TIMEs Person of the Year Winners (1927-2017)

TIME's Person of the Year Winners (1927-2017) Since 1927, TIME Magazine has chosen a man, woman, or idea that for better or worse, has most influenced events in the preceding year. Although TIMEs list is not an academic or objective study of the past, the list gives a contemporary viewpoint of what was important during each year. In 2018, TIME issued four separate covers, memorializing journalists who lost their lives in 2018. They are Jamal Khashoggi, Washington Post columnist;  staff members of the Capital Gazette newspaper; Reuters journalists Wa Lone and Kyaw Soe Oo; and Maria Ressa, journalist and founder of Rappler. TIMEs Person of the Year Winners 1927 Charles Augustus Lindbergh 1928 Walter P. Chrysler 1929 Owen D. Young 1930 Mohandas Karamchand Gandhi 1931 Pierre Laval 1932 Franklin Delano Roosevelt 1933 Hugh Samuel Johnson 1934 Franklin Delano Roosevelt 1935 Haile Selassie 1936 Mrs. Wallis Warfield Simpson 1937 Generalissimo Mme Chiang Kai-Shek 1938 Adolf Hitler 1939 Joseph Stalin 1940 Winston Leonard Spencer Churchill 1941 Franklin Delano Roosevelt 1942 Joseph Stalin 1943 George Catlett Marshall 1944 Dwight David Eisenhower 1945 Harry Truman 1946 James F. Byrnes 1947 George Catlett Marshall 1948 Harry Truman 1949 Winston Leonard Spencer Churchill 1950 American Fighting-Man 1951 Mohammed Mossadegh 1952 Elizabeth II 1953 Konrad Adenauer 1954 John Foster Dulles 1955 Harlow Herbert Curtice 1956 Hungarian Freedom Fighter 1957 Nikita Krushchev 1958 Charles De Gaulle 1959 Dwight David Eisenhower 1960 U.S. Scientists 1961 John Fitzgerald Kennedy 1962 Pope John XXIII 1963 Martin Luther King Jr. 1964 Lyndon B. Johnson 1965 General William Childs Westmoreland 1966 Twenty-Five and Under 1967 Lyndon B. Johnson 1968 Astronauts Anders, Borman and Lovell 1969 The Middle Americans 1970 Willy Brandt 1971 Richard Milhous Nixon 1972 Nixon and Kissinger 1973 John J. Sirica 1974 King Faisal 1975 American Women 1976 Jimmy Carter 1977 Anwar Sadat 1978 Teng Hsiao-Ping 1979 Ayatullah Khomeini 1980 Ronald Reagan 1981 Lech Walesa 1982 The Computer 1983 Ronald Reagan Yuri Andropov 1984 Peter Ueberroth 1985 Deng Xiaoping 1986 Corazon Aquino 1987 Mikhail Sergeyevich Gorbachev 1988 Endangered Earth 1989 Mikhail Sergeyevich Gorbachev 1990 The Two George Bushes 1991 Ted Turner 1992 Bill Clinton 1993 The Peacemakers 1994 Pope John Paul II 1995 Newt Gingrich 1996 Dr. David Ho 1997 Andy Grove 1998 Bill Clinton and Kenneth Starr 1999 Jeff Bezos 2000 George W. Bush 2001 Rudolph Giuliani 2002 The Whistleblowers 2003 The American Soldier 2004 George W. Bush 2005 Bill Gates, Melinda Gates, Bono 2006 You 2007 Vladimir Putin 2008 Barack Obama 2009 Ben Bernanke 2010 Mark Zuckerberg 2011 The Protester 2012 Barack Obama 2013 Pope Francis 2014 Ebola Fighters 2015 Angela Merkel 2016 Donald Trump 2017 The Silence Breakers 2018 The Guardians and the War on Truth Person of the Year Fast Facts Charles Lindbergh  (1927) was the first and youngest person to receive the distinction at 25 years old.Mrs. Wallis Warfield Simpson, the woman whom English  King Edward VIII abdicated  in order to marry, was the first woman to receive the honor (1936).Although a number of people have received the honor twice,  U.S. President Franklin Delano Roosevelt  is the only person to have been named three times: 1932, 1934, and 1941.Adolf Hitler, the murderous leader of Nazi Germany, received the honor in 1938- before he started   World War II. Hitlers  TIME  cover, however, shows him with dead bodies hanging above him.Soviet leader Joseph Stalin, who was a U.S. ally during World War II, but who was ultimately responsible for the deaths of approximately 20 to 60 million of his own people, was awarded the honor twice.A whole generation was named in 1966: Twenty-five and Under.In 1982, the computer became the first object ever to receive the distinction.There are several years whe re large groups of people were nominated: the American Fighting-Man (1950), the Hungarian Freedom Fighter (1956), U.S. Scientists (1960), Twenty-Five and Under (1966), the Middle Americans (1968), and American Women (1975). The winner in 2006 was even more unusual. The winner was you. This choice was meant to draw attention to the impact of the world wide web, which had made each of our contributions both relevant and important.

Ticks, Suborder Ixodida

Ticks, Suborder Ixodida The parasitic arachnids we call ticks all belong to the suborder Ixodida. The name Ixodida derives from the Greek word ixÃ… dÄ“s, meaning sticky. All feed on blood, and many are vectors of diseases. Description: Most adult ticks are quite small, the largest reaching about 3mm in length at maturity. But when engorged with blood, an adult tick can easily expand to 10 times its normal size. As adults and nymphs, ticks have four pairs of legs, like all arachnids. Tick larvae have only three pairs of legs. The tick life cycle has four stages: egg, larva, nymph, and adult. The female lays her eggs where the emerging larva is likely to encounter a host for its first blood meal. Once fed, it molts into the nymph stage. The nymph also requires a blood meal, and may go through several instars before reaching adulthood. The adult must feed on blood a final time before producing eggs. Most ticks have a three-host life cycle, with each stage (larva, nymph, and adult) finding and feeding on a different host animal. Some ticks, however, remain on a single host animal for their entire life cycle, feeding repeatedly, and others require two hosts. Classification: Kingdom – Animalia Phylum – ArthropodaClass – ArachnidaOrder – AcariGroup - ParasitiformesSuborder - Ixodida Habitat and Distribution: Worldwide, there are nearly 900 species of ticks known and described. The vast majority (about 700) of these are hard ticks in the family Ixodidae. Approximately 90 species occur in the continental U.S. and Canada. Major Families in the Order: Ixodidae – hard ticks Argasidae – soft ticks Genera and Species of Interest: Both the blacklegged or deer tick (Ixodes scapularis) and the western blacklegged tick (Ixodes pacificus) can transmit the bacterium that causes Lyme disease.Proteins in the saliva of the Rocky Mountain wood tick, Dermacentor andersoni, can cause paralysis in its hosts, which include cattle, horses, dogs, sheep, and humans. Boophilus ticks are parasites of large hoofed mammals, and complete their life cycle on a single host. Amblyomma nuttali holds the record for the largest clutch of eggs produced by a single tick – over 22,000! Sources: Borror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. Johnson.Synopsis Of The Described Arachnida Of The World, Texas AM University Entomology Dept. Accessed online December 31, 2013.The Encyclopedia of Entomology, 2nd edition, edited by John L. Capinera.The Distribution of Ticks, Centers for Disease Control. Accessed online December 31, 2013.Order Ixodida – Ticks, Bugguide.net. Accessed online December 31, 2013.Tick Biology, the Tick App, Texas AM University Entomology Dept. Accessed online December 31, 2013.

Leadership styles Research Paper Example | Topics and Well Written Essays - 1750 words

Leadership styles - Research Paper Example Their ability to perform the aforementioned things relies on the leadership style adopted. Thus, at any time the leader or the manager should employ these styles. An important issue arises and this will be subject in this paper, how are the managers capable of altering their leadership styles (as described in situational leadership theory) to communicate and motivate the employees. There are four leadership styles (the selling or coaching style, the participating or supporting style, the telling or directing style, and the delegating style) and each style will be discussed in detail and applied in the case of General Electric. Specifically, the paper will explore the leadership style of Jeff Immelt, the Chief Executive Officer (CEO) of General Electric. General Electric is among many companies that have excelled in their leadership styles. The leadership style employed has been used as a benchmark for most organizations and companies. It is noted that the four leadership styles are c rucial for the success or failure of a company. As seen in General Electric case, a leader or a manager can apply all the four leadership styles to steer the organization. However, there is a tendency to use one leadership style more than the others are. General Electric In 1876, in Menlo Park, New Jersey, Thomas Alva Edison opened a laboratory where he could discover the prospects of the dynamo and other electrical tools or devices that he had realized in the exposition. By the year 1890, Edison launched the Edison General Electric Company by merging his various businesses. At the same time, a competitor appeared, the Thomson-Houston Company. Thomson-Houston Company became the principal electrical company through a series of unions or mergers led by Charles A. Coffin (General Electric Company, 2012). As the businesses grew, it became very difficult for either of the company to generate complete electrical installations depending entirely on their own technologies and patents. The t wo companies merged in the year 1892, and the new organization was called the General Electric Company. A number of Edison’s initial business offerings are still a portion of General Electric (GE) today and they include transportation, power transmission, medical equipment, industrial products, and lighting. The initial GE Appliances electric fans were generated at the Ft. Wayne electric works in the early 1890s. Full line of cooking and heating devices was first produced in 1907(General Electric Company, 2012). The GE Aircraft Engines started its operations in 1917 when the United States government started its search for a company that could produce the first airplane booster. Edison’s experiments with plastic filaments for the light bulbs started in 1893 and this led to the creation of the GE Plastics department in 1930. The General Electric leaders over the years have created a diverse portfolio of prominent businesses;a series of dominant company-wide initiatives t hat reduces cost and drives growth; Controllership and financial strength that permit it capitalize on openings through several cycles; and a collection of common values which permit it to face every environment with confidence(General Electric Company, 2012). Analysis The Hersey-Blanchard Situational Leadership Model illustrates the relation between the willingness of the followers and leadership style based on relationship and task behaviors of leaders.

International Accounting Perspectives Coursework

International Accounting Perspectives - Coursework Example Being developed after an international consultation, international financial reporting standards are made after a due process. The standards are made through a process that consists of six stages. These includes setting the agenda, planning the project, developing and coming up with the discussion paper, developing and publishing the exposure draft, developing and publishing the standard and after the standard is issued. One of the major features of international financial standard includes fair presentation and complying with IFRS. This implies that all the transactions must be represented in a faithful manner. The income, expenses, liabilities and assets must be represented as outlined by the IFRS framework. The second feature of International Financial Reporting is that it ensures the principle of going on concern. This implies that financial statements must treat a business as a going on concern unless the owners want to cease trading or liquidate the company. Other key features of International Financial Reporting include offsetting, frequency of reporting, accrual basis of accounting, materiality, consistency of presentation and comparative information. One of the major goals of International Financial Reporting Standards is to provide guidance for the preparation of financial statement instead of setting rules that an industry is supposed to follow while it is reporting its financial position. It is worth to note that by use of International Financial Reporting Standards especially by firms operating globally, it is possible to emulate a reporting language that can be easily understood by auditors and investors. With more than 100 countries requiring all the public companies to apply the IFRS, the accounting policies globally will greatly improve by 2015. International Accounting Standards Board (IASB) was formed in March 2001 in United States as a non profit firm. During the establishment of the organization, the purpose was

Growth Mindset Essay Example for Free

Growth Mindset Essay Asking Effective Questions Problem Solving Approach in mathematics classroom because it engages student in inquiry, prompting them to build on and improve their current knowledge as they â€Å"construct† explanations and help them solve tasks at hand. In a â€Å"Constructivist classroom† students are seen as the ones who are actively creating their own knowledge†. This is done through questioning to h I need respect, motivation, encouragement, determination, to have confidence in your students. 8 Tips for Effective Questioning 1. Anticipate Student Thinking (plan the possible questions to stimulate thinking and deepen student understanding 2. Link to Learning Goals 3. Pose open ended questions 0 help build students’ self-confidence, help them respond at their own stage of development and allow for differentiation Invitational stems that use plural forms and exploratory language invite reflection. Huinker and Freckman (2004, p. 256) suggest the following examples: As you think about Given what you know about In regard to the decisions you made From previous work with students When you think about..As you consider In what ways In your planning Take a minute. 4. Pose Questions that actually need to be answered 5. Incorporate verbs that elicit higher levels of Bloom’s Taxonomy Verbs such as connect, elaborate, evaluate and justify prompt students to communi- cate their thinking and understanding, to deepen their understanding and to extend their learning. Huinker and Freckman (2004, p. 256) provide a list of verbs that elicit specific cognitive processes to engage thinking: observe notice remember contrast interpret evaluate summarize visualize (â€Å"see†) differ distinguish decide identify compare predict explain conclude infer relate consider describe 6. Pose Questions that Open up conversations to include others. 7. Keep Questions Neutral 8. Provide Wait Time (use strategies such as turn and talk, think-pair-share and round robin to give students time to articulate and clarify their thinking Ms Hastings does use different Instructional Strategies. She builds strong relationships with her students, set high expectations for performance and has a good understanding of their needs to reach success in her classroom. Ms Hastings first has a strong belief in the â€Å"Growth Mindset† by setting high expectations and showing student they can learn as opposed to the belief of â€Å"either you are good at math or not†. Teacher shows students how they can succeed and achieve through â€Å"application and experience†. Their words and actions make it clear that the past does not dictate the future. If a teacher promotes the â€Å"growth mind-set†, they can focus students on â€Å"self-development, self-motivation and responsibility† and help them develop the mental determination to continue to improve. She clearly sets objectives and provides feedback to her students to help them progress. By reinforcing effort and providing recognition, students believe they can succeed. These strategies all provide students with the belief that they can positively affect their learning She also uses various strategies to promote thinking and learning in the classroom. She uses cooperative learning, uses effective questioning and graphic organizers. She uses team building exercises and forms a base group, in which they learn and work together for the semester. In reading the Capacity Building Monograph in â€Å"Asking Effective Questions in Mathematics† in showed how you can change Learning to becoming something you get for a short time to permananence and building a deeper understanding. In Ms. Hastings class, the 8 tips provided in this monograph are great strategies being used in Ms. Hastings class. One of the most important influences in student achievement is the relationship between teacher and students (Hattlie, 2009). By Ms. Hastings telling success stories this provides encouragement to her students. Ms. Hastings class is preparing her students with the skills of the â€Å"21st Century Learner†. She is doing this by helping her students set personal learning goals, self-assessment for understanding, therefore, making learning permanent, accessing tools and resources for enhancing their understanding and using their learning in rich meaningful tasks in real-world contexts. These students will learn problem-solving, critical thinking and using their prior knowledge and skills to apply them to new situations. Two challenges faced by adolescents is the belief they are not good at math, therefore, find it challenging and are less engaged in math class. The second challenge is to make math learning become permanent through student engagement. This means using Instructional Strategies to ensure students are engaged in their own learning and self-assessment. One of the challenges faced by adolescents is the belief they are â€Å"not good at math†. This may be imparted by their parents belief they were not good at mathematics and do not ask more from their children. There needs to be a shift from this belief from all adults involved. They must recognize and affirm the importance of mathematical literacy for all. In the Ministry’s Numeracy Report (2004), students need the â€Å"ability to deal with the  fundamental notions of number and change in order to make sense of mathematical information presented in everyday contexts† (Paulos, 1988, pg.). Mathematical literacy in important for both employment and post-secondary admissions. Therefore, as teachers, we need to take advantage of the abundant opportunities for fostering mathematical literacy across the curriculum. As with Ms. Hastings, has a strong belief in the â€Å"Growth Mindset† by setting high expectations and showing student they can learn as opposed to the belief of â€Å"either you are good at math or not†. Teacher shows students how they can succeed and achieve through â€Å"application and experience†. Their words and actions make it clear that the past does not dictate the future. If a teacher promotes the â€Å"growth mind-set†, they can focus students on â€Å"self-development, self-motivation and responsibility† and help them develop the mental determination to continue to improve. She clearly sets objectives and provides feedback to her students to help them progress. By reinforcing effort and providing recognition, students believe they can succeed. These strategies all provide students with the belief that they can positively affect their learning She also uses various strategies to promote thinking and learning in the classroom. She uses cooperative learning, uses effective questioning and graphic organizers. She uses teambuilding exercises and forms a base group, in which they learn and work together for the semester. The second challenge faced by adolescent if to ensure their learning has â€Å"permanence†. This is done through strong conceptual foundations in math and ample opportunities for students to demonstrate their knowledge. I also believe that as teachers we need to use effective instructional strategies to emphasize student ability to think, use problem-solving skills and build on prior knowledge. Ms. Hastings uses various strategies to promote thinking and learning in the classroom. She uses cooperative learning, uses effective questioning and graphic organizers. She uses team building exercises and forms a base group, in which they learn and work together for the semester. In reading the Capacity Building Monograph in â€Å"Asking Effective Questions in Mathematics† in showed how you can change Learning to becoming something you get for a short time to permanence and building a deeper understanding. In Ms. Hastings class, the 8 tips provided in this monograph are great strategies being used in Ms. Hastings class. One of the most important influences in student achievement is the relationship between teacher and students (Hattlie, 2009). By Ms. Hastings telling success stories this provides encouragement to her students. Ms. Hastings class is preparing her students with the skills of the â€Å"21st Century Learner†. She is doing this by helping her students set personal learning goals, self-assessment for understanding, therefore, making learning permanent, accessing tools and resources for enhancing their understanding and using their learning in rich meaningful tasks in real-world contexts. These students will learn problem-solving, critical thinking and using their prior knowledge and skills to apply them to new situations. To be able to prepare our students as 21st Century Learners, we need to increase our math competence through professional learning to be more effective. The Expert Panels Report on Student Success in Ontario Mathematical Literacy, Grades 7-12 (May 2004) looked at at-risk mathematical learners and came up with a number of themes: Effective teaching and learning begins with the needs to the adolescent learners and have a good understanding of their development stages Connect the learning in math to the lives of the students (having rich meaningful tasks that connect to real-life contexts) Ensuring they have a strong conceptual foundations to be able to apply their knowledge and continue their learning Instructional learning strategies empahisize problem solving and building and one’s own understandings To improve students’ performance, teachers need to link instruction more closely to assessment More professional learning opportunities for teachers to strengthen their competence in math Technology to support learning and have more accessibility to students who are struggling in math Also extra support for  Ã¢â‚¬Å"at risk† students to close the gap Strong leadership and strong planning to create an effective learning environment in which all the needs of the students are met and success is promoted. 2. Changing Climate – Transforming Classroom Culture Dan Myer Inquiry Based Learning Being interest in students thinking How my teachers see them in a sincere way and shed the idea of controlling the process Bring the student who are not strong in the foundations Gains in achievement – multimedia helped students who are identified at risk or LD Teach as we are taught, memorization, calculations, learning formulas, doing math and debrief M.J. Hobbs Senior P.S. –DI 7-8 Differentiated Instruction and problem solving by group readiness Individual Accountability in group work Create a positive work environment Group work looks like, sounds like anchor charts with clear understanding of expectations Participate in work that is engaging and challenging Centennial S.S. HPEDSB Differentiating Instruction Secondary Think-Pair-Share Mathematical Questions Justify using mathematical vocabulary Learning Centres give students choice, work collaboratively and related to hands on materials and manipulatives’ based on their strengths (observe the kids first to see how they are learning Use the entry point depending on their strengths and how they learn to work towards the curriculum expectations Use of different strategies and connect using different means to demonstrate their learning Data given for Problem Solving Exit cards to demonstrate learning in a differentiated environment to take responsibility on teaching the students how they learn DI planning for kids based on grouping on kids strengths and needs.

Dragons In America :: essays research papers

Dragons in America   Ã‚  Ã‚  Ã‚  Ã‚  Monsters or dragons in present day America are feared .Monsters in America consist of politicians, celebrities, and criminals. In America they are portrayed through media, television, and movies. Monsters in America are feared but can also be seen as a source of entertainment.   Ã‚  Ã‚  Ã‚  Ã‚  Media and entertainment create most of the fear in Americans. In the news we hear of shooting, killings, and rapes everyday. The media always gives a very in depth look a each incident to satisfy the audiences every wonder. Entertainment on the other hand enhances these modern day monsters in movies and television. Movies about serial killers such as â€Å"Natural Born Killers†, â€Å"Seven† â€Å" The Stand†, and â€Å"Silence of the Lambs† strike fear in to the hearts of millions of Americans all too often. This creates people to fear monsters in reality more than ever because Hollywood makes monsters as scary as possible. The television is another source of violence in the world. It seems that every shows on TV has to do with some kind of terrible murder. Shows like â€Å"New York Undercover† always end up with a seen where someone is shot to death. This makes the viewer perceive society as a place too dangerous to live in.   Ã‚  Ã‚  Ã‚  Ã‚  A very obvious monster in America is a criminal. Americans fear burglars, rapists, and killers in their own cities and states. They are feared because their victims are people like themselves and are victimized in very familiar places to the average American. That is why people protect themselves with security systems and weapons. Criminals are feared mainly because their victims are random. People never feel completely safe knowing that they may be the next victim.   Ã‚  Ã‚  Ã‚  Ã‚  Besides fear of monsters that pose physical threats, there are monsters in politics that scare people as well. Corrupt politicians are feared because of past and foreign politicians that have caused unfair, and painful treatment of the people they represent. That is why all candidates for office are thoroughly examined to make sure that they can be trusted. And every time a politician makes a mistake or something negative is said about him or her people panic and fear that the person that represent them could end up harming them instead of representing them in their best interest. Incidents in the past that have caused great turmoil in politics is Watergate, and Communism in foreign countries such as Germany and Russia.   Ã‚  Ã‚  Ã‚  Ã‚  Some celebrities scare Americans because they are seen as hero's or idols in the films, or events they are in. O.J. Simpson is a monster because he was a legend and a hero of all football fans.

Contrasts in the Great Gatsby

Tyler Simms Great Gatsby Essay Accelerated English 11 Mrs. Cameron F. Scott Fitzgerald constructed his novel, The Great Gatsby, by sculpting numerous situation and character contrasts together through out the novel to create and deliver a magnificent work of art. Although Fitzgerald contrasted numerous characters and situations through out the novel, there are three that are very pungent; the characters Tom Buchanan and George Wilson and Daisy Buchanan and Myrtle Wilson. Not only were there Character contrasts, there were also situations that Fitzgerald contrasted against each other. One of them was the contrasting of the concept of the Old Money life style and the New Money life style. Tom and George not only have physical contrast, they also have contrasting lifestyles as well. Among other things, Daisy is very statuesque and â€Å"up-in-the-air† where as Myrtle s pragmatic and â€Å"down-to-earth. † Fitzgerald uses the concept of Old and New Money to contrast lifestyles and characters in the novel. Tom is Old Money, which means he inherited all of his riches from at least two generations into his family and does not flaunt his money. George, on the other hand, is very low class and has to work to provide for himself and his wife, Myrtle, who is committing an affair with Tom. Aside from the money aspect, Tom is â€Å"†¦ a sturdy, straw haired man of thirty with a rather hard mouth and a supercilious manner† (Fitzgerald 11). It is also made clear by Fitzgerald that Tom beats his wife and Myrtle, giving him the element of being robust and controlling. George is a pushover from the time he is introduced until he makes a decision that ruins everything for some, and revised for others. Tom deceived George into believing that he is going to sell him a car, with no intention of doing so, but with every intension of seeing Myrtle. Not only is he a pushover, he is very gaunt with not even half the audacity of Tom. Tom's audacity and ill temper hurt the people around him, particularly Daisy and Myrtle. Their personalities are very much apart from each other. Myrtle is a very forward-looking person who knows {text:soft-page-break} what she wants in life, she is endowed with a strong character and vitality which distinguishes her from Daisy. Daisy's superficiality extends to her personality. She is fragile, unstable and a confused character. While talking to Nick she said: â€Å"†¦ I woke up with an abandoned felling and asked the nurse right away if it was a boy or a girl. She told me it was a girl, and so I turned my head away and wept. ‘Alright,' I said, ‘I'm glad it's a girl. And I hope she'll be a fool-that's the best thing a girl can be in this world, a beautiful fool† (Fitzgerald 21). They also married their husbands for different reasons. Myrtle says she married George because she thought he was a gentleman. She also thought he knew about good â€Å"breeding. † On the other hand, Daisy married Tom because rich girls had to marry into money and good social status. Marrying Tom, Daisy married into the Old Money life style. The people who live by the Old Money lifestyle inherited all of their riches from at least two generations back in the family. They also don't flaunt their money with buying and having extravagant cars, houses, parties etc. Fitzgerald differentiates Old Money and New Money by placing them on separate sides of Manhattan. Old Money on East Egg and New Money on West Egg. Tom and Daisy live on East Egg and prefer small get-togethers. Tom and Daisy had a party and the only people who were invited were Nick and Jordan. Whereas Gatsby, who lives in West Egg and is New Money, has very extravagant parties every weekend. By seven o'clock the orchestra has arrived-no thin five piece affair but a whole pit of oboes and trombones ad saxophones and violas and cornets and piccolos and low and high drums† (Fitzgerald 44). The contrast of the two lifestyles along with the characters brings the novel to a whole new level of interest. It also makes the story more interesting. Any novel that contrast any two or more subjects from with in itself, such as two or more characters or different life styles, is indeed a work of art. {text:soft-page-break} Works Cited Page Fitzgerald, F. Scott. The Great Gatsby. New York: Simon and Schuster Inc. , 1953.

Different cultures have different truths Essay

â€Å"Different cultures have different truths.† â€Å"A truth is that which can be accepted universally.† What are the implications for knowledge of agreeing with these opposite statements?  Ã¢â‚¬Å"Ye shall know the truth, and the truth shall set yet free.† A powerful, simple statement, taken from the bible. The eternal struggle of mankind, however, has been to find the truth, and this has proven rather difficult. Is there, as suggested in this quote, only one truth? Or are there different truths, dependant on cultural background or society? Unfortunately, the question as it is phrased is flawed. Both statements are false, so any knowledge gained from either one is also false. Truth is not determined by how many people accept something, whether those people all belong to a single culture, or to the whole world. Truth is determined by reality, and â€Å"truth† is the quality of any statement that correctly describes any aspect of reality. If a thing is true, it does not matter if nobody accepts it, it is still true. If a thing is false, it does not matter if everybody accepts it, it is still false. Everyone in the 12th century accepted that the Crusades were for a good cause, although with historical insight we can see that they were not. Another problem with this question is that there is a difference between accepting something and believing in it. People often accept things they are told because authority tells them, or because they do not know enough to find a better answer. Many people are also willing to accept answers because they make them feel good, not because they have any basis in fact. It seems impossible to agree with both of these statements, since they are both false. If, however, we do agree with these two statements, we find that they are mutually exclusive. If we look at them logically, statement A excludes statement B and vice-versa. This means that either one of them is false, or they are both right in certain situations and wrong in others. To answer this question, we must also ask ourselves â€Å"What is truth?† If we define truth as a reality, as something that is always correct no matter what, and as something that can be accepted as fact, than the first statement is cannot be agreed with. If different cultures have different truths on the same subject, than there is no truth. Just because my culture says that the world was created by God in seven days, that does not mean it is the truth. It is what we believe, but that does not make it true. Contrarily, scientists say that we evolved from lesser beings, and that the world was created through a ‘big bang’ which created the universe. This is what they believe to be the truth: it does not mean it is. If nothing can be agreed upon, and there are differing opinions, than there is no truth. The opposite statement, that truth is something that everyone agrees with, is more valid, at least in my opinion. Everyone can agree on some things, and would consider them truths: the world is round, people should be born with two eyes, the Second World War started in 1939. That there is a group agreement on these issues, from both those who are expert on these topics and amateurs, means that we can most likely accept them as being of reality. However, this method also has drawbacks: just because everyone agrees with something does not necessarily make it true. For hundreds of years everyone agreed that the world was flat, although it is not, and with photographs to show it, it has been proven beyond a reasonable doubt. Each statement’s value also depends on what area of knowledge we are considering: for logic-based disciplines, like the Natural Sciences and Mathematics, there should be no differences in what is considered truth. Algebra does not change no matter what country you go to, and neither does the rotation of the earth. Although there may be religious or cultural differences concerning these truths, such as in Kansas where they banned evolution from textbooks, this does not change that the facts are still the same if you talk to people who are knowledgeable about the subject. For disciplines that are based more on perception, emotion, and language it can be much more difficult to come to a conclusion: these cannot be proven with figures and objective data. What is learned in an Ethics class is more a matter of cultural influences. People in Nigeria may believe that they have the right to stone a woman to death for adultery, while in Europe we would consider this a most improper thing to do. In Japan, it is considered rude to look a superior in the eye whist talking to them, but in America it would be considered rude to not face them. Because of these differences, it is most certainly not true to state that â€Å"Looking someone in the eye is rude.†, although that is the truth of the culture. As I said earlier, truth cannot be changed. What would be correct is to state that â€Å"In Japan, looking someone in the eye is rude.† This is true everywhere to everyone. These two statements also come from opposite schools of philosophy: those that believe in subjective truth and objective truth.  To agree with both of these statements is impossible, since they both contradict each other. Agreeing with either of them, however, is also wrong. Even if no one knows the absolute truth about something yet, that does not mean that the present answers are a suitable replacement. Truth does not change, no matter who accepts it.

William Shakespeares tragedy Antony and Cleopatra †Theatre Essay

William Shakespeares tragedy Antony and Cleopatra – Theatre Essay Free Online Research Papers William Shakespeare’s tragedy Antony and Cleopatra Theatre Essay William Shakespeare’s tragedy Antony and Cleopatra tells a story of a scandalous affair between the Roman General Antony and the Egyptian Queen Cleopatra, and encompasses the battles between western and eastern cultures and between reason and passion that eventually leads to the characters death. We can see several of the plays important themes, character revelations, and plot developments within a single scene. The scene that I will be examining is Act II Sc v, in which Cleopatra, who has been separated from Antony while he travels back to Rome, is amusing herself with her servants Charmian and Mardian. As she thinks about Antony, likening him to a fish that has been caught, a messenger arrives from Italy. Cleopatra assumes, because of the messenger’s unhappy expression, that Antony is dead. She threatens the messenger with his life if he brings such bad news. Before the messenger can fulfill his duties, Cleopatra allows her passion to reach a frenzied pace. She threatens him several more times until he tells her that Antony has been married to Octavia. At this news, Cleopatra strikes the messenger several times, each time asking him to repent what he has said. The messenger, however, insists that he must tell her the truth, and she admits that it is below her station to treat a menial servant so viciously. The scene ends with Cleopatra sending the messenger back to Italy to find out certain information about Octavia including how old she is, her disposition, and the color of her hair. Throughout Shakespeare’s Antony and Cleopatra different themes are woven through the play. Several of these themes are displayed in Act II sc. v. Before we can adequately examine this scene we must first understand these themes. These themes are the clash between East and West, the war of the sexes and Reason vs. Passion. The clash between East and West is a theme that is essential in the development of the plot. Throughout the play we are given perceptions concerning the difference between Western and Eastern cultures. These two cultures are characterized by those who inhabit them and their actions. For example, the West holds Caesar and the other triumvirs, Antony excluded. They represent the rigidity of Roman law and order and the sense of honor that moves their actions. The East is inhabited by Cleopatra, who, through her theatrics, represents the passionate flow of the east. Even though we are given both positive and negative characteristics of the East and West, Shakespeare does not choose one in triumph over the other. Caesar’s West does in the end dominate Cleopatra’s east. Yet, although the land is conquered, the passion is not, as Cleopatra takes it with her after her suicide. Another theme present in this scene is the war of the sexes which serves as an example of the differences between East and West and the degradation of Antony’s sense of duty, honor and manhood. Throughout the play we see Cleopatra vie for dominance over Antony. Cleopatra uses her beauty and sexuality as a tool to win Antony for herself, and in turn destroy his reasoning. As Philo and Demetrius remark in Act I, sc i, the Romans view her as â€Å"gipsy† or a â€Å"wrangling queen.† But we must be reminded that she is not a whore, but a powerful woman who has already captured one powerful Roman and now sets to hold another. Just as an actress would, she elevates her passion, grief and outrage to captivate her audience. Research Papers on William Shakespeare’s tragedy Antony and Cleopatra - Theatre EssayHonest Iagos Truth through DeceptionWhere Wild and West MeetRelationship between Media Coverage and Social andThe Masque of the Red Death Room meaningsHip-Hop is ArtArguments for Physician-Assisted Suicide (PAS)Bringing Democracy to AfricaBook Review on The Autobiography of Malcolm XMind TravelThe Spring and Autumn

AP Chemistry FRQ How to Ace the Free Response Questions

AP Chemistry FRQ How to Ace the Free Response Questions SAT / ACT Prep Online Guides and Tips Practicing free-response questions is one of the best things you can do to improve your AP Chemistry score. Not only will you excel on the free-response section, but you'll also know the material so well that the multiple-choice questions will be a piece of cake. In this article I'll tell you all about the free-response section of the exam, give you some tips on how to solve AP Chemistry FRQs, and go through a couple of sample problems from recent exams so you can get a feel for what they're like! What’s the Format of the AP Chemistry Free-Response Section? The free-response section of the AP Chemistry exam seems intimidating because it’s longer than free-response sections on most other AP tests, and it includes lots of calculations and experiments that you have to interpret.The most important thing you can do is remain calm and stay focused and methodical in your approach to each question.It’s not as scary or difficult as it looks if you’ve prepared well for the test and use your common sense! Here's an overview of the format of the free-response section: 105 minutes (1 hour 45 minutes) Calculator use permitted Seven questions total Three long response worth 10 points each Four short response worth 4 points each The long response questions always come first! You’ll be tested on the following skills (which may be tied to any topic in the AP Chemistry curriculum): Experimental design Analyzing real lab data to identify patterns and explain phenomena Creating or analyzing diagrams of molecules and atoms to explain observations Translating between different representations of data Following logical steps to analyze and solve problems OK, that all makes sense, but how exactly do you solve these long, complicated questions? In the next section,I’ll go through a step-by-step guide for how to approach the AP Chemistry FRQs. How to Solve AP Chemistry Free-Response Questions It's important to have a game plan for the free-response section. My first piece of advice is not to feel obligated to do the questions in order!Take a couple of minutes (no more than 5-10) at the beginning of the section to look through everything and decide which question you want to tackle first.It’s best to start with your strengths so you'll have more time at the end for challenging questions. You should spend a maximum of 20 minutes on each long free-response question and 10 minutes on each short free-response question.Keep an eye on the time so it doesn’t get away from you! Here are some basic steps you should take to solve free-response questions: Step 1: Figure Out What You Know First, assess the information the question gives you.It can be confusing to extract the data that’s embedded in the introduction over and over again as you go through different parts of the question.Make things easier for yourself by writing down the values you’re given next to the question so that they’re easily accessible when you need them.You should also take time to understand (at least on a general level) the experiment being described so that you don’t feel confused and overwhelmed when you start reading the question. Step 2: Dive Into the Question For each part of the question, read the instructions and ask yourself the following: Do you need to do any calculations? Decide which equations you’ll need (if applicable), and write them down.Do the necessary calculations based on the numbers you extracted in the previous step and any numbers you were given in this part of the question.Make sure you show your work! Don’t erase your calculations, and double-check everything to make sure you have the correct units and your answer makes sense logically. Does the question ask you to justify or explain your answer? If so, DON’T ignore these instructions.In many cases, you’ll only get points for your answer if you can explain it adequately.Use concrete evidence to back up your response (we’re talking hard data).Even if something seems obvious to you, spell it out as clearly as possible to ensure that you earn those points! Do you have to draw a diagram? Even though neither of the free-response questions I'll go over in the next section requiresthis, some questions will ask you to draw diagrams.For example: If you have to answer a question like this, try to be as clear as possible.Draw out your answer on scrap paper first if you feel unsure so that the final product is neat and unambiguous.Here’s the answer, by the way: Step 3: Double Check Look back at the question to make sure you didn’t miss anything or leave out any explanations.Reread each part and connect it directly to its corollary in your response so you’re scooping up all the points you possibly can!You should also walk through how you found each answer to make sure you didn’t make any weird errors you missed the first time around. Finally, check again for appropriate units. Errors in unit conversion are common silly mistakes that are really, really frustrating if you knew how to do the problem correctly otherwise. Did you remember to convert milliliters to liters? AP Chemistry FRQExamples I’ll go through the solution process for a sample question of each type so you can get a better idea of what the test will be like.Notice that these questions look complex and overwhelming at first, but if you stay calm and break them down methodically, they don’t end up being that bad! Long Free-Response Sample Question Here’s a sample long free-response question from the 2014 exam: There’s a ton of information here, so let’s start from the beginning.What we know from the short intro is that the pH of a 0.20 M 50 mL sample of propanoic acid is 2.79 at 25 degrees Celsius.There's alsoan equation that shows how the acid reacts with water and which products are created by this reaction. Now we're ready to tackle part (a): Where’s the conjugate acid-base pair in the equation?There are two pairs that you could potentially list for this answer: CH3CH2COOH (acid) and CH3CH2COO- (base) OR H30+ (acid) and H20 (base) We know that the first compound is propanoic acid, and the loss of the hydrogen atom through the reaction creates the basic compound on the right side of the equation.Conversely, the water in the first half of the equation is a base that becomes an acid when it picks up the hydrogen atom from the propanoic acid. To get this point, you would need to label each compound indicating which is the acid and which is the base. Always read instructions carefully, or you may lose out on points - I can't say this enough! Let’s move onto part (b): What’s the value of Ka for propanoic acid at the temperature indicated in the question?We just need to plug some values into the equation for Ka,which is given to you on the formula sheet for the test: Hmm, looks like we can’t plug in the values yet because we don’t know the molarity of the H30+, which would have to go in the [H+] spot in the equation.We can find that value using this other equation from the formula sheet: This means: -pH = log[H+]10-pH = [H+]10-2.79 = [H30+]1.6 x 10-3 M = [H30+] This value for the molarity of H30+is equal to the molarity of CH3CH2COO-. The same amount of each must be created by the equation because the hydrogen atoms are removed and added in a 1:1 ratio.Armed with this new information, we can go back to the Ka equation: Let's plug in our values: Ka = [H30+][CH3CH2COO-] / [CH3CH2COOH]Ka = (1.6 x 10-3 M)(1.6 x 10-3 M)/ 0.2 MKa = (1.6 x 10-3 M)2/0.2 MKa = 1.3 x 10-5 For part (b), you could earn three points total: One for correctly solving for [H30+] One for plugging the right values into the Ka equation One for solving for Ka correctly OK, now for part (c)! Oh crap, this one has PARTS WITHIN THE PART.Don’t panic; you got this. It’s just true or false plus answer explanations!The explanations on these types of questions are very important. If you don’t explain your answer adequately, you won’t get any points even if the answer itself is correct.You can earn two points total on this question, one for each answer AND explanation. Part (i): In solution, the OH ions from the NaOH will react with the CH3CH2COOH to form water and CH3CH2COO- like so (hydrolysis reaction): The pH of the resulting solution will be GREATER than 7 because of the formation of the new basic compound at equivalence. That means it’s false! Part (ii): If two acid solutions have the same pH, but one is with hydrochloric acid, and the other is with propionic acid, would the first solution necessarily have a lower molar concentration of the HCl? HCl is a strong acid that ionizes completely in solution while propionic acid only partially ionizes.Fewer moles of HCl are needed to produce the same molar concentration of H30+ and reach an equivalent pH level to the propionic acid solution.This one is true! The next part of the question offers up a new scenario, so let’s take stock of what we've learned from the added description.So, the student titrates 25 mL of a ~mystery solution~ (mysterious squiggles added for dramatic flair) of propanoic acid with 0.173 M NaOH and reaches the endpoint of the titration after 20.52 mL of the NaOH has been added. Now onto part (d)! Based on this information, part (d) asks us to figure out the molarity of the propanoic acid. First, how many moles of NaOH were put into the solution?We can find this by multiplying the total volume of NaOH solution by its molarity: (0.02052 L NaOH) x (0.173 mol NaOH / 1 L NaOH) =3.55 x 10-3mol A total of 3.55 x 10-3 moles of NaOH were put into the solution.Since the titration reached the equivalence point at this time, that means that the number of moles of NaOH added would have to be the same as the number of moles of propanoic acid in the original solution.If we divide 3.55 x 10-3 mol propanoic acid by the number of liters of acid in the original solution, we will get the molarity: 3.55 x 10-3 mol propanoic acid / 0.025 L propanoic acid = 0.142 M For this part, you get one point for correctly calculating the number of moles of acid at the equivalence point and one point for providing the correct molarity. Part (e) is a critical thinking question about a new experiment. Would the student have to use a different indicator to figure out the concentration of a solution of an acid with pKa of 4.83?Based on ourKa calculations in part b, we can use one of the equations on the formula sheet to figure out pKa for the original propionic acid and compare the two values. pKa = -logKapKa = -log(1.3 x 10-5)pKa = 4.89 The twopKa values of4.83 and 4.89 are pretty close to one another, so you wouldn’t need to use a different indicator in the new titration.The correct response is to disagree with the student’s claim.You get one point here for disagreeing with the claim and explaining why, and you get a second point for directly comparing the two pKa values. Short Free-Response Sample Question Here’s a sample short free-response question, also from the 2014 exam: As you can see, the â€Å"short† questions aren’t really that short, but they’re not as involved as the long ones.There isn't as much information to digest, and each of the parts of the question is more direct.Each part of this question is worth one point (4 points total). Your response must include the correct answer and the correct justification/methodology to earn points! Starting with part (a): This is a PV = nRT question!Since we want the number of moles of CO2, we’re solving for n.P is 1.04 atm, V is 1.00 L, R is the gas constant (0.08206 L atm mol−1 K−1), and T is 00 K. n = PV/RTn = (1.04 atm)(1.00 L)/(0.08206 L atm mol−1 K−1)(00 K) n = 0.05 mol CO2 Moving onto part (b): In experiment 1, the original number of moles of CaCO3 would be equivalent to 50.0 g / (100.09 g/mol). The 100.09 g/mol number was calculated by adding up the atomic weights of the elements in the compound.This calculation gives us 0.500 mol CaCO3 total. If all of it had decomposed, the figure we calculated in part a for the number of mols of CO2 produced would also be 0.500 mol, but it was only 0.05 mol.This discrepancy means that the student’s claim has to be false! Now let’s tackle part (c): What would happen if more gas was added to the container and the pressure went up to 1.5 atm? Would it go back down to 1.04 atm afterward? Equilibrium was reached in both experiments, and it resulted in a final pressure of 1.04 atm.The reaction would just adjust to the added gas by shifting towards the reactant.The pressure would go back down to the equilibrium figure of 1.04 atm as the excess CO2 was consumed.The final pressure would still be equal to 1.04 atm. Finally, we’ll answer part (d): Can we find Kp with the information we’re given?Yes!The pressure of the CO2 in this experiment determines the equilibrium constant as well because it’s the pressure of the gas at equilibrium.There’s only one gas involved in the reaction, and we already know its equilibrium pressure, which means we also know the value of the constant. Kp = 1.04 How to Practice AP Chemistry Free-Response Questions You can find AP Chemistry FRQsfrom previous years (and their solutions) on the College Board site. The test changed starting in 2014 (seven free-response questions instead of six, and no questions asking you just to balance equations), so keep in mind that only the 2014 and 2015 questions will be completely accurate representations of what you can expect to see on your test. Here's a link to the most recent questions and answer explanations: 2014 and 2015 AP Chemistry Free-Response Questions Note that you have to login to your College Board account for access to the 2015 questions. Even if you don't have an account yet, it's easy enough to create one (and you'll need it eventually anyways!). You can also practice with free-response questions from earlier versions of the exam. While these aren't completely aligned with the current structure of the test, they're still good tools to use in practicing your skills: AP Chemistry Free-Response Questions: 1999-2013 There is no login required for access to these questions. You can also check out my article that lists all the AP Chemistry practice tests and quizzes that are available online (coming soon!). There are a few more unofficial practice tests that include free-response questions modeled after the questions on the real exam. And use a calculator when you practice (you get one for the free-response section on the real test)! Definitely don't use a quill, though. That part of this image is irrelevant and mystifying. Conclusion The free-response section is the most challenging part of the AP Chemistry exam for most students. To do well, you need to have a strong understanding of all the major concepts covered in the course and be able to apply them to a variety of experimental scenarios. Most of these questions look intimidating, but they're manageable if you take them one step at a time and break them down into smaller chunks. Here's a review of how to solve free-response questions: Step 1: Figureout what you know Write down any data that's included in the question Step 2: Diveinto the question Figure out which formulas you need Do the necessary calculations Justify your responses Draw diagrams if applicable Step 3: Double check Make sure your units of measurement are correct Verify that your answers make sense logically Practice your skills on free-response questions from past AP tests until you feel comfortable. Remember, questions from tests before 2014 will be slightly different from the current free-response questions; base your expectations for the real test off the material from 2014 and 2015! What's Next? If you're looking for more AP Chemistry practice, check out my list of the best review books for this year's test.Almost all of them include free-response questions modeled after the current format of the exam. For a holistic look at the most effective way to study for in-class assessments and the final exam, read my ultimate study guide for AP Chemistry. Are you debating whether to start studying now or put it off a little longer? Learn more about when you need to get serious about your study plans for AP tests. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Literature discussion on Benjamin Franklin, Thomas Paine and Thomas Essay

Literature discussion on Benjamin Franklin, Thomas Paine and Thomas Jefferson - Essay Example His belief that theory should be tested chiefly by experience - not logic - also reflects the belief of his age that reason should be tested pragmatically. His works reflect the growing awareness of America as a country with values and interests distinct from those of England. In the later eighteenth century, ethnic and religious traditions were shed and in their place a national identity based on shared ideas was embraced. This was seen by many progressive intellectuals as ways to free the individual from the constricting hand of the repressive past. Franklin's writings were influential in this regard. Writing in the first person is a technique that Thomas Paine effectively used as a writer. With it, he was able to spread his views. Paine was considered a radical pamphleteer as he had anticipated and helped stir up the American Revolution through his powerful writings. For example, it was common sense to support the colonies in their fight with England and to this effect he put out a small pamphlet, Common Sense. The purpose was to effect a powerful change in the minds of many men, and won, at a critical time, a number of American colonists over to the cause of independence. Yes, Paine is forthright in his writings. He wrote of human conditions that meant little to anyone in those years.

Relationship between Direct Marketing and Branding Essay

Relationship between Direct Marketing and Branding - Essay Example This paper illustrates that the primary objective of branding application is to develop and reinforce central messages of a company along with the product brands. It aims at a high quality of service, environment-friendly attributes, longevity, durability, and cost-saving objectives in order to enhance brand image and ensure sustainability. Branding and direct marketing are two distinct approaches to marketing. Direct marketing is intended to drive immediate customer responses; however, branding is a delayed response advertising technique. Direct marketing activity is the process through which various advertising media interact directly with consumers and obtain responses about a brand. The responses that are obtained with the help of direct marketing can be tracked, analyzed and stored in a database, which can be used further for development of long lasting customer relationships. With the help of direct marketing application, most of the companies try to record the trial, purchase or inquiry related issues of Customers. These issues are analyzed by the companies and significant changes are incorporated if required. The changes or developments in an existing product of a brand are made after studying the demand of the customer market thoroughly. Direct marketing is generally controlled with the help of electronic or digital marketing strategy in the contemporary era. Most of the advertisements are sent via e-mails and phone messaging systems. In some cases, companies post their advertisements along with survey rating ability in social networking websites, such as Facebook and Twitter. The enhancement of direct marketing strategy sampling can be clearly observed in the fast food business operations. The advertisements provided by the Fox’s Crinkle Crunch biscuits illustrate the importance of customer responses for brand promotions.