was a highly accomplished mathematician and was the first to introduce the study of Calculus at Harvard. He created Americas first experimental physics laboratory.  He increased the field of seismology with his study of an earthquake that occurred in New England during 1755. In addition, he studied meteorology, eclipses, and magnetism.   He published a number of papers and books about his studies including  Lecture on Earthquakes  (1755),  Answer to Mr. Princes Letter on Earthquakes  (1756),  Account of Some Fiery Meteors  (1755), and  Two Lectures on the Parallax  (1769).  Due to his scientific activities, he was made a fellow of the Royal Society in 1766 and joined the American Philosophical Society in 1769. In addition, the University of Edinburgh and the University of Harvard both awarded him honorary doctorates. While he did serve as the acting president twice at Harvard University, he never accepted the position on a permanent basis.   Activities in Politics and the American Revolution Winthrop was interested in local politics and public policy. He served as a probate judge in Middlesex County, Massachusetts. In addition, from 1773-1774 he was part of the Governors Council. Thomas Hutchinson was the governor at this point. This was the time of the Tea Act and the Boston Tea Party that occurred on December 16, 1773.   Interestingly, when Governor Thomas Gage would not agree to set aside a day of Thanksgiving as had been the practice, Winthrop was one of a committee of three who drew up a Thanksgiving Proclamation for the colonists who had formed a Provincial Congress led by​​ John Hancock. The other two members were Reverend Joseph Wheeler and Reverend Solomon Lombard.  Hancock signed the proclamation which was then published in the  Boston Gazette on October 24, 1774. It set aside the day of Thanksgiving for December 15th.   Winthrop was involved in the American Revolution including serving as an  adviser to the founding fathers including George Washington.   Personal Life and Death Winthrop married Rebecca Townsend in 1746. She died in 1753. Together they had three sons.  One of these children was James Winthrop who would also graduate from Harvard. He was old enough to serve in the Revolutionary War for the colonists and was wounded at the Battle of Bunker Hill. He later served as the librarian at Harvard.   In 1756, he again married, this time to Hannah  Fayerweather Tolman. Hannah was good friends with Mercy Otis Warren and Abigail Adams and carried on correspondence with them for many years. She along with these two women were given the responsibility of questioning women who were thought to be siding with the British against the colonists.   John Winthrop  died on May 3, 1779, in Cambridge, survived by his wife.   Source:  Ã¢â‚¬â€¹Ã¢â‚¬â€¹harvardsquarelibrary.org/cambridge-harvard/first-independent-thanksgiving-1774/

Monster Energy Drink in Russia Essay Example | Topics and Well Written Essays - 1750 words

Monster Energy Drink in Russia - Essay Example According to the research findings, it can, therefore, be said that world economies are becoming more interdependent. Moreover, because of saturation and stiff competition in local domestic markets, companies in developed economies have to actively pursue newer markets to improve their revenues and profit margins. Today, countries in the BRICS block of countries, i.e. Brazil, India, China, South Africa, and Russia are increasingly attractive to companies seeking to expand their revenue streams and gain competitive advantages over their competitors. A situation analysis seeks to identify micro-environmental factors that influence a firm, as well as macro-environmental factors that influence the firm’s environment. This analysis indicates to a firm about the product and organizational position, along with the overall business’ survival in the identified environment. In order to understand capabilities of the firm within the identified market, the firms should be able to i dentify problems and opportunities in their external and internal environment. Monster Beverages was founded in April of 2002 as an energy drinks company by Hansen Natural Corporation, becoming the first energy drink marketed in 16-ounce cans and rising to become the second most successful energy drinks company in the world after the Austria-based Red Bull GmBH. Previously selling natural soda and fresh fruit juices, Monster Beverage revamped its product in 2002 by launching its Monster Energy drink line by increasing its caffeine and sugar content. This also prompted its change of name to Monster Beverage from Hansen Natural, reflecting a more aggressive image compared to the previous subtle impression as a fresh juice manufacturer. With energy drinks accounting for 92.7% of the company’s net sales in 2013, while juice-based beverages and carbonated drinks accounting for 5.3% and 2%Â   of net sales over the same period, the energy drinks market has become the most critical for Monster beverages.

Sanctity Research Proposal Example | Topics and Well Written Essays - 1500 words

Sanctity - Research Proposal Example Here, Muggeridge's statement of 1997 is relevant: "The quest for quality of life could endanger the human race if sanctity of life is ignored." That is, the quest for qualitative human life which ignores the sanctity of life carries within it the potential of failure and counter-productivity; consequently, the preservation of the sanctity of human life must go hand in hand with the quest for quality of life. Yes, that is a logical theoretical inference, with two operative phrases "the preservation" and "must go hand in hand". Aristotle, however, once said that talking (or theorising) about virtue does not make a man virtuous. To be virtuous, the desiring one must do something, must act- according to a well-conceived, open-minded and intelligibly articulated conceptual frame, which must form the (temporary or permanent guide) and watchword for the aspirer. Therefore, to begin with: What is a practical pursuit of the quality of life What is that pursuit that does not in any way exclude the preservation of the sanctity of human life Moreover, what is human life, whose quality one wishes to improve What are its facets and ramifications, its scope, the limits of its entirety Is it all about satisfying the instincts of hunger, thirst, sleep, and sex All about traditionalistic religious devotion, churchism, or Islamism About quintessential scholarly fulfilment Amassing wealth and riches Marrying and raising familiesEvidently, none of these activities capture the human life comprehensively, since not every one is religious, can be scholarly, will marry and raise families, or can amass wealth and riches; yet everyone has a (human) life, irrespective of his background, privilege, ability or disability; irrespective of his sanity or insanity. Then, the quality of life. By what yardstick is the quality of life to be measured By political stability By economic prosperity Religious edification Or by a predominance of sterling scholarship The United States and Britain, two of the most politically stable nations of the world, do not praise or envisage the attainment of their kind of politics by other nations as barometers of a flawless qualitative human life (Academic Digestive 2005). Neither does a polity content itself with perfecting its political development, in the hope of attaining to a wholesome life for its people. Since 1940(when the performance of economy began to be measured systematically), man has focused on the pursuit of economic growth, striving to increase the flow of traded goods and services, concentrating on the creation of factories- local, national, multinational; on the cultivation of raw materials and their large-scale conversion into goods and assets, on discovering and nurturing skills of craftsmanship, improvisation and serendipity-all towards achieving and sustaining vibrant economic standards, whose beauty envisioned from a distance by the wandering inquisitiveness of mankind, seemed to promise the advent of a comprehensively, if not perfectly, enhanced quality of human life. While, consequently, the demand for goods and service