The Role of Ozone in the Atmosphere and Environment

The Role of Ozone in the Atmosphere and Environment Essentially, ozone (O3) is an unstable and highly reactive form of oxygen. The ozone molecule is made up of three oxygen atoms that are bound together, whereas the oxygen we breathe (O2) contains only two oxygen atoms. From a human perspective, ozone is both helpful and harmful, both good and bad. The Benefits of Good Ozone Small concentrations of ozone occur naturally in the stratosphere, which is part of the Earth’s upper atmosphere. At that level, ozone helps to protect life on Earth by absorbing ultraviolet radiation from the sun, particularly UVB radiation that can cause skin cancer and cataracts, damage crops, and destroy some types of marine life. The Origin of Good Ozone Ozone is created in the stratosphere when ultraviolet light from the sun splits an oxygen molecule into two single oxygen atoms. Each of those oxygen atoms then binds with an oxygen molecule to form an ozone molecule. Depletion of stratospheric ozone poses serious health risks for humans and environmental hazards for the planet, and many nations have banned or limited the use of chemicals, including CFC, that contribute to ozone depletion. The Origin of Bad Ozone Ozone is also found much nearer the ground, in the troposphere, the lowest level of Earth’s atmosphere. Unlike the ozone that occurs naturally in the stratosphere, tropospheric ozone is man-made, an indirect result of air pollution created by automobile exhaust and emissions from factories and power plants. When gasoline and coal are burned, nitrogen oxide gases (NOx) and volatile organic compounds (VOC) are released into the air. During the warm, sunny days of spring, summer and early fall, NOx and VOC are more likely to combine with oxygen and form ozone. During those seasons, high concentrations of ozone are often formed during the heat of the afternoon and early evening (as a component of smog) and are likely to dissipate later in the evening as the air cools. Does ozone pose a significant risk to our climate? Not really - ozone does have a small role to play in global climate change, but the majority of the risks are elsewhere. The Risks of Bad Ozone The man-made ozone that forms in the troposphere is extremely toxic and corrosive. People who inhale ozone during repeated exposure may permanently damage their lungs or suffer from respiratory infections. Ozone exposure may reduce lung function or aggravate existing respiratory conditions such as asthma, emphysema or bronchitis. Ozone may also cause chest pain, coughing, throat irritation or congestion. The adverse health effects of ground-level ozone are particularly dangerous for people who work, exercise, or spend a lot of time outdoors during warm weather. Seniors and children are also at greater risk than the rest of the population because people in both age groups are more likely to have reduced or not fully formed lung capacity. In addition to human health effects, ground-level ozone is also hard on plants and animals, damaging ecosystems and leading to reduced crop and forest yields. In the United States alone, for example, ground-level ozone accounts for an estimated $500 million in reduced crop production annually. Ground-level ozone also kills many seedlings and damages foliage, making trees more susceptible to diseases, pests and harsh weather. No Place is Completely Safe from Ground-Level Ozone Ground-level ozone pollution is often considered an urban problem because it is formed primarily in urban and suburban areas. Nevertheless, ground-level ozone also finds its way to rural areas, carried hundreds of miles by the wind or forming as a result of auto emissions or other sources of air pollution in those areas.​ Edited by Frederic Beaudry.

How to Design Your Educational Philosophy

How to Design Your Educational Philosophy While going through their own education, teachers are tasked with developing an educational philosophy, which is a teachers personal statement detailing her guiding principles about such education-related issues as how students learn best, as well as the role of educators in the classroom, school, community, and society. The educational philosophy statement is an essential document because it conveys your most personal thoughts and beliefs on education. This philosophy serves an important role in the lives of many educators and can be a tool to help you not only craft your teachings but also help you find a job and further your career. Educational Philosophy Basics An educational philosophy refers to a teachers vision of the grander purpose of education and its role in society.Educational philosophy questions involve such issues as a teachers vision of her role as a teacher, her view of how students learn best, and her basic goals for her students.An educational philosophy should guide a teachers discussions in job interviews, and it should be communicated to students and their parents. Questions to Consider When writing your educational philosophy statement, think about not just your classroom management style but also your beliefs on education. From differentiated learning and teaching styles to the role of the teacher in the classroom, consider the following questions to help you frame your philosophy. Suggested answers follow each question. What do you believe is the grander purpose of education in a society and community? You might answer that you believe education is a pivotal driver of change, advancement, and equality in society.What, specifically, is the role of the teacher in the classroom? The role of a teacher is to use  classroom instruction  and presentations to help students learn and apply concepts in math, English, and science.How do you believe students learn best? Students learn best in a warm and supportive environment where they feel the teacher truly cares about them and their success.In general, what are your goals for your students? A teachers primary goals are to help students figure out who they are and how they can be of service to their community.  What qualities do you believe an effective teacher should have? An effective teacher needs to have a basic sociocultural awareness of and acceptance of his own and others cultural identities.Do you believe that all students can learn? A good teac her certainly believes that each student can learn; the key is understanding what educational methods work best for each student and then catering instruction to each students individual needs. What do teachers owe their students? Teachers owe passion to their students- a passion for the subjects they teach, their instruction, and a desire to help students succeed.What is your overall goal as a teacher? The overall goal for a teacher is multifaceted: to make learning fun and inspire students to find a love of learning; to create an organized classroom; to ensure that expectations are clear and grading is fair, and to incorporate the best available teaching strategies.How do you create an inclusive learning environment? Students come from a variety of socioeconomic and demographic backgrounds and can vary greatly in cognitive ability and learning styles. A teacher needs to strive to incorporate instructional methods that consider all of the varied backgrounds and learning abilities of students.How do you incorporate new techniques, activities, and types of learning into your teaching? A teacher should stay abreast of the latest educational research and incorporate best-pract ice methods into his instructional methods and strategies. (Best practice refers to existing practices that possess a high level of widely agreed effectiveness.) Your educational philosophy can guide your discussions in job interviews, be placed in a teaching portfolio, and even be communicated to students and their parents. Many schools use these statements to find teachers and administrators whose approach to education aligns with the schools mission and philosophies. However, dont craft a statement that you think the school wants to read; craft an educational philosophy statement that represents who you are as an educator. Schools want you to be genuine in your approach. Sample Educational Philosophy Statement A full philosophy statement should include an introductory paragraph, along with at least four additional paragraphs; it is essentially an essay. The introductory paragraph states the authors point of view, while the other paragraphs discuss the kind of classroom the author would like to provide, the teaching style the author would like to use, the way the author would facilitate learning so that students are engaged, and the authors overall goal as a teacher. The body of your educational philosophy statement might include a statement like this: I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally come along with any self-fulfilling prophecy; with dedication, perseverance, and hard work, her students will rise to the occasion. I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well. The Evolution of Your Educational Philosophy Statement You may actually change your educational philosophy statement throughout your career. Updating your educational philosophy is important to ensure that it will always reflect your current opinion on education. You can use this tool to stay focused on your goals, keep yourself moving forward, and stay true to who you are as an educator.

Aunt Jemima as an Example Racial Superiority and Stereotyping Essay

Aunt Jemima as an Example Racial Superiority and Stereotyping - Essay Example The origin of the logo for the company was said to have come up when Chris Butt, who had developed a recipe for self-rising pancakes happened to see a minstrel show by two comedians Baker and Farrell (William & Mary University). Rutt and his partner took inspiration from a character portrayed by the minstrel show and the logo of Aunt Jemima was born. Initially, the picture showed a colored woman dressed as a typical Southern slave with a headdress that used to be worn by such classes during the time of slavery. While the promoters of the product claimed that the logo was an indication of Southern hospitality, many others felt that it portrayed a benign or subtle form of racism and stereotyping. By the 1950s, protests against the logo grew, especially among the African American community. The company then changed its (popular) logo, depicting younger Jemima without the headdress. The final version of the logo showed a graying African American woman with earrings was brought out in 198 9. This, according to the company intended to portray the message that the lady in the picture was a working mother (and not a slave). But the racist angle still remained because she was colored and not Caucasian or White. The Company also removed their punchline, I'm in town, honey’, which was typical of the language used by the community at that time. A society dominated by whites, exploitation of colored people in the form of entertainment and business was seen as acceptable and even reassuring superiority of class ("Exploiting race and ethnicity"). According to the article, consumers (White) were comfortable when colored people were seen as contented plantation workers who were ignorant and comical fools. Author M.M. Manning agrees with the view that Aunt Jemima logo does portray and image of race superiority.  

Possible Inherent Conflicts Between the Public Auditor and the CFO on Case Study

Possible Inherent Conflicts Between the Public Auditor and the CFO on Internal Controls - Case Study Example The public auditor, whose primary job is to give an opinion on the financial statements of the company after necessary examination of the statements, also places his reliance on the internal controls established by the management of the company to prevent, detect and mitigate the events of frauds and errors which may lead to erroneous financial reporting and deception of the shareholders. This is the reason that the auditor lays great emphasis on the establishment of strong and well defined internal controls where the occurrence of material misstatements can be prevented, and if not, then properly detected and appropriate actions be taken to mitigate the same from occurring again. In the course of the audit, the strong emphasis laid by the auditors on establishment of the internal control department may create conflicts between the auditor and the management of the company, specially the Chief Financial Officer. The auditor and the CFO initially have their roles clearly defined as to the extent of their jobs and are required to work independently with clear objectivity without interference in each other’s work. The auditor’s responsibility is to report on the financial statements prepared by the management whether they are free from material misstatements and give a true and fair view. The auditor also has to report on the internal controls established by the management if they are organized enough to prevent and detect the frauds and errors. The auditor has to ultimately report to the shareholders on the safeguards established by the management to safeguard their rights. Conventionally, the role of the CFO is understood to be in the position of manager and regulator concerning the implementation of principles of accounting. Further, the post of the CFO also includes the preparation of the financial statements and related reports along with the supervision of the capital structure of the

Frankenstein - 1931 and 1997 Essay Example for Free

Frankenstein 1931 and 1997 Essay Horror genre, sympathy for Frankensteins creation and suspense Mary Wollstonecraft Shelly wrote Frankenstein in 1818. She was only 19 at the time. She had a unique upbringing as her mother was a radical feminist and her father was a politician. She then went on to marry Percy Bysshe Shelly who was a poet and helped her to write some of her book. Shellys book was thought to be the first horror/science fiction novel. There have been a number of productions of Shellys novel on stage and in 1931 there was a black and white movie about it, directed by James Whale. Then in 1997, Kenneth Branagh did his own production of the well-known novel. Scenes showing typical horror genre, sympathy for Frankensteins creature and scenes that create suspense are commonly found in the two movies of Frankenstein. The directors have used different media techniques to portray the movie in the way they want it to be viewed and interpreted by their choice of music, camera angles, special effects, editing, costumes, make-up, location and settings. The use of mise-en-scene is also important because if the things in the background dont match whats being acted the movie becomes unbelievable. Allowances like sound, colour and a few other things have to be made for the older versions of Frankenstein because the technology in the days it was made were very limited. By studying the birth scenes in both versions, the techniques used to create horror, drama and suspense and sympathy for the creature can be analysed. There are some similarities in both movies and some differences. First of all Ill explain the similarities and then the differences. In the Whale and Branagh versions both use low-key lighting to create a dark and spooky feeling. This is typical of horror movies and it can also create suspense because the audience cant tell what is around the corners. This creates suspicion, worry and uncertainty. It is also used because it connects with peoples fear of the dark. It is common to find bad weather in horror movies and this is evident in both of the Frankenstein movies. It is used just before and at the same time of the births. Whale and Branagh have used this technique because it gives a cold feeling and it gives credibility to what is happening in the foreground because the lighting, electricity is needed to make Frankensteins monster come alive. The locations of the births are quite typical too. In the Whale version its in a castle on top of a hill. Like House on haunted hill and it looks creepy and somewhere you would want to be. In the Branagh version its more like hell with cauldrons, heat and sweat. It reminds me of a witch brewing an evil poison. Both places for the birth are effective in creating a horror atmosphere but the second choice is less obvious. Non-diegetic, parallel fast background music can be heard in the birth scene in Branaghs version and this creates suspense because it gets peoples adrenalin going. But it is typically found in horror movies for this reason in particular. In the Whale version there is no music but this could be because of how old the movie is and it was hard to sequence the music with the scenes. In the Branagh version of Frankenstein one of the best ways sympathy is created for the creature is by the way he is presented to the audience. He looks almost human but has scars all over his face and body. It looks like someone who has been hurt badly and we feel sorry for him. On the other hand in the Whale version though its harder to feel sorry for Frankensteins monster because he looks less human and its harder to connect to him emotionally. In the Whale version Frankenstein is wearing a lab coat and his hair is gelled back. He looks more professional and like a proper doctor. This makes us feel sorry for Frankensteins creation because it shows that Frankenstein just sees him as an experiment and not as a human being with feelings. Whereas in the Branagh version he looks more wild and rough looking. This gives us the feeling he does care about the outcome of the monster because he has been so busy trying to make the monster alive that he has forgotten about himself and when he thinks the monster is dead he goes No, No, No, implying that he is saddened that it didnt work. In Branaghs version of Frankenstein you feel sympathetic with the monster when he is born, as he is naked, clumsy, and unable to walk. Amniotic fluid is everywhere and we watch Frankensteins monster slide and slip about. He appears vulnerable, like a baby. He cant control what hes doing and Frankenstein has to help him. This makes us pity him. This contradicts with the Whale version as we dont get to see the monster moving about, trying to touch or walk in the birth scene so we dont feel for him as much as he is still covered up and still practically lifeless.

Men and Women Engaging in Non-traditional Sports :: Sociology Essays Research Papers

Men and Women Engaging in Non-traditional Sports What are the social and cultural costs and benefits of an individual (male or female) entering a non-traditional sport for their gender/sex (e.g. women who enter body building, power lifting, boxing; men who enter synchronized swimming or field hockey)? Social change has been marked by men and women participating in non-traditional roles for their sex. Athletics is one field where non-traditional roles are both applauded and derided by society. Female body-builders and male ice-skaters push the boundaries of what is socially acceptable in our society. While there are many rewards for such activity, there are also many costs, both to society and to the individual. There are many cultural and personal costs to engaging in non-traditional sport. Women and men face personal humiliation and the derision of friends, family, and society. They can be denied advancement in the work force, be ostracized by society, and suffer a multitude of slights and slurs. Women, in particular, bear the brunt of this particular brand of humiliation. Mere personal humiliation is not the only cost of non-traditional participation in sport. Some people may see it as a lessening of the game. For example, there are slightly different rules for women's basketball then for male basketball. By allowing women to play and compete in a supposedly "weaker" version of the game, we lessen the value of the game and the competition in which the players are engaged. Such difference also reinforces cultural beliefs that men and women cannot compete on a level playing field. Supposedly, women must have easier rules, because otherwise, they would not be able to play. This particular cultural attitude can arise from women participating in sport. However, it is a goal of such participation that that attitude be eliminated from our society. There are also a number of benefits to men and women engaging in supposed non-traditional activities. It pushes the boundaries or what is acceptable in our society, paving the way for future pioneers. It makes difference more acceptable in our society by not backing down. We can only become more accepting of other people when there are such extreme points of view out there to compare our opinions to. Athletics, in general, benefits with the presence of both men and women in all sports. With such a wide range of potential competition, sport is much more exciting and rewarding - personally and monetarily. Both sexes contribute something to their respective sport, and challenge the other to accept new ideas and change.

Letter of Successful Probation Essay

Letter of a successful probation period template |You can use this letter to provide an employee with written confirmation that his or her employment will continue beyond the | |probation period (if applicable). You are not required by law to provide a letter like this or to have employees on probation. | |Information you will need to fill in: | |the end date of the probation period | |that the probation ended successfully, and | |the start date of the person’s ongoing employment with the business. | |Please note, a probation period does not affect any entitlements employees receive under the National Employment Standards or a | |modern award, such as annual leave, personal leave, and notice of termination. The probation period may be different to the minimum | |employment period for unfair dismissal applications. | Suggested steps for preparing a letter of successful probation period If at any time you need more information or assistance, call the Fair Work Infoline on 13 13 94 or visit www.fairwork.gov.au. Step 1:Create your letter of a successful probation period It is best practice to confirm with your employee that his or her employment will continue beyond the probation period. The letter should be given to the employee before the end of the probation period. When drafting the letter you should: †¢ review the letter of engagement to check the length of the probation period, and †¢ check whether the relevant industrial instrument (e.g. an award or an enterprise agreement) contains any compulsory rules about probation. This template has been colour coded to assist you to complete it accurately. You simply need to replace the red < > writing with what applies to your employee and situation. Explanatory information is shown in blue italics to assist you and should be deleted once you have finished the letter. Step 2:Meet with the employee While it is best practice to meet with an employee towards the end of their probation period, there is not a legislative requirement to do so. Meeting face to face is an opportunity for you to: †¢ provide feedback to the employee about their performance or conduct, and †¢ explain why the probation period was successful. Step 3:Keep a copy of the letter of successful probation period Keep a copy of the letter given to the employee and document the meeting for your records. Private and confidential Dear Probation successful Your probation period with is due to end on . I am pleased to confirm your ongoing employment effective . The terms and conditions of employment set out in your original dated will continue to apply to your ongoing position. Thank you for your contribution to . Yours sincerely, ———————– PLEASE KEEP A COPY OF THIS LETTER FOR YOUR RECORDS ———————– Fair Work Ombudsman is committed to providing useful, reliable information to help you understand your rights and obligations under workplace laws. It is your responsibility to comply with workplace laws that apply to you. The information contained in this publication is: †¢ general in nature and may not deal with all aspects of the law that are relevant to your specific situation; and †¢ not legal advice. Therefore, you may wish to seek independent professional advice to ensure all the factors relevant to your circumstances have been properly considered.

Biography of J.P. Morgan

Hartford, Connecticut was the birthplace of J. P. Morgan. His parents, Junius Spencer Morgan and Juliet Pierpont, hailed from Boston, Massachusetts. J. P. Morgan was educated partly at the English High School in Boston and finished his education at the University of Gottingen in Germany. After leaving the University he had entered his father's office in London. He was an extraordinary mathematician and had been strongly tempted to take up the career of professor of mathematics.But his father thought otherwise, and in the offices of George Peabody and Company young Pierpont got his first training in the technicalities of commercial banking and no doubt began the development of that unusual cepacity for accurate and quick decision which so strongly characterized his entire career. (Hovey, 2) He suffered with rheumatic fever in the spring of 1852. The illness took such a toll on him that he was left unable to walk. This was the start of a life long battle with diseases of different sort s that recurred throughout his lifetime.As part of a recovery effort, his father sent him to the Azores on a ship owned by Charles Dabney, named Io. It took him an year to fully recover and be able to attend school again. After graduating from Boston, a school named Bellerive at Vevey in Switzerland became his home. Once he gained command on the French language, the University of Gottingen became his new abode where he worked on his German. Within half an year, he developed a satisfactory base in that language. Done with his studies, he arrived in the English capital passing through Wiesbaden on the way..Personality Description John Pierpont Morgan was an example of moral excellence, singing the old hymns his mother taught him, fraternizing with bishops, forgiving his enemies, loving those who hated him, visiting sick friends and going sorrowfully to their funerals, bouncing his grandchildren on his knees, and molding his numerous corporate reorganizations for the good of the countr y. The man was magnificently endowed to play the role of financial imperator. There was the necessary bulk of bone and flesh.He was six feet tall, weighed two hundred pounds. Standing with feet apart, looking forward, he seemed poised to make a formidable advance. His head was large, craglike, well poised on his broad shoulders, his countenance rough-hewn. The upper lip, even as a boy, was heavy, and as he grew older, hidden behind his unruly mustache, it gave to his face an aspect of cruelty. His powerful jaws and rugged brow were drawn down in an imperious scowl. His bulbous nose accentuated the dark aspect of his visage.His large, wide-opened hazel eyes bent upon a visitor or suppliant with terrifying attentiveness and made him a formidable man in conference. (Hovey, 2-3) As a boy in high school his teacher said he was little short of a prodigy and could solve mentally problems in cubic root and numerous decimals. He could speak French and German because he had spent two years in a French school in Switzerland and two at the University of Gottingen. But he had no use for the classics. He could express himself in written English in a clear, direct, and vigorous style.Furthermore, even as a youth, he could put these excellent sentences down in a hand of great neatness and symmetry. He was superlatively choosy about his friends. Even as a boy in school he mixed with but few. But he was deeply devoted to them as well as to his family, his parents particularly. From the time he returned to America from school at Gottingen in 1857 to 1890, when his father died in Europe, he never let a ship leave for England without writing him a letter. Often he had to write these letters late at night after the rush of the day's work.His father preserved them in a series of books in his library. Twenty years after his father died, Morgan, looking through them, put them into the furnace. That was in 1911, a year of magnate hunting. He was growing old, and these letters were full of news, comments, opinions on the events and men of his time. Early Life John Pierpont was successively academy teacher, private tutor, lawyer and merchant. Urged to the church, he was ordained minister in 1819, accepting a call to become pastor of the Hollis Street Church, Boston.Pierpont was a vital force in the Unitarian Church and one of the most active organizers of the American Unitarian Association. But the man was more than a minister, he was a social rebel. Compact of scriptural austerity, righteous indignation and moral passion, John Pierpont's religion was warmed by humanitarian aspirations for social betterment. (Magill, 15) It was in 1857, the year of a great financial panic in the United States, that John Pierpont Morgan, a tall, taciturn young man of twenty, stepped on the stage of American business.At that time the house of George Peabody and Company was doing its American business through the New York firm of Duncan, Sherman and Company, and this firm was so serio usly crippled in the financial crisis that in order to save the situation George Peabody and Company had to appeal to the Bank of England for assistance. This experience impressed the London house with the vital importance of closer control of its American business, and it was decided to send young Pierpont Morgan to represent the firm in New York as cashier of Duncan, Sherman and Company.In the offices of Duncan, Sherman and Company, Pierpont Morgan met Charles H. Dabney, a partner in the firm and also the accountant. It was through association with Dabney that Morgan acquired his remarkable and accurate knowledge of bookkeeping and accounting. (Brandeis, 56) But the connection of the Peabody firm with Duncan, Sherman and Company was not destined to last very long. In 1864, the year in which George Peabody retired and was succeeded by Junius S. Morgan, Pierpont Morgan and Dabney formed a new firm under the name of Dabney, Morgan and Company, with offices in Exchange Place, New York .This new firm became the correspondents of J. S. Morgan and Company of London. A few years later, Duncan, Sherman and Company failed and faded from view. 1871 saw the establishment of Drexel, Morgan & Company. Based in New York, it was the result of Morgan joining hands with the Drexels of Philadelphia. By 1895, the company became to be known as J. P. Morgan & Company. It preserved its earlier relationships with Drexel & Company, Philadelphia in the USA. On the other side of the Atlantic, close relationships were also maintained with Morgan, Harjes & Company in Paris, and J. S. Morgan & Company in London.From 1910 onwards, the latter came to be known as Morgan, Grenfell & Company. (Magill, 17) The group turned into an influential banking concern by the turn of the century, brokering big money deals in the corporate world relating to reorganizations, mergers, acquisitions and takeovers. Although Morgan worked with a number of partners including George W. Perkins, he managed to keep managerial control with him over the course of his career. Morgan rose to prominenece through his constant involvement in large corporate and financial deals that seemed more like wars then mere business.He stripped Jay Gould and Jim Fisk of the Albany and Susquehanna Railroad in 1869, and then lobbied Washington DC to put an end to the financial assistanc granted to Jay Cooke by the government. This was folowed by the development of a kingdom of railroads across the USA. (Brandeis, 62) This was accomplished through, M & A activity and monetary assistance. Morgan then went on to raise huge funds on the other side of the Atlantic. This money was utilized in the restructuring of the rail roads so that higher productivity could be attained.Speculation was discouraged by Morgan as he purported a plan to transform the existing transport infrastructure ino a unique connected and inter linked mechanism. In 1885 he reorganized the New York, West Shore & Buffalo Railroad, leasing it to the N ew York Central. 1886 saw Morgan putting his efforts into the Philadelphia & Reading rail road followed by Chesapeake & Ohio in 1888. Following the the Interstate Commerce Act in 1887, Morgan hosted industry conferences in 1889 and 1890. (Hovey, 3) It served as a forum for railroad bosses to highlight the oppurtunities that the new legislation provided.Consensus was obtained for the charging of â€Å"public, reasonable, uniform and stable rates† to consumers. This was a unique initiative on the behalf of Morgan, the outfall of which were the M & A activities in the 20th century. About the time he went into business for himself he also fell in love with a young woman named Amelia Sturgis. And this romantic episode forms one of the most appealing incidents in the life of this grim man. It revealed in him depths of tenderness, which his later life in Wall Street concealed wholly from the public.She was perhaps the first or at least among the first young women he met when he arri ved from Europe. His attachment to her deepened slowly but it was probably begun in those first meetings at Newport in the very first week he spent in America. In the spring and summer of 1861 he was completely immersed in the personal problem created by Mimi Sturgis' condition. She had contracted tuberculosis. She was wasting away rapidly. There was very little that could be done then against the ravages of this dread enemy.Before the summer was over he made up his mind to marry Mimi, to give up his business and devote him completely to saving her life. Her parents tried to induce him to give up his chivalrous project. But he was not to be turned aside. And so in early October, in the Sturgis home in East Fourteenth Street, with only the family present, young Morgan carried the frail Mimi downstairs in his arms, held her at his side while the marriage ceremony was performed, and then tenderly lifted her again in his strong arms and bore her to the waiting carriage and on to the pie r.They went to London and then to Algiers with its warm sun and then, as she continued to fade, to Nice. There she died four months after the marriage. Two months later, in May, he brought her body home and laid it to rest at Fairfield. This tragedy crushed him, for a time seemed to have broken his spirit and watered down his ambition to utter frustration. But slowly he took up the broken threads, brought his old Cheshire school friend, Jim Goodwin, into partnership with him, and set off again upon his course. Later Years Following the elderly Morgan’s death in 1890, J.S. Morgan & Co, known as Morgan, Grenfell & Company from 1910 onwards came under the leadership of the son. In 1900, he began negotiations with Charles M. Schwab then head of Carnegie Co. Andrew Carnegie had a direct stake in the company. Morgan aimed to takeover a number of steel and iron businesses including Carnegie's. The final plan was to merge them into one, thus giving birth to the United States Steel Co rporation. The deal was struck for a staggering sum of $480 million. No lawyers and no written proof of the sale were the highlights of this deal.By 15h of January 1901, newspapers were filled with the news of the impending merger. Late 1901, saw the birth of U. S. Steel with a capitalization of $1. 4 billion. (Hovey, 5) Given its financial strength, it was the first company of its kind. The mission of the new coompany was to gain the advantages offered by economies of scale. These included cutting down transportation and resource costs, diversifying product lines and focusing on efficient delivery. Moreover, now the USA was in direct competition with the likes of Brit steel and and the German steel giants.(Forbes 15) The sheer size of the company was instrumental as it paved the way for a global market for steel and its products. The company came under heavy fire from industry observers who blamed the company’s management of trying to establish an industrial hegemony by vent uring into the construction of all products that embodied the use of steel as a major raw material. Morgan soon controlled 67 percent of the market share and Schwab predicted the company to hold three quarters of the industry under its belt. However, time proved otherwise as the market share detoriated, proving his prediction wrong.(Brandeis, 63) Morgan also ventured into the manufacturing and mining sectors. Morgan also had stakes in Banks, insurance companies, shipping lines and communications systems providers. His concern routed large amounts of capital that was instrumental in the development of America. (Magill, 16) Morgan was criticised for financing the federal government in the 1895 crisis through the use of gold. The critics disagreed with him on his proposed solution to the Panic of 1907, and blamed him for the poor economic state of New York, New Haven & Hartford RR. It was discovered that the J. P. Morgan & Co.coupled with the board of the First National and National Ci ty Bank had a resource pool of $22,245,000,000. This fact was made public in 1912 by a a subcommittee of the House Banking and Currency committee. This financial resource pool was equavivalent to the valu of real estate in the twenty-two states that lies west of the Mississippi River, according to Louis Brandies, former Judge of the Supreme Court. (Forbes 15) Nikola Tesla and his Wardenclyffe Tower were recipents of monetary support from Morgan worth $150,000. Following Tesla’s failure, Morgan pulled out of the venture in 1904.It is estimated that Morgan and his firm of partners controlled assets worth $1. 3 billion during the peak of their power in the dawning years of the 20th century. Works Cited Magill, Frank N. Great Lives from History. Michigan: Salem Press Inc. 1987. Pg 15-17. Hovey, Carl. The Life Story of J. Pierpont Morgan. New York: Sturgis & Walton Company. 1911. Pg 2,3,5. Brandeis, Louis D. Other People's Money: And how the Bankers Use it. Sunnyvale: Stokes. 1914 . Pg 56, 62, 63. Forbes Bertie C. Men who are Making the West. Emeryville: Forbes publishing Company. 1923. Pg 15.

The Role of Theatron in Greek Theatre

The Role of Theatron in Greek Theatre The theatron (plural theatra) is the word referring to the seating area section of an ancient Greek, Roman, and Byzantine theater. The theatron is one of the earliest and most pronounced parts of ancient theaters. In fact, some scholars argue it is the most significant part of Greek and Roman theatrical structures, the part that defines them. Theatra in Classical Greek and Roman theaters are spectacular forms of architecture, built of circular or semi-circular rows of seating in stone or marble, each row increasing in height. The earliest Greek theaters date to the 6th to 5th centuries CE, and they included theatra  in rectangular sections of seating made of wooden bleachers called  ikria. Even in this rudimentary state, the theatron was a crucial part of a theater, drawing attention to the audience and providing a place where many people could be housed to be addressed or entertained. The Greek playwright Aristophanes mentions the theatron in each of his extant plays, particularly when the actors address the audience directly.   Other Meanings of Theatron Other definitions of theatron include the people themselves. Like the word church, which can refer to both an architectural structure or the people who use it, the theatron can mean both the seats and the seated. The word theatron also refers to seating or standing areas built over springs or cisterns, so spectators could come and view the waters and watch the mysterious vapors rise. Whether or not you consider the  theatron  a defining part of a theater, the seating area is certainly why those ancient theaters are so recognizable to every one of us today. Sources Bosher K. 2009. To Dance in the Orchestra: A Circular Argument. Illinois Classical Studies(33-34):1-24.Chowen RH. 1956. The Nature of Hadrians Theatron at Daphne. American Journal of Archaeology 60(3):275-277.Dilke OAW. 1948. The Greek Theatre Cavea. The Annual of the British School at Athens 43:125-192.Marciniak P. 2007. Byzantine Theatron - A Place of Performance? In: Grà ¼nbart M, editor. Theatron: Rhetorische Kultur in Sptantike und Mittelalter / Rhetorical Culture in Late Antiquity and the Middle Ages. Berlin: Walter de Gruyter. p 277-286.

ACT Score All Questions Are Analytical

The Secret to Getting a Perfect SAT / ACT Score All Questions Are Analytical SAT / ACT Prep Online Guides and Tips It seems obvious that each ACT / SAT question must have exactly one answer, and this answer must be clearly and objectively correct. However, as we’ll explain below, that simple fact alone disqualifies vast swaths of reasonable questions that you otherwise see in everyday tests at school. This obvious fact also leads to a little-known secret that, when applied correctly, guarantees the cracking of each question.You don’t have to trust me read through this guide and ask any perfect or near-perfect scorer. They’ll agree on the secret. The premise is simple. Each ACT / SAT question must have exactly one right answer. This seems obvious enough after all doesn’t every multiple choice question have one right answer? It turns out that most multiple choice questions you’ve seen in life have relatively lax standards. Suppose your science teacher, Mr. Smith, gave you a multiple-choice quiz last week. Those multiple-choice questions are the same as those of the SAT / ACT right? Absolutely not! Mr. Smith is allowed to write imperfect questions. If there are two right answers, Mr. Smith will give some credit back. In the worst case, some students will have inaccurate scores. What if choice B is only a little more correct than choice C, and you put down C? Tough luck this question only counts for 2% of your grade anyway. A few bad questions a month is part of life. In short, the multiple-choice questions you are used to in school have much wider tolerances for error and fuzziness because they matter less in your academic career. Why the SAT / ACT Can't Tolerate Any Question Mistakes The ACT / SAT is a totally different ball game, a totally different league. The writers have to make a test that contains hundreds of questions, yet they can't make a single mistake. Not a single one of their questions can have two right answers or no right answers.Each question must have one right answer that stands objectively and clearly above all the other answers. This means that, if you put each question in front of 100 experts, all of must answer it exactly the same way, without any doubt. What happens if the SAT or ACT makes a mistake? The consequences would be tremendous. Many students on the margin would lose their scholarships. Students would literally lose their deserved acceptances to their dream colleges a product that the average family pays five to six digits for. Colleges who obsess about assembling the dream class would be going off flawed data. The truth is, the stakes are super high with the SAT / ACT, so there is no margin for error. Of course, the pain isn’t just to students and colleges it gets transmitted to the test makers as well. Even a few mistakes a year results in scandals (see the June 2015 SAT blowup over â€Å"just† 5 minutes timing difference). Both students and colleges will stop using the error-prone test. And, to kick it off, these mistakes have resulted in lawsuits that have cost the ACT / SAT hundreds of thousands of dollars to battle. Therefore, neither test can tolerate any chance of two right answers, no right answer, or any other question mistake. Why Each SAT / ACT Question Must Have One Very Clear Answer The ACT / SAT is also not allowed to have unclear answers or answers that rely on fuzzy reasoning. Suppose an ACT science question asked: How many planets are there in the solar system? A) 8; B) 9 †¦ It seems that the answer is pretty clear most scientists would say A) 8. But this level of clarity is not good enough for the ACT.Very recently we had nine planets, so some educators might argue that students who put down nine are answering as they’ve been taught and should be given credit; these educators would have a good argument. Other fringe scientists may not accept the consensus and argue that nine is still right. Also, the ACT runs the risk of a new planet being discovered between publication and test date. If two answers are close to each other in how good they are, this creates headaches for the test makers.First, the test makersmight make a mistaken judgment call and claim the slightly worse answer is the right one this leads to the horror show above. Another scenario is more insidious: it affects students who put down the â€Å"less good† answer but are at the cusp of a big prize. Maybe the student is right at the cutoff of a sports recruitment or a huge scholarship. She would be hugely incentivized to get the test to accept her answer as correct. In fact, many students do cause an administrative or legal headache for the ACT / SAT by making a fuss. With that environment in mind, you hopefully have a better understanding as to why the ACT / SAT can afford zero mistakes on the test. You should also understand why their multiple-choice questions can’t have a best answer that is just 20% better than the next choice. Now we’ll discuss how we can use this information to your bestadvantage. Every SAT/ACT question has exactly one correctanswer, and, once you learn this method, that correct answer will look very different from all the other options. Three Ways to Think About Having One Very Clear Answer OK, the SAT / ACT has to have one very clear answer that’s a little theoretical. How canyou think about the degree of clarity in a way that will help you on the test? For my students, I’ve come up with three rules that illustrate what â€Å"very clear† means. These rules get at the same single, central idea from three different directions. You should make note ofthese three rules to remind yourself on the test what clarity means. Rule 1: The 10x Rule of Clarity It turns out that the clarity of the right answer is so important that the best answer is not just 20% or 2x better than the next best answer, but in fact 10x better. That’s right, you might think D and E are close answers, but, to an infinitely knowledgeable test-taker, it turns out that E is actually ten times as good as D. Rule 2: Panel of 100 Experts Agree Another way to think about how clear the right answer must be is to realize that, if there were a panel of 100 experts, all of them would have to agree on what the right answer is. If even one or two of them disagree, suddenly the question is no longer objective it’s subjective and up for debate the test maker's worst nightmare. Because questions must be objective, a panel of carefully thinking experts must agree on the correct answer. Rule 3: Provably Correct One final useful way to think about how clear the right answer needs to be is to realize that it must be provably correct.If given a long enough time, you could write almost a math-style proof on why the answer is correct and the other choices are wrong. If you couldn’t write a math-style proof, then some part of the logic process has to be based on a â€Å"hunch." Hunches are neither clear nor objective, and therefore, the ACT / SAT cannot rely on these. Again, the ACT / SAT must have questions that can be solved using precise, analytical logic. How do these rules help? When you’re stuck on a question and two answers are looking very close to each other, you’ll realize this can’t be how the question is meant to be answered by the 10x Rule of Clarity. If you ever find yourself in a situation where you have to rely on a subjective judgment, where you catch yourself saying â€Å"my opinion is this† or â€Å"it seems likely that the answer is this," then the Panel of Experts rule will tell you that you can do more to answer your question. The most powerful rule, the one rule to rule them all, is the Provably Correct rule. This rule tells you that you never need to rely on fuzzy reasoning or a feeling to answer a question. If you have enough background information, enough time, and enough logic, you can prove that every answer you choose is correct. Thinking about the Provably Correct rule in the negative is also helpful. It means that, for all the wrong answers, you must be able to identify a fatal flaw that disqualifies them. Example Problems These rules also mean that, if you are getting stuck solving the hardest problems for you, the solution is not to â€Å"get better intuition† or â€Å"get subtler at fuzzy thinking† but rather to learn how to penetrate the analytical, logical core of each question. How do you apply these rules? One of the best ways to learn is to try them on real questions. For the rest of this article, we will demonstrate the rules on a math question, a grammar question, and finally a reading question. The rule will be most obvious in math, but most insightful in reading. For each of these three example problems, we will write math-style proofs to show beyond any doubt that the answer we choose is the right one. By proofs, I just mean breaking the problem down into very small but clear steps. No background on proofs ina math class is needed. I use the word much more loosely in this article, usually to emphasize that an explanation is crystal clear instead of fuzzy. Math Example The easiest place to start demonstrating these concepts is math. Math is the subject where it is most obvious that each question has one very clear, objective, provably correct answer. Since it is so obvious to everyone that math answers are objective, the following demonstration is less subtle than in reading, but it’s still useful to go through this example to learn. One of the most difficult ACT Math questions is as follows: Consider all pairs of positive integers w and z whose sum is five. For how many values of w does there exist a positive integer x that satisfies both 2^w = x and x^z = 64. (Statement 2) 0 2 4 8 Infinitely Many You can get at the single very clear answer by completing a proof, as I'll show you: First, we'll start with the information given to us. The two integers w and z must add up to five. That gives us four options for integer pairs for (w,z): (1,4), (2,3), (3,2) and (4,1). Let’s call the second sentence of the question above statement (2). Now we can prove for all four pairs above whether statement (2) holds: In each case, since z is a positive integer 2^w = x is a positive integer, we can ignore the restriction that x is a positive integer. For (1,4), statement (2) gives that 2^1=x=2. And x^z = 2^4 = 16 =/= 64. Thus, for the first pair statement (2) is false. For (2,3), statement (2) gives that 2^2=x=4. And x^z = 4^3 = 64 indeed. Thus, for the second pair statement (2) is true. For (3,2), statement (2) gives that 2^3=x=8. And x^z = 8^2 = 64 indeed. Thus, for the third pair statement (2) is true. For (3,2), statement (2) gives that 2^4=x=16. And x^z = 16^1 =/= 64. Thus, for the fourth pair statement (2) is false. Therefore, the above is a mathematical proof in the most original sense, that there are two pairs that satisfy the answer. The answer is two. This corresponds to B. Note that, as a mathematical proof, the above explanation is watertight. (I would know I've taken dozens of courses in theoretical math and spent countless hours writing proofs.) This proof passes the 10x rule of clarity (no other answer would be even 1/10th as correct). It would pass the panel of 100 experts rule in fact, I bet every single professional mathematician in the world would agree with the proof above. Finally, the proof is fully analytical it breaks the entire solution into small but obvious pieces. Proofs in reading, science, or writing won’t be nearly as perfect, but the above serves as a guideline for later in the article. Important Notes First, all proofs depend on a set of indisputable, underlying facts (in rigorous proofs, these are called axioms). Here, the two underlying facts I cited were that:1) a positive integer taken to a positive integer power is positive, and2) there are exactly four unique pairs of positive integers (w,z) such that w+z=5. Understanding these facts is assumed to be part of being an expert in math, and if you find yourself missing these facts when constructing proofs, then you know the problem is an underlying content problem. Most of the underlying facts in math and grammar, and some in reading, need to be memorized beforehand.If you lack these facts, no amount of logic and no amount of time will let you solve the problems. Second, the proof method is best used as training wheels, as an illustrative tool. On the real test, they are too time-consuming to use on more than a few rare occasions.On a real test, proofs are most useful in reading, then grammar, and least of all in math. After all, in math, the fact that there is a single, clear, objective, right answer is usually obvious. When are proofs useful then? Proofs are useful when you are stuck on the hardest 1-3 problems in each section and have extra time.Proofs are also useful when you are practicing the SAT / ACT. Whenever you feel a question has â€Å"two right answers," you can do a proof exercise to convince yourself that’s not the case. Also, I put the math proof first because it’s the simplest to understand; in fact, it’ll be the reading proof at the end that you’ll find most helpful on SAT / ACT training. How to Use the Proof Method on Math Problems Here are some general guidelines to follow when you start to solve math problems using this method: First, read through the question and break down the information it gives you. Then, identify the axioms, or indisputable math facts, you'll need to apply in order to solve this problem. This is where having strong mathematical knowledge comes in handy. If, for example, the question is about triangles, you should be able to quickly come up with all the triangle rules and information you know. After you've done this, you can start the proof. Work through the problem, making a new line for each new statement, until you've solved it and figured out your answer. Grammar Example The following question is from an ACT English section, and it's similar to a grammar question you might find on SAT Reading. Grammaris a great area to illustrate the Provably Correct concept because it’s an area where many students use fuzzy thinking. Many students, especially native English speakers, are used to â€Å"sounding phrases out† and choosing the one that â€Å"feels best.† However, it’s also obvious that grammar follows hard, explicit logical rules like math does. And those hard logical rules, not your ear, are the only method guaranteed to get you every question right. Consider now the following question: Choose the best replacement for the underlined portion. A musician balancing a cello case, two Buddhist monks in saffron robes, and a group of stockbrokers in crisp, charcoal gray suits get on the subway at the Wall Street station. No Change. charcoal gray suits, charcoal, gray suits charcoal gray, suits Like math questions, you can follow a set of steps to solve English questions using proofs. Every question on the English section will relate to at least one grammar fact. Your first step is identifying which grammar fact they are referring to. This requires a strong knowledge of English grammar, but if you study enough, you'll be able to easily identify the particular grammar rule you need. For this example, the sentence has multiple phrases with the same grammatical structure; therefore, the grammar fact you need to use is parallel construction. Go through the answer choices, applying the grammar rule to each of them, until you have clearly identified one correct answer and three incorrect answers. This one fact is particularly important for this question: Grammar fact (parallel construction): When there are multiple phrases that have the same grammatical structure, these phrases are to be separated by a comma. Conversely, separation by a comma strongly suggests phrases are parallel. E.g. The US flag is red, white, and blue. The words â€Å"red†, â€Å"white†, â€Å"and blue† are parallel construction and separated by a comma. Now, let’s examine the answers. Note that the only difference is in the placement of the comma (if it exists at all). We will prove the right answer by deconstructing all versions and showing that all but one is nonsensical or ungrammatical. Choice A: No Change. The sentence is talking about â€Å"charcoal gray suits†. The word â€Å"charcoal† modifies gray (it’s a type of gray), and the phrase â€Å"charcoal gray† modifies suit. This makes sense. Also, the commas imply parallelism between the three nouns in the sentence: the group of stockbrokers, the Buddhist monks, and the musician. This is also correct. Choice B: â€Å"charcoal gray suits,†This option puts a comma at the end of the phrase. This separates the sentence into four suggested parallel phrases: A musician balancing a cello case, two Buddhist monks in saffron robes, and a group of stockbrokers in crisp, charcoal gray suits,get on the subway at the Wall Street station. The first three are noun phrases and contain subjects (musicians, monks, and stockbrokers, respectively). The fourth phrase, however; doesn't include a subject and is instead a verb phrase which violates suggested parallel construction This means that placing the comma after the word "suits" would not be signifying parallel construction. To be rigorous, you must be aware that, in addition to parallel construction, commas can only be used to set off nonessential clauses, along with a few other minor cases. The verb clause is an essential part of this sentence; without it the sentence would not make sense, and it wouldn't be grammatically correct. The placement of the comma for option B is therefore inappropriate. This disproves B. Choice C: â€Å"charcoal, gray suits† By our first Grammar Fact, this suggests that charcoal and gray are parallel. This means both are modifying the word â€Å"suits." The suits are both gray (makes sense) and charcoal (doesn’t make sense). The suits are not literally made of the same charcoal that you barbecuewith! This parallelism gives the sentence the wrong meaning and thus can be provably disqualified. Choice D: â€Å"charcoal gray, suits† By our first Grammar Fact again, the commas here would strongly suggest that the phrases â€Å"crisp," â€Å"charcoal gray† and â€Å"suits† are parallel. However, the first two are adjectives, and the final word is a noun, again violating parallelism and disproving this option as the correct answer. And there we have it, we have â€Å"proven† above that the right answer must be A. (To be even more rigorous, we would want to list all valid uses for commas and eliminate these cases in each of the answers above. This gets truly arduous, but it will advance this proof from â€Å"10x correct† territory to â€Å"100x correct† territory. This again is a demonstration between thetrade offsbetween full rigor and time spent.) Who Is This Proof Most Useful For? The proof is best used for a student who is stuck between two answers which both look right. In this case, many students have complained that they can’t tell whether A or C is correct after looking at the question long and hard. They both â€Å"sound† correct. A proof allows you to show that one answer must be very right while the others are very wrong. In the case above, we relied on the role of the comma in parallelism. You'll want to use this method practically, and only if youhavesubstantial time to eliminate all ambiguity. You can use it 1) on a real test if you have extra time left 2) if you are studying and want to conquer the most difficult questions 3) if you’re working on improving content and don’t mind spending extra time demonstrating to yourself why one answer is exactly right. Proofs aren’t infinitely powerful. After all, you have to know the underlying Grammatical Fact put out at the beginning. A proof doesn’t give you an answer if you don’t know the subject! Second, proofs take much too long to implement on all questions on a live test. In a live test, you absolutely want to eliminate some choices â€Å"by ear† when they sound egregious, and you absolutely want to take timing shortcuts that give you 90% of the accuracy in 10% of the time. However, even if you don’t do an actual proof on the test, just knowing that a proof must exist is incredibly empowering. Even when you are using intuition or fuzzy feelings, you then know that the intuition or feeling must be overlaying a cold, hard fact. If you are going by intuition, you know that the final word in the answer cannot possibly be just a feeling. Provably Correct is something that should totally change your perspective on an ACT / SAT questions. Reading Example ACT / SAT Reading is my favorite area to apply our rule to! This is because reading seems so touchy-feely, so subjective, that it’s tempting for students to think of the section as uncertain, subjective, and intuition-based. In fact, reading questions are exactly the opposite: they are certain, objective, and analytical. Reading is the opposite of math in that proofs are the least obvious but the most helpful tool to improve your score. Let’s get to the question: Consider the following paragraph: "We plan makers are accustomed to things turning out not quite as good as we had in mind. Our world view includes the â€Å"diminished excellence† component. Diminished excellence is a condition of the world and therefore never an occasion for sorrow, whereas flawed competence comes out of character and therefore is frequently the reason for the bowed head, the furrowed brow." In the last paragraph, a comparison is made between "diminished excellence" and "flawed competence." From the narrator's point of view, the conditions are different because the one is: A source of sorrow while the other is a source of pride. Based in the family while the other is based in the self. Inherent in the environment while the other is inherent in the individual. A sign that the individual can improve the world while the other is a sign that the individual can't. If you want to really learn the proof method, I strongly encourage you to work through this problem. Give yourself 10 or even 20 minutes if you need. Write out your logic and compare it against the rigor below. If you are confused, introspect about your confusion. In just a few moments you’ll see an explanation that will prove beyond a doubt that one of the answers is clearly 10x correct. What Not to Do First, let’s go over what a student using â€Å"fuzzy thinking† might do. Frank the fuzzy thinker might look at F and think, â€Å"The paragraph does mention one of them being sorrow, so this looks fine.† He may then go onto G and go, â€Å"Well, there was no discussion of family in this paragraph, so that’s clearly out.† For H he thinks, â€Å"Yes, one of them is about the world while the other isn’t, so let’s keep H.† Finally, he goes onto J and thinks, â€Å"Well, yes, one of them is improvable, while the other isn’t†; so he keeps J. Frank has eliminated F because it feels a bit off to him, and he eliminated G because of a "feeling" he had. However, both H and J sound good. Frank would estimate that H sounds about twice as good as F, but J sounds the best of any of the answer choices, beating H by maybe 10-20%. Frank thinks the answer really depends on how you see the question it's subjective anyway, so he chooses J. Unfortunately for Frank, he chose the wrong answer. Even worse, the way he solved the problem demonstrates the worst of fuzzy logic! Rules That Frank the Fuzzy Thinker Broke Note that his final reasoning broke every one of our three â€Å"clear answer† rules. First, he thought that the best answer was only 10-20% better than the next, and at most 2-3x better than the third best answer, violating the 10x clear rule. Second, he thought the answer was subjective and broke the â€Å"consensus of 100 experts† rule. Finally, his reasoning lacked substantial analytical rigor. He relied on how he felt about the answers and used simple â€Å"word matching," breaking the Provably Correct rule. Breaking the Provably Correct rule on reading questions invariably shows some patterns. Frank illustrates some of them: Associative thinking: Frank saw the word "sorrow" in the paragraph and thought that, since answer F contains that word, it has a high chance of being right. Likewise, he ruled out G based on only the single word â€Å"family." While it is tempting to use word-matching to choose answers, this is the lowest form of non-analytical, fuzzy thinking. Reading questions are more subtle than hunting for the right word. Drawing inferences from the outside: To Frank, whether something is â€Å"inherent in the environment† (from the source paragraph) is the same as â€Å"a sign that the individual can’t improve the world† (answer J). However, this latter statement is actually not stated in the paragraph at all! Dropping or adding words to force things to fit: Frank keeps F even though the word â€Å"pride† isn’t anywhere in the paragraph. F otherwise seems like a good answer, so Frank ignores the minor inconvenience that an entire word is out of place. How to Solve This Problem Analytically With a Proof Now, let’s see why the above question is really not a subjective, â€Å"two good answers† situation. We’ll do this by bringing out our usual tool of analytical rigor, the proof. First, read the paragraph word-by-word slowly and carefully.Think about what each sentence means after reading it. Then, re-read the entire paragraph. I will start the proof by restating a large majority of the paragraph in my own words. The following statements are logically contained within the original paragraph: We are plan makers. We are used to things turning out less than our plan. The way we see the world includes a part called â€Å"diminished excellence." Diminished excellence is a condition of the world. Because of this, â€Å"diminished excellence† is not an occasion for sorrow. However, â€Å"flawed competence† comes out of character. Because of this, â€Å"flawed competence† is often why there is the bowed head, the furrowed brow. Each statement is a rigorous transformation of the original and totally implied by the original. We will use both the original and the implied transformation to prove the answers. Choice F: A source of sorrow while the other is a source of pride. The first part of this answer is true. It's true that one is implicitly a cause for sorrow. The paragraph states that â€Å"diminished excellence† isn’t a cause for sorrow, but the conjunction â€Å"however† implies strongly that â€Å"flawed competence† indeed causes sorrow. However, for all F to be true, the second part must be true as well; we must have a source for pride. Since â€Å"flawed competence† is taken by sorrow already, if F were true, then â€Å"diminished excellence† must be a cause for pride. Intuitively, â€Å"diminished excellence† doesn’t seem like a good cause for â€Å"pride†, but let’s prove it. The paragraph just says diminished excellence is a condition of the world and not a cause for sorrow. Nowhere do we have it explicitly said or strongly implied that â€Å"diminished excellence† is a cause for pride. This means F cannot be wholly true. Therefore F is wrong. Choice G: One is based in the family while the other is based in the self. Reading all the logical statements in the original paragraph, it is easy to see that no statement says anything about a family, nor anything that would imply a family (such as a group, relative, etc). Therefore, we can deduce that â€Å"based in the family† cannot possibly be a conclusion of the paragraph. Thus G is ruled out as an answer. (If you’re looking for extra credit, it is indeed true the paragraph says that â€Å"flawed competence† is based out of character, which is strongly associated with the self, so the second half of statement G is true. However half-true is just not good enough!) Choice H: One is based in the environment while the other is inherent in the individual. The paragraph clearly does state that diminished excellence is a condition of the world and thus the environment. This proves the first part of the statement as true. Now, the paragraph says the other term, â€Å"flawed competence," comes out from the character, which almost definitionally is inherent to the individual. This proves the second part of the statement as true. As a bonus, further reinforcing this proof is the fact that the entire paragraph is a parallelism between a concept with roots in the world, versus another with roots in character. This world vs. character contrast is exactly targeted by this answer which compares environment vs. individual. Thus H has very strong support, a proof in fact. Choice J: A sign that the individual can improve the world while the other is a sign that the individual can't. With fuzzy thinking, J looks similar to H. However, let us be precise. J says that one is a sign that the individual can improve the world. This first concept J refers to cannot possibly be â€Å"diminished excellence† since the paragraph does not say anything at all about the individual with respect to â€Å"diminished excellence†. Thus, if J were true, the first part of J must refer to â€Å"flawed competence†. It is true that the paragraph says â€Å"flawed competence† comes from the character and thus the individual. However, the paragraph says nothing about flawed competence being changeable. Also, even if â€Å"flawed competence† implied any potential for change, nothing in the paragraph speaks about the ability of this change to â€Å"improve the world†. Thus, J is disproven. As a bonus, you can also point out multiple other logically-rigorous, fatal flaws in J. For example, the paragraph says nothing about ifâ€Å"diminished excellence† modulates whether an individual can impact the world. The fuzzy thinking here is that the paragraph talks about two concepts that come from the world versus the individual, while choice J is instead talking about the impact of the individual on the world. Same concepts, but totally unrelated. It would be as unrelated as if the paragraph talked about the weather of New York compared to that of Los Angeles, and the answer talked about flights between New York and Los Angeles.Thus J is rejected too. We have written relatively objective, logical, and analytical proofs that show that H must be the right answer, and all the others must be wrong answers. Hopefully, if you thought the question was vague, subtle, and subjective before, the proof shows that the question is, in fact, analytical with a very clear, objective, and logical answer. For Reading questions, you'll want to first start by reading the passage, then transforming it into your own words, while keeping its entire original meaning intact, like we did in the example. Then, go through each of the answer options and compare them to both the original passage and your rewording to see if they are true. Remember, each part of the answer must be true. If only half the answer is true, then it is not the right answer. Takeaways From the Proof I hope that the proof above gives you confidence that, with enough time and application of logic, you can clearly show only one answer is true. By transforming what seems like a fuzzy question into cold hard logic, hopefully, the above demonstrated that, on the ACT / SAT, all questions are in fact analytical and provable. But if all questions are analytical, logical, and provable, then why doesn’t the ACT / SAT just directly test these skills in straightforward ways? The reason is that most of reading / English in academia is indeed subjective and often fuzzy. Who’s a better writer, James Joyce or Vladimir Nabokov? Subjective. What social actions did Orwell want to encourage in his readers by writing his bestseller 1984? Again, subjective. Many interesting and difficult academic subjects are inherently subtle and subjective. I can tell you this from firsthand experience, from writing countless college essays on topics like film studies and the Jewish Bible. Since much of real academia has a feeling of intuition, subtlety, and subjectiveness, the ACT / SAT wants to mimic these factors. They dress their questions up to look as subtle and fuzzy as possible. But we know from the beginning of the article that the ACT / SAT cannot afford truly fuzzy or subjective questions.Therefore, the fuzziness is a ruse. It becomes a set of trap answers for the student. The core of any ACT / SAT question is a hard, analytic question, and if you only see a fuzzy question, this means you haven’t seen the core of the question yet! Conclusion Now that you know that each SAT / ACT answer is provable, you’ll no longer approach difficult questions the wrong way. It is so common for students to think that they need to develop a finer sense of intuition or better fuzzy thinking to get the hard questions. In fact, what you should be working on is a fast analytic breakdown of every question. You can definitely do this yourself, and the above steps offerpretty good guide-by-examples of how to do it. For those interested, we also should mention that PrepScholar trains you in this method as well. Our program will detect when non-rigorous thinking is the major source of your errors. We see this mostly in high-performing students trying to nail those final questions, but we also see it to some degree in all students. Our program will provide you with lessons that teach you how to be analytic and give you practice problems for you to apply your new skills. If you liked our lesson here, give our program a free try: What's Next? Ready to try this method on your own?One of the best ways to prepare for standardized exams is to take practice tests. Check out our official SAT practice tests and official ACT practice tests. Aiming for a top score?Learn how to perfect your score on the SAT or ACT! Want to take your studyingone step further?Read aboutthe pros and cons of each type of test prep and learn which method is the best for you.

Leader ' shadow Essay Example | Topics and Well Written Essays - 750 words

Leader ' shadow - Essay Example Another key responsibility of leaders is the ability to listen. The needs of others should become before that of a leader. Smart leaders know how to get the best out of their employees or subordinates because they understand that making people happy helps to produce a better and more productive work environment. Besides this, leaders also have responsibilities that they must keep, such as to the board of directors, the CEO, and potential new clients to the business. Leaders also have access to information that may be off limits for regular staff. However, if they mismanage that information, then the results can be disastrous for the organization as a whole. This paper will look at one area where managers can cast shadows: the mismanagement of information. This can either happen in one of two ways--the manager knows about it and is trying to gain something out of it or is lying about to cover up his mess, or the manager does not know how to collate information properly due to a deluge of information. Leaders who have a good recognition can face a dilemma when they are caught out doing something unethical or illegal. The latter has serious consequences, but a manager’s reputation can be severely damaged if unethical behavior is discovered. It can also help the image of the brand or company that the manager is representing. There are positives and negatives for coming out and admitting a mistake and also to try to keep something secret. One example of this could be in the case of a general manager choosing not to admit to a middle manager that the business is actually failing and some staff will need to be laid off. The general manager could choose to inform his subordinate of the bad news, but would this result in decreased morale among the employees and also a decrease in output. On the other hand, the manager could not reveal his plans for the company and only share the information on the day that some employees will