It is a worthy defeat Review Essay Example

It is a worthy defeat Review Paper Essay on It is a worthy defeat I think that Iris Murdoch very controversial writer, her work, like most female authors-not exactly, not uniform and not permanently. Nope constancy as a sign of craftsmanship, though Murdoch is certainly talented and unusual . With this novel I took such stories. It was read to me about 15 years of age and was terribly scolded. I took it as a purely English tyagomotinu meaningless dialogues and mediocre story. It has been ten years We will write a custom essay sample on It is a worthy defeat Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on It is a worthy defeat Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on It is a worthy defeat Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer My perception has changed. The book was bought by accident, I certainly understand the process of reading, something similar happened I have read, but!, The perception has changed. All this corresponds to the expression:. Each book has its own vozrastu-Â » The dialogues have already acquired their meaning, the story turned out to be very entertaining, the book turned out to be closer to those who like them. While certainly there is a purely English stuffing, truly British pretentiousness, affectation, but on the whole read was me with interest and perhaps just came in mine About what tells Murdoch? Shes trying to show us, that even the strongest bonds, whether the bonds of friendship, whether it ties the family, whether the bonds of love, can be easily destroyed. To do this, just need to be an experienced schemer, feel human weaknesses, to put pressure on self-esteem, self-conceit to play because people are ambitious, distrustful, Dover Alikhanyan et al The main arm, Julius King- puts experiment, playing with people as pawns, playing on their weaknesses. Win or lose, you will learn from the book, if you are interested in In my opinion, it does not quite bad books by Iris Murdoch, of course, if you are not alien to the British specification you can even have fun

Christallers Central Place Theory essays

Christaller's Central Place Theory essays Central Place Theory attempts to predict various orders of central places, markets they serve, etc. It applies to those settlements that are predominately concerned with serving the need of the surrounding area. The significance of their service role cant be measured simply by the population of the place. There are different orders to good and services. Some are costly, bought infrequently and need large populations to support them, others are everyday items that require small populations. Two concepts emerge from this observation. The first is that of Threshold Population. That is the minimum population required for a good or service to be provided. The second is the Range of a Good. This is the maximum distance which people will travel to purchase a good or service. Ideally each central place would have a circular trade area, however, if 3 or more tangent circles are placed in an area, unserved spaces will exist. In order to eliminate any unserved areas the circular market areas will overlap and, since people in these overlap zones will choose to visit their nearest center in keeping with the assumption of minimum movement, the final market areas must be hexagonal. The number at each level of settlement hierarchy follows a fixed ration (K Value) from the largest regional capital to the smallest hamlet. For every 6 hamlets there would be a larger, more specialized central place (township center) with a larger market area, which would be located equidistant from other township centers. Further up the hierarchy even more specialized settlements would have their own hinterlands and would be an equal distance from each other. The higher centers would have 3 time the population, 3 times the service area, and have 3 times the trade area. This i! s called the K3 hierarchy. Lower ordered centers in order to be provided with higher ordered goods and services, rest within g the tributary areas of high ordered places according to a ...

Paradise Now and Walk on Water Research Paper Example | Topics and Well Written Essays - 1000 words

Paradise Now and Walk on Water - Research Paper Example 'Paradise Now’ and ‘Walk on Water’ Primarily, in ‘Paradise Now’ two Palestinian terrorists, brothers Said and Khaled went to Tel-Aviv, and this geographical and historical context determined a plot of the whole story because they needed to behave themselves like standard Jewish people. Nevertheless, in ‘Walk on Water’ Mossad agent, Eyal, needed to behave himself normally as for killing aged Nazi officer, therefore, his memory must have been active in terms of Holocaust and the Second World War, that is why his activity as a secret agent was determined by not geographical and social, but historical and cultural context. History is inextricable from the present and from current conflicts in the Middle East. In the sub-chapter that goes below we will study how the historical past affects the present in two works, ‘Paradise Now’ and ‘Walk on Water.’ From the very beginning it would go Israeli/Palestinian historical trauma, broadly – Jewish/Muslim; then, we will be focused on Holocaust trauma in perception of nowadays people, aged Nazi and young Mossad agent. Initially, in ‘Paradise Now’ two persons, Muslims and Palestinian Said and Khaled decided to commit suicide terrorism at Tel-Aviv. Obviously, these guys were so cruel because of permanent war between Israeli/Jewish and Palestinian/Muslim in the Middle East.However, they realized in a culmination of film that love, personal attitudes, fear, and personal death are much more important for Said and Khaled than all ideological implications of dogmatic religions, for example, Muslim fundamentalism and Judaist determinism. Furthermore, in ‘Walk on Water’ there was also a big trauma of Holocaust, and that is why young agent of Mossad decided to kill aged Nazi officer; from the other perspective, he felt in love with his grandsons, and failed to kill everybody. Analogically, human factor stopped the hostility and ideological determinism concerning truly troubled relations that could occur between Nazi officer and Mossad agent, but the film proves that when people obt ain their human faces with dignity it is so hard to give up being individual person – instead of being blocked by ideological masks. The films ‘Walk on Water’ and ‘Paradise Now’ centrally ‘stage’ the Israeli and the Palestinian, respectively, as soldiers. In this sub-chapter we will discuss the ways in which the films present what can be a stereotype of the Israeli Mossad agent and the Palestinian ‘terrorist’ in order to critique these images we frequently see repeated in cultural media. Accordingly, we firstly will give an analysis to ‘Paradise Now’ and then ‘Walk on Water;’ ultimately, it will be a contrast and compare implications from these two films in order to answer on proposed question about two big stereotypes of the Middle East in worldwide cinema – Israeli Mossad agent and Palestinian ‘terrorist.’ Firstly, ‘Paradise Now’ by Hanu Abu-Assad, 2005, represente d a stereotype on Palestinian terrorists, brothers Said and Khaled, in a deconstructive manner, full of irony, criticism, absurd, and skepticism. We do not want to retell the whole story’s plot now, but we will be concentrated on the most vital suggestions and key-points. There were some of them, the most crucial ones. Initially, there was a woman called Suha, Said’s love. Then, it appeared that Said’s father was ‘ameel,’ a collaborator working with Israeli. Also, Said cancelled his suicide attack while he saw a child on board. Therefore, some key-points are relevant in

Journal - wk2 Essay Example | Topics and Well Written Essays - 250 words

Journal - wk2 - Essay Example Visual, kinaesthetic, and auditory learning styles provides opportunity for the students in that it helps them to attach with, absorb, and recall information being handed over. While it is rather tricky and confusing to vary teaching approaches to serve each student’s learning preference, changing and shifting the method in which teaching is being carried out bring about positive upshots in that it reduce the possibility for the students to get a bit lost, unfocused, and unfastened with the material or information. Considering the fact that each student could only retain information that they individually conceived and developed, it is therefore effective to draw on the pre-existing knowledge of the student. This will improve the student’s understanding over the same information. Although is very possible that each student could have no prior knowledge about a particular information, the introduction of new concepts could be easily inculcated to their thoughts with the help of the different learning

Academic and career plans Essay Example | Topics and Well Written Essays - 500 words

Academic and career plans - Essay Example The diversity commitment at the university will allow me thrive academically and socially as I will be supported in my academic pursuits. Going through the integrative and global foundations core classes will give me the opportunity to preview what the school has to offer, enabling me to choose the right major(s). International firms such as Ernst & Young and the United Nations pique my interest as I look for career options. Considering that ninety-four percent of undergraduate students coming out of Kelley School of Business report a full time job or acceptance to graduate school within ninety days of graduation, I feel secure and confident that I will be a success in the workforce. There have been obstacles and challenges throughout my educational career. I am currently enduring challenges of meeting my college application deadlines and maintaining my school work. Sometimes I feel like giving up; however, being a student that falls in the seventy-fifth percentile in standardized test scores, it is crucial for me to do all the scholarship applications I can. While I was having the time of my life in this club, I noticed that membership, participation, and fundraising efforts were lacking. I decided to run for president in the 2013-2014 school year, with goals of increasing membership, improving communication, and conducting successful fund raising projects. My campaign was successful and I am now the FBLA president. I spent a great deal of time coming up with and executing various marketing strategies to make the name of FBLA better known all through the school, and even in the community. Our membership has increased by one-third. Our communication sources are much better; therefore, more members participate in our events. We are currently raising funds by selling â€Å"Hornet Stingers† (chicken bites) and fries at the Hillside football games, a project that has enhanced my leadership

Looking At The Exploitation Of Women To Men English Literature Essay

Looking At The Exploitation Of Women To Men English Literature Essay Selden states that, Rhys presents the idea of a woman as an imprisoned victim oppressed by the standards and ideals prevailing in the patriarchal, phallogecentric society dominated by the male form of logos, language (selden139). Rhys female protagonist is the victim of domination and humiliation due to the system of patriarchal and colonial oppression which is prevalent in England and Jamaica. In Wide Sargasso Sea Jean Rhys reveals patriarchal power as dominating and unhealthy. These patriarchal power structures are present in economic, legal, family and educational systems in Rhyss novel. This patriarchal power affects the lives of all the characters in Rhyss novel because they all belong to a patriarchal society. This is the story of Antoinettes Cosway who is isolated by her Victorian husband who locked her up and drives her mad. She is left alone by her husband in the patriarchal society and become helpless and trapped like a ship struck in Sargasso Sea by the British. Through her portrayal of female characters in her novel, Rhys exposes how women are legally and financially dependent on men around them. When we consider the situation of Antoinettes mother, Annette, who is economically dependent upon men, we can at once notice that in patriarchal society economic inequality exist. When Annettes first husband died, she thinks that her second marriage is the chance for her to escape from her life at Coulibri where she is rejected by blacks because of her Creole heritage and may be able to retrieve status among her peers. Maria olaussen states that, Annette signifies the gender ideology in the patriarchal economic system, since she need to be provided for by men. She uses her beauty as her only means to compete with other women in search for English protection and economic support (Olausen103). When Wide Sargasso Sea was written it was that time when marriage was considered as a mean to get economic support. Antoinette is not able to free herself from Rochesters brutality and cruelty because she has no financial independence. All of the money was given to her husband, Mr. Rochester when she married him. In Victorian times, there was a law that women could not held property in their names, even if they inherited that property from their parents. It was still in the custody of their husbands. Patriarchal law prohibits women from inheriting money if there is a son in the family, the inheritance runs in the male line. Mr. Masons son, Richard Mason, represents patriarchal law, since, he after his fathers death, become the lawful provider and protector of Antoinette. He makes her decisions and arranges her marriage to Mr. Rochester, without consent (olaussen108-9). The feminist Mary Wollstonecraft, who wrote in 1972 about patriarchal education systems in Vindications of the Rights of women, questioned why only men were prepared for professions and not women. She believed that, this was the reason for womens needs for marriage; they had to marry in order to be economically supported (wollstonecraft150). But Jean Rhys in Wide Sargasso Sea denies Wollstonecraft theories in one aspect, that marriage with Antoinette is necessary for Mr. Rochester because he will not inherit from his father as he is the youngest son in the family. By marrying Antoinette, he saves her wealth and in this way she becomes completely economically dependent upon Mr. Rochester. In the patriarchal family structures of Victorian era, father has authority over his wife and his children. Women and children are legally and economically dependent upon their fathers or husbands. Mr. Rochester uses his patriarchal power to drive Antoinette crazy. She is dependent upon him because of the patriarchal power structures in society (both legally and economically) and therefore, it is not possible for her to leave Mr. Rochester. In Wide Sargasso Sea, marriage increases the wealth of men by allowing them power to possess their wives inheritance. If we critically examine the condition of Annette and Antoinette womanhood is similar to a kind of child like dependence on the nearest men. In fact, it is the dependence that contributes to the tragic end of both Annette and Antoinette. Both women marry white English men in the hopes of assuaging their fears as vulnerable outsiders, but both men betray and abandon them. As Teresa OConnor puts it, the level of betrayal ranges from the cultural and historical implicit in the relationship between blacks and whites to the familical and filial levels. In Wide Sargasso Sea, it appears that the one quality of Antoinette that best express her through out the novel is her dependency in others. From her friendship with Tia, to her marriage with Rochester, Antoinette is just in search for happiness. After the burning down of her house by the slaves in part one, Antoinette has no one in her life, and she is all alone. Her brother Perrie dies and her mother gets mad, therefore, she marries Rochester because she wants to feel safe again. She needs someone to protect her from the ill-treatment that her mother experiences through out her life as a single woman. You are safe, Id say. Shed like that-to be told you are safe. Or Id touch her gently and touch her tears (pg.78). These lines from Mr. Rochester shows that Antoinette wants to be feel safe and secure. Since Rhys is a West-Indian, she wants to reveal a truth about the limit of literary standards that supposes a shared white heritage in its audience. She draws an unflattering picture of patriarchal society in the characterization of Mr. Mason. When Annette describes the troubles of her sisters married life to and specially describes her husbands oppressive and dominating behavior to Mr. Mason, his answer to Annette was, thats her story. I dont believe it. He successfully and unsympathetically silences the Creole womens voice. Rhys wanted to give voice to this silent woman and raise this silent women voice in her novel Wide Sargasso Sea. In patriarchal society the man is the superior and educated being. Mr. Rochester gets irritated by Antoinette when he tries to teach her about England and she denies the beauty of industrialized England in comparison with West Indies. Is it true, she said, that England is like a dream? Well, I answered annoyed, that is precisely how your beautiful island seems to me, quite unreal and like a dream. But how can rivers and mountains and the sea be unreal? And how can millions of people, their houses and their streets be unreal? More easily, she said, much more easily. Yes a big city must be like a dream (pg67) Mr. Rochester feels embarrassment in accepting his wifes superior knowledge about the West Indies, as he is completely a Victorian, patriarchal Englishman. Antoinette tries to teach about the nature and life of West Indies because he is a new comer in her island. But Mr. Rochester is that kind of a person who believes that to be taught by a woman is a sign of weakness and inferiority. He belongs to that category of men who wants to maintain their superiority over women. This is the reason that Mr. Rochester opposes his wifes concepts about England and West Indies. The patriarchal educational system of the 18th century was criticized by Mary Wollstonecraft, who wrote that men preserved womens innocence by keeping them ignorant (131). If she was a child she was not a stupid child but an obstinate one. She often questioned me about England and listened attentively to my answers, but I was certain that nothing I said made much difference. Her mind was already made up. Some romantic novel, a star remark never forgotten, a sketch, a picture, a song, a waltz, some note of music, and her ideas were fixed. About England and about Europe. I could not change them and probably nothing would. Reality might discontent her, bewilder her, hurt her, but it would not be reality. It would be only a mistake, a misfortune, a wrong path taken, her fixed ideas would never change. Nothing that I told her influenced her at all (pg78). This statement shows that Antoinettes resistance in his attempt to educate her annoys him. He feels that he can not influence her thoughts and ideas. Thus, he is scared to accept his lack of knowledge because it would lead to his loss of control over her. Teresa F. O Connor explains that Mr. Rochester, who comes from the male-identified England, is protected by Antoinette when he lives in her female identified West Indies. I agree with Teresa F. O Connor that their roles are reversed and that Mr. Rochester is afraid of finding himself in a female role in a female world (148-49). Personal tragedies which are founded in patriarchal societies are expressed through dramatization, imagery and characterization right from the opening pages. All the characters in Wide Sargasso Sea are imprisoned in patriarchal social structure and it lead to their tragic end. In suggesting, the common working of fascism, racism and bourgeois patriarchy, the persecutory power of the modern religion of intolerance (carr12). Rhys echoes Virginia Woolf, who argued in Three Guineas that, patriarchy, racism, pomposity, militarism, economic exploitation, autocracy and fascism are all part of the same process (carr51). Rhys reveals the hidden working of patriarchy by explaining how both Antoinette and Rochester are trapped and conditioned by the dominant patriarchal law. The marriage of Antoinette and Rochester is set in the patriarchal world. If we read Wide Sargasso Sea on deeper level we can see that Rochesters marriage to Antoinette is parallel to a business contract. His statement that, I will trust you if you trust me? Would appear to demonstrate that he does not want to give the unconditional security and love which she desires. However, by uttering the line, is it a bargain? It gives us a clue that what are the real motives of Rochester for marrying Antoinette. Everyone knows that Bargain is an economic term and it does not exist in the marriage of two people. But this marriage is like a bargain for Rochester, because he is able to gain wealth which he desired for and Antoinette is able to feel safe after all the sufferings which she faces in part one of the Wide Sargasso Sea. Rhys portrays Rochester as a person who implies the patriarchal set of laws (sexism, colonialism, the English law and the law which the patriarchal society imposes and which creates sanity and insanity) that trapped Antoinette Cosway. Both the female characters Annette and Antoinette are sexually exploited in this patriarchal world. Men in the patriarchal society can be seen as tyrants having every right to deprive women from their innocence. They demoralized womens sexuality and innocence in the same way as falcon hunts its prey. As Rhys writes, the men did as they liked. The women-never. In Wide Sargasso Sea, Rhys illustrates that men consider women as a pieces of sexual pleasure. They take women for granted and consider them as a life less creature, not having feelings and emotions like a doll. The most important episode in the novel is the scene of Antoinettes mother with the black man. It also contains the motifs of race and sex which are central in the novel. As Antoinette says in the text remembering the helplessness and pain of her mother, I remember the dress she was wearing-an evening dress cut very low, and she was barefooted. There was a fat black man with a glass of rum in his hand. He said drink it and you will forget. She drank it without stopping. I saw his mouth fasten on hers and she went all soft and limp in his arms and he laughed. This incident happened when Annette was under the take care of black couple. After the burning down of her house and death of her son Perrie she starts exhibiting the signs of emotionally unbalanced woman. Therefore, Mr. Mason assigned black couple to take care of her. This scene depicts the subjugation of women by male authority in a patriarchal world. This scene has also its roots grounded in racial conflicts. The mothers dreadful condition is clearly the result of revenge on the owners of Coulibri by the black slaves. After the emancipation act black slaves wants to take revenge on their ex-slaves owners because of the brutal treatment which they receive from the hands of white people. In Victorian society, men treat women cruelly. They think women are only there for them to provide sexual pleasures. Antoinette and Rochesters marriage can be seen in this perspective. Mr. Rochester only appreciates Antoinette for her external beauty. I wonder why I never realized how beautiful she was. This statement shows that Mr. Rochester is only sexually attracted towards his wife. He has only a sexual lust for her and this yearn does not show a true feeling of love for her. Even Mr. Rochester confesses this kind of feeling for her wife. He states, I did not love her. I was thirsty for her, but that is not love. I felt very little tenderness for her, she was a stranger to me, a stranger who did not think or feel as I did (pg78). According to Howells, Rochester belongs to that patriarchal world where women are luxury items to be bought, enjoyed and discarded. Through out the novel, Mr. Rochester is consistently shown as being hostile, cruel and unloving towards her wife. Christophine tells Antoinette, that he is hard as a board. He belongs to that patriarchal world where men substitutes love with sex and domination. He wants to break Antoinette up like an aggressive warrior. As Christophine keeps repeating to him, all you want is to break her up (126). In all of Rhyss works sexuality is the most important theme. It was mostly due to the idea that men dominate women in all aspects. They want control and repress womens sexually. And Rochester here is not only shown as a patriarchal husband but he is also shown as a Victorian who believes that women sexuality should be repressed. Here Rhys illustrates that men want to link women with death, just for the reason to control and suppress them. They kill women to repress them and here Rochester does the same thing to Antoinette. Die then! Die! I watched her die many times. In my way, not in hers. In sunlight, in shadow, by moonlight, by candle light. In the long afternoons, when the house was empty. Only the sun was there to keep us company (Rhys pg.77). Angier indicate Rhyss idea about men and love, men rob love with sex (Angier543). In the Victorian patriarchal society, men think about sex equivalent to love. They believed that feeling of love and sex is alike. Therefore, when Antoinette offers herself to love her, Rochester replies her only with sexual desires because has no feeling of love for her. He is cold in his feelings of love for Antoinette and therefore, he is emotionally a stone. This shows Mr. Rochesters patriarchal and unloving attitude towards her which kills Antoinette emotionally and she transforms into a Zombie, a living dead, in Voodoo or Obeah. In Wide Sargasso Sea, Mr. Rochester has been shown as the ultimate in patriarchal tyranny, but other male characters in this novel also exhibit deep-rooted feelings of misogyny, including Mr. Mason and Daniel. Rhys undoubtedly laments these men who deprived all of the female characters in this novel from their agency. Conventional aspects are traditionally associated with women, such as having propensity to mental illness, or being illogical, frivolous, depended, decorative, subordinate, scheming, manipulative, weak, jealous, gossiping, vulnerable and deceitful. Marriage of Antoinette and Rochester is marked with suspicion, betrayal and misunderstanding right from the beginning of their marriage. When Mr. Rochester receives the letter from Antoinettes half brother, Daniel Cosway, in which Daniel has written about Antoinettes mad mother and her drunkard father, he is not surprised. And when he came to know about Antoinettes love affair with her cousin Sandy, he became more aggressive and cruel towards her. The feeling of jealousy takes control of him. Thus the issue of trust is play out between Rochester and Antoinettes relationship. Although Mr. Rochester is only concerned with material success as Christophine says to Rochester, Everybody know that you marry her for her money and you take it all. And then you want to break her up, because you jealous of her (pg125). This statement reveals the fact that Rochester married Antoinette only for her money and does not love her. But still he wants to possess her in order to show his patriarchal power over her. He believes that she belongs to him and is therefore not allowed to leave him and love someone else. I tell you she loves no one, anyone. I could not touch her. Expecting as the hurricane will touch that tree-and break it. You say I did? No. that was loves fierce play. Now Ill do it. She ill not laugh in the sun again. Shell not dress up and smile at herself in that damnable looking glass. So pleased, so satisfied. Vain, silly creature. Made for loving? Yes, but shell have no lover, for I dont want her and shell see no other (Rhys 136). Though, Mr. Rochester feel hatred towards Antoinette, he still feels that she belongs to him. He does not want Antoinette to lead an independent life, because it would result in loosing his patriarchal power and dominance over his wife. Therefore, he refuses to let her leave him. Despite the fact that Mr. Rochester married Antoinette only for her money, he still feels that he is attracted towards her wifes exotic beauty and the beauty of her island. He does not want to fall for their charms and magnificence and thus he denies the attraction he feels towards the island and his wife. I hated the mountains and the hills, the rivers and the rains. I hated the sunsets of whatever color, I hated its beauty and its magic and the secret I would never know. I hated its indifference and the cruelty which was part of its loveliness. Above all I hated her. For she belonged to the magic and the loveliness. She had left me thirsty and all my life would be thirst and longing for what I had lost before I found it (Rhys). This quotation describes Mr. Rochester as a colonizer. As an Englishman, he wants to colonize both his wife and her island. His strict Victorian breeding and patriarchal values makes him obsessed with control and dominance. He does not want to fall love with her wife and her island, even though he is attracted towards them, because of the fact that he wants to maintain his patriarchal power to control and dominate them. Thus, by acting blindly to the attractions he feels towards his wife and her island, he condemns Antoinette and her world and in this way he tries to protect himself. All the sufferings and miseries which Antoinette suffers through out her life are due to the fact that in Victorian patriarchal society women were considered to be the source to bring sexual pleasures to their husbands. Men treat women in the same manner as somebody treat the servant or an animal. Women in Victorian societies are thought to be weak, helpless creatures that are unable to think for themselves. Men believed that it was the law of bible that males are superior to females, therefore they have a right to treat them as they like.

Music of the Romantic Period Essay -- Music Analysis

Ludwig van Beethoven, the famous German born composer and pianist, composed the Romance in F major in 1798. It was likely first performed in that year, but was not published until 1805 in Vienna. It was originally written for violin and orchestra but the edition being performed today was transcribed and edited for saxophone and piano by Peter Saiano. During this period of his life, Beethoven was still known as perhaps the greatest pianist in existence and he was busy touring Europe as a performer. He had not yet achieved the status he now holds as a composer, and during this period he was also working on his first set of string quartets. Romance in F major contains several technical passages for the saxophonist that include lengthy passages with difficult articulation. This piece also contains several altissimo notes that are above the standard range of the saxophone and are troublesome to even the most advanced saxophonist. The goal of the saxophonist in this piece is to imitate the sound of the violin as closely as possible because the saxophone was not yet invented in Beethoven's time. Joseph Kerman, et al. Beethoven, Ludwig van. In Grove Music Online. Oxford Music Online, http://www.oxfordmusiconline.com/subscriber/article/grove/music/40026pg4 (accessed February 6, 2011). Claude Debussy, a well known French composer, is perhaps the greatest composer of the late Romantic style of music emerging around the beginning of the twentieth century. Debussy is well known for bringing the impressionist style of painting into the realm of music and he was at first flattered with the comparison. He later became frustrated with the general public referring to the whole of his music as impressionistic. The circumstan... ...ntal music he had written for the play The Flying Doctor. The title of the piece comes from the name of the theater in which the play was originally performed. Milhaud showed some resentment toward Scaramouche because of its immense popularity in comparison to his other works. The piece remains a standard in the classical saxophonist's repertoire regardless. Works Cited Breitrose, Henry and Darius Milhaud. 1970. Conversation with Milhaud. Music Educators Journal 56, no. 7 (March). http://www.jstor.org/stable/3392748 (accessed February 6, 2011). Scaramouche. The Oxford Dictionary of Music, 2nd ed. rev., edited by Michael Kennedy. In Oxford Music Online, http://www.oxfordmusiconline.com/subscriber/article/opr/t237/e9002 (accessed February 5, 2011). Wright, Craig, and Bryan Simms. 2006. Music in Western Civilization. Belmont: Thomson Schirmer.

Organizational Buyer Behavior and Buyer-Seller Relationships Essay

Business to business marketing also known as Industrial marketing is the marketing of goods & services to organizations including commercial enterprises, government and other profit & non-profit institutions for use in the goods & services they in turn produce for resale to other customers or to facilitate the operation of their enterprise (Reeder, & Brierty, 2002). Business to business market is characterized by few customers who buy in very large quantities and are geographically concentrated. The customers are professional and rational in their purchase approach. The nature of demand is derived demand, which is usually customized. The channels of distribution are shorter and there is more emphasis on personal face-to-face communication. In this era of globalization the business environment is characterized by intense competition. To sustain and grow in such a competitive economic environment, business organizations are under tremendous pressure to manufacture a product or provide a service that is of optimum quality, is customized to individual customer requirements and is delivered on time at minimum possible price. The role of the suppliers is crucial in helping the business organizations to achieve this objective. To succeed and grow in such business to business markets business marketers need to understand the Business Buyer Behavior and evolve close, enduring and long-term relationships. Business Buyer Behavior Understanding the dynamics of business buying behavior including the organizational buying process, the types of buying situations, forces influencing the organization buyer behavior, the composition of the buying center and the motives and the roles played by each member of the buying center is crucial for business marketers to identify profitable market segments, locate the various buying influences within these segments and reaching these buyers efficiently and effectively with product or service offerings that satisfy their needs. The Organizational Buying Process The organizational buying behavior is a process rather than an isolated program. It involves comprehensive phases or stages. The process begins with the recognition of a need for a product or service by someone in the company. Broad parameters for the desired product/service are then worked out. Detailed specifications and description for the desired product or service are developed. Once the company has defined the product /service it needs then the search for potential suppliers who can meet the needs begins, alternative suppliers are identified, asked to submit their proposals and the proposals analyzed. The short-listed suppliers are invited for negotiations and the final suppliers are selected. The order is then placed with the selected suppliers on the agreed terms. Finally the performance of the firms supplying the required products/ services is reviewed periodically. The buying process stage of the potential buyer for the seller’s product or service will have a major implication on the marketing approach to be adopted by the seller. Types of Buying Situations There are basically three major types of buying situations, namely the straight rebuy, modified rebuy and new-task buy. In a straight rebuy situation the buyer reorders a product or service without any modifications on a routine basis through the purchase department. In a modified rebuy situation the buyer may wish a modification in product/service specifications, prices, terms of supply etc. This situation usually involves more number of participants in the buying decision process. In a new task buying situation the company is buying a product or service for the first time. In such a situation the organization buying process is more complex and involves many more number of participants from different departments in the organization. The buying company also needs to decide on the product/service specifications, prices, delivery terms, order quantities, service terms etc. Forces Influencing Business Buying Behavior The organization buying behavior is influenced by environmental forces like changes in the domestic and global economy and changes in the technologies. The rapid strides made in information technology especially Internet technology has had a major influence in the way businesses buy. For example most of the small and large business organizations buy computer systems from Dell through its well developed website www. ell. com. Organization buying behavior is also influenced by the organizational forces like centralization and decentralization of purchase and strategic role and priorities of purchase prevalent in the given organization. The group forces influencing behavior include the composition, motives and the roles played by each member of the buying center. Buying Center It is the decision-making uni t of a buying organization and comprises of all members of the organization who are involved in the buying decision process. The members of the buying center will change depending on the product/service being purchased and the buying situation in which it is being purchased. The buying center members may play any one or a combination of the five roles namely, users, influencers, buyers, deciders and gatekeepers. Users are the members who will actually use the product being offered. Influencers are members who influence the purchase. Buyers are members who have the formal authority to make the purchase. Deciders are members who have formal or informal power to select/approve the final suppliers. Gatekeepers are members who control the flow of information from the seller to other members of the buying center. The buying motives/objectives of each member of the buying center through which the members evaluate potential suppliers may differ. The motives may include task oriented objectives such as price, quality, service and Return on Investment and non-task oriented objectives such as recognition, promotion, increments and job security. Companies involved in business to business marketing need to clearly identify the buying situation, the stage or the phase in the buying decision making process for the product being offered, the various forces influencing the buying organizations behavior, the composition of the buying center, the role played by each member of the buying center and the criteria on which they evaluate the suppliers for each individual customer. Based on such an understanding they should evolve suitable marketing strategies for success. For example Unilever the British FMCG major may need new high-speed packaging equipment for its innovation in detergent ‘small & mighty’. Companies in the business of packaging equipment need to understand that it is a new task buy situation for Unilever. And the company may be in the need identification stage of the buying process. They need to have closer relationship with the members from different functional areas like operations, engineering, design, finance and purchase who may comprise the buying center, understand the motives of purchase and the role played by each member. This is crucial because each of this buyer behavior characteristic will have an implication on the buying decision process at Unilever. This will help the supplier to evolve suitable marketing strategies to be the favoured supplier of Unilever. Relationship emphasis in Business to Business Marketing In the highly competitive environment that is prevalent today, suppliers have evolved into business partners. There is a major emphasis on close and long-term relationships in the business to business markets. To maintain the relationships, business markets must develop an intimate knowledge of the customers and add value to it. Relationship marketing centers on all marketing activities directed towards establishing, developing and maintaining successful exchanges with customers (Morgan, & Hunt, 1994). A strong relationship between the buyer and the seller is a win-win situation for both. The seller will have a competitive advantage over his competition and the buyer will have effective business solutions to his problem. The relationships between the buyer and the seller in the business to business setup are positioned on a spectrum with transactional exchanges on one end and collaborative exchanges at the other extreme with value-added exchanges in the middle. Transactional Exchanges focus on timely exchange of a product/service for a competitive price. Economy and necessity are the main motivational factors of such exchanges with little interest on the part of the buyer or the seller to extend the relationship. Such types of exchanges may be preferred by the buying organization when the purchase decision is not complex, the purchase is considered to be less significant to the achievement of its objectives, many suppliers are available and the supply market is stable. Here the business marketer need not make any specialized investment in building relationships. For example the supply of office stationery and cleaning services may call for a transactional relationship. Value added exchanges focus on complete understanding of the present and future needs of the customer and meeting those needs better than the competitor by customizing the firm’s offerings to the needs of individual customers. For example Intel Corporation, a leading player in the semiconductor industry has understood the changing computer server needs of it corporate clients and has developed and introduced a new chip that lowers electricity consumption to a very great extent. This has drastically reduced the huge electricity bills of its customers like Google Corporation that maintain thousands of servers world wide (Edwards, 2006) Collaborative Exchanges focus on building a strong social, economic, service and technical ties over a long period of time for mutual benefit through reduced costs and increased value. Such exchanges are very crucial when the market is very dynamic, the complexity of purchase is very high and the product/service being purchased is very crucial for the performance of the end product of the buying organization. In such situations the switching costs involved in changing a supplier are also very high for the buying organization. For example Asin is the sole supplier to the Japanese car manufacturing major Toyota Motors for â€Å"p-valve†, a critical brake part used in all Toyota vehicles worldwide. Aisin works in very close collaboration with Toyota Motors and is highly involved in the product development process at Toyota Motors to keep pace with the innovations being made in the Toyota vehicles and meet the JIT production requirements of Toyota (Liker, 2004). Business Marketers have some flexibility in deciding where to participate along the relationship continuum. It basically depends on the characteristics of the market, the type and price of product/service being offered and the significance of product/service being offered to the buying organization. However rival companies are continuously working towards taking away the best accounts and so also the requirements, expectations and the preferences of the individual customers keeps changing continuously. To meet these challenges business marketers must develop mutually beneficial relationships with individual customers by developing a deep understanding of their needs. Information should be openly shared to benefit both the buyer and the seller. The systems, procedures, and routines of the buyer and seller should be connected to facilitate operations. There should be very good cooperation between the buyer and seller and both should treat the buying situations as joint responsibilities. Both the buyer and seller should invest in processes and procedures that are necessary to meet the specific needs of the exchange partners. Such mutually beneficial relationships between the buyer and the seller will result in better service to the business customer as the seller will be able to provide customized product/service solutions that precisely meet the individual customer needs. Conclusion Business to business markets are growing in volume as compared to consumer markets. The characteristics of the Business to business markets call for closer buyer seller relationships. Companies operating in the Business to business markets should clearly study the organizational buyer behavior with respect to the product or service they offer. They should decide on the type of relationship, ranging from transactional exchange to collaborative exchange, which they should adopt with each customer to gain competitive advantage in the intensively competitive business environment.

Amadeus Essay Example

Amadeus Essay Example Amadeus Essay Amadeus Essay Essay Topic: Amadeus Amadeus is a play which portrays the rivalry between Antonio Salieri, a famous composer, and Amadeus (Mozart). Salieri being jealous for Mozart’s talent declares war to God promising to destroy Mozart, his preferred creature, as he feels betrayed by God. Even though salieri achieved what he wished most, fame; he felt that this was also his punishment. When had been rubbed in fame to vomiting, it would be taken away from him and Mozart’s music would sound louder and louder through the world, so as to win his battle with God, he tried to convince the world that he poisoned Mozart, to be remembered for infamy at least.Retelling Act 1 Antonio Salieri a famous composer, being an old man, is sat in a wheelchair with his back to the audience. Feeling guilty cries out: Mozart! Pardon your assassin have mercy. The venticelli explain that when Mozart died thirty-two years ago, there was some talk about him being poisoned by Salieri. They wonder why Salieri would do such a thing and why he would confess it now. Salieri asks the audience to be his confessors. He admits his lifelong desire for fame, yet only in one especial way. Music! Absolute music music is God’s art.He longed to join all the composers who had celebrated his glory through the long Italian past. As a result, he implored God, let me be a composer in return, I will live with virtue and I will honor you with much music all the days of my life. God answered to him Go forth, Antonio. Serve Me and mankind, and you will be blessed, Salieri thanked him and promised, I am your servant for life. The very next day, a family friend suddenly appeared and took him to Vienna, where he studied music and soon became the court composer.Salieri decided, Clearly my bargain had been accepted. The same year the young prodigy Mozart was touring Europe. Salieri tells the audience, I present to you, for one performance only, my last composition, entitled The Death of Mozart, or, Did I Do It? Dedicated to posterity on this, the last night of my life. He then takes off his dressing gown and becomes a young man wearing the elegant clothes of a successful composer in the 1780s. The scene shifts to 1781 age of Emperor Joseph II and his court in Vienna. Salieri is thirty-one, a rolific composer to the Hapsburg court, and married to a respectable wife, Teresa. The venticelli, Salieri’s Little Winds, announce that Mozart will be giving a concert for the court. While Salieri sits in a chair eating sweets in the library at the Palace of Schoonbrunn, Constanze Weber, daughter of Mozart’s landlady, runs into the room squeaking like a mouse. Mozart follows her meowing like a cat. Mozart teases Constanze (Stanzi) with sexual innuendoes and bathroom humor and frequently emits an unforgettable giggle, piercing and infantile. His demeanor appalls Salieri.Later, when Mozart begins playing one of his compositions, Salieri responds with such delight that it makes him tremble. He runs out into the street and says gasping for life Addressing the audience he explains, it seemed to me that I had heard a voice of God. .. and it was the voice of an obscene child After the conceit, Salieri buries his fear in work and prays to God, asking Him, let Your voice enter me! When his Little Winds report that audiences seem unimpressed by Mozart’s performances, Salieri begins to think that the serenade he heard was an exception, an accident.Salieri com poses an extremely banal march in Mozart’s honor. When Mozart quickly transforms it into an exceptional piece of music, Salieri admits, was it then, so early, that I began to have thoughts of murder Mozart clashes with the emperor’s advisors over his choice of subject and music for his commissioned operas. He also has difficulty finding pupils. Against the wishes of his father, he and Constanze marry and the two live well beyond their means. When Constanze asks Salieri to help her husband get work, the composer sees this as an opportunity to take his revenge.He invites her to his apartment, where he plans to seduce her. After Salieri makes it clear that he will help Mozart if she grants him sexual favors, she at first resists, but soon starts to tease him. Salieri then throws her out, offended by her commonness and angry at his own considered descent into adultery and blackmail. When Salieri studies the manuscripts Constanze left behind, he hears the music in his head, acknowledging that they are the same sounds he had heard at the palace, the same crushed harmonies, glancing collisions, agonizing delights. The piece he had heard had been no accident.He admits, I was staring through the cage of those meticulous ink strokes at- an Absolute Beauty. As a result, he feels betrayed by God:I know my fate. Now for the first time I feel my emptiness as Adam felt his nakedness. You gave me the desire to serve you then saw to it the service was shameful in the ears of the server. You gave me the desire to praise you then made me mute. You put into me perception of the incomparable then ensured that I would know myself forever mediocre. MOZART! spiteful, sniggering, conceited, infantine Mozart im you have chosen to be your sole conduct. A bitter Salieri warns God, From this time we are enemies, you and I. I’ll not accept it from you, do you hear? you are the Enemy. I name Thee now and this I swear: to my last breath I shall block you on earth, as fa r as I am able. The scene shifts to the present, with the older Salieri promising to reveal to the audience the details of the war he fought with God through his preferred Creature, Mozart, in the waging of which, of course, the Creature had to be destroyed. Act 2 Back in the past, audiences are still not appreciating Mozart’s work.His resulting desperation is compounded when his father dies. In an effort to earn money, he writes The Magic Flute, something for ordinary German people Salieri suggests he include in his composition a focus on the Masons, the fraternal order of which both are members. While he composes The Magic Flute, Constanze leaves with the children and his health deteriorates. He is continually taunted by dreams of a figure in gray, who compels him to write a requiem Mass. When a member of the emperor’s court discovers that Mozart has exposed Masonic rituals in The Magic Flute, he is outraged.As a result, Mozart’s reputation and career are rui ned. Soon after, when Mozart dies, Salieri admits to feeling a mixture of relief and pity. In the present, Salieri explains: Slowly I understood the nature of God’s punishment. This was my sentence: I must endure thirty years of being called distinguished by people incapable of distinguishing and finally when my nose had been rubbed in fame to vomiting- it would be taken away from me. Mozart’s music sounded louder and louder through the world. And mine faded completely, till no one played it at all.Salieri admits he has attempted to convince the world that he poisoned Mozart, so that he will be remembered, if not in fame, then infamy, and so win his battle with God. He then cuts his throat. The venticelli tell the audience that Salieri’s efforts failed; he survived his attempted suicide and the public refused to believe he had murdered Mozart. The play ends with Salieri, in a gesture of benediction, telling the audience, mediocrities everywhere- now and to come- I absolve you all. Amen. He then folds his arms high across his own breast in a gesture of self-sanctification. main charactesAntonio Salieri: was a famous musician composer who envied the prodigy talents of Mozart. From his personality, we can say he is a selfish, manipulative person who desired to be famous although he considered himself to be mediocre. Wolfang Amadeus Mozart: was a famous musician composer with an innate talent. He wrote his first symphony at five, a concerto at four and a full opera at fourteen. He is described as a silly, giggly and nervous person who makes enemies easily. Constanze Weber: was the wife of Mozart, although she had a pretty singing voice, she wasn’t as well-known as her older sisters were.

The Best Way to Review Your Mistakes for the SAT

The Best Way to Review Your Mistakes for the SAT/ACT SAT / ACT Prep Online Guides and Tips What do you do when you've been prepping tirelessly for the SAT, sit down to take a practice test...and then have to face all the questions you missed? Since banging your head against a wall is not very effective, other strategies must be employed. This article lists ways to grapple with missed questions on the SAT, with targeted strategies for students scoring in the 500 and 700 ranges on the SAT (or the 21 and 31 ranges on the ACT). All these tips apply equally to the SAT and the ACT, though for simplicity I'll mostly use the SAT for specific examples in this guide. feature image credit: "Questioned Proposal" by Ethan Lofton, used under CC BY 2.0/ Cropped from original. Reconsidering How You React to Mistakes Getting questions wrong on an SAT practice test or ACT practice test can be anywhere from mildly disappointing to absolutely infuriating. Discovering that you have answered a question incorrectly can trigger any or all of the following impulses: Impulse 1: Focusing on what you did well and ignoring what you did wrong (not helpful). Impulse 2: Disregarding questions you got wrong because they were just "careless mistakes" (not helpful). Impulse 3: Focusing on the fact that you got things wrong and ignoring review in favor of self-loathing (popular among some overachievers, and yet...still not helpful). Reviewing the questions you missed, however, is an extremely important part of test prep. As this article on preparing for the LSAT states, "Reviewing...preptests is the point at which you switch over from merely practice to actually teaching yourself." Strategy: Analyze Your Confidence for Each Question It is not only important that you review missed questions, but that you also review them effectively. A helpful way to do this is by going through the questions you messed up on and sorting them into categories. Many times, questions can be sorted into these general categories: Skipped (guessed randomly on), Guessed (through elimination), and (thought you) Knew. Seeing how many questions you skipped, how many you guessed, and how many you were certain were correct can help to focus your studying. For instance, if the majority of the questions you missed were ones you skipped answering, it's possible that you could be eliminating more answers before guessing on more questions. Alternatively, you might be accidentally skipping over some questions because you're rushing and end up zipping right past them. Once you've sorted the questions you missed into these general categories, make sure to review all of the questions you guessed on, including the ones you answered correctly. Compare these questions with the questions you guessed incorrectly on. Was it just blind luck, a combination of the process of elimination and Pin the Pencil on the Scantron ®? Or is there a difference between the way you approached the guessed questions you got correctly and incorrectly? "140617_FF_CHEAPDEGREE" by Natalie Freitas, used under CC BY-S.A. 2.0/Cropped from original. Pin-the-pencil-on-the-Scantron ®: probably the worst party game. Strategy: Understand the Reason for Missing Each Question Sort the questions by the fundamental reason you missed them. Don't just think, "Well, I got that one wrong." That's not useful in figuring out where you're really making mistakes. I find that nearly all mistakes fall into four categories: Time Issue: You were pressed for time. Question Comprehension Issue: The question was too complicated, you weren't exactly sure what it was asking, or you were tricked by the question. Procedural/Content Issue: You didn't know how to find the answer to the question, or didn't know the material the question covered. Careless Error: A.k.a. careless mistakes, a.k.a. stupid mistakes, a.k.a. the most frustrating mistakes of all. We'll go more deeply into each one. I'll also give you tips on how to prepare, depending on whether you're scoring around a 500/21 level or around a 700/31 level. Mistake Type 1: Time Crunch These are questions where you were pressed for time and couldn't answer the question. This is often the case with skipped or incorrectly guessed questions. Out of all the questions you missed, how many of these "ran out of time" questions are there? If the majority of your missed questions happened because you were running low on time, you may have a time management issue. Do You Have Good Time Management? So how do you know if you have a problem with time management? One way to check is by taking a timed practice test (under realistic conditions). If you run out of time to answer all of the questions, continue answering questions, but mark the questions for which you needed the extra time. Afterwards, you can go back and categorize the questions you needed extra time for and sort them into the remaining three categories of errors. How many questions did you get right with extra time, as compared to questions you answered correctly during test length? If your scaled scores differ by more than either 50 points on any section of the SAT, or by more than 4 points on any section of the ACT, then you have a time management issue. For more information about why time management is so important, look into our article on scoring perfectly on the SAT. If you want more specifics on how to combat time management weaknesses, especially for Reading, definitely check out 10 Strategies for getting a perfect SAT Reading score and how to avoid running out of time on SAT Reading (or ACT Reading). You may notice particular skill weaknesses across all the questions you ran out of time on. Make a note of these: if you know what is wrong, then you can fix it. If there are no commonalities between the questions, you might just be spending too much time on some questions, and you need to improve your fluency with taking the test by following some of our suggested actions. Actions for a 500/21 Scorer: Don't get sucked in- monitor your time on each question. On the SAT, the breakdown of total time allowed for each question (including double-checking!) is as follows: Section Total Questions Total Time (minutes) Approximate Time per Question Reading 52 65 75 seconds Writing and Language 44 35 47 seconds Math (No Calculator) 20 25 75 seconds Math (Calculator) 38 55 86 seconds And here's the breakdown of time per question for the ACT: Section Total Questions Total Time (minutes) Approximate Time per Question English 75 45 36 seconds Math 60 60 60 seconds Reading 40 35 52 seconds Science 40 55 52 seconds You can do the math yourself, if you want the practice! For more information on the SAT and timing, try our expert guide on the SAT's length, or read our equivalent article on the ACT's length here. Do you find that you always run out of time? One of the best strategies for students scoring in the 500 range is to just guess on the hardest questions. In fact, because of the way the SAT is scored, you can actually guess on up to 25% of the multiple choice questions and still get a 600. How do you know which questions are the hardest ones? In Math, the questions at the end of each section are the most difficult. This means that, for instance, in the 20-question Math section, you should completely skip the last 4 questions. Focus the energy you would have spent on those questions on getting the other 16 correct. For more surefire strategies to attain a 600 in SAT Math, read our article on improving your SAT Math score. Reading is a little trickier, since it includes lengthy reading passages, and the questions are not (for the most part) ordered by difficulty. Our blog has more specific information in our post on improving your SAT Reading score, but the basic takeaways are: -When faced with a lengthy passage, read and mark-up the questions first. This way, you will already know the information you should be considering when reading the passage. -Skim the passage on your first read-through. Sometimes, several lines of the passage will not have relevance to any of the following questions, so why spend extra time on a detailed read the first time through? If possible, try finishing the passage in 3 minutes or less. -If you cannot answer a question in 30 seconds or less, guess "B" on it and move on. You won't have points taken off for incorrect answers, so if you guess the same answer choice for every answer you don't know, you should get it right about 25% of the time. Overall, practice can help you get faster at taking the SAT/ACT, and the more high quality practice questions and tests you do and take, the more comfortable you'll be. Actions for a 700/31 Scorer: If you're already scoring in the 700 range, and you know time management is not the issue, chances are you just need to up your speed (whether for one particular type of question or overall). Again, this comes from practice, like endless lay-up drills in basketball or scales on a musical instrument. When I had to learn piano scales as part of the graduation requirements for my Master's program, I started out by seeing what my natural pace was (average of 1 note every 4-5 seconds). I followed this by calculating the difference between that and the target pace (1 note/second) for the exam, then setting incremental goals for myself so that I could create a realistic timeline for learning this new skill and focus my practicing towards that timeline. The same strategy works for test prep. For every section, you should calculate your own time per question. For ACT Math, for example, there are 60 minutes to solve 60 questions. This means an average of 1 minute per question, but the questions at the end will likely take you much longer than 1 minute. This means you might have a goal of 30 seconds per question for questions 1-20, 60 seconds per question for #21-40, and 90 seconds per question for #41-60. The key here is that during the test, if you find yourself spending more than your target time goal, you need to skip that question. You want to avoid getting sucked into wasting time on a question. On these points every question is worth the same point, and at your level every point counts. Therefore, your goal should be to answer as many questions correctly as possible. Mistake Type 2: Question Comprehension SAT questions might need to have one unambiguous answer, but that doesn't mean that they can't trick you with the wording of the question. Oddly, this is especially lethal for those who read quickly, because it can lead you (and by you, I perhaps mean me) to focus on the wrong part of the question. The first time I looked at this question, I read through it too quickly and solved for p, rather than 3p + 2. Always make sure you know what the question is asking before you look at the answers. Often, the SAT will give several incorrect answer choices that each could be correct if you'd misread the question a particular way. "It's a trap!" by anneheathen, used under CC BY 2.0/ Cropped from original. Not all traps are this obvious. Actions for a 500/21 Scorer: In some cases, it can help to write out the information the question provides in simpler form. Take this sample math question: In one semester, Doug and Laura spent a combined 250 hours in the tutoring lab. If Doug spent 40 more hours in the lab than Laura did, how many hours did Laura spend in the lab? Now, write out the information given in the question separately, in your scratch area: Total hours in lab = 250 Laura = x hours Doug = x + 40 hours Solve for x (take that, Doug!) It might seem redundant, but writing out the information separately not only gets it into your brain, but also prevents you from grabbing the wrong number or unit of measure when you go to plug it into your equation or answer. If you're concerned that writing everything out will take too much time, underlining the relevant information in the question can also be useful. Example (underlining mine): Which of the following does the author suggest about the "female goats" mentioned in line 59? A) They secreted antithrombin in their milk after giving birth. B) Some of their kids were not born with the antithrombin gene. C) They were the first animals to receive microinjections. D) Their cells already contained genes usually found in humans. Actions for a 700/31 Scorer: Slow down when reading the question for the first time. Students who leave time to double (or even triple) check their answers sometimes don't bother re-reading the question on their second (or third) time through, which means that if you misread the question the first time, it doesn't matter how many times you double-check your thinking process- you won't be able to correct your mistake. Because of this, re-reading the question is important as well, because it allows you to make sure the question is asking what you think it was asking when you go through it again. Mistake Type 3: Procedural/Content Issue If it is a multiple choice question, identify what type of question it is. For instance, we at PrepScholar have identified the major SAT Reading passage question types as: #1: Big Picture/Main Point #2: Little Picture/Detail #3: Inference #4: Vocabulary in Context #5: Function #6: Author Technique For a breakdown of the SAT Math question types, read our article here. If you want to learn more about the Writing section, try our complete breakdown of SAT grammar rules. Is your problem with how to answer certain types of questions, like Inference questions? Or is the problem knowing the content, like specific grammar rules or trigonometry formulas? Actions for Everyone: For these kinds of missed questions, there are two main steps to take. Step 1: Find a source for lesson material. For content issues, this could be class notes, textbooks on the material, or a test prep book or a complete prep program like PrepScholar. For procedural issues, definitely check out SAT prep books and sites on strategies. Step 2: Practice answering questions, over and over and over (see above regarding lay-ups and scales), reviewing them well. If you follow these two steps, you will be full of well-founded confidence when questions that previously stymied you (whether in terms of how to answer them or what they were asking about) pop up on test day. "consumer confidence" by Chris Karen Highland, used under CC BY-SA 2.0/ Cropped from original. Cape not suggested as part of your test-day apparel. Bonus (or possibly not, depending): You are far less likely to drive your siblings crazy by drilling yourself on practice questions than by drilling yourself on piano arpeggios! Not that I would know from personal experience. Nope. Mistake Type 4: Careless Error My favorite type of mistake- seemingly innocuous, but with a potentially fatal impact. Story time: Once upon a time, during my very sleep-deprived junior year of high school, I added 2 and 2 together to get A) 8 and B) 2. At various points on the SAME CALCULUS TEST. And while yes, I was sleep-deprived, this was not the only factor. Rushing headlong through answer choices (or problem solving, in the case of some math questions) is often the prime culprit for careless mistakes. This is completely understandable, as you are taking a timed test, but ultimately it can be counterproductive if you don't have the appropriate backups in place. Common Careless Errors Here I've broken down some of the most common careless errors by subject area. Reading: Misreading the question, particularly by not noticing words like "except." On practice tests, I would sometimes lose valuable time by trying to choose among answers that seemed to be all correct, only to realize that the question was actually asking for the one that was INcorrect. Math: Solving for the wrong value. I cannot stress enough how annoying it is to finish a practice test and realize you solved for the wrong value (particularly since these are often answer choices). See my previous example of the sort of questions where this can happen particularly easily. Writing and Language: Reading through the question too quickly and choosing "NO CHANGE," particularly with questions at the end of the section. Don't just select "No Change" if the sentence looks right to you- also make sure you can eliminate all three other answer choices. Actions for a 500/21 Scorer: Ask yourself why you made the careless mistakes. Were you feeling pressed for time? Were you actually pressed for time? What can you do in the future to help head this off? Check out our article on top SAT test day tips for some helpful suggestions. Actions for a 700/31 Scorer: Make sure you leave yourself enough time to go back over questions- not just going over your work, but redoing questions (especially those you are unsure of). PrepScholar co-founder Allen Cheng suggests leaving yourself at least 5 minutes to spare in his article on how to get a perfect SAT score. How to Streamline Future Review Okay, you know everything now about what you were doing wrong with your reviewing of missed questions. How can you make it more efficient (and effective) in the future? A few final tips: #1: When going through tests, always mark the questions you think you have a 3/4 or less chance of getting correct. Circling the numbers of the questions works well for me, because you can circle them lightly on your first time through the test, and circle ones you're still unsure of more heavily on your second time through. You'll be able to review everything you were unsure about, even if you ended up getting them right. Knowing you've looked over everything you were unsure about, even if you ended up getting the question correct, will make you more confident you're choosing the right answer in the future, because you will have put in the time. #2: Just like a tooth with a cavity, the best way to get better is to...drill. I have no regrets about this wordplay. I am also 100% serious. Practice may not make perfect, but it does make answering the questions you have trouble with more routine, which in turn can get you closer to perfection. See also my earlier explanation for why you should structure your practice. "Facepalm" by Philipp Boisserà ©e, used under CC BY-ND 2.0. #3: Don't immediately go back and try to re-do missed questions (or if you do, don't let that be the only time you re-do them). It's more helpful to let some time pass in between attempts- a day is usually good enough, but anywhere between few hours or a week can also work, depending on the person- because then you can try it again fresh. #4: Keep a notebook or computer record of questions you got wrong, sorted by subject (Math, Reading, Writing and Language for the SAT, or English, Math, Reading, and Science for the ACT) and question subtype (e.g. big picture vs. little picture questions in Reading). Note for each question why you missed it and how you plan to remedy this in the future (even if the remedy is just "Practice this kind of question until it appears in my dreams, possibly accompanied by piano scales"). Reviewing questions you got wrong is integral to effective test prep. Learning from one's mistakes is not just a saying- it reflects the reality that can help you break through a score ceiling and drastically improve your score on the the SAT or ACT. The trick is to know not just where you are making mistakes, but to practice those same types of questions over and over until you have mastered them. What's Next? What's a good target score you should aim for? Find out in our guides for the SAT and the ACT. Want to score a perfect SAT score or ACT score? A perfect scorer has the advice you need. Read our guide on getting a 1600 on the SAT or getting a 36 on the ACT. Not sure when to start studying? Get advice on how much time you should put into studying for the SATs here. If you want more specifics on how to prepare for each section for the SAT, try our study guides for low scorers (Math, Reading, Writing) or high scorers (Math, Reading, Writing). Looking to review mistakes in your code as well as on your SAT/ACT? Our guide to the JavaScript TypeOf Function explains what TypeOf can tell you and how to use it. Want to improve your SAT score by 160 points or your ACT score by 4 points? 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The Nitrogen Cycle Statistics Project Example | Topics and Well Written Essays - 6250 words

The Nitrogen Cycle - Statistics Project Example As a result, the salinity gradient was different along Kinvara Bay in time point 1 in comparison to time point 2. The periplasmic reductase gene Napa and the membrane-bound narG were presented in the sediments where Napa had a high affinity for nitrate in comparison to narG. Moreover, it was identified the presented bacteria in the bay were rather similar to those in Colne Estuary sediments, United Kingdom, back in 2007. (Smith et al., 2007). In general, the presented bacteria were from gamma proteobacteria, which is strongly associated with Napa reductase gene. Overall, another extensive study is needed to fully understand the denitrifiers Napa and narG community and structure in the environment. Further, quantitative polymerase chain reaction is necessary to quantify gene copy numbers of these two genes (napA and narG) present in the environment. Sediments from time point 1 and 2 of all the three sites were heated in the oven overnight to ignite the carbon. Subsequently, the sample s were weighed to calculate the total organic carbon. Carbon source was considered as being crucial in the denitrification process.  Water salinity was measured by a Refractometer. This is quite an easy type of measurement to account for salinity.  Measuring the sediment salinity was accomplished through different steps.   Primarily, distilled H2O was added to all sediments from the three sites from time point 1 and 2. The sediments were centrifuged and this allowed the salt in the sediments to be dissolved in the water.   The dissolved salt was then filtered and evaporated in the oven overnight, weighed, and then calculated. The sediments salinity was represented the different gradients through the three sites,   from both time points 1 and 2.

Managing, Evaluating and Developing Human Resources Essay

Managing, Evaluating and Developing Human Resources - Essay Example It has ensured that employees, no matter their level of experience, gain the necessary skills and get better opportunities for training. For improved employee performance, all employees should be computer literate and proper courses should be designed to enable them encounter technology as it evolves. Training and development is a strategy aimed at developing and improving the skills of an employee. According to Pride, Hughes and Kapoor, â€Å"employee training is the process of teaching operations and technical employees how to do their present jobs more effectively and efficiently† (2011, p. 264). Companies which want to stand still in competition opt to provide constant training to their employees on any technical occurrence. Employee training has been eased with the introduction of internet based training, because it saves cost and time. Williams says that â€Å"during the late 1990s, the learning support organisation at Telcordia technologies... began to actively pursue online delivery of performance support materials for the software applications that they supported† (2004, p. 8). This shows that technological training has been a long time training strategy, but has been growing steadily and also evolving with the changes in technology. When analysing what to offer in training, employers have to consider what is needed for the training. What appears to be most essential in training is motivation. Training also varies depending on what the management considers most crucial. Some employees have to be trained on technological skills, but since training may be expensive, its advisable that the company classify what is most essential. Training is important for employees so that they can be equipped with skills, attitude and knowledge required to do their job well. They are taught on how to interact with the customers and managers use this opportunity to motivate them. Technology came due to