Trifles and the American Experience free essay sample

It was written based on real events. When Glaspell was a reporter, she covered a murder case in a small town in Iowa. Later, she wrote this short play which was inspired by her investigation and what she observed. Glaspell used irony, symbolism, and setting in her creation of the authentic American drama, â€Å"Trifles†, to express life for women in a male-dominated society in the early nineteen hundreds. Glaspell identifies the inferiority of women by using body language throughout this play. From the very beginning, they are in some ways timid where they stand. The women stand close together. The women enter kitchen and stand close together near the door (Glaspell, 2011). As the drama within the play escalates, and each time the men criticize Mrs. Wright, the women tend to move even closer together. This portrayal of body language by women throughout this play is Glaspell’s way of showing the bond of women and their understanding of how they are viewed by men. We will write a custom essay sample on Trifles and the American Experience or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Trifles are most commonly described as things of little or no importance or things with little or no value. Most men viewed women as trifles, along with the little hobbies they enjoyed, or items that were special to them. Mrs. Wright had many items that were special to her along with her hobbies within the kitchen and the hobby of quilting, as did other women during the early nineteen hundreds, yet to the men, these things were considered trifles. Glaspell clearly shows the inferior position of women in early twentieth-century America as well as the differences between men and women. Dramatic irony within â€Å"Trifles† is displayed in the play as the women find the evidence of the murder that would help to prove that Mrs. Wright was the one who killed her husband, but they would never tell the men. In this era, the women were always going along with the men in what they said, even if they did not agree with them. This was what women had always done, and were expected to do. The men felt they were superior to the women. They felt the women should not have the right to vote, nor have a say so in every day decisions. Therefore, in this case, the women stuck together because they felt the need to take up for one another. At times, they felt sorry for one another, especially Mrs. Wright, and the way she was treated. It was Mrs. Hale and Mrs. Peters who took note of Mrs. Wright’s trifles within the kitchen. The sheriff, the attorney, and the neighbor boast about their abilities to problem solve. They portray themselves to be great detectives. The men belittled the women about the little things they were looking at because they were womanly and within the woman’s domain, the kitchen. The men spent more time in other areas of the house looking for things of more significance. Little did they know, they were only hurting themselves by overlooking some very important clues that would help them solve the murder. The women make the decision together to withhold the information they find from the men, thinking the men probably wouldn’t listen to their thoughts anyway. During this period of time, very few women had paying jobs. Those who didn’t were not recognized for doing anything worthwhile for their society, especially like doing the job of the men, which was to find out who killed Mr. Wright. The women felt if they did tell the men what they found, the men would take the credit for solving this crime. Throughout history, the woman’s role was to be a respectful and obedient wife. The woman’s main duty was to support and serve her husband, and live for him and their children. The men in this play feel that the women are not good thinkers and cannot begin to harm any of their investigative work. This withholding of evidence was to some extent the women’s way of doing just this. Yet, it was also the women’s way of being loyal to their gender. It made the women feel superior to the men as they were able to solve the mystery, and the men were not. At the end of the play the county attorney makes a sarcastic comment to Mr. Hale that at least they found out Mrs. Wright was not going to quilt it, and asked the ladies what they called it. Ms. Hale, holding the bird in her pocket, answered and told him that they called it – knot it (Glaspell, 2011). The title of the play â€Å"Trifles† is a major symbol of how men viewed women in the early nineteen hundreds, something small, and of little value or importance. One of the examples of trifles within the play is the bird in the cage which symbolized Mrs. Wright and the life not only she had to live, but other women faced during this time as well. Women, as well as Mrs. Wright, felt caged in her own homes, and some were not able to associate with their friends. Women had no right to vote, or have a say so as to anything except what went on inside the home as far as cleaning, cooking, sewing, and tending to their children. The stove fire symbolizes Mr. and Mrs. Wrights’ relationship. The fire had gone out of their relationship. The stove fire going out made the house freezing cold, and caused the jars of preserves she had worked so hard on, to crack and break. These jars represented the warm and caring life that Mrs. Wright longed for. When the house turned cold, as did her relationship, the jars would crack and break, just as Mrs. Wright’s emotions, leading her to murder her husband. All of the jars were broken with the exception of one, which seemed to have represented Mrs. Wright’s hope for a new start; the start she’d have after Mr. Wright was no longer in her life. The unevenly sewn stitches on the quilt block that Mrs. Hale and Mrs. Peters found symbolized Mrs. Wrights’ emotional and mental state at the time when she was nervous about what she was going to do. As her thoughts centered on what Mr. Wright had done to her bird and the thoughts of committing the act of murder set in, the stitches became more loose and uneven on the quilt block. The men just made fun of the ladies looking at quilt pieces and the stitches, not thinking that any clues could be found from something that a woman found interesting. The rope Mrs. Wright used for the murder made her feel powerful and somewhat equal to, and not below her husband any longer. The rope made her feel strong. The bird gave back to Mrs. Wright something that she was missing in her lonely life. She missed singing in the choir since this was not allowed by her husband, Mr. Wright. She would sing with the bird, and this annoyed Mr. Wright. The one thing that gave her the little bit of joy she had in her life was now gone. Mr. Wright had strangled her companion, her pet bird. Mrs. Wright had put up with this treatment far too long, and now she was going to be strong enough to rebel against her husband. The notion of a party telephone symbolizes the question of justice. Mr. Wright did not want his wife communicating with others. In the end, Mrs. Hale realizes that Mr. Wright has committed the greatest crime, the crime of cutting his wife off from communicating and understanding others. Mrs. Wright brings justice for herself. The name, Mrs. Minnie Wright, is a symbol in itself. Within Minnie, is the word â€Å"mini† which is what the men of this time thought of the women and their trifles. Minnie’s last name, Wright, symbolizes what women want during this time, a â€Å"right† to have a say so in life, a â€Å"right† to be heard, and the â€Å"right† to vote. This also implies Minnie’s â€Å"right† to free herself from what society felt was her husband’s â€Å"right† to be a controlling husband. Then, when you put the two names together, you have Minnie Wright which symbolizes the minimal right that women had during the 1900’s. The setting of â€Å"Trifles† is a reflection of women’s emotions during this male-dominated time in the early nineteen hundreds. The particulars of the setting in this play provide clues for solving who killed Mr. Wright. Glaspell uses minimal but helpful elements in the setting to create suspense as the mission is made to solve the murder that happened on the Wright farm. The play takes place on a farm, one winter night when the temperatures had dropped below zero. Glaspell uses this setting to show the attitude of Mr. amp; Mrs. Wright’s lives on the farm. Mrs. Hale describes Mr. Wright as â€Å"a raw wind that gets to the bone† (Glaspell, 2011 p. 1717). This winter setting plays a big influence to the characters attitudes and events within the play. The lifelessness environment during the season of winter portrayed the lifelessness of emotions that Mrs. Wright, as well as other women during this time, experienced in their own homes. On this cold winter night the cold penetrated the house and caused Mrs. Wright’s canned preserves to burst. Similarly, Mr. Wright was described as being cold, thus causing Mrs. Wright’s emotional state of being, due to her husband’s coldness, to burst just like the preserves. The loneliness that Mrs. Wright had within this house and this relationship placed her under a lot of pressure. This pressure caused her to burst out of her normality and murder her husband. The physical setting of the farm within the lonely hollow goes right along with the lonely feeling Mrs. Wright had on this farm. She and her husband would work hard all day. She would be busy inside the house, and he would be working hard on the outside, â€Å"there’s a great deal of work to be done on a farm† (Glaspell, 2011 p. 1713). At the end of the day when Mr. Wright would come in, he would show her no attention therefore, she was still lonely. This loneliness went even further than her house on the farm, it extended to her neighbors. Mrs. Wright’s husband did not want her to have companionship with anyone. Mrs. Hale even comments that, â€Å"We live close together and we live far apart† (Glaspell, 2011 p. 1718). Mr. Wright did not like companionship. It was made mention that even if Mr. Wright would have let Mrs. Wright have companionship, she still may have been lonely, and had no visitors, due to the fact that with the farm being down in the hollow, one could not even see the road. Mrs. Hale even comments that she did not visit Mrs. Wright due to the fact that her house never seemed like a cheerful place, and because of the tension that was within it due to Mr. Wright. Even when party telephones were made available, Mr. Wright told Mr. Hale he did not want to go in with him on a party telephone. He didn’t think they needed one, not due to money, but due to the fact that, â€Å"folks talk too much anyway† (Glaspell, 2011, 1711). This is how men wanted it for women during this time, secluded from anything but the home and the work that should be done. The men felt that the women should be working instead of gossiping and doing things of less importance than the work that needed to be done inside the home. Even more important than the seasonal setting of winter and the physical setting of the farm being in the lonely hollow, was the physical setting of the kitchen that Glaspell uses as the setting for the stage of the play. During the play, the sheriff, the attorney, and the neighbor move about the house trying to solve the mystery; the two women stay in one place, the kitchen, looking for clues. During this time, the woman’s place was mainly inside the home in the kitchen. It is in the kitchen where Mrs. Wright feels trapped and spends the majority of her time during the day. It is also where Mrs. Hale and Mrs. Peters remain throughout the entire play. The characteristics within the kitchen were gloomy just like the hollow. Mrs. Wright’s kitchen was not in order, just as her life was not in order. There were unwashed pans, bread out of the bread box, and a dirty dish towel. The men are quick to criticize Mrs. Wrights housekeeping skills. The men during this time did not give credit to the women for the hard labor they performed daily within the home. The men in the play were so busy looking for clues everywhere else, they did not analyze the fact that the untidiness of her kitchen might have been due to the emotional state of Mrs. Wright. Something had triggered her emotions, possibly Mr. Wright’s strangling of the bird, making her stop what she was doing in her kitchen, and therefore, she was not able to finish her bread, or finish tidying up her kitchen. The men were blind to taking this into consideration. The men do not feel that there is anything of importance within the kitchen, not even the women when they were in it. The men are not comfortable within the kitchen, as this was the place for a woman. This caused them to miss out on finding the clues that were in the kitchen, thus, they missed out on solving the murder mystery. Through â€Å"Trifles†, Glaspell presents the moral predicament Mrs. Peters and Mrs. Hale were in, and the way in which Mrs. Wright’s trifles brings to light the consciousness of both of them, especially Mrs. Peters, taking them from knowing what actually happened, getting upset about it, and then taking action upon it (Mael,1989). In the beginning of the play, Ms. Peters, due to being the sheriff’s wife, tends to side with the men in the play. As Mrs. Hale talks about how the men locked Mrs. Wright up in jail, and now they are sneaking around in her house, Mrs. Peters responds, â€Å"the law is the law† (Glaspell, 2011, p 1715). Again, when Mrs. Hale is upset that the men are making fun of them taking up time with the little things in the kitchen while waiting on them to get the evidence they came looking for, Mrs. Peters comes to the men’s defense again, â€Å"they’ve got awful important things on their minds† (Glaspell, 2011, p 1715). And then again when Mrs. Hale notices the unevenly sewn stitches and starts pulling them out in order to redo them, Mrs. Peters says that she didn’t feel like they ought to touch things (Glaspell, 2011). As Mrs. Peters further listens to Mrs. Hales’ recollection of Mrs. Wright, it triggers memories of loneliness within her past that somewhat relates to Mrs. Wright’s loneliness and how she must have felt during this time in her life. It is at this time when Mrs. Peters begins to see Mrs. Hales’ point of view make sense. Then together they determine with the evidence they have found, the women, have solved the murder mystery. Within this play, Glaspell also shows the dissimilarity of women’s actions around men and amongst themselves. When the men are around, the women are silent, as they were expected to be during this time, unless they were spoken to. When the women are left alone in the kitchen while the men are investigating upstairs and at the barn, the women talk amongst themselves freely, allowing them to quickly solve the murder mystery. Although these women were initially strangers, they become silent conspirators in destroying the evidence (Spalter-Roth, 1975). The evidence that it was indeed Mrs. Wright who strangled her husband, but this they would not tell to the men. In conclusion, â€Å"Trifles†, written to express life for women in a male-dominated society using irony, symbolism, and setting, was able to open up the eyes of many to the capabilities of women in that era. Glaspell shows within this play how being aware of, or having consciousness of, things that happen that one does not know about, could and would inspire women to take actions together which they most likely could or would not take individually. She portrays how as women share their emotions and experiences of their lives, they can act with a new and different respect for the importance of their lives as a woman. This respect is different from, but certainly equal to that of a man (Mael, 1989). The men’s irrelevance in the play and their failure to be able to solve the murder stands out within this play.

Legalsim in Ancient China essays

Legalsim in Ancient China essays Legalism is not a Choice, It is a Necessity When a warring state is in chaos the only way to control it is to rule by striking fear in the hearts of your people through the distribution of harsh punishments. After your people are afraid, you can then gain their cooperation by giving generous rewards to those who follow your rule. By treating your people with this disregard, you are maintaining the main objective of legalism, looking out for the welfare of the state. I am a philosopher and advisor to the King of Zhao. He is worried that his country will rebel against him due to years of economic hardship. He has come to me because he would like to know how to stop this rebellion before it begins. I explained to the king that in harsh times, one must first use tyrannical power to force people into submission and cooperation. After cooperation is obtained, giving generous rewards for righteousness will ensure further cooperation. The result of this legalist approach is that, Severe punishments would restrain violations, while generous rewards would encourage what was beneficial to the strength and well-being of the state(Sources,191). I explained to his greatness that the legalist approach to maintaining the well being of his state is to put the interest of the state first and foremost among human concern. In other words, the common people that live in your empire are to be treated only as pawns in a large game of chess. Not only do legalists need to treat humans this way but they also need to take count of many other things in their empire and consider them before making a strategic move. A strong state will always know the exact numbers of everything useful in the state. This includes knowing how many humans there are and what they are capable of, as well as an account for the capabilities of animals, weapons, and food in the empire. All these things need to be taken into account and used as tool ...

How to Get a Perfect ACT Score, by a 36 Full Scorer

How to Get a Perfect ACT Score, by a 36 Full Scorer SAT / ACT Prep Online Guides and Tips The maximum score on the ACT is a 36. Out of the 1.8 million students who take the test every year, only about 1,000 get the highest possible ACT score. This elusive perfect score places you at the top of millions of high school students and can be a big boost to your college applications. I scored a perfect score on the ACT. Most of the advice out there about how to get a perfect score comes from people who didn't get perfect scores. In this exclusive article, I'll be breaking down exactly what it takes, and the techniques I used to get a perfect score. Quick Disclaimer Let me start with a disclaimer: I'm a humble person, and I don't like talking about my accomplishments without good reason. I know a lot of you are looking to score the highest ACT score possible, so I've written this guide to help you get there. So whatever I say here, please take it as advice from a mentor eager to help, not as a braggart strutting his stuff. (Even if you're not aiming for a perfect score, you're going to find this helpful). Another disclaimer: I co-founded the company PrepScholar- we create online ACT/SAT prep programs that adapt to you and your strengths and weaknesses. I want to emphasize that you do NOT need to buy a full prep program to get a great score. If you follow the principles below and are very driven, you'll do just fine. I do believe that PrepScholar is the best ACT program available right now, especially if you find it hard to organize your prep and don't know what to study. I'll refer to decisions we made in creating the program to flesh out principles I discuss below. What It Takes to Get a 36 on the ACT At the top end of the scoring range, the ACT is not forgiving. You need to aim for perfection. Because the ACT uses Composite scores, what you need to aim for is a 35.5 average or higher. This means you can get two 35's and two 36's, or one 34 and three 36's. If you get even one 33, you're already not going to get a perfect ACT score. What does it take to get a 36 in each section? This varies a little from test to test, as each test has different difficulty levels. I studied the scoring charts of five practice tests, and here are the conclusions: In English, you can miss 0 questions. This means a full raw score of 75.If you miss 1 question, you always got a 35. In Math, you can miss 0 questions or 1 question.Two practice tests let you miss 1 question to keep a 36. The other three tests gave a 35 if you missed 1 question. In Reading, you can miss 0 questions. In one practice test only, you could miss 2 questions- this test likely contained an abnormally difficult passage. In Science, you can miss 0 questions.In all five practice tests, missing a single question brought your Science score down to a 35 or even a 34. Here's a sample score chart from an official ACT: Essentially, you need to aim for perfection during your prep. If you're consistently missing 1 or more questions on each section, you're not performing consistently enough to be safe for a 36. We'll go into more detail about this below. If you want to confirm my statements here, check out the ACT score charts for official practice tests. One last question to answer before my actual advice on how to get a 36 on the ACT: But Wait...Are You Just Smart? Will This Advice Work for Me? You may have heard about perfect students who just rolled out of bed, strolled to the ACT test center, and scored the highest possible ACT score without any prep. This was not me. Some people like the ones above may in fact exist, but they're rare.In high school, I was naturally stronger at math- I participated in math and science competitions- and I could reliably get 800's on the SAT math section (I focused my prep for the SAT). But my reading and writing needed work. When I started off, I consistently got in the 700 range. Now, this is already pretty high, but it wasn't enough for Ivy League schools and other colleges I wanted to go to. I just wasn't that accustomed to the ACT reading passages and the types of questions they asked. It took a lot of hard work for me to learn how the ACT works, how it tries to trick students, and how to find a strategy that worked for myself so I could reliably get top scores.My co-founder at PrepScholarhad a similar story. Since I'm older, I also have the benefit of seeing whether my methods worked over time, or just on the ACT. Emphatically, the principles below have worked throughout my academic career. Here's another example. As an undergraduate in college, I planned to attend medical school, so I had to take the MCAT (Medical College Admissions Test). In my view, this is a much harder test than the ACT. It covers many more topics: general chemistry, organic chemistry, physics, biology, and verbal reasoning. Furthermore, you're competing with pre-med students across the nation, people who are naturally driven and dying to get into medical school, not just average high school students. When I started studying for the MCAT, I scored around the low 30's. The test was scored out of 45 and was curved very aggressively. Again, this was already well above average, but it wasn't enough for the top medical schools I was going for. So I worked hard. I put in the time, covered all the subjects I needed to know, and was ruthless about my prep. In the very end, I scored a 44: As the testing organization notes, this is in the 99.9 percentile rank, with 0.0% achieving this score (this figure is rounded). I had multiple medical advisers tell me that they had never seen a score this high before, and there might indeed be fewer than 3 people per year- or none at all- who get a 44.Scoring this high definitely helped me get into the MD-PhD program at Harvard Medical School and MIT. I wish I were talented enough to get these test scores naturally without hundreds of hours of hard work. That would be the cooler thing to say. But it wasn't true for me, and it probably won't be true for you either. With this foundation laid, here's the meat of what I want to say: What Do You Need to Do to Get a Perfect 36 ACT Score? In broad strokes, it takes a lot of hard work, a lot of smart work, and some amount of luck. But this isn't helpful. Let's dig deeper. You have to want it. Really, really want It. You need the drive to push yourself. You need to put ACT prep as one of your top priorities in life, overcoming watching YouTube or hanging out at the mall. In the darkest of days, when you take a practice test and drop 3 points inexplicably, and your parents are freaking out, and you're worried you're never getting into Harvard, you need the inner fire to not fall into a rut. Instead, you need to pull yourself up and calmly rip apart your mistakes so you don't repeat them. People don't often mention motivation when talking about test prep, but in my view this is one of the most important pieces that differentiate successful people from not, in all aspects of life. It's much more important than just being smart. Make a list of all the reasons you want to get a perfect score. Write them down. Stare at them when you lose energy or motivation. Want to get into Harvard or an Ivy League school? Want to make up for a bad GPA? Want to prove to your parents that you can beat their expectations? Want to compete with your friends?Want to show up your 3rd grade teacher who said you would never amount to anything? That's all good. Anything that drives you from within is a valid reason to work hard. In my personal case, beyond the academic benefits, I thought the ACT was a dumb test that was impeding my life. I was angry at test writers who devised tricks to fool students. I approached it like a video game- the ACT was a boss that I needed to dominate. Plus, my brother had a near-perfect score, and I wanted to one-up him. Write down all the reasons you want a perfect score and use it to motivate yourself every study session. Exclusive Blog Bonus: We've written a popular free guide on 5 tips to improving your ACT score by 4+ points. Get a free download here. Step 1: Do High-Quality Practice and Avoid Low-Quality Materials The ACT is a weird test. It's unlike tests that you've taken throughout school. There's a specific format to each section, and it tests concepts in ways that are likely different from what you've studied in school. It also tends to trick you with lots of bait wrong answers, and if you're not careful, you'll continue to fall for these. To excel at this test, you need the highest-quality practice materials. Because the ACT has questions that are twisted in a particular way, you need to train in exactly the way they're twisted so you learn the patterns. As we've said before, by far the best practice material comes directly from the ACT in the form of official ACT practice tests. We include these tests in our ACT prep program at PrepScholar. Just like the mantra about your diet and body, what you put in is what you get out. Trash in, trash out. If you train yourself on questions that aren't anything like what the ACT writes, you're going to learn the wrong patterns. Using bad materials is like training for baseball by playing tee-ball. Yes, if you spend 1000 hours practicing tee-ball, you'll be a pro at hitting a ball off a stick. But when someone pitches a real baseball at you, you're going to get super confused and likely end up striking out. This is what you're doing if you study with bad materials. To be frank, most of the books available on the market are trash. They have a lot of questions, but they're written by people who aren't truly experts on the test. This means the questions don't test concepts in the same way; the answers are sometimes ambiguous; the questions don't trick you in the same way the ACT does. When I was studying, I devoured every ACT practice test I could find. I took over 15 full-length practice tests and was ruthless about finding my mistakes, as I'll talk about soon. Now, a major weakness of the ACT practice tests is that their explanations aren't very good (and sometimes nonexistent). If you don't know how to teach yourself from your mistakes, you may need supplemental materials focused on a single section. Generally, books rated 4.5 stars and above on Amazon are pre-vetted to be pretty good (read here for my reviews of the best ACT prep books). In my company PrepScholar, we hired only ACT full-scorers and 99 percentile scorers to write all our questions. You need to have mastered the test to really understand the intricacies of how the ACT works. We turned away applicants who scored below a 33 since they really don't understand the test well enough. We then triple-checked all our content for quality and resemblance to the real ACT test so that our students have the best possible prep materials. Collect good prep materials and study using only these. Step 2: Focus on Quality First, Quantity Second Now you have a lot of materials, whether it's through PrepScholar or prep books. Some students focus hard on getting through every single page of every book they have. They might not know why they're studying what they're studying, but at least they sure put in a lot of time and effort! This is the wrong idea. You don't want to pound your head against the wall and use a brute force approach. Improving your ACT score is about quality first, and quantity second. It's so tempting to just focus on getting work done, because that's the easy part. "Mom, I'm studying hard, I did 10 practice tests this week!" Great- you probably didn't have any time to review your mistakes, and I bet your score didn't improve from test to test. Understanding your weaknesses, as we discuss below, is what takes real energy and insight, and it's what really works. Think about it this way- let's say you're learning to throw a football with a perfect spiral. You can pick up a football and, by trial and error, if you throw it 1,000 times, you'll make some progress. Now imagine you have New England Patriots quarterback Tom Brady standing by your side. You throw the ball once, and he corrects your technique. Angle your leg back this way, have your hand follow a certain motion, and follow through. You try again, and it's way better. In throwing 50 balls this way, I'm certain you'd end up doing better than 1,000 by yourself. I'm not suggesting that Tom Brady in this analogy is a tutor, and that you must have a tutor. You can be your own Tom Brady, and we discuss below how to do that. But you need to make sure you get the most out of your studying and make it as efficient as possibleto have a chance at a perfect ACT score. You need your own ACT Tom Brady. Step 3: Be Ruthless About Understanding Your Mistakes When you're actually studying, this is by far the most important way you'll succeed over other students. Every mistake you make on a test happens for a reason. If you don't understand exactly why you missed that question, you will make that mistake over and over again. If you're performing at the 32 level, you're missing around 10% of the questions. This means you have some consistent errors that are holding back your score. This is what you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (english- grammar rule vs rhetorical skill, math- numbers vs algebra vs geometry, etc.) It's not enough to just think about it and move on. It's not enough to just read the answer explanation passively. You have to think hard about why you specifically failed on this question. By taking this strict, regimented approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. Everyone who wants to get to a 36 on a section has different weaknesses from you. It's important that you discover for yourself what those are. Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question." Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content: I didn't have the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I train this skill? Incorrect Approach: I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question, and is there a general rule that I need to know for the future? Wrong Guess:I was stuck between two answer choices, and I guessed wrong. One step further: Why could I not eliminate one of the last answer choices? Knowing the correct answer now, how I can eliminate it? Does this suggest a strategy I can remember for the future? Careless Error: I misread what the question was asking for or solved for the wrong thing One step further:Why did I misread the question? What should I do in the future to avoid this? Does this seem hard? It is- you have to think hard about why you're falling short and understand yourself in a way that no one else can. But few students actually put in the effort to do this analysis, and this is how you'll pull ahead. By the end of my studying, I had notebooks filled with practice questions that I'd missed, and when eating breakfast I could thumb through them to review them, like flashcards. Each mistake understood brought me closer to a perfect ACT score. Adopt a no-mistake-left-behind policy toward your mistakes. Letting one slip through can mean you make the same mistake on your real ACT. No excuses when it comes to your mistakes. Step 4: Find Patterns in Your Weaknesses, and Drill Them to Perfection Now that you're collecting mistakes in a notebook, you'll be able to start finding patterns to your weaknesses. This might be a content area- like problems with math circle problems, or a specific grammar rule. Or it might be a personal habit of yours, like misreading the passage or eliminating the wrong answer. Focusing on your weaknesses is important because you have a limited amount of time to study, and you need to spend that time on the areas that will get you the biggest score improvement. I've worked with students who just love drilling their strong points because it's comfortable. Of course, this is a waste of time- you have to confront your demons and pick at where you're weak, which is uncomfortable and difficult. I kept track of my mistakes in an Excel spreadsheet. I found, for example, that I consistently missed Reading passage questions about inferences because I was reading too far into what the author was saying. I then focused on drilling those specific types of questions until I had developed my own strategy for solving the questions. As another example, you might find that you get confused by certain ACT vocabulary. The ACT doesn't test vocabulary nearly as much as the SAT does, but it tends to use the same words over and over again. We've compiled the most important ACT vocabulary you need to know, with a guide on the best way to memorize vocab words. Depending on your area of weakness, you may need to search online for resources for that content area, or use a high quality book, as I mentioned above. In our PrepScholar program, we detect your weaknesses andautomatically organize your quizzes by skill so that you can focus on learning and not on the higher-level activities of analyzing your own progress. By the way, a quick side point- be suspicious of any content-level strategies that promise you results. By content-level, I mean strategies that tell you how you must solve a type of question. At your level, you need to focus on what works best for you. For example, people approach reading passages differently. Some read the passage first, then answer questions. Some skim questions first, then go back to the passage. I know what works best for me, but that's not necessarily what works best for you. What you will have to do is aggregate strategies for your weaknesses, then test them out yourself to see if they work for you. Specific strategies for each weakness is out of scope of this article, but we'll post examples later- make sure you subscribe to our blog to get the most recent updates. Find the weak link in your chain. Step 5: Eliminate Careless Errors These types of mistakes are by far the most frustrating. You know the content, you know how to solve it, but because of a misreading of the question, you miss a point from your raw score. This can already disqualify you from a 36 in every single section. In my own ACT, I made careless errors because I was trying to finish early and save time for the end, so I would rush through questions too quickly. I hated myself every time I made a careless error. But when I focused on the two things below, I was able to claim back my lost points. #1: Double check that you're answering the right question. The ACT is designed to ask you tricky questions.You might find the area of the square, but the question actually asks for the perimeter. To eliminate this, always underline what the question asks you to solve for. Don’t stop your work until you solve for the correct thing. Another strategy is to write what the question is looking for in your scratch area. For example, if it asks for seconds instead of minutes, write â€Å"= ____ seconds† and circle it before you start your work. This might sound like extra work, but how you defeat careless errors is by having a reliable, failproof system. #2: For English, a common careless error is choosing "(A) NO CHANGE"in sentence error questions.Whenever this happens, make sure you double check the other answer choices to make sure that NO CHANGE is absolutely the best answer choice. You should check especially for grammar rules that are easy to overlook, like Subject-Verb Agreement and Misplaced Modifier. By analyzing your mistakes, you'll be able to find patterns in grammar rule weaknesses that you have. You can then build your own system for grammar rules that you often miss- for example, for Subject-Verb Agreement, identify the subject and the verb, and then make sure they match. Watch out for the banana peel of the ACTs- careless errors. Step 6: Get Fast Enough to Always Double Check Your Answers Now that you’re aiming for a top score, you need to finish each section ahead of time to give yourself time to double check your answers. A good rule of thumb is to finish the section with at least 5 minutes to spare. As you get better at the ACT, this will be easier to accomplish since you’ll solve each question in less time. The ACT has pretty intense time pressure- more than the SAT. Where on the SAT I reliably finished each section with five to ten minutes to spare, on the ACT I was often left with just five. But with this time, I would mark any questions that I felt I had to return to and double-check. I had enough time to review all my answers at least once. The real time-killers are questions you get stuck on. It’s very easy to get sucked into a question for five minutes, frustrated that the ACT is taking a point away from you. Avoid this temptation. Follow this rule: if you’ve spent 30 seconds on a question and can’t see how you’re going to get to the answer, circle the question, and skip it. You’ll have time at the end to come back to it. For now, you need to work on the other questions.How do you double check effectively? It varies between sections. For math, you should try to re-solve the question quickly in a different way. For some questions, you’ll be able to plug the answer back in. For others, you’ll just need to check your steps you took the first time around.For English, confirm that the answer choice fixes the original grammatical error. Again, for NO CHANGE answer choices, make sure you aren't missing something in the question.For Reading, confirm that there is no other bette r answer choice than the one you picked. For passage questions, make sure you rule out three incorrect answers. For Science, make sure you calculated correctly (if it's a calculation question), or that you're reading the right graphs on the test. It's easy to mix up Figure 2 and Figure 3 when you're moving fast. As you get better at the test, you'll have more time left. Aim for at least five minutes left after each section, and use that time to doublecheck your answers. Step 7: Don't Get Inside Your Own Head During the Test If you're vying for a perfect 36 score, you'll face pressure during the test. You know how little room for error there is. This means that if you're having trouble with a question, it's easy to psyche yourself out. "Oh no! I'm having trouble with this math question. If I don't get this right, my 36 in math is gone!" This will make you nervous, which makes you even less likely to answer the question, which makes you more nervous, and so forth. This vicious spiral can suck you down for the rest of the test. Controlling your mental status is important during the test. Just like a pro athlete or performer, you need to be confident about your skills. You already put in a ton of work, and you've learned most of what the ACT has to throw at you. The last thing you want to do now is ruin more of the test. So it's a single question you're unsure about- this doesn't affect your performance on any other question. Try your best and clear your head, then move on. Stay calm during the test, even if you get confused on a question. Does All of This Really Work? I can say from personal experience that these are the principles that I used to excel in academics. If you follow these principles for your own classes and in college, you'll do an amazing job. I would also be hard-pressed to find any top scoring student who doesn't agree whole-heartedly with the advice above. This advice also works if you're not aiming for a 36. If you want to improve from a 24 to a 30, you can use these principles to power your learning. These principles also work in life. As a startup founder, I adhere to lean principlesto constantly analyze where my weaknesses are, how to build them, and how to focus on what's really important for our company. While the ACT tests specific skills that you may not use in everyday life, the process of preparing for it can teach you a lot about yourself, your limits, and your ambitions. This sounds a little hokey, but take it from this old man, you can learn a lot about yourself. Finally, keep in mind that you don't need a 36 to get into top colleges! A 34+ will make you more than competitive for top schools, like the Ivy League. If you get a 34, your time is better spent building up the rest of your application than eking out a few more points. Quick Plug:I've mentioned my company PrepScholar a few times. If you agree with what I say above, you'd like my course. I designed our ACT course around the principles above, knowing that most students don't have the energy or expertise to diagnose their own weaknesses. PrepScholar automatically figures out what you need to work on and focuses your learning by drilling your weak skills. It also builds in motivational features so you're up to date on your progress and commit to more study time. Check out our ACT program here. What's Next? Now that you've learned how to get a perfect score on the ACT, the hard work is ahead. Check out our guides on getting a 36 on each of the ACT sections: English, Math, Scienceand Reading. If you liked this article, you'll also like our logistics articles on choosing the best test dates and the best test locations. Every detail matters. If you missed the link above, here's the ACT vocabulary you must know. Finally, check out our online ACT prep program.We have a 4+ point money back guarantee: if you finish our course and don't improve by 4 points, you get all your money back, no questions asked. Try our program with a 5-day free trial today:

Justice Essay Example | Topics and Well Written Essays - 1500 words - 1

Justice - Essay Example These two characteristics, the concern for practical applications of his philosophy and the use of reason to supplant theological directives, distinguished Socrates. His was an attempt to teach people how to better define the highest good, how to attain justice, and therefore how to attain happiness both individually and socially. This essay will examine Socrates’ notions of a highest good and justice, his linking of the individual and society through an integrated philosophical approach, and the implications of different choices regarding public administration and public order. As a preliminary matter, it is important to note that Socrates’ teachings were most directed at the individual. The highest good, therefore, was a condition that each individual was capable of attaining; however, this highest good could only be known through reason and a knowledge of one’s self. Socrates equated this highest good with knowledge and happiness. Significantly, though, he went to great lengths to distinguish true happiness from illusory pursuits of happiness. He did this by drawing distinctions between absolute levels of ignorance and fancy ideals of true knowledge. These distinctions, often grounded in Socrates’ claims that he knew nothing, provided the intellectual framework for subsequently exploring ultimate questions of goodness, justice, and proper forms of public administration. In effect, he tore down common assumptions, challenged certain modes of thinking, and in the process attempted to redefine both the proper focus and method of philoso phical inquiry as well as the practical application of philosophy to man’s life and to social affairs. Central to man’s pursuit of happiness was the intellectual process by which he confronted choices and made decisions. In many ways, Socrates reduced the highest good to a

MIDTERM Essay Example | Topics and Well Written Essays - 750 words

MIDTERM - Essay Example Since the parents are suffering from the overwhelming stress, they do not interact with the children and as a result the children are lagging way behind the other children of their age with regards to language speaking. Moreover the children are shy and timid and are not at ease when expressing their feelings and ideas. The condition of the children is understandable because the type of environment they are having at their home is not suitable for developing their language, communication and expressive skills. Solution The solution to the problem; slow growth of language and communication in the children, is by improving the way their parents interact with them. The frequency of reading to them needs to be increased however the way that reading is done is more important. Dialogic Reading is the solution to the problem faced by this family. This method of reading is good for these children for two reasons: 1. Since the children are shy and timid, they need to interact more. Dialogic r eading is better than common method of reading because in dialogic reading the interaction level between the storyteller i.e. the parents in this case and the listener i.e. the child, is very high as compared to common reading in which the child only listens. Dialogic Reading ultimately turns the child into the story teller. 2. In Dialogic Reading the child not only just listens, but also starts questioning, reasoning and becomes more expressive. Since the children in this family do not interact frequently and lack the confidence to speak, Dialogic Reading can substantially increase their confidence level. Importance of Dialogic Reading The parents need to know the importance and usefulness of the dialogic reading. I would explain to them the importance of dialogic reading by convincing them to first analyze the state of their children. I would tell them that the children are shy and timid and have language delays because they are not getting the sufficient time to interact. The par ents can understand the importance of dialogic reading by considering the fact that reading with the children is certainly more effective than reading at them. While conducting Dialogic Reading the parents make the children to ask them questions about the story and make them tell the story. This allows children to develop better observational and verbal skills. Parents should know that dialogic reading expands the knowledge of the children as they share the parents share the knowledge with the children about what the child is looking at. The most convincing thing that I can tell the parents is the fact that Dialogic Reading is having a conversation about a story with the child as opposed to just telling a story. Practicing Dialogic Reading The parents need to know a proper way of practicing Dialogic Reading for getting the desired results. I would tell the parents to base their practice of dialogic reading on three basic principles: 1. Encouraging child to become an active learner d uring book reading. 2. Providing feedback that models more sophisticated language 3. Challenging the child’s knowledge and skill by raising the complexity of the conversation gradually Moreover parents can use the techniques of CROWD and PEER for practicing dialogic reading. These two acronyms explain the methodology for correct execution of Dialogic Readin

Censored Literature Essay Example for Free

Censored Literature Essay There are many reason why states or international countries ban and censor literature. The question that arise when literature are integrated into the curriculum is â€Å"is the literature appropriate?† The reason for censored or banned literature is culture, language, religion, and age. The Lord of the Flies by William Golding is literature that has been challenged and censored by many schools because of what the literature represents and inappropriate for children of a certain age. Although many schools banned and censored the literature, the literature can provide a positive in-class discussion and encourage group projects. Censoring The Lord of the Flies by William Golding The Lord of the Flies by William Golding is a fictional book about British schoolboys being evacuated on a plane to escape war. The plane is shot down into a deserted island. Challenges are faced, rules are broke, and new laws are established on the island. The main character, Ralph, becomes the leader of the schoolboys. Ralph tries to establish order on the island, but the schoolboys vote against Ralph. Instead of establishing order and a civil group on the island, the schoolboys become savages, violent, and mischievous. As Ralph tries to escape the mischievous boys who are after him, Ralph stumbles upon the beach, where a British naval ship arrived on the beach. The literature is seen as a controversial book. The Lord of the Flies by William Golding was challenged at the Owen, NC High School in 1981. According to the American Library Association (2010), the book was considered demoralizing inasmuch as it implies that man is little more than an animal (The Lord of the Flies, by William Golding). The literature brings up the discussion of what constitutes a government vs. savages. Although to some, the literature may seem barbaric with inappropriate language, the literature provides knowledge and uses of symbolism. I agree the literature may be unsuitable ages; the book recommended for high school students can be a great tool for English studies and in-class discussion. The use of symbolism helps students to learn the depths and meaning of literature. Symbolism adds ideas and different meanings in literary works. Use of Literature in the Curriculum. The Lord of the Flies by William Golding can be used in the high school reading curriculum for English studies. Students will discuss the literature after reading two chapters. Student will identify the symbolism used in the chapters. Students will then discuss the issue of laws vs. savages. Upon discussion, students will then write down what constitute a government and laws. Student will then discuss his or her ideas in front of the class. Conclusion Literature banned and censored in many parts of the United States and other countries contain content material that may be unsuitable for certain age groups. However, censoring books may not allow students to experience certain situations that he or she may not experience, but can experience emotions. Some literatures may even contain valuable information on history or the way government works. Other literatures can provide discussion that can provide different perspectives or views of the story. It is important to incorporate literature in everyday teaching to enhance critical thinking skills. Reference American Library Association. (2010). Banned and/or Challenged Books from the Radcliffe publishing course top 100 novels of the 20th century. Retrieved from http://www.ala.org/bbooks/frequentlychallengedbooks/classics/reasons

Buddhism, Jainism and Hinudism Essay -- world religions, comparative re

Jainism, in many respect, is the most prominent religion in India, it is also associated with other major religions e.g. Hinduism and Buddhism. In the past, it was considered that Jainism was a stem either of Buddhism or of Hinduism. However, nowadays it is a well-known reality that Jainism is a separate religion of India but not a branch of either Buddhism or Hinduism. It is accepted that Jainism is the primordial religion of India. As Jainism, Hinduism and Buddhism, are the most prominent religions of India, and have existed side by side for many centuries, it is accepted that they have impacted one another in several ways. Similarities are evident in images of paradise, earth and hell, and faith in the verity of the teachers of religion. Various issues like clothing and curios, occupations and professions, sports and amusements, sacraments and rituals, speech and journalism, stance on life and character, religious festivals and fasts, are a range of common practices among Jainas a nd Hindus. Certain castes have their members in the Hindus and the Jainas as well as marital relations to a certain extent (McKay, Hill, Buckler,Ebrey,Beck, Crowsto and Wiesner-Hanks, 2009, p.0). Buddha viewed as very progressive was an all the rage of Mahavira and came from the same social class. Just like Mahavira he was born to a leader of one of the communities in the Himalayan slopes in what is now Nepal. Discontented with his days of placate at age 29, and concerned by the anguish he saw around him, like mahavira he left his residence to become a peripatetic ascetic. While he was meditating under a Bo tree, he became enlightened and gained an ideal insight into the systems of the universe. He emphasized a middle-way amid asceticism and worldly l... ... view of the fact that people knew their positions in society (McKay et al. , 2009). Both Jainism and Buddhism are religions of India, and disregard the Vedas of the Hindus as powerful binding. Both religions also attach importance to the ascetic way of life. For the bulk of Indians, religion inculcates into every facet of life, from every day chores to culture and politics. Works Cited Dowling, E. M., & Scarlett, W. G. (2006). Encyclopedia of religious and spiritual development. Thousand Oaks, Calif: SAGE Publications. Ibbetson, D., Maclagan, E., & Rose, H. A. (1991). Religious life of Indian people: (Bonn in Tibet, Budhism, Jainism, Islam, Hinduism, Sikhism, etc.). Delhi: Amar Prakashan. McKay, J. P., Hill, B. D., Buckler, J., Ebrey, P. B., Beck, R. B., Crowston, C. H., & Wiesner-Hanks, M. E. (2009). A history of world societies. Boston: Bedford/St. Martin's.

Supply Chain Quality Management Practices

TOWARDS A BETTER UNDERSTANDING OF SUPPLY CHAIN QUALITY MANAGEMENT PRACTICES Article: International Journal of Production Research †¢This paper reports the result of a comparative study of quality tools and methods adaptation by operations and supply chain managers. †¢SCQM is defined as a system based approach to performance improvement that leverages opportunities created by upstream and downstream linkages with suppliers and customers. †¢Operation management is traditional been explained by some version of an ‘inputs-transformation process- outputs’ view of the productive capability of the firms.From Quality perspective, operation managers have focused on internal activities such as process control process improvement, product design improvement and design of experiment. As a result, more and more six-sigma improvement project evolved. †¢In addition experts like Deming have long emphasized importance of customers and supplier. †¢In this paper, i t explored the difference between quality management practice of operation managers and each type of managers emphasizes supply chain managers, including what quality tools.Tool can here mean the method such as benchmarking, an approach to improving quality such as process improvement team (PIT) and leadership. Literature review and hypothesis development †¢Supply chain management has developed as a field from the integration of operations and marketing management. As a result, a linkage with upstream firms – which was once the domain of purchasing – has been elevated in importance. †¢The quality management precedence for this is found in Deming’s fourth point, ‘End the practice of awarding business on the basis of price tag alone.Instead, minimize total cost. Move towards a single supplier for any one item, on a long-term relationship of loyalty and trust’. This has resulted in a merging of quality management and supply chain management p rinciples. †¢Supply chain management practices can result in operational benefits such as decreased production lead times, reduced costs, faster product development, and increased quality †¢In this article calling for integration of quality and supply chain management Theodorakioglu found a significant positive correlation between supplier management and total quality management.Quality has been one of the critical determines in choosing suppliers. Hence a hypothesis is developed t understand how managers differ in adopting quality tool. †¢57 quality tools are selected. Some of the tools are Benchmarking, Enterprise resource planning (ERP), Just in Time (JIT), lean, Quality awards, Six Sigma Black Belt DMAIC, Poka Yoke, basic seven tools of quality like flowcharts, Fish bone Diagram, Affinity diagram, 5-S, Problem evaluation and review technique (PERT), and Data analysis. Quality professional tools like control chart, computer aided testing (CAT), inspection, Gage R&R . †¢Some supply chain tools like customer relationship management, Complaint resolution, Supplier development, Supplier evaluation like ISO 9000, and customer benefit package. †¢Design tools like Quality Function Deployment (QFD), Computer Aided Design (CAD), Concurrent design, Quality assurance (QA), Failure mode and effects analysis(FMEA), Design of Experiment(DOE), Design for manufacture (DFM), Reliability Index, DMADV, and Robust design by Taguchi. Management tools like On the Job Training, Change Management, Human resource Management (HRM), Systems Thinking, Contingency Theory, Plan-do-check-act (PDCA) cycle, Crosby-managing quality concept, Malcolm Baldrige National Quality Award (MBNQA), Jurans – Trilogy of improvement, and Hoshin planning †¢However, these tools are a broad collection of approaches to improving quality that will provide insights to the differences between how operations and supply chain managers approach quality improvement. Methods Data for this study was gathered by inviting participants to complete a web-based survey. The survey included seven Likert scales that allowed respondent rank the extent to which they utilized various quality tools. †¢These lists are submitted to the panel of six supply chain and quality managers. Result in removal of one tool and addition of two tools in the survey. Total 57 tools are included in the survey. †¢The test was conducted with MBA students, APICS members, ISM members, and CSCMP members. Result Using SAS, it is examined difference in the utilization of quality tools between operation and managers and supply chain managers. It is computed and found the difference between mean responses of each manger. †¢A positive difference indicate – a particular tool is utilized to a greater extend between both managers. Negative differences indicate – operation managers tend to use the tool more than supply chain managers. †¢To test our hypothesis, we then ranked the quality tool means and performed a Kruskal Wallis test to analyze differences in ranks where the treatment was type of manager.Conclusion †¢Tools of high importance to both Supply Chain and Operation Managers: On the job training, Data Analysis, Supply chain management, Customer relationship management, Project Management and survey. †¢Tools important primarily to Supply Chain Mangers: Leadership, Benchmarking, Complaint resolution, Supplier management, Change management, ERP, Awards, Design for the environment, Six sigma, and Deming. †¢Tools important primarily to Operation Mangers: QFD, Computer Aided Design (CAD), Computer Aided Testing (CAT), Prototyping, ISO 9000, Design for Manufacture, PDCA, Gage R&R, and 5-S. Tools of low importance to both Supply Chain and Operations Managers: DMAIC, Crosby, DMADV, MBNQA, SERVQUAL, Juran, and Hoshin. †¢There are few surprises. The low rankings for the Baldrige award and the six-sigma methodologies were somewh at surprising. It could be that DMAIC and DMADV is more the domain of six sigma black belts. Since these black belts tend to be more specialized, both managers may not utilize these processes in daily problem solving and decision-making. Reflection on the identified differences reveals that operations managers tend to manage supply chain relationship through procedural methods such as ISO 9000 and supplier evaluation. Supply chain managers tend to adopt more collaborative approaches such as supplier development, awards, and complaint resolution processes. As the field of operations moves more in a supply chain direction, this could change. Supply chain professionals have long emphasized collaboration and this has become part of the supply chain culture.

Master’s Prepared Interview Essay

The Master of Science in Nursing with an emphasis in nursing education can be understood in further detail by an interview process outlining a person’s career overview, graduate educational experience and their present vocational position. The individual chosen (D.C.) is a mentor, who is handing down the baton to me, as the clinical instructor for a group of nursing students at Biola University. D.C. has numerous years experience as a bedside nurse as well as an educator. Overview of Career D.C. always knew she wanted to be a nurse and began nursing school at the young age of 17. In 1977, she received her Advanced Degree in Nursing (ADN) from Umpqua Community College in Roseburg. She went on to receive her Bachelor’s Degree in Management from Georgefox University, in Newburg, Oregon. The positions she held included: working as a bedside nurse for three years, a nurse in critical care for seven years and a supervisor/manager for 20 years. This 30-year experience took place at a community hospital called Providence Health and Services, in Oregon. Graduate Education D.C. went on to receiver her Master’s in Leadership and Nursing Education from Warner Pacific University in Portland, Oregon, from 2006-2008. While attending graduate school she continued to work at Providence Health and Services. Her current position made it necessary to go back to school because the institution was requiring all supervisors to have a Master’s degree. D.C. enjoyed her on-line educational experience from Warner Pacific. After her degree, she became the manager/director for  multi-services including: wound care, care management, social  services, medical-surgical and telemetry units. This took place over a four-year period and then D.C. became the Director of Education at Providence for an additional three years. This is where she taught for the University of Great Falls, Montana for their RN to BSN satellite program. D.C. taught live, virtual classrooms with students from many states. She retired from Providence in 2011 and moved to California with her beloved husband, who became the Dean of Rosemead, at Biola University, in La Mirada, California. Present Position Soon after her move to California, D.C. was asked by the nursing department of Biola University, if she would consider teaching for them. She said no at first but then was enticed to begin as a part time clinical instructor for the Bachelor’s in Nursing Program. She began as a community health instructor and then applied for the full-time position as an Associate Professor. She taught Management and Leadership in the fall and Nursing Community in the spring. D.C. is a Level Coordinator for all level 3 activities in the nursing department and part of the administration team as well. Competencies learned in the graduate program included team building, coaching, developing unity and administration skills. Some of her various certifications over the years include: Medical/Surgical Certified, ACLS, PALS and NRP. She also is a master trainer for crucial conversations and a senior facilitator for select interview training. While at Biola University, D.C. also took 80 hours of epidemi ology online through the Center’s for Disease Control. She is also part of the FEMA disaster response program and held an earthquake preparedness day at the university this year. Her graduate degree gave her all the necessary tools to confidently teach at a university level. Pearls of Wisdom For any student in a graduate program it is essential to have a mentor who can give you advice. Words of wisdom from D.C. included â€Å"Everything is a conversation. Even if the conversation is  painful, be open and honest.† The next golden nugget from D.C. was, â€Å"Just do what’s next and pretty soon you’re done.† This helped me to realize to take one step or one assignment at a time and not look with fear to the future. D.C learned organizational skills and was able to write specific objectives for nursing education. Her thesis was on how to be a new graduate with confidence and competence. She learned a new appreciation for people cultural diversity. One thing she learned the most about herself was that she was biased. She encouraged me to question my biases and assumptions in everything we do. These were some incredible tools I will take with me as I continue through the graduate program. Conclusion The effects of graduate education can enhance your skills, increase your knowledge, give you more awareness culturally, enable you to have better organization and make decisions, as well as become a better communicator. D.C. felt she was able to practice her new skills at the hospital she was already working for in a safe environment with people she trusted. What was affected the most in D.C.’s experience during grad school was her attitude. She gained a broader perspective and realized there was so much to gain from others. She felt her graduate degree gave her critical thinking skills that she can use forever. D.C. was an excellent example of someone who has used their graduate degree to the fullest extent as teacher, mentor, advisor and facilitator. The Master of Science in Nursing can be understood in further detail by an interview process outlining a person’s career overview, graduate experience and their present career. I have gained a clearer understanding of the benefits of a graduate degree and am excited to be on this journey with fellow nurse enthusiasts.

2019s Top Writing Websites

2019s Top Writing Websites Mary Jessamyn West, American author of short stories and novels, once wrote: Writing is a solitary occupation. Family, friends, and society are the natural enemies of the writer. He must be alone, uninterrupted, and slightly savage if he is to sustain and complete an undertaking.While there is truth to the statement, being alone can also mean frustration when youre trying to learn how to survive in the writing and publishing industry. With so much information available on the Internet, its hard to know how to sift through it and find the most valuable advice given, considering how little time most of us have to read it.Thats why weve taken the work out of the search and have compiled a list of the top writing websites of 2019 based on the content they offer and the value of the advice given. Hopefully, this will help you in the struggle to access the resources and community you need, when you need it most.General writing adviceThese websites offer general writing advice for authors. Photo by Kaboompics .com from Pexels.PsychWriterAlmost anyone can put a story on paper- but only the best writers know how to craft engaging characters who remain in the mind of readers long after the story is finished. And thats the exact skill PsychWriter helps you develop.Written and maintained by Tamar Sloan, a practicing psychologist and award-winning young adult author, PsychWriter explores how to use the principles of psychology to create deep, well-crafted characters who take on a life of their own. On the site, visitors can download a free e-book, Hook Your Readers, where they can learn how to give readers what they are really looking for, capture readers by sparking curiosity, engage readers with the power of emotion, and craft a compelling character that readers cant help but connect with.The site also contains informative blog posts written by Sloan surrounding certain topics in character building and psychology, such as this one focusing on Engaging Emotion and this one about Capturing Curiosity: The Power of Conflict.Writers DigestThere are few sites as compact with resources and opportunities for writers as Writers Digest. The sites mission encompasses every aspect of a writers life- from inspiring creativity to community connections to resources needed at every stage of the writing journey.The site offers everything from creative writing prompts, poetry prompts, and inspirational advice to practical advice, interviews from fellow writers, free workshops, competitions and lists for professional services. With so many free resources, a writer really has no excuse not to sharpen his or her craft and connect with like-minded creatives seeking to get better at what they do.Well-StoriedWhile Well-Storied has resources across multiple categories related to writing and publishing, one of its standout sections is The Writing Life, with articles aimed at helping authors work through everything from time management to creative burnout.Additional categorie s for writing include Characters, Plotting, Pre-Writing, and Story Elements, among others, to help writers gather the tools needed for the profession. There are also free courses, workbooks, a podcast, and a community page focused on connecting writers to the various social opportunities provided through the website.Marketing and publishing your workThese websites offer advice on how to market and publish your writing. Photo by rawpixel.com from Pexels.Create If WritingVoted one of Houstons Top 25 Social Media Power Influencers, author Kirsten Oliphants Create if Writing has one of the best taglines Ive ever seen on a writing website: Turn readers into raving fans†¦without being smarmy.With advice on everything from building an author platform, social media strategy for authors, and how to handle bad reviews- to finding time to write and dealing with a disastrous book launch, Oliphants blog is full of helpful tips. She also offers a free yearly content planner and strategy guid e to help you focus your writing goals and get on track with your time and creative energy. In it, youll find guidance on everything from social media strategy, to investment plans, to editorial calendars and professional development planning- all at absolutely no cost to you.The Creative PennWeve previously written in depth about author Joanna Penns amazing website, The Creative Penn, which is aimed at helping writers navigate the often-frustrating waters of publishing and marketing their work. However, no list of 2019s best websites for writers is complete without it.In addition to the extensive free resources available on the website, Penn also publishes a podcast for writers, with new episodes posted every Monday. It offers interviews with new and established authors, inspiration for writers needing an extra helping of it, and a plethora of information relating to the writing, publishing, book marketing, and entrepreneurial life.Independent Publishing MagazineIndependent Publish ing Magazine is another online magazine and website weve reviewed in more detail. It has been named as one of Writers Digest 101 Best Websites for Writers and Feedspots Top 100 Self-Publishing Blogs and Websites for Independent Authors. It also features an originally researched and synthesized Publishing Service Index, providing an easy-to-use list for authors looking to self-publish based on services offered and the market share of each independent publishing platform.Elsewhere on the site, Independent Publishing Magazine offers a trove of resources aimed at self-publishing, traditional publishing, marketing your work, and new authors looking for an open window into the industry.The Write PracticeAlthough most of the websites mentioned in this list are completely free resources, The Write Practice is one membership-based site that writers should definitely take advantage of if you have the extra funds for professional development. In fact, this could be the best $15-$25 monthly mem bership costs you spend if you want to become a better writer.Included in the premium ($25) monthly membership fee are publishing opportunities (The Write Practice partners with literary magazines to help you get published), deadlines and the accountability you need to turn your passion into finished stories, valuable feedback from a community of writing professionals, networking opportunities, premium coaching opportunities, discounts, and writing contests.You dont have to pay for the monthly membership to enjoy other opportunities the site offers, such as an informative blog and links to other resources available online. However, to get the most out of the site, a subscription is definitely worth its weight in the informative and collaborative gold youll receive from it.Creative games, courses, prompts, and worksheetsThese websites offer creative games, courses, prompts and worksheets for writers. Photo by Pixabay from Pexels.Language is a VirusWriters and writers block go togethe r like peanut butter and jelly. In fact, if youre a writer who has never experienced writers block, you should probably publish your secret and become a millionaire on that ability alone. Youll be in envious company if you do.Enter Language is a Virus, a website full of fun games and text manipulators to reset your mind while working on a project. Instead of going down the inevitable rabbit hole of social media when the words just wont come, try these games instead. Youll find that keeping your focus on words and their arrangement is a great creative exercise in finding your way back to your writing.For example, one game called Reverse Poem reverses whatever words you type to help you find an entirely new way to look at them. Another called Rewordifier randomly replaces words in your text, pulling words from author-based word lists, genre-based word lists, or the entire English dictionary.E.A. Deverells Creative Writing BlogSome websites created by and for writers are so full of ads and random syndicated feeds that its impossible to sift through the madness and get to the good stuff. This is not the case with E.A. Deverells Creative Writing Blog. In fact, I dare you to find something- anything- on the website that isnt of use to your work as a writer and creative. Even the (very few) ads are targeted perfectly and are currently limited to offering links to Neil Gaimans writing course.Want 100 days of flash fiction prompts? How about a free, downloadable worksheet for people watching or a past/present/future/ideal mandala? Whether you inspiration in the form of creative writing or poetry prompts, downloadable worksheets, or a free novel outline, author Eva Deverell has you covered.Write or DieMandy Wallaces Write or Die blog starts by offering a free course containing publication strategy, writing prompts, submission tips, and cover-letter how-to information. However, the most fascinating part of the website is a deep dive into MBTI- or Myers-Briggs Type Indica tor- for ones character building. In it, youll find character cheatsheets for each of the personality types (ISTP, ESFJ, INFJ, etc.), as well as how to use these personality types to create realistic, living, breathing characters that your readers will readily identify with.She also offers multiple free tools for writers, including downloadable PDFs for everything from character design to scene planning to writing critique templates and checklists. The site is full of so many valuable resources that writers are truly missing out if they dont add it to their bookmarked websites.

William Howard Taft Fast Facts - 27th US President

William Howard Taft Fast Facts - 27th US President William Howard Taft (1857 - 1930) served as Americas twenty-seventh president. He was known for the concept of Dollar Diplomacy. He was also the only president to become a Supreme Court Justice, being appointed Chief Justice in 1921 by President Warren G. Harding.   Here is a quick list of fast facts for William Howard Taft. For more in depth information, you can also read the William Howard Taft Biography Birth: September 15, 1857 Death: March 8, 1930 Term of Office: March 4, 1909-March 3, 1913 Number of Terms Elected: 1 Term First Lady: Helen Nellie HerronChart of the First Ladies William Howard Taft Quote: The diplomacy of the present administration has sought to respond to modern ideas of commercial intercourse. This policy has been characterized as substituting dollars for bullets. It is one that appeals alike to idealistic humanitarian sentiments, to the dictates of sound policy and strategy, and to legitimate commercial aims. Major Events While in Office: Payne-Aldrich Tariff Act (1909)Sixteenth Amendment Ratified (1913)Dollar DiplomacyAntitrust Policy States Entering Union While in Office: New Mexico (1912)Arizona (1912) Related William Howard Taft Resources: These additional resources on William Howard Taft can provide you with further information about the president and his times. William Howard Taft BiographyTake a more in depth look at the twenty-seventh president of the United States through this biography. Youll learn about his childhood, family, early career, and the major events of his administration. Territories of the United StatesHere is a chart presenting the territories of the United States, their capitals, and the years they were acquired. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the presidents, vice-presidents, their terms of office, and their political parties. Other Presidential Fast Facts: Theodore RooseveltWoodrow WilsonList of American Presidents

How Poverty Represents an Unjust Distribution of Wealth Essay

How Poverty Represents an Unjust Distribution of Wealth - Essay Example Shostak, 1965, as cited in Misturelli & Heffernan (2008) perceives poverty as being â€Å"a personal experience that only the poor can understand† (p.666). At the same time, poverty may be referred to as an individual’s incapability to satisfy basic needs in acquiring food, clothing, shelter, and nutritional health. In most developed countries, relative poverty is where annual revenue plus the profit made is below the median, thus creating a point of drawing a poverty line. It has been asserted globally that poverty results from wealth distribution issues, which clearly defines the line between the poor and the rich. Poverty has been talked of for quite a long time globally, but the issues surrounding the linkages between the population earning high wages and the population earning low wages have not been addressed officially. This has made the gap between the rich and the poor widen gradually in the global context. Levels of poverty have been estimated and announced ov er the years, but the credibility of such figures has been put to question by many concerned authorities. It has been argued by many policy makers that the actual rates of poverty in the world precede the official figures that are indicated by most reports (Pinto, 2011, p.43). However, the UNU Report of 2006 with regard to data of 2000 was the first report that covered all nations worldwide, while exploring household wealth components such as infrastructure, land and assets that were financial. According to the report, of the total population in the world, 98% are ranked as being poor, whereas only 2% are rated as rich (UNU-WIDER, 2006, para.1). The rich population own about half of the world’s wealth and the other half is shared by the large, poor population. These figures have raised controversies over the relationship that exists between poverty and wealth distribution globally. People have had different views and contribution towards the analysis of issues that poverty re volves around, and there has been a notion that poverty represents an unjust distribution of wealth. How true is this assertion? Ethics and Justice related to Wealth Distribution and Inheritance Wealth is characterized by the ownership of assets and resources, having the potential of generating income (Heilbroner, 1987, p. 880). The distribution of wealth raises the issue of the rich and the poor. The constructs of poverty have been from many dimensions given that its perception from the view points of the rich and the poor totally have a stark contrast. For instance, many people perceive poverty from the standpoint of ill-being, for they associate poverty with the scenario of a deprivation in social, physical and material needs. In this case, poverty is purely physicality as well as a state of mind. From this ethical point of view, the aspect of well-being and ill-being as brought out psychologically corresponds to a wide spectrum of experiences attached to poverty. Similarly, the grouping of the poor as being homogenous is faced out by the fact that the experiences of poverty are often personal. In critical cases, the poor end up lacking basic needs to an extent death, due to malnutrition (Fitzgerald & Constantine, 2011, p.34). Given that extremely small shares of the world’s wealth are received by the majority of the world’s population, it is inevitable that the people who are ranked in the category of the poor will experience poverty. Logically, when a pawpaw is divided among 10 children, the shares acquired by each of them will be smaller compared to the shares that will be received when the pawpaw is divided among 3 children. In this scenario, the three children will have their shares and perhaps keep some for consumption some other time. For the ten