Determination of the Acceleration due to Gravity on the Earth’s Surface Essay Example Essay Example

Determination of the Acceleration due to Gravity on the Earth’s Surface Essay Example Paper Determination of the Acceleration due to Gravity on the Earth’s Surface Essay Introduction I will be investigating the acceleration due to gravity on the Earth’s surface using an experiment based on this effect. The acceleration due to gravity is constant for all objects, as it is defined by the strength of the gravitational field strength of the object, and not the mass of the object it is pulling.Therefore, in a vacuum, all objects will accelerate at the same rate due to gravity. This only applies in a vacuum, as air resistance plays a significant role as a frictional force. The Earth’s acceleration due to gravity (also referred to as Standard Gravity, or simply g) is 9.80616ms-2 (according to http://medical-dictionary.thefreedictionary.com/Standard+gravity), or 9.81ms-2 to three significant figures.The weight of an object is its downwards force, which is given by the equation:F = mgWhere F is the downwards force, or weight; m is the mass of the object; and g is the gravitational field strength of the body attracting it (this is simply g on Earth; standard gravity).When forces are taken into account, frictional forces play a part in determining the resultant force. The downwards force of the body is constant, as the mass does not change as the body falls. However, air resistance increases with velocity, in the case of freefall under gravity. This means that the acceleration will steadily decrease as the body moves faster, since the resultant downwards force would be less.In Figure 1, as the velocity increases, the air resistance arrow would grow, showing that the air resistance would increase as well. Eventually, it will equal the weight arrow and the air resistance will equal the weight. This would mean there would be no more acceleration, and the body will have reached a terminal velocity.In a vacuum, there would be no air resistance, so the body will not decrease its acceleration. Therefore, this would give the most accurate value for standard gravity.I predict that the g value I will receive from my experiment will be lower than 9 .81ms-2, since air resistance will affect the results taken. The actual effect will depend on the weight, and therefore, the mass of the object which will be used to measure g.Several methods can be used to measure the value of standard gravity.PendulumThis method involves allowing a pendulum to oscillate freely, recording the time taken for each oscillation.The length of the string used to make the pendulum, and the angle of the drop will also have to be measured, in order to calculate the value of g.This equation (http://en.wikipedia.org/wiki/Pendulum) is used to determine g from the data we can measure. Here, l is the length of the pendulum, and T is the time taken for one oscillation.Equipment Stopwatch Pendulum, of a fixed mass and a light stringThe human error that could be involved in timing the oscillations means that to be more accurate, about 12 oscillations would need to occur for each timing. This would reduce the human error, as the longer period will reduce the percent age error of reaction time. Other inaccuracies would be found in that, due to air resistance, the distance travelled by the pendulum with each oscillation would decrease each time. Therefore, for 12 oscillations, the time taken would be less than what it should be.Ticker Tape TimerThis method involves dropping a length of ticker tape through a ticker tape timer, using a mass attached to the end of it. As the tape accelerates through, the dots made on the tape space further and further apart, with the increasing speed. A dot is made every 0.02 seconds with the timer, and as the dots space out, the distance travelled by the tape increases with each 0.02 seconds. This distance can be measured, and using the equation:Velocity = displacementtimethe velocity can also be calculated. This can in turn be used to calculate the acceleration of the mass and the tape, using the equation:Acceleration = change in velocitytimeEquipment Ticker tape timer Ticker tape Known mass Power supplyGroups of five dots would be measured, in order to improve the accuracy, as the larger range would mean the error in measuring the distances would be reduced. Parallax error whilst reading the metre ruler would also have a less significant effect.The experiment itself is flawed, as friction on the tape passing through the timer, and air resistance, would both decrease the acceleration of the tape through the timer. This would result in a lower value for g.Light GateThis method involves linking a light gate sensor to a computer and dropping a length of card through the beam. When the card interrupts the beam, a signal is sent to the computer, and when the beam is restored, a second signal is sent. If the length of the card is known, the computer can calculate how fast the card dropped through the beam. Using this, and the time taken for it to pass the beam, the acceleration can be calculated.In theory, this would allow for the height of the drop to be varied, as g should remain the same.Equipm ent Light gate sensor Computer Power supply/ies Card of known lengthThis method gives random errors, as there is no way of regulating the angle or tilt that the card is at when it passes through the sensor. This has an effect on the reading given, as the length of the card interrupt will change due to this tilt. Also, air resistance will again have an effect, reducing the value of g. However, the tilt of the card could increase the g value also, meaning that this experiment produces unreliable, inaccurate resultsI chose to use the ticker tape timer method, as it is easily set up for repeats of the experiment. If the mass used is large enough, it will reduce the effect of air resistance and general friction significantly, allowing for a reasonable value for standard gravity.Trial RunFor my trial run, I used a mass of 100g.Distance(x10-2m)Time(s)Speed(ms-1)Acceleration(ms-2)14.20.11.42n/a18.60.11.864.426.50.12.657.939.50.13.951347.50.14.758.2554.00.15.406.25My results give an average acceleration of 7.96ms-2, which is quite satisfactory considering the effects of friction and air resistance. In the actual run, however, I will use a 200g mass, as this should further reduce the effects of these frictional forces. Therefore, the acceleration given should be closer to g.Accuracy and ReliabilityTo improve the accuracy of my results, I will use a mechanical timer, which will remove human error from this process. Also, I will measure the dot-to-dot distance with a metre ruler with millimetre increments, to increase the accuracy of that process. This should give an error of à ¯Ã‚ ¿Ã‚ ½1mm.The time increments, height of the drop and the gravitational field strength are all constant, so the accuracy of the readings should be fairly high.To improve reliability, I will repeat the experiment three times. The same scenario will used in each, keeping height, gravity, and time increments the same. If there are no anomalous results, then my results should be quite reliable.Equi pment A.C Power supply 200g mass Clamp stand Ticker tape timer Ticker tape Sellotape Metre ruler Connecting wiresRisk AssessmentRiskCautionary ProcedureRisk of electric shock if connecting wires are unsafe or bareCheck to ensure that electrical equipment is kept in safe conditionMasses dropping from heightBe aware, and raise awareness of others, that there are suspended massesSources Used Sang, D., Gibbs, K. ; Hutchings, R. (ed.) 2004, Physics 1,o Cambridge University Press, Cambridge, UK Wikipedia 2007, Standard gravity, viewed 27 March 2007,o ; http://en.wikipedia.org/wiki/Standard_gravity; Wikipedia 2007, Pendulum, viewed 27 March 2007,o ; http://en.wikipedia.org/wiki/Pendulum; Saunders 2007, Standard gravity – definition of Standard gravity in the Medical dictionary – by the Free Online Medical Dictionary, Thesaurus and Encyclopedia., viewed 27 March 2007,o ;http://medical-dictionary.thefreedictionary.com/Standard+gravity;ResultsFirst RunDistance(x10-2m)Time(s)Spee d(ms-1)Acceleration(ms-2)6.300.10.63n/a16.20.11.629.9024.50.12.458.3034.70.13.4710.243.20.14.328.7054.80.15.4811.6Second RunDistance(x10-2m)Time(s)Speed(ms-1)Acceleration(ms-2)9.200.10.92n/a19.00.11.909.8027.70.12.778.7037.80.13.7810.147.20.14.729.4057.50.15.7510.3Third RunDistance(x10-2m)Time(s)Speed(ms-1)Acceleration(ms-2)8.500.10.85n/a18.50.11.8510.027.70.12.779.2037.70.13.7710.047.20.14.729.5057.40.15.7510.2AnalysisThe dot-to-dot spacing on the tape increased, showing that there was acceleration. The graphs that were drawn show that the acceleration was fairly constant; the gradients show that this acceleration was close to 9.8ms-2.GraphAcceleration(gradient – ms-2)18.629.439.47Average9.17This value is much like I expected, as the book value for g is 9.81ms-2, but only in a vacuum. Taking friction and air resistance into account, this value is quite accurate.Referring to figure 1 in the plan, air resistance can be calculated using forces equations and Newton’s laws of motion. The second law statesF = maThis means I can calculate the effect of friction on the body as it fell.The ideal downwards force, taking a as g, which is 9.81ms-2. Mass is in kilograms.F1 = ma= 0.2 x 9.81= 1.962NIn the experiment, however, I found the acceleration to equal 9.17ms-2. This makes the downward force equal to:F1 = ma= 0.2 x 9.17= 1.834NThe force difference must equal the overall friction acting.Fr = F1 – F2= 0.128NTherefore, there must have been a 0.128N friction opposing the motion of the mass.EvaluationThere were several flaws and limitations of the experiment, when it came to the actual procedure.The tape may have run through the timer at an angle, which would have affected the vertical fall of the mass, and therefore, the distance between the dots. This would have changed the value for g that resulted.The timer may also have been irregularly marking the tape, which would severely negate the accuracy and reliability of my results. This would have made the timing inconsistent, and the time is crucial to calculating the value of the acceleration. There was no way of knowing which dots may or may not have been anomalous, so this compounded the problem.The tape may have had kinks or small rips in it, which would have altered its path and added to friction. This would change the position or regularity of the dots on the tape.The reliability of the results is questionable, as the latter two graphs showed an acceleration of within 0.07ms-2 of each other, but the first graph shows a reading of 8.4ms-2, which is a whole 1ms-2 out from the others. This made a definite difference to the average value of standard gravity.Percentage error = (highest result – lowest result) x 100Average result= 1.07 x 1009.17= 11.7% errorThis is a fairly large percentage error.The error bars on my graphs, blue for maximum and black for minimum, also show how wide the possible error for my results is. Determination of the Acceleration due to Gravity on the Earth’s Surface Essay Thank you for reading this Sample!

Ethics and Ethical Dilemmas Essay examples

Ethics and Ethical Dilemmas Essay examples Ethics and Ethical Dilemmas Essay examples Microsoft has been around for quite some time; in fact throughout this time they have proceeded to dominate the globe. Their products reach every part of every continent. With thousands of employees ethical dilemmas take place every day. What might be ethically correct here in America may be a slap in the face to the Chinese. As one would presume ethical dilemmas can easily arise into conflict in an instant. How can one determine who is right and what decision is the best to go with, and further more by satisfying a conflict between two how do you know you haven’t pissed off another? Microsoft must be extremely carefully in this juggling act to make sure that the ethical provisions in whatever part of the globe they encompass are treated with the dignity and respect that the culture desires. Ethics within different society’s will vary so it will depend on Microsoft to respond adequately to different scenarios. Microsoft is a global technology company who has risen quickly and became one of the greatest companies in the world. They employ only three billionaires but also employee over 12,000 millionaires throughout the globe. Microsoft technology has made communication possible worldwide and seems to have effectively bridged the gap between the outside world. Technology has its global reach and brings the subject matter relevance, cross cultural ethics within a global organization such as Microsoft. Microsoft like many other global companies has staff committed to

Principles of marketing Essay Example | Topics and Well Written Essays - 2000 words - 1

Principles of marketing - Essay Example Sprite is a product of Coca Cola, and therefore, it is necessary to introduce the company briefly. The Coca Cola Company came into existence in 1886 in Atlanta, Georgia. Since then it has grown to become one of the most popular names in the beverage market around the world. Presently, Coca Cola operates in more than 195 countries around the world. It has more than 30,000 employees working for its different SBU’s worldwide. One of the greatest strength of Coca Cola is its worldwide presence and excellent planning. The unique feature of Coca Cola is that they do not act like a MNC; they do business locally (The Coca Cola Company, 2012). Coca Cola have standardised their core product. They focus on the fact that the drink should taste the same in all the parts of the world. The statistics clearly signifies that Coca Cola’s strategies are following the right path leading to their production and licensing of about 3,500 drinks in more than 200 countries. Sprite is one of the highly acclaimed products of the company. However, in this study, the focus would be on Coca Cola’s operations in the Middle-East countries (Kotler, Armstrong, and Wong, 2008). This report will contain some of the important keywords, and those are defined below. Segmentation: - Segmentation is a strategy or process by which companies define and subdivide a large market into small and identifiable market segments having identical wants, needs and demand characteristics (McDonald and Dunbar, 1995). Marketing Mix: - Marketing Mix is defined as the premeditated mix of the marketing elements, which are commonly the product, price, place and promotion. These four elements of the marketing mix are tailored until the right combination is discovered that fulfils the demands of consumers and generates optimum profit for the company. 2.0 Features of Segmentation Market segmentation is often referred to as a marketing strategy which involves division or dissection of the broader market into small segments of market. The division is done on the basis of the common needs of consumers. Once the intended market is segmented, companies generally formulate and implement strategies to fulfil the needs and desires of each segment. Market segmentation also encourages companies to make product differentiation and employ different media channels to target the different segment of customers. Furthermore, it greatly helps companies to design appropriate marketing mix for each segment (Jobber and Fay, 2006). In this muddled and tumultuous business environment, organisations are compelled to make market segmentation, as it is difficult to target the entire market with the same strategy. Furthermore, the shifting need of consumers is also another driver for the companies to employ segmentation strategy. Similarly, these factors also forced Coca Cola to segment their market for Sprite. Since the product is soft drinks, the company made the segmentation of the market very intellige ntly. Sprite was intended for the mass and not for any particular segment of customers. It was displayed as a brand which was in the business of quenching thirst and refreshing people around

Public school education vs. Private school education Essay - 1

Public school education vs. Private school education - Essay Example Moreover, political instability, polarization of labor market, increased competition due to admission of minority and underprivileged students has decreased popularity of public schools (Pedro, 392- 395). This paper presents an overall view of the conflict between public schools and private schools in US, along with advantages and shortcomings of each. The paper also attempts to peek into the future course of this conflict. Public schools possess the reputation of not practicing discrimination among students regarding fees and other formalities (Porter, 2). These schools consider education as a social right and ensure proper functioning of democracy by imparting proper educations. This goes in line with government policies of development and mass higher education (Pedro, 394). As government has refused to fund public schools like previous times, the schools have undertaken the course of eliminating educational programs. Courses and supportive programs like music, foreign languages, a thletics, library facilities, medical and healthcare facilities, psychologists are curtailed (Pedro, 239). Thus, students from these schools are less likely to success in a competitive environment. On top of this, public schools are â€Å"fraught with politics, tangled in bureaucracy and fragmented† (Simon). Private schools believe in the system of constant evaluation and control. Tests held on a regular basis do not allow the students to get defocused. Intensified discipline and schoolwork make students a better citizen of tomorrow. Private schools constantly inspire their students for better performance by means of â€Å"grade promotion, graduation and scholarship† programs. Due to a wide variety of curriculums, students excel in other skills also apart from formal education. Thus, it becomes easier for them to perform during their professional lives (Testing, Privatization, and the Future of Public Schooling).

Interface Between Theory And Practice In Reflecting On Creative Essay

Interface Between Theory And Practice In Reflecting On Creative Teaching And Learning - Essay Example 12). Even so, there has been a call for a relaxation of the dominant prescriptive and policy saturated teaching and learning agenda (Jeffrey 2006, p. 399). Theory and experience both demonstrate that creativity in teaching and learning is becoming more significant for progress and congruence in the knowledge society of the 21st century (Ferrari, Cachia and Punie 2009, p. iii). Be that as it may, the interface between the theory and practice relative to creative teaching and learning covet an uneasy co-existence. Sawyer (2011) informs that although creativity or improvisation is a necessary criteria for effective teaching and learning, prescriptive teaching as dictated by a statutory directed curriculum and the focus on public testing outcomes has given way to a culture of â€Å"less creative teaching and learning† (p. 2). This essay examines the theoretical basis of creativity in teaching and learning and demonstrates how these theories can be put to practice. The first part of this essay critically analyses theories of creative teaching and learning and the second part will reflect on the experiences and observations of the author during creative week. Theoretical Perspectives on Creative Teaching and Learning Definition of Creative Teaching and Learning . ... 30). In this regard, creativity in teaching and learning is characterized by four factors. First it involves â€Å"thinking or behaving imaginatively† (NACCCE 1999, p. 30). Secondly, the imaginative thinking and behaving must have a purpose in that it must be directed at achieving goals or objectives. Thirdly, in thinking, acting and achieving, there must be some originality involved. Finally, the results must have some value to the goals or objectives (NACCCE 1999, p. 30). Creative teaching is thus defined as: Teachers using imaginative approaches to make learning more interesting, exciting and effective (NACCE 1990 p. 6). The emphasis appears to be on engagement in terms of making learning more interesting. Perceptions are that students who are engaged are more likely to retain what they are being taught (Willms 2003, p. 3). It is therefore possible to argue, that by definition, creativity in teaching and learning is method for engaging students and therefore improving outco mes for individual learners. Theories of Creative Teaching and Learning Theories of creative teaching and learning embrace the twin concepts of teaching for creativity and teaching creatively. Teaching for creativity focuses on the â€Å"learner orientation† of teaching and teaching creatively focuses on the â€Å"teacher orientation† of creativity teaching (Cremin 2009, p. 36). Cremin (2009) explains that creative teaching thus makes â€Å"learning more interesting and effective† (p. 36). Teachers also identify â€Å"children’s creative strengths† and foster â€Å"their creativity† (Cremin 2009, p. 36). Creative teaching practices are more effective when students find purpose in the lesson through practical exercises or through mental or personal

Home Homeless Housing

Home Homeless Housing This essay will begin by defining homelessness and who it affects. Following this will look at the National Assistance Act 1948 followed by The Housing (Homeless Persons Act) 1977 which imposed a duty on authorities to tackle the problem of homelessness. The Housing Act 1996 will be discussed and also various statistics given. The Homelessness Act 2002 will also be discussed and finally how the prevention of homelessness is seen as a priority for the government and the strategies which they have implemented to house the homeless. Most poor people live in some sort of home or permanent shelter. However, those who do not, the homeless, have become very visible in the streets of cities over the past twenty years (Giddens, 1997). According, to Giddens (1997), â€Å"Like poverty, homelessness isnt as easy to define as we might imagine. Two generations ago, most people still thought of ‘home as the family home. Homeless people were seen as individuals who lived in hostels on skid row. They were called homeless because they lived alone and rarely saw their families or kin†. Over the past 30 years, much more people have come to live alone by choice and therefore the homeless have become defined as people who have nowhere to sleep, and who either stay in free street shelters on a temporary basis or sleep in places not meant for habitation, such as doorways, on park benches, in railway stations or in derelict buildings (Giddens, 1997). Most of the homeless according to Giddens, (1997) â€Å"are people who find themselves on the streets because they have experienced personal disasters, such as parents or relatives and friends no longer able or willing to accommodate, breakdown of relationship with partner, mortgage default or rent arrears and loss of private rental dwellings and loss of service tenancy or other reasons†. Meanwhile, according to the housing action group Shelter, homelessness had grown by 300 per cent between 1978 and 1992 (Giddens, 1997). Local authorities in England and Wales registered 450,000 people as living without a semi-permanent residence during 1995 (Haralambos et al; 1995). Furthermore, according to Haralambos et al; (1995), â€Å"Shelter estimated there were a further 1.7 million unofficial homeless. These consisted of about 8,000 people sleeping rough, approximately 50,000 unauthorised tenants and squatters, 137,000 single people in hostels or lodgings, 77,000 insecure private tenants and about 1,200,000 people living with friends or relatives who needed a home of their own†. Although, not all of these groups would be left out from statistics on Low Income Families, but nevertheless, the rise in all types of homelessness would make a huge difference to the figures if the homeless were included. By this, it can be argued that some of the homeless are suffering from absolute poverty since they do not even have adequate shelter (Haralambos et al; 1995). The provision of more adequate forms of housing is of key importance in tackling homelessness, whether the housing is directly sponsored by the government or not (Giddens, 1997). According to Giddens, (1997) â€Å"regardless of why people are on the streets, giving them a place to live that offers a modicum of privacy and stability is usually the most important thing we can do to improve their lives. Without stable housing, nothing else is likely to work†. The National Assistance Act 1948 ended the Poor Law structure which supported the poor. However, it did not clearly deal with the homeless. For those who were without roofs over their heads they were dealt with by the social services departments (Walsh et al; 2000). As the housing departments felt they had no obligations to house homeless people, and with approximately 2 million people with inadequate or no housing at all after the Second World War (Walsh et al; 2000). By the late 1940s Britain witnessed some of the most serious civil disobedience towards the government, when thousands of people decided to squat on disused military bases and in empty properties (Walsh et al; 2000). Furthermore, the government ignored the problem of homelessness right through the 1950s, 1960s and early 1970s (Walsh et al; 2000). Successive governments either denied there was an issue with homelessness, or they saw the homeless, as people who had brought this condition upon themselves (Walsh et al; 2000). Meanwhile, families who were taken as being homeless by the local authority social services department were housed in temporary or emergency accommodation until they could solve their own housing situations. Furthermore, after a period of time, if their situation had not improved and suitable accommodation found, children were at risk of being taken into care (Walsh et al; 2000). However, in 1977 a private members bill was passed by parliament which recognised homelessness, and set up a supporting structure for dealing with the problem. The Housing (Homeless Persons) Act 1977 was an important way forward to accepting the problems which poor people faced in obtaining housing (Walsh et al; 2000). According, to Carnwath, (1978), â€Å"The words ‘homeless and ‘homelessness, have been used in widely different contexts. They are sometimes used to include all those living in unsatisfactory conditions. Too wide a definition of homeless could tend to obscure the pressing needs of those who are literally without shelter, or are likely to lose in the immediate future what shelter they have†. Furthermore, Carnwath, (1978), The Housing (Homeless Persons) Act 1977 â€Å"transfers statutory responsibility for the homeless from social services authorities to housing authorities. It has become widely accepted over recent years that homelessness is primarily a housing problem, and the primary responsibility for dealing with it should therefore lie with housing authorities, who are naturally better equipped than social services authorities to provide a permanent solution. The effect of the Act will be to ensure that dealing with the problems of homeless will rightly become a normal part of day-to-day housing activities of every housing authority in the country†. The Housing (Homeless Persons) Act 1977 according to Walsh et al; (2000) â€Å"imposed a duty on local authorities to provide permanent accommodation for homeless families who were defined as belonging to ‘priority groups and to give ‘advice and assistance to other homeless people. A person or family was defined as homeless if they had no legal right to housing or if threats of violence prevented them from exercising that right†. Furthermore, Walsh et al; (2000) â€Å"In defining homelessness, the quality of housing was not taken into account, so people living in overcrowded housing, or even accommodation that was injurious to health, were not counted as homeless. The priority groups that had to be provided with permanent housing were, families with children, pregnant women and people sharing their households which could include a male partner, disabled people and elderly people†. In order to obtain housing, the priority groups had to prove to the authorities that they were not deliberately homeless. There was also concern that the Act was being manipulated by people in order to be placed on the ‘priority list (Walsh et al; 2000). This affected the chances of people on the ‘ordinary waiting list and who were living in poor conditions from being considered for housing as their conditions were not grounds for obtaining housing (Walsh et al; 2000). As a consequence of this a tightening-up of the provision of housing for the homeless was introduced (Walsh et al; 2000). Although more attention was being directed towards the young, single mothers who were jumping the housing lists and given priority, less notice was given to the volume of council houses being purchased by existing tenants in the 1980s and the fall in local-authority house-building, resulting in less properties available for rent (Walsh et al; 2000). The properties which had not been purchased and available for rent were on less desirable estates, and often the homeless were placed there (Walsh et al; 2000). By 1996, over 42% of all new local authority tenants were being attracted from the priority homeless groups (Walsh et al; 2000). By the mid-1990s there was strong disagreements to the 1977 and 1985 Acts and the Conservative government introduced the Housing Act 1996 (Walsh et al; 2000). The new Act according to Walsh et al; (2000) â€Å"introduced some very significant changes which made it more difficult for the homeless to be housed permanently. The definitions of homelessness and priority groups were largely retained, but instead of permanent accommodation, local authorities were only obliged to provide temporary accommodation for two years†. During that period, the persons or families in question had to make satisfactory attempts to re-house themselves, as the local authority were not required to provide continuing accommodation (Walsh et al; 2000). Furthermore, according to Walsh et al; (2000), â€Å"the accommodation that the local authorities would provide on a temporary basis was largely to be outside the local authority housing stock. The homeless were therefore to be housed in the private for-rent market, if that was possible, or in hostels, or in housing association properties†. With the decrease in size of the local authority housing stock and the governments Homeless Initiative of 1989 which allocated an extra  £250 million to reduce homelessness in England over a two year period, was directed at London and the South East, which were the main problem area (Balchin, 1995). Of this sum  £177 million went to local authorities to repair their empty properties and lease houses in the private sector for short term housing, and  £73 million to the housing associations for the same purpose (Balchin, 1995). Furthermore, voluntary groups were given grants to help the homeless, which totalled  £2 million in 1990-91 and  £6.1 million in 1992-93 (Balchin, 1995). A rough Sleepers initiative was started in June 1990 with an allocation of  £96 million over a period of three years, with a further  £86 million in 1992 to further the initiative until 1996 (Balchin, 1995). The funds provided hostel spaces and created more permanent move-on accommodation for peop le leaving hostel accommodation. More money was given to local authorities to increase the total number of places for former rough-sleepers in housing leased from private owners (Balchin, 1995). According to Balchin, (1995) â€Å"By mid-1992, the Rough Sleepers Initiative had provided about 850 places in hostels and over 1,200 in move-on accommodation, and a further 1,300 permanent places by December 1993. It is probable that the initiative was largely responsible for reducing the number of people sleeping rough in Central London from 1,046 in January 1991 to 440 in March 1992†. However, with the improvements success, the initiative had only a slight effect on the total problem of homelessness. At the time of its launch, Shelter, according to Balchin, (1995) dubbed it a â€Å"sticking plaster over the wound of Britains growing housing shortage, while the Institute of Housing said that the initiative was ‘calamine lotion to cover the spots†. In December 1989 extra measures to tackle homelessness was announced in Wales. To use the Homelessness Reserve of over  £4 million in an effective way, local authorities were encouraged to submit offers involving partnership schemes with housing associations, and support for voluntary organisations was increased to  £580,000 in 1992-93 (Balchin, 1995). A three year programme to help young single homeless people in Cardiff to find and retain permanent accommodation was started worth  £800, 000 (Balchin, 1995). Meanwhile, in Scotland  £15 million was allocated in the early 1990s to fund projects to tackle homelessness (Balchin, 1995). In 1992-93,  £7.5 billion was spent funding 44 projects which included the supply of emergency hostels, follow-on accommodation, and furnished tenancies in Edinburgh and other places, which provided accommodation for 700 homeless people. Other measures to deal with homelessness included the Flats over Shops Initiative and a system to use homes repossessed by mortgage lenders for accommodating homeless families (Balchin, 1995). However, according to Balchin, (1995), â€Å"The policy measures involved comparatively little public expenditure. The largest of these, the Homeless Initiative, involved expenditure of only  £250 million ‘a paltry sum when measured against the scale of the problem, it was clear that the government was ‘skimming the surface of the problem, instead of tackling the root cause by investing more money in housing†. The Homelessness Act, (2002) which forms the main part of the governments plan for dealing with homelessness in England and Wales, gives more protection to those who are in priority need for housing, such as families, and gives people more choice in the housing they are allocated. The Act furthers the list to include 16 and 17 year olds and 18 to 21 years old who are care-leavers, as well as people who are vulnerable as a result of fleeing violence. Local authorities have a duty to carry out a homeless review, and develop a homeless strategy for the area to prevent homelessness, and provide accommodation and support to people who are or may find themselves homeless. Furthermore, the Homelessness Act, (2002) is considered to be the most important piece of government legislation introduced on housing and homelessness since the Housing Act 1996. Under the Housing Act 1996 (Part VII) and the Homelessness Act 2002 councils must make enquiries to decide what legal housing obligations they have towards a person, and what other help they are entitled to receive as a result of their homelessness application. According, to Communities and Local Government, (2008) â€Å"An extra  £9.6 million to help rough sleepers make a permanent move away from the street was announced by Housing Minister Caroline Flint. The funding will support an additional 11 projects and 2 existing ones to improve and build new hostels and homelessness services across the country, helping homeless people back into independent living by giving them new skills and training†. Furthermore, according to Communities and Local Government, (2008), â€Å"It brings the total investment under the Governments Places of Change Programme to  £80 million over the next three years which will deliver 80 schemes, transforming hostels and homelessness services†. The Housing Minister visited the newly refurbished St. Mungos Endell Street Homeless hostel, which was given  £3.24 million under the previous round of programme, to find out from the residents how the centre had made a difference to their lives (Communities and Local Government, 2008). According to Balchin, (1995) â€Å"It is therefore important to increase the supply of low-cost housing by putting empty houses back into use and to embark upon new house building programmes. Outside of central government, there have been several initiatives taken to reduce the number of empty dwellings. Funded by voluntary organisations, the Empty Homes Agency was set up in 1991 in an attempt to accommodate homeless families in some of the countrys then, 760,000empty houses and flats. The agency aimed to put the owners of empty houses in touch with housing associations subsequently letting them to homeless people nominated by local authorities†. Homelessness acceptance figures show that they have gone down gradually from 35,770 in the third quarter of 2003 to 15,240 during October and December 2007. This is due to effective homelessness strategies and prevention methods implemented by Local Authorities in England (Communities and Local Government, 2008). Statutory Homeless Statistics for 0ctober to December 2007 were down 12 per cent in acceptances compared with the same period the previous year (Communities and Local Government, 2008) Furthermore, the number of people living in temporary accommodation has gone down since the end of 2005, after a time when the figure had stayed the same at around 101,000 and was below 80,000 at the end of December 2007 (Communities and Local Government, 2008). Other statistics show that 87 per cent of households were in self-contained accommodation, 66 per cent in private sector accommodation, 20 per cent in accommodation by social landlords and 9 per cent were in hostel accommodation and womens refuges. Just 5 per cent of households in temporary accommodation were in bed and breakfast accommodation (Communities and Local Government, 2008). And also, 76 per cent of households in temporary accommodation included dependent children and 92 per cent of these were in self-contained accommodation. (Communities and Local Government, 2008) As the prevention of homelessness is a priority for the government they aim to reducing the number of households in temporary accommodation to 50,500 by 2010 (Communities and Local Government, 2008). Since July to September 2003 the figure of households accepted as homeless under the homelessness legislation has gone down by 54 per cent and the number of households in temporary accommodation has fallen below 83,000, the lowest level since July 2002 (Communities and Local Government, 2008). These achievements are due to huge Government investment in services to prevent homelessness and also by continually supporting local authorities and voluntary sector agencies (Communities and Local Government, 2008). The Governments funding for local authority homelessness grants has increased by 23 per cent from  £60 million in 2005-06 to  £74 million in 2007-08, thus bringing the total investment in prevention to  £200 million over three years (Communities and Local Government, 2008). In conclusion, there have been significant policies implemented across the UK to deal with homelessness in recent years, and with legislations from the government and strategies from authorities to tackle homelessness the governments target of reducing the number of households in temporary accommodation will be achieved by the date set. References Balchin, P. (1995). Housing Policy an introduction, Routledge, London Carnwath, R. (1978). A Guide to the HOUSING (Homeless Persons) ACT 1977. Charles Knight @ Company Ltd. London Communities and Local Government, (2008), Housing. ‘Tackling and Preventing Homelessness. Available at: http://www.communities.gov.uk/housing/homelessness/tacklingpreventing/ Communities and Local Government, (2008), Housing. Homelessness trends, Homelessness ‘Acceptances. Available at: http://www.communities.gov.uk/housing/homelessness/homelessnesstrends/ Giddens, A. (1997). Sociology. Polity Press: Cambridge Haralambos, M; Holborn, M. and Heald, R. (1995). Sociology Themes and Perspectives, Collins Educational, London Homelessness Act, (2002). Available at: http://homelesspages.org.uk/kwds/keywords.asp?kwid=291 Walsh, M; Stephens, P. and Moore, S. (2000), Social Policy and Welfare. Stanley Thornes (Publishers) Ltd. Cheltenham

Symbols of Steinbeck’s Social Commentary Essays -- Literary Analysis

People in the 1930s were fighting a losing battle with themselves. They were approaching a depression, facing the eyes of war, and trying to stay on their feet with what little resources they had. Most were farmers and made a living by manual labor. The majority of what they owned, they made themselves. Such is the setting in John Steinbeck’s critically acclaimed short story â€Å"The Chrysanthemums†. In this story, Steinbeck set out to paint a portrait of what the conditions of the people were really like, but in a different light. Instead of focusing on technicalities, he focused on what the heart of America was going through—the struggles between what social standards expected and what individuals desired. In â€Å"The Chrysanthemums†, Steinbeck uses the characters Elisa Allen, the Tinker, and Henry Allen to exemplify the different personas of the time, and to reveal certain truths of society associated with each. Elisa Allen lives a peaceful life, but is fighting a constant battle with the prejudicial, parental society against her as a female. As Kenneth Kempton, author of Short Stories for Study, notes, â€Å"whether it is freedom suggested by the nomadic life of the tinker, or children symbolized by her care of the young plants, or manliness as indicated by her delight in her strength and her masochist scrubbing of her body in the bath, or a normal sex life hinted at by her tenseness with when with her possibly impotent husband, or merely her lost youth as implied at the end†, Elisa is struggling inwardly. Beginning with a detailed description of the Salinas River Valley, which is enclosed in fog like a pot, the physical surroundings echo Elisa’s lifestyle. In fact, â€Å"the chrysanthemum stems seemed too small and easy for her ene... ...n the â€Å"bright direction† of the Tinker. Had the Tinker been better able to support himself, perhaps he would not have had to throw Elisa’s chrysanthemums on the side of the road. Opportunity, although presented to each of the characters, was never fully grasped, and so it remained, that â€Å"fog and rain did not go together†. Works Cited Kempton, Kenneth Payson. "Objectivity as Approach." Short Stories for Study. Cambridge [Mass.: Harvard UP, 1953. 120-24. Print. Palmerino, Gregory J. "Steinbeck's THE CHRYSANTHEMUMS." Rev. of "The Chrysanthemums" Explicator 62.3 (2004): 164-67. Literary Reference Center. Web. Price, Victoria. "The Chrysanthemums." Masterplots. 4th ed. Pasadena, CA: Salem, 2011. 1-3. Print. Sheets-Nesbitt, Anna, ed. "The Chrysanthemums." Short Story Criticism. Ed. Anja Barnard. Vol. 37. Detroit: Gale Group, 2000. 320-63. Print.

Globalization Drivers Essay

Globalization drivers Ultra luxury car industry Luxury car industry There are four different kinds of levels in the luxury car industry. The levels divide the actors of the market into different levels depending on their grade of luxury. We have chosen to focus on the highest level of luxury cars; the ultra luxury cars. The main players of this level are companies such as Ferrari, Mercedes-Benz and Porsche, but the level also includes the not as big companies as Cadillac, Aston Martin and Maserati 1. All these companies have in common is that they are international companies with a two-way communication between the head quarters and the different desks scattered around the world. The head quarters develop and supplies the desks with main car models while the desks receives the customers preferences so they together can produce custom made cars 2. Segment The companies in the Ultra Luxury Cars industry directs to a narrow group of costumers, which belongs to the upper class or upper middle class all over the world. They are all sharing almost the same main needs, which consists of status, speed and transportation. The customers achieve these needs by buying the ultra luxury cars because they represent a very high level of exclusivity, individuality and craftsmanship 3. Since the customers share the same needs overall, it could be termed as Levitt’s (1983) convergence perspective. Where the needs of customers all over the world are becoming more converged, which is typical for the market of luxury goods. Since the customers in the segment, which the ultra luxury car companies focus on, share overall the same needs and then they are localized all over the world, the industry considers a globalized market. Most companies that are involved in buying heavy machinery or other large purchases have high fixed costs and the automobile industry is no exception to this. However there are still differenes within the whole industry, for example the demand and production of a Porsche may not be as huge as with Toyota for example, which essentially means that a luxury car’s fixed cost per unit is higher than an ordinary family car’s. The rent of a factory and all the other different expenses to keep the production running form the fixed costs. As the labour expenses for example are a lot cheaper in Asia, most car companies, including the luxury ones, have migrated their production there. The pressure for globalization is clear, but still there are some luxury automobile companies that have stayed loyal to manufacturing the cars in their country of origin, such as Aston Martin. (https://www. honk. com/aston-martin) Experience curve Most luxury automobile companies have many decades of experience in manufacturing their cars, which means both skilled expertise in technology as well as years of building a strong and distinguished brand. In luxury cars especially the significance of the brand is very important as many of the customers purchase these cars only for the status symbol that they give its owner. Building a solid brand usually takes years of work in exceeding the customers expectations, it demands strong-willed marketing, filling a specific niche at a right time. Sourcing Luxury automobile companies usually favour centralized purchasing which means that they buy the parts that they need from one location for all the locations within the organisation. This provides standardization of a product which is quite essential in luxury cars, as well as some cost-savings. Automakers universally outsource production of parts or sections of vehicles, and for example Porsche is known to use a Finnish company, Valmet Automotive, to assemble its two main product lines, the Cayman and the Boxster. (http://www. just-auto. com/news/porsche-to-outsource-boxster-production-to-osnabrueck_id121470. aspx)Product development costs Because of the nature of the product, the development and research of new technologies can be quite costly within the automobile industry. Technological changes The last decades the technical development for luxury automobiles has gone very quickly. For example the first luxury automobiles were noted as luxury just by having seat heating or high beams. Nowadays luxury is more about buttons for technological equipment’s, voice command, fuel efficiency and safety for the car driver. With having this thoughts in aspect, you can considerate the technical changes in the luxury automobiles industry as a pressure for globalization. Of course there are still some exceptions, for example Rolls Royce that is having a more of a British approach in their cars, with less buttons and simpler interior and equipment. These things can point against a more localization approach. Favourable logistics The logistics for the luxury automobiles depends for how long distance they have to be transported, so for the consumers it will be cheaper if they can find an automobile as close as possible. Another aspect is that depending from which country the automobile is imported from you have to pay a different amount of taxes and insurance fees and even other regulations can appear. Therefore the companies will have an advantage if they are locally settled, even though the really rich clients won’t care about the cost for the transports. Actually this may be why many automobile companies has started factories in Asia, though for example the German automobile companies had made a between 30-40 % sale growth in China. They may by this decision not only gain low labour costs but also lower transport costs. Country specific differences If you look at last year’s statistic for automobiles producing, low labour cost countries like China, Japan, South Korea and India is all in the top five, the other country in top five is Germany. This shows that many automobile brands have factories in these countries just for the low labour costs. In Germany the automobile industry is one of the biggest employers in the country, one reason is that Germany have many famous car brands and they have a lot of experience in the country. Between the different luxury automobile brands it differ a lot from where they are produced, like Mercedes-Benz have factories in a lot of different countries, Ferrari is only produced in one city and like for example Aston Martin is only produced in cities in UK. Therefore you can say that there is different kind of localization and globalization approaches. Competitive globalisation driver The next driver concerns the competitive environment, eg the amount of competition from other countries and continents as well as if there is any interdependence between countries. According to Yip (2003), globalised competitors and country interdependence are pressures for globalization. Globalised competitors In the luxury car industry, there are competitors from for example the US (Cadillac), Germany (BMW, Mercedes-Benz, Maybach, Audi), Italy (Maserati, Ferrari), Japan (Lexus, Acura) and England (Aston Martin, Rolls-Royce). According to Stonehouse et al (2004) a company that faces global competition has to compete on global terms as well. Therefore these facts indicate that this specific industry has become or are becoming globalized since there, given the examples above, are competitors from Europe, Asia and North America. Interdependece of countries In today’s economy and as a result of specialization, companies are focusing on their core competences. For example, the German brand Mercedes are mainly focusing on innovation and design (Mercedes. com) while Acura have environmental friendly performance and innovation in the center of attention (acura. com). The headquarter of Mercedes is placed in Stuttgart and the production is taking place in Germany, Japan, USA, France, England and

Running Head

Running Head: Television Program AnalysisAnalysis of Childrens Television Program The childrens television program that I reviewed was Doug, a cartoon focusing on a school age boy and his daily experiences. My 9-year-old daughter watches this program frequently, she knew all the regular characters by name and knew their personalities. She suggested this program for my homework assignment. This episode begins with Doug in his room at home listening to the radio and cleaning out his closet, while his best friend Skeeter (his skin is green!) looks on. Doug finds his old lucky hat and immediately puts it on claiming he will again be lucky because of the hat. The radio station announces a prize to the fifteenth caller and Skeeter urges Doug to call now that he has his lucky hat on. Doug calls the radio station amidst grumbles of never winning these contests, when he is announced as the fifteenth caller and the winner. Dougs mother enters the room, carrying a pair of x-ray gogg les she found in the laundry. Doug states he lost them 2 months ago, and it is because of the lucky hat that his luck is on the rise. Doug then imagines he is the first rock star President of the United States, he is surrounded by his friends and admired by his erstwhile girlfriend Patty. This could be considered delusions of grandeur, or simply preadolescent daydreams. The next morning at school Patty loses her science project, a guinea pig. Doug and Skeeter help Patty search for the lost pet. During the search Dougs hat blows off and he chases it through the school into the cafeteria where the guinea pig is found. Accomplishing this task is an example of industry vs. inferiority, these school age children have learned skills and developed a sense of self, which allows them to see thems

How to Teach the SAT Best Tips for Tutors and Parents

How to Teach the SAT Best Tips for Tutors and Parents SAT / ACT Prep Online Guides and Tips When I started workingas a professional tutor, I was fresh out of college with few qualifications other than high test scores and some volunteer experience. I struggled with tutoring my first few students - I didn’t feel comfortable giving them assignments and I struggled to figure out how best to use our lesson time. But after years of tutoring, I became thoroughlyfamiliar with the ins and outs of the whole process. I've drawn on my hard-earned knowledge to createthis guide laying out the key steps to helping someone excel at the SATso that you know where to start when tutoring your own student or child. A big part of being a great tutor is being properly prepared - these seven steps will set you on the right path to raising your student's score: Determine the challenges you'll face Learn about the test Set a score goal Gather materials Make a study plan Teach the big picture Analyze weaknesses Bonus: Looking for the very best guides to every SAT section? Check out our top guides for every single section of the SAT. Choose the score level you're aiming for: 800 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay Choose these guides if you're scoring a 600 or above on a section, and you want to get the highest SAT score possible. 600 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay Choose these guides if you're scoring below a 600 on a section, and you want to boost your score to at least a 600 level. These are the very best guides available on boosting your SAT score, section by section. They're written by Harvard grads and perfect SAT scorers. Don't disappoint yourself - read these guides and improve your score today. Step 1: Identify Challenges Before you get started with astudent you need to make sure you're genuinely going to be able to help your student and determineif there will beany special challenges you'll face. Make Sure You're Qualified Don’t assume that because you’re older than your student, you automatically know more about the test than she does. You probably took the SAT at least five years ago, while she took it a few months ago. If you want to be an effective tutor, you'll have to take the time to really understand the SAT (see the next stepfor more on how to do so). Think of it this way: you won’t be able to explain why an answer is wrong to your student if you don’t understand it yourself. Worse, you won’t be able to figure out why your student is missing the question in the first place. A good rule of thumb is that you should be scoring at least 4 points higher than your student. If she's already high-scoring you’ll want to be at or near perfect. Motivating Your Student One of the biggest challenges of tutoring is convincing your student to put in the work needed to improve. The single biggest key to raising standardized test scores is practice. Part of your job is convincing your student toput in the work to raiseher score. If your student is strugglingto motivate, try discussingthe tangible benefits of a higher SAT score withher. Motivating your student can be especially challenging if you’re working with a family member or friend. This kind of tutoring generally works best when the student is still quite young or is independently motivated and simply coming to you for extra help. Step 2: Study the Test As I mentioned above, in order to be a helpful tutor, you have to know the material you're tutoring: that means learning as much as you can about the SAT. Learnthe Format Though it may not seem important, you should start by making sure that you understand the basics of the SAT: how long it is, how many questions it has, and what the different sections are. Keep in mind that the SAT has changed quite a bit over the past decade, so even if you think you know it well from taking it in high school, make sure to review the current version of the test. It’s important to know exactlywhat your student can expect tosee on the SAT. You need to have a solid grasp onboth the different question formats and the material covered by the test - check out our guides to what's actually on each section of the test if you have questions. Reading Math Writing Understand the SAT's Unique Logic The SAT is very different from the kinds of tests students take in their classes. You’ll need to help your student understand these differences and how to use them to her advantage. First of all, remember that the SAT is overwhelmingly a multiple-choice test: it doesn’t matter how your student gets the right answer, just that shedoes. There are a lot of helpful strategies and shortcuts that can help students get to the answer more quickly. Another key point to remember is that SAT questions often include traps meant to trip up the test taker. Work with your student to help her practice reading questions carefully and resisting makingassumptions about what shethinks a question should be asking. Finally, never forget that the SAT is standardized: no matter how there is only ever one right answer and it is indisputably correct. Make sure you can explain not just why an answer is correct but why the other choices are wrong. Before you can be an effective teacher, you have to study up on the material yourself. Step 3: Set Goals Once you feel prepared, it's time to get started with your student, which means you need to establish exactly what she's hoping to get out of tutoring. You'll need to ask her about her personal aimsand the schools she's considering applying to so you can help her determine an appropriate score goal. Determining a Score Goal It’s easy to assume that you just want to get your student’s score as high as possible, but it’s better to have a specific score in mind. Not every student needs a 2400, and setting an achievablegoalgives your student something concrete to work toward. What the goalscore is will depend on what grade your student is in and what schools or programs she wants to apply to. Assuming your student is a junior or senior applying to colleges, you can use our method, which is based on the SAT scores colleges expect from applicants, to calculate a target. Narrowing Your Focus (If Necessary) Keep in mindthat your student mayneed to focus specifically on raising her score on one or two sections. A particularly low score on one section (especially math or reading) can count against an application, and some schools and programs have a cut off score for certain sections. Another consideration iswhether schools superscore, i.e. count only the highest score on each section.If your student is only applying to schools that superscore and already has a solid score on one of the sections, she may want to focus primarily on the others. Step 4: Gather Great Resources Before you get started with tutoring, you need to make sure you have high-quality practice materials to use with your student.When practice questionshave errors or look nothing like the the questions on the actual SAT, students end up confused or frustrated and, even worse, lose some of their trust in you. Let's go through where you can find some of the most helpful resources for the SAT. Official Tests The best practice materials are official ones, since practicing with real tests will give your student the best idea of what to expect on test day. You want to find and use as many of these as possible. Free practice test and questions for the newest version of the SAT Free old official practice tests (If you want paper copies of the free official practice tests) The Official SAT Study Guide, currently $21.00on Amazon General Strategies Practicing with real SATs is the best way to learn the format and logic of the test, but your student may still need some extra help with strategies for the most effective ways to approach the different types of questions. The following resources can help you find the most effective strategiesfor your student to take. SAT Prep Black Book, Second Edition by Mike Barrett and Patrick Barrett PrepScholar's Ultimate SAT StudyGuide 21 Top SAT Tips Alternative practice materials Subject-Specific Materials Another vitalpart of studying for the SAT is reviewing the content it tests. The following books and guides can help you review key concepts from each of the three sections with your student. Reading The Critical Reader, by EricaMeltzer Other SAT Reading prep books PrepScholar's Ultimate SAT Reading Study Guide Math Dr. Steve Warner's SAT Math Series Other SAT Math Prep Books Khan Academy Writing The Ultimate Guide to SAT Grammar, by Erica Meltzer Other SAT Writing Books PrepScholar's Complete SAT Writing Study Guide PrepScholar's Guide to the SAT Essay Want to improve your SAT score by 160 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free SAT guide now: Step 5: Lay Out a Plan As a tutor, one of your most important roles is making sure your student stays on track. Let's go over some ways you can help your student meet her goals by her test date. Set a Schedule It’s vital that you have a set schedule for tutoring. Without one, it’s easy for students to procrastinate and fall behind. Start by determining when your student will take the test and then plan out how you’re going to cover everything between now and then. Generally speaking, students should shoot for roughly 40 hours of prep, although that timewill be split between tutoring and independent work. Try to set a specific time for your lesson each week. I prefer to meet with students once a week, but if you're on a tight schedule you can certainly do twice a week. With more than two lessons per week, most students will quickly get burned out and frustrated. Analyze Weaknesses Before you start, spend some time determining what your student needs the most help with. If she’s taken the test before, take a look at her scores. Then, if possible, have her take a full practice test before you get started. Going over it together will help you see why she's missing questions and allow you to focus your efforts on the strategies and content review that will be most helpful for her. From there you can plan out what order you’ll cover the material in. I usually start with a student’s weakest areas and then work through everything until I get to her strongest, revisiting the early concepts occasionally to review. Give Homework As I mentioned above, practice is key to improvement on the SAT. You’ll need to give your student practice questions to do or content to review between lessons. Ideally, you’ll also want to have them complete at least three full officialpractice SATs that simulate actual testing conditions. If you’re a parent or sibling rather than a professional tutor, you probably won't be able to convince your student to do extra homework. Instead, try setting aside an extra time during the week for them to study on their own. Good advice! Step 6: Teach the Big Picture When students sign up for tutoring, they often expect to learn tricks that help them instantly raise their scores. There aren’t really any such simple tricks, but there are helpful strategies that, when used consistently, can make a big difference in students’ scores. You may also need to provide content review for your student, depending on their strengths and weaknesses. The following resources offer ideas for specific strategies you can use with your student (most of which are also included in the more overall guides from the previous section). Reading How to read SAT Readingpassages:This guide explains the reading passageapproachthat we recommend for most students- have your student try it and then tweak the approach as needed. How not to run out of time on SAT Reading: Timing can be a big struggle on SAT reading. This guide will give you ideas on how to help your student pace herself. #1 secret of SAT Reading: The SAT Reading often seems more complicated than it is. This guide will help you and your student understand the logic of the test. Math 21 must-know formulas: Although the SAT provides test takers with some basic geometry formulas, there are other formulas your studentwill need to know. How not to run out of time on SAT Math: For advice on how to help your student get through all the question on the math sections efficiently, check out this guide. How to plug in answers:Make sure your student understands the most efficient way to plug-and-chug, especially if she struggles with solving algebra questions quickly. How to plug in numbers: This strategy will help your student approach questions that ask about abstract variables and unknown quantities. Writing Secret to SAT Writing: The SAT Writing section has its own unique quirks. Make sure you understand them so you can help your student adjust her approach accordingly. How to approach SAT Writing passages: All of the SAT writing questions are presented in context. That means your student needs a strategy for tackling the passages! Step 7: Analyze Mistakes SAT questions follow certain patterns, and the best way to get a feel for the style of the questions is to do a lot of practice. As such, regularly practicing with real SAT questions is one of the most important part of studying for the test, and as a tutor you shouldassign a lot of official practice questions. However, it's not enough to simply give some practice passages to your student, you also need to carefully reviewthe questionsshe misses. Don’t stop at saying, "B is the right answer"- really dig in and help your student understand why shegot the question wrong and how shecan avoid missing similar ones in the future. This process is key to helping your student improve and why it's so important that you understand the test yourself. For more details on how to effectively go over missed questions, take a look at our guide to reviewing mistakes. (Bro. Jeffrey Pioquinto, SJ/Flickr) Review: 3 Key Tutoring Tips The steps above offer a general outline to becoming an effective tutor: what exactly you cover and how you work on it will depend a lot on you and your student. Nonetheless,there are a few big picture ideas that every tutor should keep in mind. Be Prepared Your student will know if you’re not invested in the tutoring process: don't try tobluff your way through with a vaguerecollection of taking the SAT in high school - it won't work. Take the time to familiarize yourself with the test and work up an individualized improvement plan for your student. The more you know about the test the better you'll be able to understand your student's unique needs and the more effective you'll be as a tutor. Focus on Motivation Students who don't put in the work don't improve - it's as simple as that. As such, a big part of your role as a tutor is to set expectationsand encourageyour student to study and practice.In some cases, motivating your studentwill be simple(I've had students who actually requested extra homework), but in others you will need to really emphasizewhy the practice is important and how it will help your student reach her goals. Remember that the SAT Is a Standardized Test Always keep in mind that the SAT tests the same simple rules over and over again, just in slightly different ways. Really knowing the test will be your greatest asset as a tutor. Even if you're just starting out, and aren't that familiarwith the test yet,you can use the fact that the SATis standardized to your advantage. Go over official tests carefully and look for patterns in the questions. Remember that because the test is standardized there is only ever one indisputably correct answer. Help your student understand both what will and whatwon't be covered by the test. Bonus: Want to get a perfect SAT score? Read our famous guide on how to score a perfect 1600 on the SAT. You'll learn top strategies from the country's leading expert on the SAT, Allen Cheng, a Harvard grad and perfect scorer. No matter your level, you'll find useful advice here - this strategy guide has been read by over 500,000 people. Read the 1600 SAT guide today and start improving your score. What's Next? Are you not sure whether to prep your student for the PSAT and SAT at the same time? Read our complete explanation of the similarities and differences between the PSAT and SAT and which students should study for which tests. Maybe, given the changes to the SAT, your student is considering taking the ACT instead. Check out our take on the pros and cons of each test and our guide to tutoring the ACT. Finally, if your student needs help with other parts of the college application process, take a look at our guides to researching colleges, writing about extracurriculars, and crafting a personal statement. Want to improve your SAT score by 160points?We have the industry's leading SAT 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 you get the most effective prep possible. Check out our 5-day free trial today: Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Greek influences on the modern world Term Paper Example | Topics and Well Written Essays - 750 words

Greek influences on the modern world - Term Paper Example The innovations by Greek scholars and critiques against mythical beliefs led to an improved understanding of the world and the occurrences within it. The Greeks were the first emancipators of thought. Philosophers such as Thales were revolutionaries of thought. They came up with explanations to counter mythical beliefs and developed practical solutions to solve problems in the society. Pythagoreans helped develop mathematics (Pythagoras, 54). Early cosmologists who studied the universe were also Greek. Another Greek, Hippocrates, made great advances in the field of medicine. Philosophy and Astronomy The whole field of philosophy as practiced today can be attributed to the Greeks. They practically invented everything to do with this field of study. Philosophy refers to the love of wisdom and knowledge. Modern way of thinking that is based on rationality rather than beliefs was established by the Greeks. Thales of Miletus is considered the father of philosophy (Aristotle, 52). The mode rn day explanations of phenomenon such as lightning and earthquakes are attributed to these early thinkers. This is because they were the ones that questioned the mythical view that the gods were in control of nature. The Ionian Philosophy established by the Greek was the first to study the causes of nature without inclusion of gods in its studies. The advancements made in the field of astronomy can also be attributed to the works of the Greeks. They developed the first theories that tried to explain how the universe was formed. These scholars who were at the time referred to as cosmologists also gave explanations as to the causes of other aspects of nature such as winds, lightning and rain (Aristotle, 52). Mathematics and Science Mathematics is highly essential at this modern time. Most day to day operations in the modern world involve some aspect of mathematics from basic operations to highly complex ones. The Pythagoreans devoted themselves to the development and advancement of m athematics. They also believed that there was some form of mathematical order in nature. This was to be empirically demonstrated by Isaac Newton and Albert Einstein more than two thousand years later (Pythagoras, 54). Pythagoras and other Ionian philosophers developed the earliest form of geometry. The Pythagoras theorem taught in school up to this day was developed long ago by the Greeks. Another example is the Archimedes principle in Physics. Though developed a long time ago, it is still in use today. Science today involves a lot of observation and research work. Premises and accompanying conclusions are made based on solid evidence. This practice was developed by the Ionian Philosophers of Greece and is the basis upon which modern research is conducted. Medicine The field of medicine has seen much advancement over the years. Cures have been developed for diseases that were thought to be incurable. Modern man has been able to cope with disease outbreaks and develop cures thanks to the work of Greeks such as Hippocrates. Considered the father of medicine, Hippocrates, led other medical doctors in Greece to condemn magical practices and beliefs of the time. They said that the mythical beliefs hindered understanding of diseases. An example is the rejection of the belief that epilepsy was a sacred disease hence not curable. Such denunciations are what led to research into what causes these diseases how to develop of the cures. Scholars such as

Development of social development in a Steiner school and mainstream Literature review

Development of social development in a Steiner school and mainstream school - Literature review Example Rudolf believed that education should meet the changing need of a child and should polish his potential. It should develop all aspects of a child’s personality like his physical, mental and emotional. Mainstream schooling is a new concept in education. It is a school in which students with special needs are also taught in regular classes. In this special children are also taught with normal and average students. This is a combination of regular education with special education. In mainstream schooling children with mild to moderate disabilities are taught together with average children. A child with special needs who cannot function properly in regular classrooms is sent for special education environment. It is observed that educating disabled and non-disabled children together brings understanding and tolerance. In mainstream schooling system, students with disability have access to special education classroom which is known as â€Å"resource room or self-contained classroom†. In this room a student with any disability learns and clears his queries one on one with a teacher. This classroom has provided an important position and achievements in the result of this schooling system. (Gareth) It is mostly a primary or secondary class in a mainstream schooling. A mainstream class is classified as a mainstream class if it built to provide a special education or help to children. Mainstream classes are not integrated classes. They are not only built to provide help to special kids only. These classes provide the education to any child who need help and assessment. There is a certain difference between a mainstream schooling and special education which sometimes become confusion for people. A special education is a system of education exclusive for special kids with disabilities. The disability can be of any kind such as learning impairment, deaf, CP etc. In any disability there are levels of impairment. A