Avoid Camera Shake Essay Example

Avoid Camera Shake Essay Example Avoid Camera Shake Essay Avoid Camera Shake Essay CAMERA SHAKE WITH HAND-HELD PHOTOS Weve all likely encountered this problem many times: blurry photos due to camera shake with hand-held shots. Its especially prevalent for those of us who are unfortunate enough to have unsteady hands. While it cannot be eliminated entirely, fortunately theres a number of steps you can take to greatly reduce its impact † and hopefully prevent it from becoming visible in the first place. Blurry Photo from Camera Shake Photo Without Camera Shake Photo from the base of the Eiffel Tower at night Paris, France. OVERVIEW Camera shake is visible whenever your shutter speed is slow compared to the speed of unintended camera motion. Reducing its impact may therefore include: 1. Methods for increasing the shutter speed (shorter exposure time) 2. Methods for reducing camera motion On the one hand, many who are new to photography often dont appreciate the importance of using fast shutter speeds or a tripod, but on the other hand, many experienced photographers often overestimate their impact. More often than not, it is ones shooting technique † not high-end lenses or high megapixel cameras † that ultimately limits the resolution of a photograph. While either method alone can be of great help, the most effective solution is to take both into consideration. Even the calmest hands cannot hold a camera sufficiently steady during a several second exposure, for example, and fast shutter speeds are unlikely to freeze motion from a telephoto lens held by shaky hands. Also, increasing the shutter speed helps freeze a moving subject, whereas reducing camera motion does not. METHODS FOR INCREASING THE SHUTTER SPEED There are unfortunately only three ways to increase your shutter speed: (i) optimize your exposure settings, (ii) avoid over-exposure and (iii) improve how your subject is lit. Choose optimal exposure settings. Make sure youre making the best trade-offs with the camera exposure triangle; are you really using the highest ISO speed and/or the lowest f-stop possible with your subject matter Make sure to consider whether you need an extended depth of field when choosing the aperture. However, if youre using your camera in automatic mode, then its likely already doing whatever it can to increase the shutter speed. Avoid accidental over-exposure. A common cause of blurred shots is due to the cameras metering system mistakenly choosing a longer exposure time than was necessary. Dark shaded subject matter and uneven indoor light can easily trick your camera into over-exposure. Use a flash or improve ambient lighting. If youre using a compact camera with a built-in flash, also try getting closer to your subject so that theyll be more brightly illuminated. If youre shooting people without a flash, try relocating closer to the light source(s), or waiting until the subject passes through a more brightly lit area. If none of these are sufficient, then youll also need to employ one or more of the techniques discussed in the subsequent sections below (but ideally one should use both). IMPROVE YOUR HAND-HELD TECHNIQUE Although increasing the shutter speed is often the easiest technique to implement, how you take hand-held photographs can often times make even more of a difference. Try one or more of the following tips: Example of a photographer leaning against a wall to brace the camera. Brace yourself and your camera. This might include leaning up against a wall, kneeling or sitting, or using the viewfinder instead of the rear LCD (since the camera gets braced against your face). Just try to have at least three points of contact between your body and the ground, walls or other stable objects. Always avoid situations where your position or equipment causes you to strain while taking the photograph. Holding your camera directly against a wall or other object also improves stability even further. Make sure to stand in a position that leaves you calm and comfortable. Optimize how you grip the camera. Its important to hold your camera firmly but not tensely, and to use both hands. With large telephoto lenses, make sure to place one hand under the lens and the other on your camera. Make sure that your arms remain close to your body and in a comfortable position. Using your camera more often can also make your grip feel more natural and get your hand muscles more acclimated to the task. Also make sure that you keep yourself nice and warm. Practice better shutter button technique. Always try to press the shutter button half-way first, then gently press the button with no more pressure/speed than necessary. It might also help to pay attention to breathing. Try taking a deep breath, exhaling about halfway, then pressing the shutter button. Take three shots in rapid succession. Often the very act of knowing youll have to hold your hands steady can make it more difficult to do so. First Photo (most blurred) Second Photo (sharpest keeper) Third Photo (medium blur) Youll likely find that theres a big difference in sharpness between each successive image, in part because youre less concerned about individual shots. Just make sure to review these at full resolution; differences often wont be as pronounced as the above example. OTHER TECHNIQUES EQUIPMENT ADVICE Clearly, the best way to minimize hand-held camera shake is not to hold your camera in the first place. While this article focuses on situations where a tripod isnt available, you can also see the tutorial on camera tripods for specifics on improving your tripod technique. However, theres fortunately several alternatives: Example of a photograph taken by setting the camera on the ground and aiming using a lens cap. Set your camera on a hard surface. While this can often produce even sharper photos than using a tripod, it can also greatly restrict available compositions. On the other hand, it can provide a unique and interesting perspective on your subject. Shots at eye-level often appear ordinary since thats what were used to seeing. You can always aim your camera by choosing an appropriate position on uneven ground, or by placing your lens cap or a pebble underneath the camera body. Just make sure to either use a remote release switch, or to set your camera to self-timer mode. With SLR cameras, using your cameras mirror lock-up (MLU) setting will also improve results (if available). Use lenses with image stabilization (IS) or vibration reduction (VR), or cameras with shake reduction (SR). These features can greatly reduce camera movement † especially with telephoto lenses. This often enables hand-held shots at shutter speeds which are 5-10X+ slower than otherwise possible. However, such features cannot work miracles, and they usually work best only in conjunction with proper hand-held technique. Avoid telephoto lenses whenever possible. A fancy image stabilized lens isnt the only way to reduce the appearance of shake. Getting a little closer to your subject (and using a shorter focal length / wider angle lens) will reduce the impact of shaky hands, and often has the added benefit of creating a more interesting perspective. More on this topic can be found within the tutorial on camera lenses focal length.

Find a Reactions Final Temperature With Specific Heat

Find a Reaction's Final Temperature With Specific Heat This example problem demonstrates how to calculate the final temperature of a substance when given the amount of energy used, the mass and initial temperature. Problem 300 grams of ethanol at 10  °C is heated with 14640 Joules of energy. What is the final temperature of the ethanol? Useful Information: The specific heat of ethanol is 2.44 J/g ·Ã‚ °C. Solution Use the formula q mcΔT Where q Heat Energym Massc Specific HeatΔT Change in temperature. 14640 J (300 g)(2.44 J/g ·Ã‚ °C)ΔT Solve for ΔT: ΔT 14640 J/(300 g)(2.44 J/g ·Ã‚ °C)ΔT 20  °CΔT Tfinal - TinitialTfinal Tinital ΔTTfinal 10  °C 20  °CTfinal 30  °C Answer:  The final temperature of the ethanol is 30  °C. Final Temperature After Mixing When you mix together two substances with different initial temperatures, the same principles apply. If the materials dont chemically react, all you need to do to find the final temperature is to assume that both substances will eventually reach the same temperature. Problem Find the final temperature when 10.0 grams of aluminum at 130.0  °C mixes with 200.0 grams of water at 25  °C. Assume no water is lost as water vapor. Solution Again, you use q mcΔT, except you assume qaluminum qwater and solve for T, which is the final temperature. You need to look up the specific heat values (c) for aluminum and water. This solution uses 0.901 for aluminum and 4.18 for water: (10)(130 - T)(0.901) (200.0)(T - 25)(4.18)T 26.12  °C

Analyzing persuasive appeals in advertisements Essay

Analyzing persuasive appeals in advertisements - Essay Example Lisa Rinna as we all know, works mighty long hours when shooting her television shows and also spends a lot of her time traveling in the fulfillment of her occupational duties. Therefore, she does have a need for the product being endorsed and as such, conveys an authoritative image as she poses in her elegant black dress supposedly wearing the fancy, sexy, yet disposable Depend Silhouette for women. However, it makes you wonder if the ad was not intrinsic as well since she was also tapped to be the image model for the male line of adult diapers in the print ad as well. Im not entirely convinced she would know the needs of men when it came to adult diapers. The Pathos of the ad is directed first at their female audience since they are using a female image model in the print ad. The male audience becomes secondary but they too are enticed to look into the product because of the person endorsing it. In other words, this was a fantastic way to appeal to the audiences sense of identity, self-interest, and emotions. The audience, both male and female become kindred spirits as they are influenced by one and the same celebrity to try the same product for different sexes. The logos of the ad is amiably supported by the comparison pictures splashed across the page for the current existing adult male and female diapers when compared to the Depend versions of Real fit for men and Silhouette for women. Those supporting photographs proves the merit of the claim made by Lisa Rinna in the ad thus convincing the audience that listening to and trying out the product she endorses would be a good

1- Studying Abroad, a Culture Shock. 2- Experience Of Traveling . 3- Essay

1- Studying Abroad, a Culture Shock. 2- Experience Of Traveling . 3- The Harmful of Air Pollution in Red Traffic Lights - Essay Example In his journal (article?), Dr. Kumar is trying to emphasize the importance of studying air pollution as a risk to human beings at the global level and convince the readers about the significance of this health risk at red traffic lights in particular. I think Dr. Prashant uses a good technique writing his paper, which includes pathos, logos, ethos, tons, purpose, and minds audience. And I am going to explain how he does that and where. Dr. Kumar first underlines huge impact of pollution for human health by stating that the World Health Organization has linked air pollution to â€Å"seven million premature deaths every year.† This technique consequently suggests that the paper and the science article are formal and professionally written to engage the readers’ attention. People around the world are not that curious to read about air pollution, however the fact of seven million premature deaths every year will make people want to know how to avoid that, as it made me. The author particularly uses the World Health Organization’s statement as a background information and support to emphasize the importance of his study on the air pollution. Also since Prashant Kumar is a Doctor from the University of Surrey, he got his master`s degree in Environmental Engineering and Management, which gave him more credibility or Ethos in readers’ eyes and made his arguments seem more valid to the audience. The reader is basically any person in our society who is concerned about their health but this article can relate more to the people who are more sensitive to air pollution like senior citizens, pregnant women and children. Pregnant women as an audience will be even more interested as Dr. Kumar emphasizes â€Å"seven million premature deaths every year.† In this way, the author may have been engaged in the emotions of the readers as well, so it can be said that there

Community Colleges vs College Universites- Compare Contrast Essay Example for Free

Community Colleges vs College Universites- Compare Contrast Essay When graduating high school many students are concerned with choices they have to make as to which college they would like to attend. Some may have more options than others that have to be considered as far as their lifestyle, current jobs, other responsibilities they may have, personality and their academic goals. Choosing a college can be quite difficult. You can either decide on a college university or the local community colleges in your area. Community colleges are smaller than universities. Students will find them to have fewer enrollments which mean smaller classroom sizes. They have a better chance of getting hands on learning, asking more questions and learning course material better. Community colleges have strong advising systems and the advisers know their students well. The courses are usually taught by professors unlike some universities whose courses may taught by grad students. Small colleges as these do not offer near as many courses or academic programs as universities. Tuition at community colleges are so much more cheaper than universities, you may have tuition as much as $3,500. 00 to 5,500. 00 at community colleges versus $30,000. 00 to $50,000. 00 at universities and that itself is a great deal to consider. Another great thing about attending a local community college in your area is that most people can drive back and forth from their own home. They do not have to worry about dorm cost or finding apartments to rent when going away to college universities. College Universities may be for you if you’re interested in having much more degree programs to choose from, if you’re a go getter, not afraid to speak up for yourself and take advantage of opportunities. You may also want to attend a university if you are ready to get away and adventure out from your hometown and meet a whole new diversity of thousands of people. If attending a university you can expect a much higher number of students than a community college. Universities have a wide range of majors and class courses. They tend to have better stocked libraries for all of your researching needs. A lot of students choose universities because of the more programs that are offered and they feel when graduating from a university it looks a lot better having a diploma from a university than community college when applying for a job you have majored in. They also like the fact that there are many activities and a large number of sporting events. They also have a chance to break free and are not tied down at home with their parents. Succeeding at a university requires knowing what areas or subjects you are interested in and motivated about pursuing. Class sizes can contain up to hundreds of students and with that many people in one classroom it can be very hard to keep focus, ask questions and get hands on learning like you can at community colleges. Some students love the environment and find it exciting with that many students but on the other hand others feel depressed and overwhelmed because they may not be able to ask questions and find out the exact information they need to learn. Students who attend universities can be ready to hit the books hard each week and be sure to have a lot of study time. Professors are going to expect a great deal of their students and pile a lot of work on them at one time because they are considered as top-notch schools and they want their students to be well educated and really know the material. It can be very stressful for students who work jobs while in college but they have to make money and support themselves some way or another. Even though universities require a lot of work, students still find time to participate in extracurricular activities such as student organizations or community services. Some even join fraternities and sororities. Universities are likely to have great athletic teams and have a NCAA Divisions with games that are on television. Students love to support their college by wearing school colors on game day and attending all of their games whether they are home or away. Students enjoy the tailgating and party time that comes along with the games, too! Students will either live on the college campus or just a short distance off campus. Most students who stay in dorms have roommates. Some may know their roommates and others may be complete strangers and it can be very uncomfortable for them until they learn who and what kind of person they are. You must expect to sleep in the same room as your roommate, share the bathroom and have no privacy. It’s takes a lot amount of time to get from one place to another on a college university campus because of the number of students. You can expect a rush during lunch hour and a timely wait. There will also be very long lines when trying to register for classes and buying books. It’s up to the person where they choose to attend college. Community colleges and Universities can be very similar but again it’s a whole new world especially when living on a University Campus.

Phantom Limbs Essay -- Biology Essays Research Papers

Phantom Limbs Phantom Limb Pain (PLP) is a serious condition that occurs when a person who has lost a part of their body though amputation, trauma (brachial plexus), or loss of nervous connections in an appendage, perceives that the limb is still there and experiences sensations coming from this area. It was first described in 1866 by S. Weir Mitchell, an American neurologist, through a short story published in Atlantic Monthly. While Mitchell may then have wondered if this was specific to wounded Civil War soldiers, it has since been established as quite common (1). Over 70% of amputees report phantom limb pain for years after amputation (2). Several theories have been proposed regarding PLP, although there is still much to be learned and understood. Early physicians believed that phantom limb sensations were caused by severed nerves that fired randomly, sending signals to the somatosensory cortex re-creating sensations seemingly coming from the missing limb. However, this theory was soon disprov ed when surgeons tried unsuccessfully to eradicate these sensations by cutting the nerves leading to the neuromas, preventing the neuromal signals from reaching the cortex. Researchers then began to concentrate on the role of the spinal cord in PLP, but realized that paraplegics with completely severed spinal cords still experienced sensations where their limbs had been (5). Focus then turned to the brain and its role. Until the mid 1980's, it was widely believed that once neural pathways were placed during fetal development, these pathways did not change and were not altered in any recognizable way (3). However, recent studies have shown that the brain has a high degree of plasticity into adulthood, which allows it to continuall... ...opens the doors to looking at the neuromatrix and corollary discharge signals in the brain and the influence that these prewired expectations may have on the body, especially pain. These ideas are the key to providing long-term pain management for PLP patients. Works Cited: 1. Yang, Tony T., Gallen C., Schwartz, B., Bloom, F.E., Ramachandran, S. Cobb, "Sensory Maps in the Human Brain," Nature, vol. 368, 14 April 1994: 592-593. http://zygote.swarthmore.edu/axon6.html 2. Flor, H., Elbert,T., Knecht, S., Wienbruch, C., Pantev, C., Birbaumer, N., Larbig, W., Taub, E., "Phantom Limb Pain as a Perceptual Correlate of Cortical Reorganization Following Arm Amputation," Nature, vol. 375, 8 June 1995: 482-483. http://www.bfe.org/protocol/pro05eng.htm 3. Grobstein, Paul, Class Lecture. Neurobiology and Behavior. Bryn Mawr College. February and April 1998. Phantom Limbs Essay -- Biology Essays Research Papers Phantom Limbs Phantom Limb Pain (PLP) is a serious condition that occurs when a person who has lost a part of their body though amputation, trauma (brachial plexus), or loss of nervous connections in an appendage, perceives that the limb is still there and experiences sensations coming from this area. It was first described in 1866 by S. Weir Mitchell, an American neurologist, through a short story published in Atlantic Monthly. While Mitchell may then have wondered if this was specific to wounded Civil War soldiers, it has since been established as quite common (1). Over 70% of amputees report phantom limb pain for years after amputation (2). Several theories have been proposed regarding PLP, although there is still much to be learned and understood. Early physicians believed that phantom limb sensations were caused by severed nerves that fired randomly, sending signals to the somatosensory cortex re-creating sensations seemingly coming from the missing limb. However, this theory was soon disprov ed when surgeons tried unsuccessfully to eradicate these sensations by cutting the nerves leading to the neuromas, preventing the neuromal signals from reaching the cortex. Researchers then began to concentrate on the role of the spinal cord in PLP, but realized that paraplegics with completely severed spinal cords still experienced sensations where their limbs had been (5). Focus then turned to the brain and its role. Until the mid 1980's, it was widely believed that once neural pathways were placed during fetal development, these pathways did not change and were not altered in any recognizable way (3). However, recent studies have shown that the brain has a high degree of plasticity into adulthood, which allows it to continuall... ...opens the doors to looking at the neuromatrix and corollary discharge signals in the brain and the influence that these prewired expectations may have on the body, especially pain. These ideas are the key to providing long-term pain management for PLP patients. Works Cited: 1. Yang, Tony T., Gallen C., Schwartz, B., Bloom, F.E., Ramachandran, S. Cobb, "Sensory Maps in the Human Brain," Nature, vol. 368, 14 April 1994: 592-593. http://zygote.swarthmore.edu/axon6.html 2. Flor, H., Elbert,T., Knecht, S., Wienbruch, C., Pantev, C., Birbaumer, N., Larbig, W., Taub, E., "Phantom Limb Pain as a Perceptual Correlate of Cortical Reorganization Following Arm Amputation," Nature, vol. 375, 8 June 1995: 482-483. http://www.bfe.org/protocol/pro05eng.htm 3. Grobstein, Paul, Class Lecture. Neurobiology and Behavior. Bryn Mawr College. February and April 1998.

Preventing Tooth Decay in Hispanic Preschool Children: Program Development

Preventing Tooth Decay in Hispanic Preschool Children: Program Development School of Nursing Health Teaching and Promotion Preventing Tooth Decay in Hispanic Preschool Children: Program Development Dental caries is a single most prevalent chronic infectious disease amongst US children (US Dept of Health and Human Services, 2000). Caries progression in younger children is more rapid and severe than in adults, resulting in the ailment known as Early Childhood Caries. According to National Center for Health Statistics (NCHS) morbidity report almost 20% of children 2-5 years old had untreated dental caries (2012).In order to prevent tooth decay and promote good oral hygiene in young children, the community nurse will coordinate with East Los Angeles day care centers to hold a series of short classes for groups of parents 10-14 at a time just before the end of day care’s business day. These classes will focus on preventing caries development in preschool children by raising awarene ss amongst parents. The education will target Hispanic day care centers, and the goals of the program will be achieved by educating parents and their preschool children on factors that contribute to cavities formation, and strategies to prevent caries progression.Health Prevention Need According to Dental Health Foundation (DHF) children in California have twice as much untreated dental caries as the rest of the nation (2000). DHF further indicates that national minorities are at higher risk to develop dental problems. Variables such as socioeconomic status and educational level directly correlate with the rates of the dental disease prevalence (US Dept of Health and Human Services, 2000). According to NCHS, almost 40% of Mexican children from families that are below 100% of poverty level have untreated dental issues.Additional factor that contribute to dental cavities progression is lack of insurance. More than quarter of Californian preschoolers and elementary school students have no dental coverage (DHF, 2000). The practice of giving a nocturnal bottle is still utilized by more than 30% of Californians, and is considered as most common factor that contributes to tooth decay (US Dept of Health and Human Services, 2000). Caries in children may be source of severe pain, interfere with learning, diminish overall quality of life, and potentially lead to life-threatening infections.Fortunately, dental caries is easily preventable by following basic oral hygiene strategies. However due to lack of knowledge and other socio-economic and cultural barriers, these guidelines frequently are not followed, and children suffer from tooth decay and associated problems. The goal of this educational course closely replicates oral health goals set by Healthy People 2020, which emphasizes importance of education and prevention (U. S. Department of Health and Human Services, 2012).A joint effort of public health professionals, day care centers personnel, and individual parentsâ €™ involvement can halt the progression of caries and prevent the tooth decay in children. Characteristics of Learners This program will involve parents and their preschool children, and child care providers. Considering the geographical location of proposed courses (East Los Angeles), the most of the participating children are of Hispanic heritage, three to five years old; include both gender, and most likely bilingual. Piaget coined a term of preoperational intelligence to describe the cognitive learning in children ages 2 to 6 (Berger, 2008).Preoperational cognition, according to Piaget, denotes learning that occurs before understanding logical operations. Children’s cognitive processes at this age are magical and egocentric (Berger, 2008). Lev Vygotsky, in contrast to Piaget’s theory emphasized the social learning as an important part of knowledge formation. Vygotsky recognized the importance of guided participation in learning process of preschool children. He provided four steps created by caregivers that motivate children to learn: challenge presentation, assistance availability, instructions, and encouragement.Another prominent social development theorist, Eric Erikson described preschool children being in the initiative versus guilt state, which characterized by child balancing effort and expectations of adults (Berger, 2008). Preschool children may have prior knowledge of basic oral hygiene strategies, but need assistance and supervision. Additionally children at this age are able to follow two or three step instructions, curious and motivated, do distinguish cause and effect in simple situations.Berger states that young preschool children have healthy growing organisms, but greatly influenced by genetics, nutrition, socioeconomic status, and other factors (2008). The long standing tradition of encouraging children to eat traced in low-income Hispanic families is turning into the overeating epidemic in the US (Berger, 2008). Besides overeating, poor dietary choices, such as snacks with little nutritional value, but high in sugar, fat, and salt pose a direct danger to oral health. The second category of learners in this course is comprised of adult Hispanic parents of preschool children, and caregivers at day care centers.Both parents and caregivers are most likely emerging adults with ages ranging from 21 to 35. Most of them belong to lower socioeconomic status, with public health being the only source of healthcare coverage. As much as 45% are uninsured (NCHS, 2012). Almost 25% of these adults live below poverty level, and median per capita in income is almost 2. 5 times less than that of rest of California (United States Census Bureau, 2012). Forty four percent of East Los Angeles population reported having a high school diploma, and only 5. 4% achieved baccalaureate degree as highest level of education (United States Census Bureau, 2012).As much as 97% of population is of Hispanic descent, and almost half o f them are foreign born individuals. Catholicism is a predominant religion amongst Hispanic population. People of Hispanic origin have strong values of family relations, religion, tradition and customs. They might have preconceived ideas of oral hygiene, but most likely not follow the guidelines. Hispanics have a strong respect to healthcare providers, and their culture prescribes obedience and compliance, making them open to learning to certain degree (Berger, 2008).They might have limited English proficiency and be illiterate, which makes learning process harder. Nursing Diagnosis A multitude of nursing diagnoses are applicable to the situation of poor oral hygiene. Various problems arise from the potential adverse effects of infection and caries. But for this educational course two interrelated nursing diagnoses were identified. The first nursing diagnosis is ineffective oral health maintenance related to knowledge deficit, cultural beliefs, and lack of material resources as evid enced by reported poor dentition status in children (Wilkinson, 2005).The second diagnosis directly stems from the first one: knowledge deficit related to lack of exposure and unfamiliarity with information resources as evidenced by inadequate demonstration of proper teeth brushing and flossing techniques (Wilkinson, 2005). These two diagnoses will guide the content of educational course with focus on relevant needs. Client-Centered Educational Goal Wilkinson includes goals into the nursing diagnoses for evaluation of outcomes (2005). Goals are descriptions of desired family or client actions that can be measured or directly observed (Wilkinson, 2005).Upon completion of this course parents will express knowledge of importance of proper oral hygiene, demonstrate correct brushing and flossing techniques, and identify strategies that reduce progression of caries. The following education plan is tailored to the client-centered goals with objectives that reflect clients’ needs. Le arning Objectives Rankin, Stallings, and London state that leaning objectives have to be clearly formulated, time-limited, verifiable (measurable), and attainable in order to achieve effective learning (2005).A curriculum for health professionals and child care providers by California Childcare Health Program was used in the process of objectives identification (2005). To achieve stated educational goal six objectives: two of each learning domain were formulated. Cognitive objectives: 1. After attending a class on oral hygiene (condition), parents will state (performance) the detrimental effects of snack and drinks high in sugar, and nocturnal bottle on progression of teeth decay prior to the end of class (criterion). 2.After attending a class on oral hygiene (condition), parents will state (performance) the need to assist children with brushing until age of 8 by the end of class (criterion). Affective objectives: 1. After discussing a recommended routine of oral hygiene (condition) , parents will verbalize (performance) their feelings associated with changes in the routine by the end of the class (criterion). 2. After discussing effects of sugar on tooth decay and importance of dietary modification (condition), parents will state their challenges associated with breaking he nocturnal bottle habit in their children (performance) routine by the end of the class (criterion). Ppsychomotor objectives: 1. After observing instructor perform correct brushing techniques (condition), parents and children will demonstrate a repeat demonstration (performance) routine by the end of the class (criterion). 2. After attending the class (condition), children will demonstrate â€Å"lift the lip† technique (performance), to allow their parents inspect the teeth by the end of the class (criterion). Content OutlineContent outline allows structured learning environment and provides guidance to the instructor. The content outline for oral health should include information on basic teeth anatomy, teeth eruption pattern, signs and symptoms of caries and teeth infection. The signs of infection may include gum or facial swelling on affected side, foul odor, drainage, and visible cavities and discoloration (California Childcare Health Program, 2005). The information of possible outcomes of untreated infection need to bi disclosed. Children may complain of pain and discomfort.Further, content outline should include demonstration of correct brushing techniques, both for parents and children, and information on relationship of sugar and night-time bottle to tooth decay. The session should include questions and answers section to allow parents and children validate their understanding. Active discussion is encouraged to promote disclosure of feelings associated with necessary changes. Content outline need to incorporate information on public health resources available to low income families to meet material needs. Instructional Strategies and MediaThe proposed e ducation program will take place in the day care centers in East Los Angeles, CA, 1 hour prior to the end of business day. The course will be divided into 2 parts, first focusing on dental health concepts, and the second will be devoted to the correct brushing techniques and evaluation of learning. Teaching will be conducted in group format with estimated 10-15 participants. Group format allows sharing of concepts between members and more comfortable environment (Rankin et al. , 2005). The first part will be in the lecture format, reinforced by booklets both in English and Spanish anguages. Video material and plaster model of jaws will be utilized, to demonstrate teeth anatomy. Rankin and others note that instructional videos are more effective in conjunction with practice and return demonstration (Rankin et al. , 2005). Therefore, the second part of the session will focus on demonstration of brushing strategies, different positions to assist parents with brushing, and dental produc ts. Demonstration can reinforce psychomotor objectives achievement, and lectures and videos are effective in meeting cognitive objectives (Rankin et al. , 2005).At the end, parents will be allowed to ask questions and reflect on their feelings, which will result in achievement of affective learning objectives. Instructional media listed above will include resources and materials recommended by â€Å"Promoting Children’s Oral Health: Curriculum for health professionals and child care providers† with permission of its developer – California Childcare Health Program. These include 4-minute â€Å"Lift the Lip† video on basic oral exam for parents and day care center providers, â€Å"Healthy teeth begin at birth† booklet, and the â€Å"What do you think? questionnaire to evaluate parents understanding and validate their feelings and concerns. All the materials are available in English and Spanish (California Childcare Health Program, 2005). Evaluation of Objectives and Program Evaluation Strategies To evaluate the outcomes of educational session, the lecturer will use a modified and simplified â€Å"Evaluation questionnaire† available from â€Å"Curriculum for health professionals and child care providers† to reflect both on cognitive learning, and to assess program perceived effectiveness (California Childcare Health Program, 2005).This tool includes questions with answers utilizing Likert scale to elicit feelings related to course effectiveness, and a simple test to assess knowledge. Observation of return demonstration of teeth brushing by both parents and children will serve as evaluation strategy for psychomotor objectives. Observation allows the teacher to provide feedback and corrective measures (Rankin et al. , 2005). The questions and answers session at the end of the class will assist the evaluation of achievement of both cognitive and affective objectives, by allowing participant verbalize their feelings, and validate their learning.Several open ended questions are included in the written questionnaire as well. Conclusion The oral health of children is greatly impacted by such socioeconomic variables, as their parents’ income, education, culture, prior experience, and insurance status. Preschool children from Hispanic families in state of California are at higher risk to develop dental cavities compared to the rest of the state. Basic strategies and spread of information about dental health can prevent progression of dental caries and greatly improve future quality of life in preschool children.This program will teach parents, caregivers, and children on proper teeth brushing techniques, disseminate knowledge on basic oral health concepts, and provide a list of public resources available to overcome financial barriers. References Berger, K. S. (2008). The developing person through the life span. ( 7th ed. ). New York. NY: Worth Publishers. California Childcare Health Program. (2005). Bright Futures Toolbox: Health Professionals and Human Services Providers. Retrieved from National Maternal and Child Oral Health Resource Center: http://www. ucsfchildcarehealth. org/pdfs/Curricula/oral%20health_11_v7. df National Center for Health Statistics. (2012). Health, United States, 2011: With Special Feature on. Hyattsville, MD. Retrieved from Centers for Disease Control and Prevention: http://www. cdc. gov/nchs/data/hus/hus11. pdf#076 Rankin, S. H. , Stallings, D. K. , & London, F. (2005). Health promotion: Models and applications to patient education. In Patient Education in Health and Illness (5 ed. , pp. 27-46). Philadelphia, PA: Lippincott Williams & Wilkins. The Dental Health Foundation. (2000). The Oral Health of California’s Children: Halting a Neglected Epidemic.Oakland, CA: Dental Health Foundation. United States Census Bureau. (2012). State & County QuickFacts. Retrieved from United States Census: http://quickfacts. census. gov/qfd/states/06/06208 02. html United States Department of Health and Human Services. (2012, August). Oral Health. Retrieved from Healthy People 2020: http://www. healthypeople. gov/2020/topicsobjectives2020/overview. aspx? topicid=32 United States Department of Health and Human Services. (2000). Oral health in America: A report of the Surgeon General. National Institutes of Health,

Master and Margarita by Mikhail Bulgakov: two novels in one

â€Å"Master and Margarita† by Mikhail Bulgakov is probably the most famous and the most unusual novel ever created in the USSR. Bulgakov artistically investigated the theme of epic struggle of good and evil relating biblical events to the realities of Moscow in the mid-thirties, having demonstrated that people have not changed in the last two thousand of years except that â€Å"only the housing problem has   corrupted them†[1].The narrative of â€Å"Master and Margarita† is pretty sophisticated, including at least three plot lines: adventures of Woland and his suit in Moscow, story of Master and Margarita themselves, both taking place in Moscow, and a tale of Yeshua Ha-Nozri – a mendicant prophet before Pontius Pilate and an obvious allegory of Jesus Christ. This paper aims to investigate ties between modern and biblical events in the â€Å"Master and Margarita† and show how Bulgakov paralleled biblical characters and events with his contemporari es.Bulgakov’s mission in â€Å"Master and Margarita† was more than complicated because he devoted his novel to such sempiternal topics as love and fear, good and evil, God and Satan. He obviously demonstrated that those topics are timeless, for Master is interested in the same questions as Pilate was 1900 years before. At the end of the novel Moscow and Jerusalem seem to be united in a metaphysical oneness, and two plots turn out to be one. Jerusalem in the case symbolizes immortal ever-being world and Moscow is the world of the earth. At that Woland acts as a figure which ties the worlds, for he â€Å"was   on Pontius Pilate's   balcony, and in the garden when   he   talked with Kaifa, and on the platform, only   secretly, incognito†[2] and then visited Moscow and talked to Master. It is hard to believe, that Woland is a real Satan, he rather looks like exactly part of that power which eternally wills evil and eternally works good.The story opens by a discussion at Patriarch's Ponds and nothing unreal happens at the beginning, except for s strange presentiment of Berlioz. In order to continue his narration, Bulgakov needed to introduce the reader into fantastic multi-world reality. He accepts that the reader is so skeptic about existence of God and Satan, that Woland expects to notice an atheist in every window. In this scene Bulgakov puts the words into the mouths of Woland:   â€Å"Bear in mind that Jesus did exist†[3]. Woland says this to Berlioz, but it is Bulgakov who says to the reader: bear in mind that Jesus did exist.After that Bulgakov’s story of Jesus is perceived by the reader as actual, and the biblical world is easily connected with earthly world. Moreover, the existence of the divine reality is proved even by its fiercest enemies – Berlioz and Ivanushka. The latter has blamed Jesus so desperately, â€Å"his Jesus came out, well, completely alive, the once-existing   Jesus, though,   tru e,   a Jesus   furnished   with   all negative features†[4]. Berlioz tells Ivanushka that the rhyme has to be rewritten, but it is then rewritten not by Ivanushka but by Woland. So, concludes Bulgakov, whatever we mean about Jesus in this life, divine reality will remain unchanged.In order to stress the biblical chapters and keep the style unified Bulgakov showed Jerusalem as a vision of Woland or a dream of Ivanushka or a story told by Master or read by Margarita. His tone changes from satiric or sympathetic to unimpassioned speech in the evangelical passages. In contrast, when Bulgakov turns back to Moscow, his characters are   no longer legendary and obtain everyday features. Thusly he achieves to basic aims – inseparably integrates biblical chapters into the novel and creates an illusion of parallel between the two worlds.Events are separated almost by two thousand years of time, but analogies are easy to trace. Both stories happen in May in the days befor e Easter, both in the mid-thirties of I and XX century AD. The weather and temporary changes are almost same. And surely the crowd is the same, whether it is a crowd which gathers to stare at Yeshua’s execution or a crowd in the vaudeville house.  The tale of both worlds ends with the same conclusive phrase â€Å"the cruel fifth procurator of Judea, the equestrian Pontius Pilate†[5], and so Bulgakov shows that the outcome of the novel is justification and recognition of truth. When Pilate, a biblical symbol of a man who yields before evil, shrives, he enters into the moonlight, being â€Å"forgiven on the eve of Sunday†. While Pilate walks with Yeshua by the moonlight beam Ivanushka stands at the beginning of this beam, symbolizing those whose choice is still not sure.The most recognizable â€Å"double-character† is Yeshua and Master – an analogy of Christ and Bulgakov himself. Yeshua does not act as a Saviour, he is rather a creator who faces in comprehension and repudiation. Same happens to Master, whose novel is welcomed by angry critics and who is finally symbolically executed, because he is unable to create any more and falls into insanity. However, his novel is not lost, and later it is read by Yeshua-Jesus himself, so Master’s novel is a story of biblical events and at the same time a link between those events and our world.  In contrast to all other human characters, even Margarita, Master and Yeshua are the only ones who struggle for truth and sincerity to the end. Pilate had a heart with Yeshua and hinted, that only a slight lie could save his life. Yeshua refused and became a martyr. Pilate could not overcome his fear and sentenced himself to everlasting spiritual unrest. Surprisingly, Pilate’s vis-à  -vis in the modern world is Margarita, who leaves Master in a critical moment and has a feeling of guilt for long years. But at the end she is saved by Woland and Pilate is forgiven by Christ.Virtual ly every character in the novel has to face a choice situation and the choice he or she makes in the usual world predetermines his or her future existence in the spiritual reality. Master chooses to forget about his novel and about Margarita and so he becomes Pilate’s accomplice in execution of Christ. Therefore, he is not worthy of light and he never meets Jesus. Divine will is passed to him by Woland, who, in turn, receives it from Matthew Levi. Characters of the paralleled novels never meet together and their ties are limited to communication via messengers and joining into one at the end.As regards the other characters, their choice is rather comic, than dramatic. Berlioz’s uncle chooses to live in Moscow, and the only thing he is interested in when he receives a message about death of his nephew is to receive ownership of an apartment. Nikanor Ivanovich, chairman of the tenants' association', chooses to take money from a suspicious foreigner.The crowd of women cho oses to change their dress at a show arranged by Fagot and Behemoth. Their punishments are ridiculous but this does not mean that their actions will not be judged later in Ewigkeit. Fate of Berlioz is the most frightening warning. Woland appeared to be an adept of a theory â€Å"which holds that it will be given to each according to his faith.†[6] In the earthly life Berlioz has chosen to believe that there is nothing in the afterlife, and Woland has put him into nonentity in the spiritual world.The final scenes of the novel show the idea, that examples of the great masters are never lost, for â€Å"manuscripts don't burn†[7]. They become a part of eternity, and their creators obtain eternal life. So they are able to cross the border between two worlds. The fate of Bulgakov’s novel is the best illustration for this thesis, for it has been published only decades after his death and immediately gained global recognition. Perhaps this was in a way a fourth plot lin e of the novel – Bulgakov’s own life became a parallel for lives of Yeshua and Master.References:Mikhail Bulgakov. The Master and Margarita. Penguin Books Ltd; New Ed edition, 2004. 432 pages.[1] Mikhail Bulgakov. The Master and Margarita. Penguin Books Ltd; New Ed edition, 2004.   p. 124[2] Ibid, p. 42 [3] Ibid, p. 18[4] Ibid, p. 8 [5] Ibid, p.380 [6] Ibid, p.275  [7] Ibid, p.369

Examples of Petrochemicals and Petroleum Products

Examples of Petrochemicals and Petroleum Products According to the American Heritage Dictionary, petroleum is a thick, flammable, yellow-to-black mixture of gaseous, liquid, and solid hydrocarbons that occurs naturally beneath the earths surface, can be separated into fractions including natural gas, gasoline, naphtha, kerosene, fuel, and lubricating oils, paraffin wax, and asphalt and is used as raw material for a wide variety of derivative products. In other words, petroleum is much more than oil, and it has an astounding array of uses. The Many Uses of Petrochemicals Petrochemicals are any products made from petroleum. Youre probably aware gasoline and plastic start out as petroleum, but petrochemicals are incredibly versatile and are incorporated into a huge range of products ranging from groceries to rocket fuel. The Primary Hydrocarbons Raw crude oil and natural gas are purified into a  relatively small number of hydrocarbons (combinations of hydrogen and carbon). These are used directly in manufacturing and transportation or act as feedstock  to make other chemicals. Methane: a greenhouse gas that can be used as fuel and is often included in rocket fuelEthylene: used to  make plastics and films, as well as detergents,  synthetic lubricants, and styrenes (used to make  protective packaging)Propylene: a colorless, odorless gas used for fuel and to make polypropylene, a versatile plastic polymer used to make products ranging from carpets to structural foamButanes: hydrocarbon gases that are generally used for fuel and in industryButadiene: used in the manufacture of synthetic rubbersBTX (benzene, toluene, xylene): benzene, toluene, and xylene are aromatic hydrocarbons.  A major part of gasoline, benzene is also used to make nylon fibers which, in turn, are used to make clothing, packaging, and many other products Medicine Petrochemicals play many roles in medicine because they are used to create resins, films, and plastics. Here are just a few examples: Phenol and Cumene are used to create a substance that is essential for manufacturing penicillin (an extremely important antibiotic) and aspirin.  Petrochemical resins are used to purify drugs, thus cutting costs and speeding the manufacturing process.Resins made from petrochemicals are used in the manufacture of drugs including treatments for AIDS, arthritis, and cancer.Plastics and resins made with petrochemicals are used to make devices such as artificial limbs and skin.Plastics are used to make a huge range of medical equipment including bottles, disposable syringes, and much more. Food Petrochemicals are used to make most food preservatives that keep food fresh on the shelf or in a can. In addition, youll find petrochemicals listed as ingredients in many chocolates and candies. Food colorings made with petrochemicals are used in a surprising number of products including chips, packaged foods, and canned or jarred foods. Agriculture More than a billion pounds of plastic, all made with petrochemicals, find use  annually in U.S. agriculture. The chemicals are used to make everything from plastic sheeting and mulch to pesticides and fertilizers. Plastics are also used to make twine, silage, and tubing. Petroleum fuels are also used to transport foods (which are, of course, stored in plastic containers).   Household Products Because it is used to make plastics, fibers, synthetic rubber, and films, petrochemicals are used in a bewildering array of household products. To name just a few: CarpetingCrayonsDetergentsDyesFertilizersMilk jugsPantyhosePerfumeSafety glassShampooSoft contact lensesWax

Should You Prep for the PSAT 3 Reasons Why

Should You Prep for the PSAT 3 Reasons Why SAT / ACT Prep Online Guides and Tips Even if prepping for the SAT or ACT isn't the most enjoyable of activities, it's easy to see why it's important to do well on these tests. Depending on your point of view, SAT and ACT scores are either tools that colleges use to help figure out if you're a good match for them and if you'll succeed at their schools...or are admissions gatekeepers that you have to conquer if you want to attend most American colleges*. By contrast, PSAT scores are never seen by colleges. Even if you get a perfect score on the PSAT, it's really only useful for helping you qualify for a National Merit Scholarship- something that only US citizens and permanent residents are eligible for. So why prep for the PSAT, and what do you need to know about PSAT prep if you're interested in trying it out? Keep reading to find out more about the pros and cons of focused PSAT prep (rather than joint PSAT/SAT prep) and what our PSAT prep recommendations are. *exceptions include test-optional schools and Hampshire. Why Take the PSAT? While the SAT (or ACT) is far, far more helpful to college applications than the PSAT, there still are good reasons to take the PSAT. We'll start with the most important reason: if taking the PSAT is required by your high school. If The PSAT Is Mandatory in Your School In some high schools (particularly public high schools), the PSAT is mandatory for all students. Sometimes, this just means that you'll have to take the PSAT NMSQT the fall of your junior year. Depending on your school, however, you may also have to take the PSAT NMSQT or PSAT 10 sophomore year, and indeed some students start taking PSAT-like-exams (PSATLE?) as early as 8th grade with the PSAT 8/9. Dealing with all these extra standardized tests is kind of a pain as a student, but from the high school's point of view, the PSAT is a good way to see if students are on track for college applications. No matter what point of view you look at it from, though, if it's mandatory to take the PSAT at your school, then you'll have to take the PSAT. What if, though, you don't fall into this category? Perhaps you could take the PSAT but you'd have to go to a different school to take it, or your school offers the PSAT but doesn't require students take it- should you take it anyway? In these cases, the PSAT is still worth taking for the following two reasons. Taking the PSAT Is Mandatory to Qualify for National Merit You may know that another name for the PSAT students take in the fall of 11th (and sometimes 10th) grade is the PSAT NMSQT (or National Merit Scholarship Qualifying Test). That's because the only way to qualify for a National Merit Scholarship is through taking the PSAT NMSQT as a high school junior. National Merit Scholarships are merit-based (rather than need-based) awards given to students who have (through testing and other factors) qualified as National Merit Finalists. The competition for National Merit is open to high school students who: are enrolled and progressing normally towards graduation (basically, you plan to graduate high school in four years, not more or less) plan to enroll full time in college the fall after high school (no gap years!) are US citizens or US lawful permanent residents planning to become citizens We'll discuss the different kinds of scholarships you can win by becoming a National Merit Finalist (and what steps beyond the PSAT you need to take to become one), but for now, just know that if you want to win a National Merit Scholarship, you must take the PSAT NMSQT in your junior year and do extremely well. The PSAT Is Great Practice for the SAT Taking the PSAT can be a great low-stakes way to see what taking a college entrance exam will be like. You can treat it as an extra chance to get used to standardized testing without having to worry about the scores affecting your college acceptance. Learning how you react to extended periods of focus on a test, how stressed you feel doing a math test without a calculator, what the time pressure is like- you can gather tons of different data points for future SAT/ACT prep by taking the PSAT. There are fewer and fewer schools these days, even among top-tier colleges and universities, that require all SAT scores sent (notable exceptions include Yale, Georgetown, UC Berkeley and Carnegie Mellon), so if you have the time and money, you can take the real SAT just to see what it's like and not worry about your scores. However, in most public high schools, taking the PSAT is free- or at least significantly cheaper than the SAT- and its administration is built into the school day (no need to waste half a Saturday). Bottom line: the PSAT is a fine way to dip your toe into the waters of college entrance tests at low cost but under realistic conditions. Dip your toe into the water of college entrance exams with the PSAT and the sands of standardized test experience will follow. PSAT Prep vs. SAT Prep: What's the Difference? While there's a lot that remains the same between the PSAT and the SAT (including the subject areas covered and test structure), there are a few major differences between the tests that lead to differences in PSAT prep compared to SAT prep. The most important difference between the two tests is that PSAT scores are not looked at by colleges, whereas SAT scores are very much an important factor in college admissions. It's possible to argue that colleges might consider your being a National Merit Semi-Finalist when looking at your application, which indirectly relates to your PSAT score, but the SAT vastly outweighs the PSAT in importance when it comes to college admission. Because of this, PSAT prep is lower stakes than SAT prep. Another key difference between the PSAT and SAT is that the PSAT has no essay section. While the SAT essay section is optional, and more and more schools are making it optional to send SAT essay scores, there are still a number of schools (mostly highly selective colleges) that do require you to take the SAT with the essay. Therefore, students prepping for the SAT and aiming for a high score to get into top-tier schools will need to spend some of that prep time learning how to write a high-scoring SAT essay. By contrast, students studying for the PSAT don't need to bother with essay prep. Overall, the PSAT is also a little easier than the SAT, both in terms of timing and content covered. With the exception of the Writing and Language section (which has the same number of questions and is the same length on the PSAT as on the SAT), there are fewer questions per section on the PSAT than the SAT. While you have the same time per question on PSAT Reading as on SAT Reading, there are fewer questions on each passage; and both PSAT Math sections give you more time per question while asking fewer questions than the SAT Math sections do. The cumulative result of these timing differences is that you need slightly less endurance to take the PSAT than the SAT- you only have to concentrate for an hour and 45 minutes instead of two full hours. Combined with having more time to answer each Math question, these timing differences between the PSAT and SAT mean that when prepping for the PSAT, you don't have to get as good at time management as you do for the SAT. Finally, there are subtle differences between the content covered on the PSAT and SAT. As we mention in this article comparing the PSAT and SAT, there may be slightly fewer big picture and inference questions and more detail-finding questions on the PSAT than on the SAT. In addition, the PSAT Math sections contain proportionally fewer questions that require geometric and trigonometric knowledge than do the SAT Math sections. Instead, PSAT Math includes more questions (compared to SAT Math questions) on the Passport to Advanced Math topic areas, like functions and linear and nonlinear systems of equations. Your PSAT prep will reflect this difference- instead of having to cover the SAT's harder topics (that you may not have yet learned in school as an 11th grader), you can spend more time perfecting a smaller number of skills. Now that we've discussed why you should take the PSAT at all and the differences between prepping for the PSAT and the SAT, we'll move on to the debate of whether or not to prep for the PSAT. Why Do PSAT Prep? With the College Board offering free SAT prep through Khan Academy and ACT, Inc. offering paid ACT prep, it's become pretty clear that even the testing companies themselves admit that prepping for the SAT and ACT will help you get a higher score. Because the PSAT is just a slightly easier, slightly shorter version of the SAT, it makes sense that you can prep for the PSAT and increase your score the same way you can with the SAT. Since PSAT scores aren't used in college applications, however, it can be harder to figure out whether or not it makes sense for you to prep for the PSAT. To help you decide, we've laid out the arguments for the three most compelling reasons to spend time prepping for the PSAT: qualifying for National Merit, focusing on one thing at a time, and getting ready for SAT prep. Reason 1: Qualifying for the National Merit Scholarship The number one reason students take the PSAT is to qualify for the National Merit Scholarship. We have a more detailed breakdown of how the National Merit Scholarship process works in this article, but basically what happens is that you take the PSAT NMSQT in the fall of your junior year to see if you can score well enough to become a National Merit Semifinalist (which is the first step on the road to becoming a National Merit Finalist and getting a National Merit Scholarship). As a National Merit Finalist, you can win a National Merit scholarship, a scholarship from your college, or a corporate scholarship. For more info on how to get each type of scholarships, read this article explaining how you can qualify for and win a National Merit scholarship. Let's now go back to the first step of the process, which happens when you take the PSAT NMSQT in the fall (usually October or early November) of your junior year. Your PSAT score qualifies you for National Merit depending on whether your score passes the cutoff for your state. The cutoff isn't announced officially by the College Board, but it can be inferred from students receiving notification that they have or haven't become a national merit semifinalist. You can find out what your state's National Merit cutoff score was last year here. By taking an official PSAT practice test or by comparing your sophomore year score on the PSAT to the cutoff score for your state, you can get a good idea of how much prep you'll need to score high enough to pass your state's cutoff score and become a National Merit Semi-Finalist. Aiming for a National Merit Scholarship but worried your score won't qualify? If you're not sure you can self-study your way to a qualifying PSAT score, you'll love our PSAT prep program, PrepScholar. We designed our program to learn your strengths and weaknesses through advanced statistics and customize your prep to be as effective as possible for you. When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty PSAT 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: Reason 2: Focusing on One Test at a Time Because PSAT prep and SAT prep are so similar, many students who are aiming for National Merit either go straight to studying for the SAT as prep for the PSAT or try to study for both tests at once. Whether or not this is effective really depends on the individual student. Some students thrive by multitasking. Whether it's doing homework while listening to music and eating dinner or preparing to take multiple SAT subject tests on one day, these students get good results when they maximize their time by doing multiple things at once. For other students, however, having to prep for multiple things at once (particularly if they're academic or test-related things like the PSAT and SAT) is so stressful that it leads to poorer performance on everything. As an example: during college, I had multiple assignments I had to hand in at the end of each finals period. Rather than work a little on each assignment each day, I found it more effective for me to focus on one project at a time and get it out of the way before going on to the next. Similarly, depending on what kind of student you are, you may find that it's more helpful to start out by focusing just on the PSAT, getting that over and done with, and then moving on to study for the SAT. This "one thing at a time" strategy works well for students who have some time during sophomore year or the summer before junior year to set aside specifically for PSAT study. CAUTION: If you're just starting to study the fall of your junior year and your prep time is limited, you're better off going straight to SAT prep. If you have to choose between PSAT prep and SAT prep, the clear choice is SAT prep. It's only if you have the time to do both that you should consider prepping for the PSAT and SAT separately. If you're feeling overwhelmed by everything you have to do for college applications, it can be helpful to prep for one test at a time. Reason 3: Getting in Gear for SAT Prep One other benefit to prepping for the PSAT is that it put you in a good place for SAT prep. As we discuss in detail in this article comparing the PSAT and SAT, there are very few content differences between the PSAT and SAT (the main difference being in the math concepts covered and the increased length of the SAT). By prepping for the PSAT, you'll be more than 75% of the way there for the SAT. You won't be able to get away without doing any SAT-specific prep (particularly for those math topics that aren't on the PSAT), but the amount of work that you'll have to do is way less than those starting on SAT prep from scratch. If the "doing more prep now means less hard prep later" argument isn't convincing, think about it in non-test prep terms. Imagine that you want to learn how to play the piano by the end of junior year of high school. You have the option of learning how to play an electric keyboard first or just starting straight on the piano. Also, for some reason there's an electric keyboard competition the fall of your junior year that could lead to you winning money; it's only open to people playing the electric keyboard, though (not people playing the piano). Because the electric keyboard and piano are so similar, if you do start out by just teaching yourself to play the electric keyboard (what the notes are, how to read music, how to do different things with your right and left hands at once, etc), you'll be most of the way there to learning the piano; all you'll have to get used to is the bigger range and using the pedals. Or in test-prep terms, if you prep for the PSAT, you'll just need to learn any pre-calc math you hadn't learned when you took the PSAT and work on time management and endurance in order to prepare for the SAT. What if you're already studying for the SAT, or don't have the time to first study for the PSAT and then for the SAT? Going back to the analogy, if you already know how to play the piano, then you don't need to do intensive prep to teach yourself how to play the electric keyboard- you just need to do a practice test to make sure you get used to playing on a simpler instrument. Or in the case of the PSAT/SAT, if you've already studied for the SAT, you just need to take a PSAT practice test to make sure you're all set for that. Basically, if you prep for the PSAT, it'll help you prep for the SAT; if you're already prepping for the SAT, that will also prep you for the PSAT. While we've gone over some of the reasons students might want to prep for the PSAT, there are also cases in which PSAT prep is unnecessary and pointless. We'll get into these cases in the next section. When PSAT Prep is Unnecessary As we mentioned above, the main reason to take the PSAT (other than your school forcing you to take it) is to qualify to apply for a National Merit Scholarship. If you're not interested in qualifying (or are ineligible) for that National Merit Scholarship, then there is no point in doing pure PSAT prep. That doesn't mean you can't prep at all- you just should jump right into prepping for the SAT (or ACT) You can still treat the PSAT as a chance to take an official standardized test and get used to what sitting and concentrating for that long at once feels like, but there's no need to prep for the PSAT in particular. Another important point that we touched on earlier is that prepping for the SAT will help you with the PSAT. If you start to prep for the SAT before your junior year (when you'd take the PSAT NMSQT), any SAT prep you do will also prepare you for the PSAT. Of course, if you're not prepping for the SAT effectively, then you won't prep for the PSAT any more effectively. But, assuming you're putting in time and effort in the right way, if you're already prepping for the SAT, there's no need to do additional PSAT prep. Summary: Is PSAT Prep Right for You? Whether or not it makes sense for you to prep for the PSAT specifically (instead of just prepping for the SAT) depends on a few different factors. We've put these factors into a checklist you can go through below to see if prepping for the PSAT is the right call for you. Should You Study for the PSAT? YES, if... NO, if... You're hoping to qualify for National Merit You don't care about National Merit You work better when focusing on prepping for one test at a time You're already prepping for the SAT anyway You want to get a head start on prepping for the SAT but don't want to prep for the SAT because you haven't learned all the math you need to know for it yet You don't have the time and just want to focus on SAT prep If you checked off all "No" answers, there's no need to do any PSAT-specific prep; instead, you should turn all your prep energies toward studying for the SAT (or ACT). However, if you checked off any of the "Yes" reasons, then it's worth thinking about doing some prep for the PSAT in particular. What's Next? Doing well on the PSAT is just the first step to winning a National Merit Scholarship. Find out how the whole process works with our complete guide to becoming a National Merit Finalist and winning the scholarship. The PSAT NMSQT is only offered once each year in the fall, but what date is it this year? We tell you when the PSAT is and when you'll get your scores in this article. Curious what the PSAT looks like? Want to try your hand at a practice test? We have a complete list of all the free official practice tests the College Board has released here. Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today:

Drug testing in the public sector Research Paper

Drug testing in the public sector - Research Paper Example In this context we can refer to the research by the Ulster protestant, Brian Mawhinney, who was extremely against the application of mind altering drugs and considered it as highly immoral to provide syringes and needles for the purpose of treating the drug users. Mr. Mawhinney therefore conducted a survey for gathering data about the positive sides of those services and their role in preventing the infections from spreading. The research delivered results proving that genuine health related advantages can be gained through such services and consequently he started supporting the program. iFor further discussions on this issue it is necessary to go through the various thoughts and perceptions of the various researchers and their researches regarding drug testing particularly in the public sector. ... iolence, accidents and often lead to suicidal attempts that might give rise to long term absence from job, dropped level of performance, accidents and subsequently unemployment. Further the usage of illicit drugs causes psychiatric impairment and the injections used during drug intake can eventually spread communicable sickness like HIV and Hepatitis B and C.iii Illicit drug abuse proves to be a serious spoil for the health and safety of the drug addicts as well as the non addicts along with the society at large. For instance, the one who is driving a car and is under some drug influence, tends to cause accident to the passengers, pedestrians and the drivers of the other cars, and for this reason Drug Testing at the office especially in the public sectors must aim at trimming down the costs with respect to absenteeism, employee’s work life and productivity. According to the Quest Diagnostics director Barry Sample, â€Å"We all know how devastating a single accident can be whe n an impaired driver gets behind the wheel,†iv not only this, the work place should also try to eradicate drug abuse for the safety and security of the community.v The practice of drug testing is most widespread among the employees in responsive designations within the public sector, private transportation organizations and those dealing with the federal government.vi Role of Government CICAD plays a major role in the drug abuse eradication program specifically in the regions of Latin American and the United States. viiGovernment plays a crucial role in this regard since it is their duty to maintain and protect the society from any kind of abuse. In the year 1988, the Drug-Free Workplace Act had been passed by the congress government that ultimately gave rise to the Federal Workplace Drug Testing

American Government poli science 10 exam question Essay

American Government poli science 10 exam question - Essay Example Several generations of political philosophy, scientific empiricism, and intellectual theory culminated in the Revolutionary War that sought the transformation of these abstract ideas into reality for a new society (Fiske, 2012). Antiquity and England itself were the principal inspirations for the ideas about independence, liberty, and the form envisioned by the Founders for their new government. Republicanism derived from several inspirations, notably the ancient Greek and Rome societies where all citizens (except slaves, who were not accorded citizenship) subordinated their private interests voluntarily to the common good. The republics predicated their authority and stability based on citizenry and their resistance to tyranny and corruption. For republicans in the eighteenth century, a person with virtue had a high sense of morality, owned property, and was ready to subordinate his or her interests for the sake of the community (Fiske, 2012). Such are the kind of people Benjamin Franklin and other Founding Fathers thought capable of freedom. The Constitution Framers were visionaries. They designed the Constitution to last. They sought both to address the challenges facing America during their lifetimes and to establish foundational principles that would guide and sustain the new nation into a future that was uncertain (Levy, 2000). Their vision is reflected in the wording of the Constitution. The document defines the fundamental freedoms of Americans in general terms: â€Å"due process of law,† â€Å"freedom of speech,† â€Å"equal protection of laws,† â€Å"free exercise of religion,† â€Å"cruel and unusual punishment† among others. It also sets forth the powers of the government in general terms: the President will ensure that laws are faithfully executed, Congress may regulate commerce in several states, the courts have authority to decide on cases and