Case Study of Trend Forecasting Company Essay Example | Topics and Well Written Essays - 2250 words

Case Study of Trend Forecasting Company - Essay Example The researcher states that popular with the world’s trendy youth and relevant with the fashion leaders, Trendstop.com is, by far, the most reactive, and, as a result, has the upper hand on the other forecasting spots. This is mainly because the company always practices a habit of uploading the newest trends statistics almost immediately after receiving it. This essay discusses how business activities and technology have combined in recent years, resulting to interwoven systems and strategies for all matters relating to the two. This is a principal factor that all ventures have to consider for their continued existence and survival in the future. In addition, the researcher mentiones that current innovations concerning business structures, leadership, and market targeting also play a key factor in the rise or fall of business. The fashion industry, that was analyzed in the essay is a delicate and unemotional modern business. In this field, relevancy and accurate results are the key factors that determine continued business opportunities and prosperity. The Trendstop.com Company has placed much focus and resources towards various key factors regarding its operations. In the near future, it is planning to enhance its information network in order to get accurate data for dissemination. The venture has also heavily invested in the latest technology and tools that are relevant to its fashion outline. In addition, it is also working on expanding its web page in a way that the consumers will avail updated information in real time.

The One Scene That Sealed Titanics Fate Essay Example for Free

The One Scene That Sealed Titanics Fate Essay Titanic is thought to be one of the most iconic films to ever hit theaters. According to the film industry, the film by James Cameron falls into the realm of an epic romance/disaster genre. Released in 1997, Titanic was an international box office sensation, due to the director providing equal importance to history, fiction, and romance. The film is set in April of 1912, where Jack Dawson played by Leonardo DiCaprio and Rose DeWitt Bukater played by Gloria Stuart and Kate Winslet share a love story that cannot be broken. The movie also gives a historical overview of what happened that dreadful night. This critical analysis of the film Titanic provides an overview that the innovative mode of storytelling (flash back and other techniques) can portray both a love story and the historical background while using a dissolve editing method, in which â€Å"the end of one shot gradually merges into the beginning of the next. The effect is produced by superimposing a fade-out onto a fade-in of equal length of imposing one scene over another† (Petrie and Boggs 160). This editing effect was used at the beginning of the movie, in which at 21:03, the wreckage of the Titanic is seamlessly and effortlessly transformed into the beautiful masterpiece of a ship that it once was. This effect is also used when Jack and Rose are standing together â€Å"flying† on the edge of the Titanic, later to be transformed back into the ship wreck. This scene brings the audience back into the present and shocks them back into the harsh reality that the scene was merely a memory from Rose, and no longer the reality (Titanic1997). The editing in Titanic is truly remarkable, bringing the audience from the future into the past, shocking the audience by showing both first-class and lower-class struggles, and showing not only the love story between Rose and Jack, but the life and death of the Titanic and the two thousand people aboard. Through the use of other film techniques such as editing and camera work, set design, imagery and color, James Cameron created one of the most influential and moving works of art the film world has seen. The editing style and technique brings new life to the cinematography world, and â€Å"rejects the norms of modern Hollywood style† (Butka). In all film elements, visual effects, cinematography, color palette, editing, sound design, and music, contributes to the film as a whole. Cameron, â€Å"who has been pushing the boundaries of the Hollywood classical cinema since The Terminator, finally reached a career high point with Titanic’s synthesis of compelling storytelli ng and dexterous style and technique† (Butka) Visual effects, color, imagery, and set design play an important role in all forms of movie and television. These elements are the core foundation of the overall feeling that the audience experiences when watching a particular film. One particular element of film that impacts the story line is the setting of the scenery. Setting may â€Å"often seem unobtrusive or be taken for granted, it is an essential ingredient in any story and makes an important contribution to the theme of total effect of the film† (Petrie and Boggs 82). The setting of a film should be carefully analyzed because of the effects it has on the interrelationships of the characters, plot, and overall general feeling that the movie brings out in its audience. In Titanic, the setting plays a major role in the fact that the first class citizens were held to a higher standard that the lower class citizens. This set the mood for the rest of the film and sets up the segregation that separates Jack and Rose. The col ors also provide a strict divide between the upper and lower classes aboard the Titanic. The royalty wore brighter, more vibrant colors, as well as more flashy materials, whereas the lower class wore much more torn clothing, all of which were dark and dirty colors. These elements ultimately set the tone for the rest of the movie, and would be a constant struggle for Rose and Jack to keep their bond strong. James Cameron put an emphasis on the difference between these classes in order to give the audience the sense of segregation. James Cameron is a critically acclaimed film director known for some of the biggest box-office hits of all time. A science-fiction fan as a child, Cameron â€Å"went on to produce and direct films including The Terminator, Aliens and Avatar. He has received numerous Academy Awards and nominations for his often large-scale, expensive productions† (Biography Editors). His most noted work, 1997\s Titanic, became the first film â€Å"to earn more than $1 billion and landed 14 Academy Award nominations. Cameron took home three Oscars himself for the project: Best Director, Best Film Editing and Best Picture† (Biography Editors). To re-create one of the greatest disasters at sea in history, â€Å"James Cameron had a special studio built in Mexico, which featured a 17-million-gallon water tank and the 775-foot replica of the Titanic,† this proved to help the film be a successful blockbuster hit (Biography Editors). James Cameron’s techniques used in Titanic becam e immensely popular as the film became popular. Cameron’s own â€Å"documentary urge was so intense, that he created new diving and photographic equipment – at an extraordinary expense for his studio – to achieve textural authenticity by recording and presenting the eighty-five-year-old wreck of his subject. The film, then, like so many other fictional films, says the ultimate compliment to the documentary form: Cameron uses the real thing to inform his reel thing† (Petrie and Boggs 468). The main purpose behind editing a film is to keep the film in continuous motion, regardless if the time periods switch rapidly, much like in Titanic, where Rose goes from being a seventeen year old girl, to a one-hundred year old woman explaining the history of the Titanic as she remembers it. The editing techniques that were used were ultimately used to shock the audience through â€Å"sudden, jarring cuts between the third- and first-class, [which] build the antithesis between the classes and accentuate the conflicts. Some of the examples include: the cut between the steer get berthing space when Jack and Fabrizio (Danny Nucci) first arrive on the ship and Cal’s private promenade deck; the cut between Rose and Jack dancing in the steerage party scene and the first-class smoking lounge (which is such an abrupt change of atmosphere and energy that it comes as quite a cinematic shock to the viewers); the cut between the flooding in the steerage with rats on the run and the pro priety of a first-class corridor that does not even hint at the impending tragedy† (Butka). Throughout the movie, the film consists of scenes mainly from the Jack and Rose era, however in the beginning of the film, the director made use of flashback technique to unearth the romantic story of the lovers in the film. To be specific, the plot moves from present condition (say, 1996) to past (say, 1912) and to present (1996). In the opening scene, the director portrays the effort of Brock Lovett (say, a treasure hunter) to unearth the secret behind a necklace sunk with RMS Titanic in 1912. Gradually, the director portrays the love affair between Rose and Jack. In the end, Rose drops the necklace into the Ocean and returns. The film ends with a fictional reunion between the lovers. Dissolves are very important to the film, â€Å"particularly those between different time periods, and even fades are used occasionally to mark important points in the film (e.g., when Rose finishes her story)’ (Butka) Cameron also uses â€Å"establishing shots regularly, thus preserving a locale orientation for the viewers: not only do we always know exactly where we are, but these establishing shots also help us grasp the ship’s enormous dimensions† (Butka). Even in the period section of the film, â€Å"there is a separation between two distinct photographic styles: â€Å"In the first part, the camerawork is rather polite, graceful and even eloquent. [Carpenter] was trying to reinforce the opulence and beauty of the time with lighting,† (Butka). This eloquent style gives a feeling of tranquility and perfection to the first class shipmates, providing deep segregation to the boat, thus bringing about the conflict of Jack and Rose’s love. This camera and editing style let the audience feel the same way that the characters were feeling, eloquent and fashionable. When looking at the color of the first class section of the boat, â€Å"there is also use of amber, a color Ca meron has not used before; in addition, the first-class sections of the ship are even more colorful, which is undeniably helped by the exquisite costuming† (Butka). In the second part of the film, the camera work and editing becomes much more violent and choppy, showing the struggle the passengers endured as the ship hit the iceberg and ultimately began to sink. The camerawork â€Å"quickly loses that polite edge and segues into this very kinetic, sometimes violent movement. It’s jarring and bumpy, which suggests the panic of the situation. This is a point that Cameron, Carpenter, and Muro worked on together; later in the film, initial smooth and refined camera movements transform into â€Å"less elegant and more nervous. There’s a lot more handheld work and Steadicam, and its rough† (Butka). The overall production of the Titanic came at quite a cost but was a tremendous success, to say the least. Titanic’s production was a â€Å"famously difficult and complex one, a shoot on an almost unprecedented scale which featured tough technical challenges and which was overseen by a director who knew exactly what he wanted and who demanded the utmost from everyone until he got it, but it was a tough journey to get there† (Braund). Production of the film began in 1995, when â€Å"Cameron shot footage of the real wreck of the RMS Titanic. He envisioned the love story as a means to engage the audience with the real-life tragedy. A shooting took place on board the Akademik Mstislav Keldysh which aided Cameron in filming the real wreck for the modern scenes, and a reconstruction of the ship was built at Playas de Rosarito, Baja California. Cameron also used scale models and computer-generated imagery to recreate the sinking. At the time†, the picture became the m ost expensive film ever made, costing approximately US$200 million with funding from Paramount Pictures and 20th Century Fox (Butka). â€Å"Principal photography for Titanic began in July 1996 at Dartmouth, Nova Scotia. In September 1996, the production moved to the newly built Fox Baja Studios in Rosarito, Mexico, where a full-scale RMS Titanic had been constructed (Marsh). Special effects played an important role in how the movie filmed. Many critics were skeptical about how Cameron would portray such a disastrous scene, including the deaths of all of the people aboard the ship. Cameron then went on to say that \the people were all computer graphics. The way we did it was, we had people act out all of those individual behaviors in what we call a \motion capture environment.\ So, a steward pouring tea for a lady seated on a deck chair that was all acted out and then that motion file was used to drive and animate those figures. The end result is like you said: We pull back down the full length of Titanic, and you see 350 people all over the decks, doing all those different things. The same technique was used for the sinking when you see hundreds of people on the ship jumping off or rolling down the decks\ (Ebert). Cameron also did not want to cut corners in regards to the props and sets used. In addition to the life-size model of the Titanic, Cameron also had â€Å"construction crews build two huge water tanks. One was 90 foot deep and over 800 foot wide in which the model could slowly sink into 17 million gallons of water fed directly from the Pacific Ocean. The second tank was 30 foot deep. It contained 5 million gallons of water and housed the elegant first class dining saloon and the three story Grand Staircase† (Titanic and Co). One of the most impressive interior sets was the recreation of the famed Grand Staircase the most famous room Titanic contained. Additionally, the Staircase, â€Å"as mentioned by one of the film crew personnel, ended up acting almost as a character in the film, due to it being the location of several pivotal scenes, including the ending scene. Interestingly, the staircase presented in the film is slightly larger than the one on the real ship. The reason for this was because people in 1912 were shorter than they are today. As a result, the staircase was scaled up to make the actors look smaller† (IMDB). For the exterior shots of the ship sinking, the almost â€Å"full-scale ship was placed in a 3 foot deep, 17 million gallon tank and tilted using a crane. For the interior shots of the sinking ship, the sets were enclosed in a 5 million gallon tank and again tilted in the water using a crane. This was the method used for the Grand Staircase. However, to make the destruction of the Grand Staircase more dramatic, Cameron and his team dropped 90,000 gallons of water onto it. Because the Staircase would be destroyed, there would be only one attempt to get it right. Unexpectedly, the massive volume of water ripped the Staircase from its steel-reinforced foundations, collapsing certain sections of it† (IMDB). This destruction of the stair case was relatively dramatic and saddening to the characters and audience because it had become such a vital work of art in the movie. These stairs were much more than just stairs; they were the place in which Jack fell in love with Rose, the place Rose and Jack embraced in their final kiss in the final scene; a true masterpiece that had become one of the characters, gone in an instant. Roger Ebert became â€Å"film critic of the Chicago Sun-Times in 1967. He is the only film critic with a star on Hollywood Walk of Fame and was named honorary life member of the Directors\ Guild of America. He won the Lifetime Achievement Award of the Screenwriters\ Guild, and honorary degrees from the American Film Institute and the University of Colorado at Boulder† (Ebert). He then went on to interview James Cameron on his success and struggles with the making of the Titanic. The footage of the sunken ship was mainly real footage of the actual sunken Titanic. James Cameron believed that in order for the movie to have a more authentic feel, that he should take actual film himself with his own camera. Cameron wasn\t content to buy footage from documentaries about the search for the Titanic; he shot the film\s undersea footage himself, new for this film: \It\s all our own. I made the dives and operated the camera and we lit it and everything† (Ebert) Cameron then went on to explain the struggles that appeared when creating the interior of the Titanic. â€Å"It\s consistent with what Titanic looks like† Cameron mentioned. â€Å"We couldn\t explore the whole interior of the ship. We could only get a glimpse into some areas. We went down some corridors to the D-deck level and saw a lot of the remaining hand-carved woodwork, the wall-paneling, and the beautiful ornate carved doors. A lot of it is still there. It\s very, very cold, which helps preserve things. There are marine organisms that will eat wood, but in certain areas the wood was covered with white-leaded paint that protected Titanic† (Ebert). As morbid as it sounds, it was important to display the fear and anguish on the faces of the people trapped on and inside the sinking vessel. Even though this was a Romeo and Juliet type of love story, the overwhelming message was to portray the absolute disaster the Titanic was and to show the terror on the faces of those involved. Cameron goes on to say that many died in terror, you know, when you look at the numbers, if you were a third class male on Titanic you stood a 1-in-10 chance of survival. If you were a first class female, it was virtually a 100 percent survival rate. It broke down along lines of gender and class. If you were a first-class male, you stood about a 50-50 chance of survival. And the crew took it hardest.\ Of the 1,500 who died, 600 or 700 of them were crew members. The people who stayed in the dynamo room and the engine room, to keep the lights on so that the evacuation would not become panicked who stayed till the end and missed their opportunity to leave t he ship that\s something you\d see less of today† (Ebert). This just goes to show that Cameron felt very passionate about the way he needed to portray this type of despair in his movie, and in order to do that he needed have the film crew work extremely hard in order to portray that same anguish. \That was our most dangerous work,\ Cameron said. \The stunt team worked for weeks in advance, videotaping each one of those stunts and rehearsing it and showing me the tapes. It was all intensely pre-planned and the set was made about 50 percent out of rubber at that point, all padded up. But there\s always an X-factor. We had 6,000 stunt person days on this film the equivalent of one man doing stunts seven days a week for 16 years. But it was all happening at once. We did have a guy break his leg, which I hated. I don\t think anybody should get hurt for a film. So I decided to do more of it with computer graphics† (Ebert). This made it more apparent that special effects had to be made more in order to keep the cast and crew safe. Therefore, the scene in which the Titanic is actually sinking was almost entirely CGI when the camera was sweeping over the boat in a birds eye view. Cameron goes on to talk about the importance of human nature and how the story of Titanic is iconic not because of the class struggles, but once tragedy strikes, we are all on the same level fighting for survival. Cameron goes on to state that the â€Å"great lesson of Titanic for us, going into the 21st century,\ he said, \ is that the inconceivable can happen. Those people lived in a time of certainty; they felt they had mastered everything mastered nature and mastered themselves. But they had mastered neither. A thousand years from now Titanic will still be one of the great stories. Certainly, there have been greater human tragedies during this century, but there\s something poetically perfect about Titanic, because of the laying low of the wealthy and the beautiful people who thought life would be infinite and perfect for them.\ What would you have done? Anyone seeing this movie, I said, will have to ask them this question: Would I have fought to get on a lifeboat? Would I have pushed a woman or a child out of the way? Or would I have sat down in the lounge and called for a brandy, like Guggenheim, and faced the inevitable with grace† (Ebert)? In conclusion, Titanic taught the general public that the human race is not invincible and that nature does not care whether you are rich or poor, perfect or imperfect, or nothing at all. Through the masterful works of camera angles, visual imagery, editing, and specific scenery, director and writer James Cameron was able to recreate the tragedy of the unsinkable Titanic through the camera lens. Cameron was able to display the struggles of love, life, death, and historical understanding through the eyes of Jack and Rose, and through the magic of filmmaking, teach an incredible lesson that will live on through eternity.

Is Volunteer Tourism Defeating The Point Tourism Essay

Is Volunteer Tourism Defeating The Point Tourism Essay Volunteer tourism is described as the modern phenomenon of travelling overseas as a volunteer (Guttentag 2009: 538), which is exactly what I did in March of 2010. Eleven senior students from my secondary school were chosen to partake in a humanitarian mission trip to the Dominican Republic. We, along with our school chaplain and two teachers, worked with a local organization called Asociacià ³n para el Desarrollo de San Josà © de Ocoa, Inc. (ADESJO), and they sent us on a two hour trip up a bumpy and steep mountain to the village of El Cercado. For two weeks we worked on building ten latrines in the village while getting to know the villagers and making friendships and memories that we would carry with us for the rest of our lives. There is no doubt that as a volunteer tourist I took away a great deal from this trip, but I have begun to wonder what impact volunteer tourism has on host communities and the world at large. After researching the topic of volunteer tourism I have come t o discover that most of the benefits of volunteer tourism are felt by the volunteers themselves and not the host communities and their members. In the area of Global Development Studies this reflects the influence that the Global North has upon the Global South. Even though volunteer tourism is veiled by altruistic intentions, any positive effects could potentially lead to extremely negative effects in the global spectrum. Unsatisfactory work is being done by unskilled volunteers, cross-cultural misunderstanding and cultural stereotypes are being increased and reinforced, and neo-colonialism and capitalism are being supported. This paper will argue that volunteer tourism is more beneficial for the volunteers themselves, while in reality it has negative effects on the locals in host communities. While there are potentially macro scaled negative effects of volunteer tourism, it is important to analyse the initial micro negative effects that lead to these larger negative effects. The first and most important of these micro effects is that unsatisfactory work is being done by unskilled volunteers, while the needs of locals are put aside to focus on the experiences of the volunteers. In recent years volunteer tourism has become very popular, especially among post-secondary students (Bailey and Russel 2010 :353), automatically one is left to question the level of experience these students have in the areas such as infrastructure, education, or environmental conservation. Daniel A. Guttentag (2009) points out that there is a hindrance in work progress and the completion of unsatisfactory work, caused by volunteers lack of skills; (537) and there is even a decrease in employment opportunities (ibid.). It is evident that a great number of volunteer tourists lack certain skills which is undoubtedly due to the fact that they ..do not have enough knowledge, reflection capacity, appropriate skills or qualifications, volunteering and international experience, time to get involved with the locals or altruistic intentions (Palacios 2010: 2). Despite these facts the volunteers experiences are still focused upon. Organizations that plan volunteer tourist trips focus on making the experience of the volunteer tourists trip as enjoyable and safe as possible and work around the needs and desires of the volunteers (Guttentag 2009: 539). Even though some would argue that organization choose volunteers carefully and train them beforehand (Tomazos and Butler 2009:13), this cannot be generalized to all organizations. When the needs and desires of the locals are being ignored in order to service volunteers this negatively affects the lives of the locals in the host communities for they are the people that must endure the potentially poor work done by the volunteers. Volunteer tourists are described as experiential or experimental' (Bailey and Russell 2010: 3), and those two words automatically imply the word different. Volunteer tourists want to experience a different culture in order to grow and re-evaluate who they themselves are as a person (ibid.). Once again the volunteer is experiencing a benefit , but one is left to question what preconceived notion the volunteer has of the culture he or she is entering in to. Another issue that arises with volunteer tourism is that volunteer tourists that arrive in host communities in the Global South with stereotypical ideas increase and reinforce cultural stereotypes and cross-cultural misunderstanding (Raymond and Hall 2008:1). The preconceived notions of the volunteer tourists risk being stereotypical ideas of an impoverished and hungry family living in a shack, which creates a separation between themselves and the locals they come in contact with. If that separation is never bridged, or if the volunteer never gains a true knowledge of the culture because they are too focused on helping the stereotypical other, it creates and enforces cultural stereotype, especially because volunteer tourists may assume that host communities accept their poverty (Raymond and Hall 2008: 2). If there is a lack of communication between the volunteers and the members of the host community then the volunteer gains little to no true experience with the culture they are expe riencing, which can actually negatively impact the host culture (Guttentag 2009: 547). This problem is partly due to how the cultures are being portrayed by organizations. Reflecting true Eurocentric ideals (the notion that the correct way of living is the Western way and all other ways are exotic and irregular), organizations tend to portray volunteer tourist destinations in a way that will attract the volunteer tourists to participate in these excursions. A gap year is defined by the Oxford English Dictionary as a period of time (usually an academic year) taken by a student as a break from formal education, typically between leaving school and starting a university or college course, and often spent travelling or working (2010). There are organizations that specifically service these gap year students, but they are criticized for: [imposing] a simplistic view of the other so that difference can be sold and consumed. This occurs through the use of sweeping generalisations of destination communities in promotional materials and continues throughout the VTP [Volunteer Tourist Programs] due to lack of critical engagement with the experience. (Raymond and Hall 2008: 3) This simplistic view is meant to enhance the difference between the volunteer tourists and the locals of the host community in order to enhance the volunteers experience, but this is detrimental because it only reinforces Third World stereotypes and has the potential for romanticisation of the other stereotype (Matthews qtd. In Ooi and Lang 2010:3). Once again, the volunteers are benefiting from their experience as volunteer tourists, but it comes at the cost of the people of the Global South who must endure further victimization and stereotypes that create the idea that they must be saved by the Global North because the inequalities between the developed and developing worlds [are highlighted] (Simpson qtd. In Ooi and Land 2010:3). These inequalities reflect global capitalism and neo-colonialism. Poor work quality and issues of cross-cultural misunderstanding and the reinforcement of stereotypes all in the name of the volunteer tourist experience leads to macro-scaled problems of neo-colonialism and the support of capitalism. The Oxford English Dictionary defines neo-colonialism as the use of economic, political, cultural, or other pressures to control or influence another country; especially the retention of such influence over a developing country by a former colonial power (2010), and, broadly defined, capitalism is a system having accumulation at its core (Lippit 2007:179). Volunteer tourism is a new way of exploiting the Global South for the gain of the Global North because, as previously mentioned, the needs of the volunteers are focused on despite the fact that poor quality work is being done and it reinforces the notion of the other in order for the volunteer tourists to gain personal experience. Volunteer tourist trips support the notion of the other and reinforce po wer inequalities and thus represent a form of neo-colonialism or imperialism with respect to developing nations (Raymond and Hall qtd. In Ooi and Laing 2010:3). These power inequalities reflect capitalism because it puts the Global South at the bottom of global hierarchy, where they are used in order for those in higher positions the Global North to accumulate money and in this case, to accumulate global experience. This global experience is being gained at the cost of creating a gap between the North and the South in terms of advancement in technology and power, further supporting capitalism. This is reflected in what Guttentag (2009) has termed as the demonstration effect, a term that signifies how a host culture is impacted when tourists draw attention to their lifestyles and items of wealth (11) which leads to the possibility of locals trying to imitate the tourists consumption patterns, and discontent can emerge when these items of wealth are beyond the reach of a host community (ibid.). When attention is drawn to what the volunteer tourists from the Global North have and what the locals of the Global South do not have, it also draws attention the amount of power and wealth that their home countries possess on a global scale. Even now, organizations are aiming to attract the privileged volunteer tourists (Lyons and Wearing 2008: 187), which only increases the gap between the developed and t he underdeveloped, the rich and the poor, capitalism and equality. This inequality between these two worlds has a long history of colonialism, and although that ended after centuries of suffering and exploitation volunteer tourism is arguably a new form of colonialism. Volunteer tourism could possibly degenerate into a voyeuristic exploitation of the cultural other that masquerades as academic sanctioned servant leadership' (Butin qtd. In Sin 2009: 484). The Global North displays altruistic intentions of helping the people of the Global South, while in reality they are exploiting them for their own personal gain which is to train youth to become more socially aware and active, but this only leads to further dependence of the South on the North to repair their problems and ease their hardships. The North remains at the top of the global hierarchy: The basis conclusions of many authors that have contributed to this critical theory of development is that the Western intention of helping underlying the development aid goal as humanitarian as much a colonialist. However , it tends to reproduce the same global patterns of inequality and poverty. Leaving intact if not reinforcing the dominant position of the North. (Escobar et al. qtd. In Palacios 2010: 4) Neo-colonialism, the new form of colonialism, defeats the purposes of all of the fighting that occurred in to end colonialism, while once again the Global South faces the negative consequences of being exploited by the Global North through volunteer tourism. Despite the macro- scaled negative effects that volunteer tourism has the potential of causing, many defend its benefits. Volunteer tourism can enhance civic-related knowledge, skills, attitudes, and behaviours, improve interpersonal skills and emotional regulation, and contribute to better academic performance and meaning in life (Billig et al. qtd. In Bailey and Russell 2010: 3). Also argued is that: the volunteer tourism experience is a direct interactive experience that causes value change and changed consciousness in the individual which will subsequently influence their lifestyle, while providing forms of community development that are required by local communities. (Wearing 2001: 2) Unfortunately, it is evident here that the focus is primarily upon what the volunteer tourists gain from the experience, not the locals of the host communities. These benefits are indeed positive, but mostly for the volunteers and the country that they come from. It is arguable that when the volunteer tourists gain more awareness about these social issues and gain more of a feeling or a desire to make a difference then this will lead to them making a difference in the Global South. However, this is not completely positive because it aids in making the Global South dependent on the Global North. This also reinforces the stereotype of an impoverished and disease-stricken Global South that is doomed unless they are saved by the hero that the Global North has been portrayed as. There is still the argument that volunteer tourism appears able to offer [an] alternative direction where profit objects are secondary to more altruistic desire to travel in order to assist communities (Wearing 20 01: 12) , but this can be an example of the desire for profit being hidden under a veil of altruism there truly is no way knowing whether or not the intentions of volunteer tourists are purely altruistic or driven by egoistic ambitions. Despite the many negative issues that volunteer tourism brings into light, there are attempts to minimise them. Firstly, problems concerning poor work quality done by inexperienced volunteers are being addressed by organizations that offer training to their volunteers that must go through a difficult selection program to begin with (Tomazos and Butler 2009:13). Organizations are also attempting to involve locals in the host communities as much as possible in the work that volunteer tourists are doing, which creates more employment and helps the locals continue with the projects after the volunteers leave (ibid.). Secondly, in an attempt to reduce cross-cultural misunderstanding and the reinforcement of stereotypes, more and more organizations encourage their volunteers to be culturally sensitive and learn from their experience creating understanding and tolerance for other people and cultures (ibid.). Finally, there is a strong desire and attempts to make volunteer tourism beneficial in a way that it teaches others to travel responsibly, especially in regards to the environment, through what has been termed as justice tourism and solidarity tours (Lyons and Wearing 2008: 187) . These forms of tourism aim to move tourists to engage with the lived reality of the locals and to establish interactions based on equity and respect (ibid.). Evidently, there is an attempt to foster more positive effects of volunteer tourism in order to better serve both the volunteers and the locals. To conclude, volunteer tourism is portrayed as being driven by altruistic intentions, however it is evident that the volunteer tourists themselves experience more benefits than do the locals of the host communities. This issue must be addressed because it emphasizes the long standing notion that the North is the only hope of the South in order to be saved from poverty, disease, environmental crises, and even debt, which is actually the exact opposite of what so many theories in this course have implied. The negative consequences of volunteer tourism questions the intentions of volunteers and the organizations that send them, and also questions the intentions of transnational corporations and governments that have come to form global capitalism. Is the intention specifically to always keep the Global South at the bottom of the global hierarchy in order to reap the benefits of the cheap resources that continue to flow from those areas in order to service the lives of the wealthy North? This question can be argued to no end, but there is no answer as straight forward as the fact that even in volunteer tourism the needs of the Global North are put ahead of those in the Global South, while the Global South continues to suffer on too many levels.

lord of the rings :: essays research papers

The Lord of the Flies William Golding’s book, The Lord of the Flies is a wonderful, fictional book about the struggle and survival of a group of boys trapped on an uninhabited island. This book kept me very interested and made me want to keep reading. The characters were very diverse and each had very appealing qualities in themselves. The setting is brilliantly described and the plot is surprisingly very well thought out. Many things like these make this book such a classic. Although there are not many characters in The Lord of the Flies, there are many different personalities and differences between them. The first character in the book is Ralph. Ralph is twelve years old with blond hair, and is the most charismatic of the group. He is described as being built "like a boxer," is somewhat charismatic and is chosen for chief, who makes it his job to lay down rules and try to organize a society. Throughout the novel he is always in conflict with Jack, who wants to be chief himself. Ralph and Piggy agree with each other’s ideas, but Ralph doesn’t realize how important Piggy really is to him until the very end of the novel. Although Ralph never reaches the understanding about the Beast that Simon does, he knows right from wrong. Jack is about Ralph's age, with a skinnier build and red hair. His freckled face is described as being "ugly without silliness." From the very beginning, he seems to harbor emotions of anger and savagery. At first, he is the leader of his choir group, who becomes hunters as the book progresses. Finally, his savage personality and ability to tell people what they want to hear allows him to overtake Ralph as chief. Jack does not believe that the Beast exists and is the leader of anarchy on the island. From the start of the novel he does not like abiding by rules of any kind. He simply wants to hunt and have a good time. Not seeming to care about being rescued, Jack and his tribe are examples of the Beast running rampant. In the beginning of the story Jack, still conditioned by the previous society he had been apart of, could not bear to kill a pig that was caught in the brush. As the plot progresses he becomes less and less attached to any societal norms.

Disabilities Websites: A review

Children and individuals with disabilities have unique challenges. Parental dispositions toward their special child are crucial to the child’s progress in their individual growth and development. Fortunately, great strides in researches and/or studies in a specific disability had been made and implemented in private and public sectors. The global internet community keeps abreast with the latest breakthroughs also. The following review of choiced websites has their own strengths and weaknesses as they try to be of help not only to the physically or mentally challenged themselves, but especially to their caregivers – the parents.Discussion A. Provide a brief summary of each website. 1. Blind website Features: Blind Resource center a. Information about blindness b. Newsletter for account members c. Education and development d. Independent movement and travel- workshops or seminars designed for greater independence and mobility. e. Sports, games, and travel Description/Disc ussion: This is considered a good resource center for families with a blind child or children. It provides current advances or innovations meant to enhance the capabilities and minimize difficulties of the blind.For the curious and the people who are just embarking onto becoming a volunteer or potential caregiver for the blind, the cyber site provides an introductory portion to describe what it likes to be blind, broad and specific definitions of blindness; some limitations that typify their experiences with life. Moreover, they provide rich resources for the blind individual including educational opportunities, workshops and/or seminars for improvement of their welfare; their adjustments with society at large. Comments/Recommendations:Children with this kind of disability will greatly be enriched with the resources of this website. Personally, in my own opinion, it has reached the minimum requirements for a website that somehow contributes to a certain extent, something to the targ et population. However, I should say that with regards aesthetic values, the website can do much improvement in enhancing its attractiveness with regards style. Although blind individuals are their primary clients, there many curious visitors who may visit them who will benefit from their resources and attractiveness in terms of web appearance are of great value.Secondly, I have not noticed a â€Å"BrowseAloud† component similar with that found in the NDCCD website, which is vital specifically for the blind person. Thirdly, for teachers who handle this kind of job, I think, the website should provide for such a category; not just for parents and the children with the disability. Teachers can still benefit from accessing the website though (http://www. blindchildren. org/). 2. Deaf website Description: American Society for Deaf Children (ASDC) Features: Resources a. Membership Privileges b. Convention c. Magazine d. Other resources: â€Å"1. ) Communication Access.We believe deaf or hard-of-hearing children are entitled to full communication access in their home, school, and community. We also believe that language development, respect for the Deaf, and access to deaf and hard-of-hearing role models are important to assure optimal intellectual, social, and emotional development. 2. ) Child. We believe there should be access to identification and intervention by qualified providers, family involvement, and educational opportunities equal to those provided for hearing children.The goal should be to provide children what they need in order to become self-supporting and fulfilled adults. . ) Parent. We affirm that parents have the right and responsibility to be primary decision-makers and advocates. For this role, parents need education, access to information, and support. † Description/Discussion: This is a good website with various features both for the parents and the deaf child with different features as promoted by the website such as standard me mbership privileges, and convention/workshops. Comments/Recommendations: In terms of its features, the website still lacks a lot of amenities, like more activities for the deaf child.Although, â€Å"physical appeal† is already evident in the way people behind the web had put their efforts into, there are still rooms for improvement. It looks simple and a lot more resources for parents should be added. Recommended for teachers with students who have hearing disabilities, although with some limitations because the primary recipients are only for the parents and their children with the disability (http://www. deafchildren. org/)National Dissemination Center for Children with Disabilities. Features: a. Multilingual b. Provision of a â€Å"BrowseAloud† text reader. . Government policies update on disabilities d. Other Government funded resources and researches Description: Excellent resource for the parents and children with a variety of disabilities, especially with its â €Å"BrowseAloud† text reader, accessibility for those with disabilities is enhanced. Provision for funding and update of government projects toward the disabled is also posted periodically in the website. This is important for people/parents or families concerned, and also for advocates. Teachers can benefit a lot from the website. Comment/Recommendation:Understandably, this is one website that many concerned parties are significantly benefited, hence, highly recommended to the curious and those who need resources for research, etc. There is still room for upgrading and development though when it comes to attractive appeal and other resources. The website should provide more pictures and activities update. B. Compare and contrast the 3 selected websites. Given the description and comments, obviously, the third website is the most advanced or developed from among the three where the criteria on appeal, resources for concerned parties are concerned (http://www. ichcy. org/(Nati onal Dissemination Center for Students with Disabilities).Discuss what you found to be relevant and useful to you as a teacher and what you did not. As a teacher, the first two websites are more basic, while the third can be classified as more advanced than the first two; hence I derive much help and assistance in terms of my professional objectives in career and educational requirements from the NDCCD website. I highly recommend the NDCCD website to my colleagues. They will profit from the three websites, but especially in the NDCCD cyber net compared to the other two.

Effects of Nitrogen on Pea Plants

EFFECTS OF NITROGEN FIXING PEA PLANTS (Pisum sativum) ON GROWTH OF CORN (Zea mays)? Introduction Interactions among plant species, particularly negative ones, have been a concern in agriculture (Levene 1926, Russell 1961). Novoa (1981) suggested that it would be advantageous to rotate certain crops by season, grow certain crops together, or avoid growing certain crops on the same land. Observations indicated that some crops require specific types of nutrients in contrast to other crop species, and plants within the Legume Family actually â€Å"fix† nutrients, for example nitrogen, within surrounding soils.Nitrogen is a key plant nutrient, and has been shown to be both increase plant growth and development (Russell 1961), but is often deficient in many western U. S. soils (Novoa 1981). Thus Legumes could provide high community trophic â€Å"service† (Aprison et al. 1954, Hiroshi 2010). The common pea plant (Pisum sativum), a member of the Legume family, and a robust dico t flowering plant (i. e. , an Angiosperm) native to the western U. S. , enjoys a symbiotic relationship with Rhizobium bacteria (Hiroshi 2010).These bacteria grow inside nodules located on the roots of pea plants and convert atmospheric nitrogen (N2) into ammonia (NO3-), which is a molecular form the pea plant, and neighboring plants, can use for numerous physiological functions (including production of DNA, proteins, and plant hormones (Russell 1961, Novoa 1981, Hiroshi 2010). It has become a common practice to rotate crops within fields, alternating Legumes with various other plant species to maintain high soil nitrogen levels.Our research was conducted in the BIO170 Lab (107 Lewis Hall, Montana State University [MSU]), and was focused on potential effects of pea plants on the growth and development of corn (Zea mays). Our objective was to vary growth environments, with some plants of different species type grown in close proximity, under the same conditions, and other treatments with single plant species, thus allowing us to address the primary research questions: Will the presence of pea plants, in close proximity to corn, positively affect corn shoot height, root length, shoot mass, and overall seedling growth ate? We formulated the primary research question into the following formal hypotheses: H1: pea plants grown in close proximity to corn plants will increase the height of the corn plants; H2: pea plants grown in close proximity to corn plants will increase the root length of the corn plants; H3: pea plants grown in close proximity to corn plants will increase the shoot mass of the corn plants; and H4: pea plants grown in close proximity to corn plants will increase the seedling growth rates of corn plants. For each stated research hypothesis (i. e. H1 thru H4), the null (H0) hypothesis was: the presence of pea plants growing in close proximity to corn plants will have no effect on the corn plant response variables (i. e. , shoot height, root length, shoot mass, and overall seedling growth rate). The explanatory, or treatment variable, in all cases, was presence or absence of a pea plant within the growth cells of our measurement units (see below). Methods The plant experiments were conducted in Lewis Hall, room 107, on the campus of Montana State University. The lab’s room temperature is typically 65 to 70 degrees F (celsius scale thermometer).We set up our experiment in the NW corner of the lab on the counter. We used three polyurethane growth trays (Carolina Biological Supply Company, Savannah, GA), where each tray contained 36 cells 15cm X 10 cm X 10 cm (depth). Each cell was filled with organic soil to the rim of the cell (soil type: Sunshine Mix; Plant Growth Center, MSU). Each growth tray was divided into two sections, with 18 cells containing two corn plants; and 18 cells each containing one Alaska variety pea plant and one corn plant; for a total of 108 corn plants alone and 54 corn plants grown with pea plants.A ll seeds were also obtained from Carolina Biological Supply Company. The trays were placed under full spectrum UV grow lights (also from Carolina Supply Co. , Model: XPV-230 Lum. ), and received 12 hours of light per day (using a light timer [Home Depot: Model ISZ210/120). We planted seeds at 0. 5 inch depth, and maintained moist (but not â€Å"wet† or muddy) soil for 3 days, or until the onset of germination. We used tap water, with approximately 50 ml per growth cell each morning and evening during germination. After germination, we reduced watering to 50 ml once per day, typically in the late afternoon (to acilitate overnight availability of water per cell and prevent drying). After 10 days, when seedlings were well established, we increased daily water to 100 ml per cell. After 2 weeks of seedling growth, we began measuring the response variables, including height of shoot (soil level to apical tip) using a standard metric ruler, and the Precision Balance (room 106) to me asure mass to the nearest 0. 01 grams. We compared height, and mass using mean values per treatment, including the standard deviation to assess variation. We used percent growth per week as an estimate of growth â€Å"rate†.Roots were washed, and then dried, prior to mass measurement. Results The average shoot height (Fig. 1) of corn grown in close proximity to pea plants, compared to the height of the corn grown alone, indicated that pea plants may have increased the height of neighboring corn. At the end of three weeks, the average height of corn grown with peas was 35. 4 cm, whereas corn plant grown alone reached an average height of approximately 33 cm, which represented a 6. 78% difference between treatments (Fig. 1). Figure 1. Average height of corn plants grown in Lewis Hall Lab 107 (MSU).The upper line was on the graph shows the height of corn grown with peas. The lower line represents the corn grown alone. Figure 2. Shows average root mass (dry weight) of corn in the two treatments, i. e. , with or without the presence of Pea Plants. The average mass of the corn grown with peas was 1. 2 grams while the average mass of the corn alone was 1. 07 grams. This represents a 10. 8% difference between treatments (Fig. 2). Figure 3. Average root length of corn plants between treatments. Our observation result also showed that average root length for corn grown with peas was 11. 5 cm and the length for corn grown alone to be 9. 69 cm, a 16. 8% difference between treatments. Figure 4 shows germination rates for the two treatments, with 37% increase per week for corn grown with peas, slightly higher than the corn grown alone (35. 2%). Table 1 shows the various percent differences between the two treatments, and in each contrast, the values for corn grown with peas was greater than corn grown alone. Discussion Overall, in summarizing our key results, we observed corn grown with peas showed a trend of 6. 78% taller and 10. % heavier than corn grown alone. We also observed the roots of corn grown with peas were on average, 16. 8% longer than the roots of corn grown alone. Finally, we found that the corn grown with peas had a 4. 86% higher germination rate than corn alone. Figure 4. Average germination rate of corn plants estimated between treatments. Table 1. Percent difference between the treatment, showing increases in all variables in treatment with both plants together. Height6. 78% Mass10. 80% Root length16. 80% Germination rate4. 86% Our results, reviewed together (e. . , Table 1), strongly suggested that our ideas concerning facilitation were correct, and supported our research hypotheses that corn grown with peas would be taller, heavier, have longer roots, and have a higher germination rate than corn grown alone. Upon reflection, we believed that it made sense that the corn grown with peas tended to outperform the corn grown alone for the variables we tested, because clearly nitrogen is an essential component of chlorophyll (Tam 1935), amino acids, ATP, and nucleic acid (Levine 1926).Since pea plants are nitrogen fixers, their presence increases the amount of usable nitrogen in the soil. Thus, the corn grown with the peas would have had more nitrogen available to it to aid in the production of chlorophyll, amino acids, ATP, and nucleic acid, all of which probably aided the corn growth, mass, and also the higher germination rate (percent) that we observed.Furthermore, our results tend to agree with other research findings, for example a study presented at the 2010 World Congress of Soil Science found that corn rotated with soy, also a nitrogen fixer (Aprison 1954), tended to grow taller and have higher yields than corn rotated with corn (Yin 2010). Another study found that along with the correct row spacing and plant density, corn plants grew best when given moderate levels of nitrogen (Cox 2000).Further, a study done in Europe noted that nitrogen deficiency in plants tended to inhibit plant growth and rate s of photosynthesis (Zhao 2005, Bradshaw et. al 2010, Cox et al. 2010). The positive effects nitrogen has on plants are well documented and have been studied for decades, but we think our replications of pea plant facilitated growth were well worth the efforts, and also allowed us to see first-hand, how experiments can be powerful tools for learning and for confirmation of research ideas.It is well known by both plant scientists and amateur backyard gardeners that plants need nitrogen to grow to their full potential, so perhaps our work offered little new information, but it was still quite fascinating to conduct the research, learn the steps of the scientific process, and apply them ourselves, rather than simply read about experimentation. Those wishing to grow corn, or other important, or popular house plants, might use our outcomes to enhance growth production of desired species. Literature Cited Aprison, M. H. , W. E. Magee, and R. H. Burris. 954. â€Å"Nitrogen Fixitation by E xcised Soybean Root Nodules. † Journal of Biological Chemistry 208 (1954): 29-39. Bradshaw, A. D. , M. J. Chadwick, D. Jowett, and R. W. Snaydon. 1964. â€Å"Experimental Investigations into the Mineral Nutrition of Several Grass Species: IV. NitrogenLevel. † Journal of Ecology 52. 3 (1964): 665-76. Cox, William J. , and Debbie J. R. Cherney. â€Å"Row Spacing, Plant Density, and Nitrogen Effects on Corn Silage. † 2000. Argonomy Journal 93. 3: 597-602. Kunstman, James L. , and E. Paul Lichtenstein. â€Å"Effects of Nutrient Deficiencies in CornPlants on the in Vivo and in Vitro Metabolism of [14C]diazinon. † Journal of Agricultural and Food Chemistry 27. 4 (1979): 770-74. Levine, P. A. â€Å"On the Nitrogenous Components of Yeast Nucleic Acid. † Journal of Biological Chemistry 67 (1926): 325-27. The Journal of Biological Chemistry. Novoa, R. , and R. S. Loomis. â€Å"Nitrogen and Plant Production. † Plant and Soil 58 (1981): 177-204. Russell, Edward J. Soil Conditions and Plant Growth. 8th ed. [London]: Longmans, 1961. Open Library. Tam, R. K. , and O. C. Magistad. 1935. â€Å"Relationship Between Nitrogen Fertilization And Related post: Disadvantages of Plants Living on LandChlorophyll Content In Pineapple Plants. † Plant Physiology 10. 1 (1935): 159-68. Yin, Xinhua, Angela McClure, and Don Tyler. 2010. â€Å"Relationships of Plant Height and Canopy NDVI with Nitrogen Nutrition and. † Lecture. World Congress of Soil Science, Soil Solutions for a Changing World. Brisbane. 1-6 Aug. 2010. International Union of Soil Sciences. Zhao, D. , K. Reddy, V. Kakani, and V. Reddy. 2005. â€Å"Nitrogen Deficiency Effects on Plant Growth, Leaf Photosynthesis, and Hyperspectral Reflectance Properties of Sorghum. † European Journal of Agronomy 22. 4 (2005): 391-403.

SAT Subject Test Math 1 vs Math 2 Which Should I Take

SAT Subject Test Math 1 vs Math 2 Which Should I Take SAT / ACT Prep Online Guides and Tips If you're considering taking SAT Subject Tests and math is a strong subject for you, you’ll need to decide which SAT Subject Test in math to take. There are two Math SAT Subject Tests: Math 1 and Math 2 (also written as Math Level 1 and Math Level 2, or Math I and Math II). Math 2 is meant for students with more high school math coursework and covers a broader range of topics than Math 1 does. Other than that, the two tests are pretty similar: both have 50 multiple-choice questions and a 60-minute time limit. In this article, I’ll go over what’s covered in Math 1, what’s covered in Math 2, their similarities and differences, whether Math 1 is easier than Math 2, and how to choose which Subject Test to take. Note: This article deals with the two Math SAT Subject Tests, not the Math section on the regular SAT. To learn more about the SAT Math section and how to do well on it, check out our ultimate SAT Math prep guide. What’s Covered on SAT Math 1? SAT Subject Test Math 1 covers the topics you learn in one year of geometry and two years of algebra. Here's what you can expect to see on the test: Topics and Subtopics % of Math 1 SAT Subject Test Approximate # of Questions Number and Operations 10-14% 5-7 Operations, ratio and proportion, complex numbers, counting, elementary number theory, matrices, sequences Algebra and Functions 38-42% 19-21 Expressions, equations, inequalities, representation and modelling, properties of functions (linear, polynomial, rational, exponential) Geometry and Measurement 38-42% 19-21 Plane geometry 18-22% 9-11 Coordinate: Lines, parabolas, circles, symmetry, transformations 8-12% 4-6 Three-dimensional: solids, surface area and volume (cylinders, cones, pyramids, spheres, prisms) 4-6% 2-3 Trigonometry: right triangles and identities 6-8% 3-4 Data Analysis, Statistics, and Probability 8-12% 4-6 Mean, median, mode, range, interquartile range, graphs and plots, least squares regression (linear), probability Source: SAT Subject Tests Student Guide As you can see, most of the questions will be about algebra, functions, or geometry. This means that when you are studying for Math 1, these are the main areas you should focus on. There will also be a few questions (about five) on data analysis/statistics/probability. I’m calling this out because it’s something many students haven’t spent a lot of time on in class. What’s Covered on SAT Math 2? The SAT Subject Test Math 2 covers most of the same topics as Math 1- information that would be covered in one year of geometry and two years of algebra- plus precalculus and trigonometry. However, the geometry concepts learned in a typical geometry class are only assessed indirectly through more advanced geometry topics such as coordinate and three-dimensional geometry. Here is a chart with topics and percentage breakdowns: Topics and Subtopics % of Math 2 SAT Subject Test Approximate # of Questions Number and Operations 10-14% 5-7 Operations, ratio and proportion, complex numbers, counting, elementary number theory, matrices, sequences, series, vectors Algebra and Functions 48-52% 24-26 Expressions, equations, inequalities, representation and modelling, properties of functions (linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, periodic, piecewise, recursive, parametric) Geometry and Measurement 28-32% 14-16 Coordinate: lines, parabolas, circles, ellipses, hyperbolas, symmetry, transformations, polar coordinates 10-14% 5-7 Three-dimensional: solids, surface area and volume (cylinders, cones, pyramids, spheres, prisms), coordinates in three dimensions 4-6% 2-3 Trigonometry: right triangles, identities, radians, law of cosines, law of sines, equations, double angle formula 12-16% 6-8 Data Analysis, Statistics, and Probability 8-12% 4-6 Mean, median, mode, range, interquartile range, standard deviation, graphs and plots, least squares regression (linear, quadratic, exponential), probability Source: SAT Subject Tests Student GuideIt’s worth noting that on the main College Board page for Math 2, they (incorrectly) state that the test is 48-52% geometry. But in the SAT Subject Tests Student Guide, you can see that the actual percentage is 28-32%. Let’s all be glad that the questions on College Board tests are much more closely vetted than what goes on their website! In terms of individual topics, the Math 2 test is, by far, weighted most heavily toward algebra and functions, with about half the questions in this area. You can also expect to see a sizable chunk of trigonometry. Knowing the properties of all different types of functions, including trigonometric functions, is the single most important topic to study for the Math 2 test. If you don’t know all of that backwards and forwards, there will be a lot of questions you simply don’t understand. Your friend, the triangle. SAT Subject Test Math 1 vs Math 2: Similarities and Differences To give you an easy-to-follow overview when you are comparing tests, I’ll quickly go over which topics are covered on both exams and which you can expect to see only on Math 1 and only on Math 2, respectively. Topics on Both Math 1 and Math 2 We'll start by looking at the general topics that are present on both Math Subject Tests. Numbers and Operations Operations: Basic multiplication, division, addition, and subtraction. Remember the proper order of operations! Ratio and Proportion: Value comparisons and relationships between value comparisons. (Think: how many of one thing relative to another thing? Three cows for every two sheep?) Complex Numbers: Numerical expressions that include imaginary numbers. Counting: How many combinations are possible given certain conditions. For example, if there are eight chairs and eight guests, how many orders could the guests sit in? Elementary Number Theory: Properties of integers, factorization, prime factors, etc. Matrices: Basic operations with number grids. Sequences: Number patterns. Geometry Geometry on the coordinate plane, including questions about lines, parabolas, circles (and circle equations), symmetry, and transformations. With the exception of circles, coordinate geometry is less concerned with the actual functions making the figures and more with the properties of figures: is the shape symmetrical? How long is this segment of the line? And so on. Three-dimensional: Calculating the surface area and volume of cylinders, cones, pyramids, spheres, and prisms. Trigonometry: Right triangles and the Pythagorean theorem as well as basic trig identities such as sine, cosine, and tangent. Algebra Expressions: Mathematical phrases with variables, numbers, and operators (like $x+3$ or $2x+9y−4$). You must know how to factor, expand, and manipulate these expressions. Equations: An expression that is set to be equal to something, like $x+3=10$. You’ll need to understand how to solve these. You'll also need to be able to solve systems of equations. Inequalities: Expressions set to be greater or less than a value, like $x+310$. You'll need to know how to solve these, and how to solve systems of inequalities. Representation and Modeling: Creating equations that model a given scenario. You’ll need to know how to create and interpret these. Properties of Functions: You’ll need to be able to identify the following kinds of functions and understand how they work, how they look when graphed, and how to factor them. You should also know how to identify $x$- and $y$-intercepts and any unique characteristics they may have. Linear: Straight-line functions, generally written as $f(x)=mx+b$ or $y=mx+b$ Polynomial: Functions in which variables are elevated to exponential powers. This includes quadratic functions like $y=x^2+2x+2$ as well as functions like $y=x^5+4x$. Rational: Functions in which polynomial expressions appear in the numerator and the denominator of a fraction. For example: $$y=(x^2+4)/(x^3+x^2+9)$$ Exponential: Functions in which $x$ appears as an exponential power. Here's an example: $$y=3^(x+2)$$ Data Analysis, Statistics, and Probability Mean, Median, Mode, Range: Basic properties of data sets. Interquartile Range: A measure of a data set variability based on the range between data quartiles 3 and 1. Graphs and Plots: Creating and interpreting visual representations of data sets. Least Squares Regression (Linear): How closely correlated two variables are, and how much a data set resembles a straight line. Probability: Mathematical determinations of how likely a certain outcome is to occur; you’ll need to be able to create and interpret these. You could also skip standardized testing and go live alone in the desert. Topics on Math 1 Only The only topic on Math 1 that's not directly addressed at all on Math 2 is plane geometry, which is a fairly significant 20% of Math 1. Note that plane geometry concepts are addressed on Math 2 via coordinate and 3-D geometry. Topics on Math 2 Only Math 2 contains a fairly large number of topics that aren't tested on Math 1. Numbers and Operations Series: The sum of a sequence. Vectors: Geometric objects with size (length) and direction; you’ll need to be able to do basic operations with vectors. Geometry Coordinate: Equations and properties of ellipses and hyperbolas in the coordinate plane, and polar coordinates. Three-Dimensional: Plotting lines and determining distances between points in three dimensions. Trigonometry: Radian Measure: An alternative way to measure angles in terms of Ï€. You must know how to convert to and from degrees. Law of Cosines and Law of Sines: Trigonometric formulas that allow you to determine the length of a triangle side when one of the angles and two of the sides are known. You'll need to know the formulas and how to use them. Equations: Know how to identify and solve algebraic equations involving trigonometric identities, like $10=cos(x+8)$. Double Angle Formulas: Formulas that allow you to find information on an angle twice as large as the given angle measure. Algebra Properties of Functions: You’ll need to be able to identify the following kinds of functions and understand how they work, how they look when graphed, and how to factor them. You should also be able to identify $x$- and $y$-intercepts and any unique characteristics they might have. Logarithmic: Functions that involve taking the log of a variable. For example: $f(x)=log(x)$ Trigonometric Functions: Graphs of sine, cosine, tangent, etc. For example: $f(x)=sin(x)$ Inverse Trigonometric Functions: Graphs of the inverse of sine, cosine, tangent, and other trig identities. For example: $f(x)=arcsin(x)$ or $f(x)=sin$-1$(x)$ Periodic: Any function that repeats its values over an interval; trigonometric functions are periodic. Piecewise: A function that is defined by a different equation for different ranges of $x$. Recursive: A function defined in terms of other functions. Parametric: Equations of curves in which x and $y$ are defined via some third variable, normally t. $x=cos(t)$$y=sin(t)$is the equation for the unit circle, a parametric equation. Data Analysis, Statistics and Probability Least Squares Regression (quadratic, exponential): How well the points of a data set correspond to a quadratic or exponential shape. As you can see, there's a lot of overlap between the two Math SAT Subject Tests. However, Math 2 also tests more advanced versions of the topics tested on Math 1. It leaves off directly testing plane Euclidean geometry, though the concepts are indirectly tested through coordinate and 3-D geometry topics. Even with that cut out, Math 2 still covers a much broader swath of topics than Math 1 does. This means that question styles for Math 2 and Math 1 can be pretty different, even though many of the same topics are addressed (see the next section for elaboration on this). A broad swath. Is Math 1 Easier Than Math 2? Given that Math 2 covers more advanced topics than Math 1 does, you might think that Math 1 is going to be the easier exam. But this is not necessarily true. Since Math 1 tests fewer concepts, you can expect more abstract and multi-step problems to test the same core math concepts in a variety of ways. The College Board needs to fill up 50 questions, after all! Below is an example of a tricky question you might see on the Math 1 test. (Note that all practice problems in this article come from the official SAT Subject Tests Student Guide.) The above problem is testing fundamental plane Euclidean geometry concepts but in a way that makes you apply these concepts differently than you might expect to. Let’s walk through it. To figure out the area of the shaded region, we’ll need to subtract the area of the rectangle from the area of the circle. The area of the rectangle is pretty straightforward- $\ov{AB}$ is 5 and side $\ov{BC}$ is 12. So that would be $5*12 = 6$0. Now, we’ll need to find the area of that circle. $Ï€r^2$ is the formula for a circle’s area, but we don’t have the radius or diameter. However, we can find the diameter with the help of our friend, the Pythagorean theorem. We know that $\ov{AC}$ is going to be the same length as the diameter. How do we know this? Since ABCD is an inscribed rectangle, angle ∠ ABC is an inscribed right angle. Therefore, AC, the diameter, is the hypotenuse of right triangle ââ€" ³ABC. The Pythagorean theorem states that $a^2+b^2=c^2$ and we know a and b are 5 and 12, respectively. Therefore, $$5^2+12^2=c^2$$ $$25+144=c^2$$ $$169=c^2$$ $$13=c$$ With a diameter of 13, the radius is 6.5. The area of the circle = $$Ï€(6.5)^2=132.73$$ Area of the circle minus area of the rectangle: $$132.73−60=72.73$$ The answer is C! The above problem didn’t test any difficult concepts, but it did make us combine a few Euclidean geometry concepts (and three formulas!) in interesting ways to make the problem appear tricky. On the other hand, problems on Math II tend to take fewer steps to solve and are more straightforward, high-school-math-test-type questions: identify the concept, plug in, and go. For example, see this pretty straightforward plug-in-and-go 3-D volume/basic algebra question: Let’s walk through it. The volume of a right circular cylinder is $h*Ï€(1/2 d)^2$ We know the volume; we also know that the diameter and height are equal. Since the radius is equal to half the diameter, we can express the radius in terms of the height. This gives us the following equation: $$h*Ï€(1/2 h)^2=2$$ which can be simplified as $$(Ï€h^3)/4=2$$$$(h^3)/4=2/Ï€$$ and then $$h^3=8/Ï€$$ All of a sudden, we’ve got a pretty simple single-variable algebra problem. Plug and go to get 1.37, or answer choice A. The number-crunching in this problem might be a little ugly, but it’s pretty simple conceptually: a single-variable algebra problem that only uses one formula.These two problems showcase the difference between problem types on Math 1 and Math 2. Additionally, the curve is much steeper for Math 1 than it is for Math 2. Getting one question wrong on Math 1 is enough to knock you from that 800, but you can get seven or eight questions wrong and still potentially get an 800 on Math 2. Essentially, Math 1 is the easier exam only if you don’t know the advanced topics tested on Math 2. If you do know the Math 2 concepts, you'll find it easier than Math 1 because the material will be fresher in your mind, the questions are more straightforward, and the curve is kinder. A kind (and mathematical!) curve. How to Decide Which Math Subject Test to Take There are, in general, two factors to consider when deciding between Math 1 and Math 2: (1) what math coursework you have completed and (2) what the colleges you're applying to recommend or require. Which Math Courses Have You Taken? In general, if you're going to take a Math Subject Test, you should take the one that most closely aligns with the math coursework you've completed. If you’ve taken one year of geometry and two years of algebra, go with Math 1. If you’ve taken that plus precalculus and trigonometry (which is taught as one yearlong math class at most high schools), then take Math 2. Down-testing (i.e., taking Math 1 when you have the coursework for Math 2) is likely to backfire due to the fact that the material won't be as fresh for you and the curve for Math 1 is so unforgiving. If you’re in the middle of precalculus/trigonometry, things are a little more complicated. If it’s the beginning or middle of the year, take Math 1. If you try to take Math 2 too early, there will be material on the exam you haven’t covered yet, so you’ll either have to learn it or accept that you won’t get those points (which is a risky move I don’t recommend at all!). If you're close to the end of the year and you'd like to take Math 2, I'd advise you to simply wait to take the test until you’ve completed the requisite coursework. Which Test Do the Colleges You're Applying to Recommend or Require? Though many institutions that recommend or require SAT Subject Tests give you flexibility in what subjects you send, others have more stringent requirements, particularly engineering or medicine-based programs. Some notable programs and institutions that require Math level 2 include the following: Caltech- requires Math 2 from all applicants Harvey Mudd- requires Math 2 from all applicants Northwestern- select programs require Math 2 Most institutions in the University of California system strongly recommend (not require) Math 2 for engineering and science applicants If you know that you have your eye on a program that requires or recommends the Math 2 Subject Test, plan ahead to take the necessary math coursework. Programs that require or prefer the Math 2 Subject Test often have required introductory math coursework for first-year students that necessitates a certain background level in math, which is why they require Math 2. Therefore, try to get in the coursework necessary to be able to take and do well on the Math 2 Subject Test. If you don’t plan ahead, you might end up in a situation in which you are set to go into precalculus your senior year. In this case, you should aim to take precalculus the summer after your junior year and the Math 2 Subject Test in the fall of your senior year. Some high schools don’t offer an advanced enough math track for you to be able to get through precalculus by your senior year. It’s not super fair if you’re in this situation, but you can make up for it by taking a math class over the summer or at a local community college. On the other hand, some engineering programs and schools will accept either Math Subject Test (i.e., they have no preference). If your program accepts Math 1 or Math 2, take them at their word and opt for the test that better aligns with your regular coursework. The reason the College Board offers two levels of math isn’t to suggest that those who take Math 2 are somehow better at math, but rather that they understand not all high schools will offer the same math classes. High schools with fewer resources often do not offer as much advanced math coursework, and the colleges that accept either math exam do so for this exact reason. In fact, the colleges that require Math 2 are unfortunately penalizing underprivileged students, even if they are doing so because their introductory math coursework starts at too high a level to accept a less-advanced Math test. Note: In general, colleges will not accept Math 1 and Math 2 as two separate Subject Tests because there's so much overlap between the material. This doesn’t mean you can’t take both- just that they won’t count as two separate Subject Tests in the eyes of the college you're applying to. What If You Still Can't Decide Which Math Subject Test to Take? If you're still at a loss (or even if you just want to validate your choice before you register for one of the two Math tests), answer some practice questions for each Math Subject Test and compare how you do on them. If you score a lot higher on one test, choose that one. You can find practice questions for both exams in the College Board’s SAT Subject Tests Student Guide. Don’t forget that you can also retake Subject Tests, and there’s no rule that if you take one of the math tests that you can’t then take the other one if you feel as though you didn’t choose the better test for you the first time around. I don’t recommend taking both Math Subject Tests as a first-line strategy because you’ll waste time prepping for both when you don’t need to, and you already have enough to study and prepare for when you apply to college. However, it's something to keep in mind. You should also double-check that you actually have to take a Math Subject Test for the programs you're applying to since many schools will accept a science Subject Test instead. Choose your exam carefully, like this intrepid soul choosing which rocks to step on. SAT Subject Test Math 1 vs Math 2: The Final Word The College Board offers two SAT Subject Tests in math: Math 1 and Math 2. Math 1 is designed for those who've taken two years of algebra and one year of geometry, while Math 2 targets those who've also taken precalculus/trigonometry. Although they cover many of the same topics, Math 1 involves more tricky applications of math concepts since the scope of the exam is narrower. In general, you should take the Math Subject Test that best corresponds to the coursework you've completed. Taking Math 1 when you have the coursework for Math 2 might backfire given Math 1's steeper curve. By contrast, taking Math 2 without the requisite coursework will leave you completely lost for much of the exam. If you're applying to programs that require or strongly recommend Math 2, plan ahead so that you can complete the necessary coursework before you take the exam. And remember, if you end up taking both Math Subject Tests, most programs will only accept one toward your total of required or recommended Subject Tests. What's Next? Ready to test out your ratio and proportions skills? Try calculating how many seconds there are in a day, week, and year, then compare the result to our guide. Planning to take the Math 2 Subject test but a little shaky on your coordinate geometry? Make sure to review our articles on graph quadrants and how to complete the square so that you're not caught unaware on test day. Want some more specific advice on when to take the Math 2 Subject Test? Read our guide to learn how to choose the best test date for you. You might also want to check out our guide to SAT Subject Test scores for the Ivy League to learn how high to aim on test day. If you're taking AP tests and SAT Subject Tests, you might be wondering which exams are more important. In this guide, we explain which tests to prioritize for your college applications. Taking the regular SAT, too? Let us walk you through the format of the SAT Math section. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Ruths Chris Data Table Analysis Essay

Ruths Chris Data Table Analysis Essay Ruths Chris Data Table Analysis Essay Country Beef Population Urbanization Rate GDP Beef 2010 Beef 2011 Beef 2012 U.S. 124.8 298444 80 41800 12045.8 11983.3 11848.6 Bahamas 123.6 303 89 20200 0 0 0 Spain 118.6 40397 77 25500 606.6 604.1 591.3 Ireland 106.3 4062 60 41000 558.2 545.9 495.4 France 101.1 60876 76 29900 1530.3 1566.5 1491.7 Belgium 86.1 10379 97 31400 263.2 272.3 262.3 Israel 97.1 6352 92 24600 108.1 116.7 116.9 Switzerland 72.9 7523 68 32300 142.9 143.9 144.3 Netherlands 89.3 16491 66 30500 388.6 381.6 373.5 U.K. 79.6 60609 89 30300 908 936 885 Singapore 71.1 4492 100 28100 0 0 0.1 China 52.4 1313973 39 6800 6554.1 6490.6 6576.2 Germany 82.1 82422 88 30400 1205 1170.4 1146.3 Italy 90.4 58133 67 29200 1075.3 1011 981.7 Greece 78.7 10688 61 22200 77.5 79.2 75.1 Argentina 97.6 39921 90 13100 2630.2 2497.3 2500 Portugal 91.1 10605 55 19300 93.2 96 93 Hungary 100.7 9981 65 16300 27.6 26.4 25.4 Brazil 82.4 188078 83 8400 9115 9030 9307 Czech Republic 77.3 10235 74 19500 74.3 72.1 66.1 Poland 78.1 38536 62 13300 400.9 391.2 383.7 Japan 43.9 127463 65 31500 515 550.4 518.7 Malaysia 50.9 24385 64 12100 28.9 29.8 30.3 Chile 66.4 16134 87 11300 210.7 191 195 Kuwait 60.2 2418 66 19200 2.6 2.6 2.7 Russia 51 142893 73 11100 1727.3 1625.5 1641.5 South Korea 48 48846 80 20400 247 280 300 Panama 54.5 3191 57 7200 79.4 86.3 88 Costa Rica 40.4 4075 61 11100 97.5 96 87.5 South Africa 39 44187 57 12000 847.5 828.6 843.9 Turkey 19.3 70413 66 8200 622 646.5 801.1 Vietnam 28.6 84402 26 2800 384.3 386.5 393.3 Standard Deviation 27.17 232513.361 16.27386585 10350.3 2741.2451 2718.8868 2733.2399 Mean 75.11 88778.3438 71.25 20656.3 1330.2188 1316.8031 1320.8 Income Cost to import Z beef 50741.2 1289 1.83 68440 1770 1.78 27298 1400 1.60 34401.6 1121 1.15 42692.7 1445 0.96 44452 1400 0.40 30437.4 565 0.81 79478.3 1440 -0.08 43046.7 975 0.52 42166.8 1050 0.17 31246.9 440 -0.15 5203.3 800 -0.84 44687.8 1050 0.26 34671.3 1145 0.56 20554.6 1135 0.13 10090.8 2320 0.83 20219.6 925 0.59 10658.7 845 0.94 8931.9 2322.8 0.27 14727.6 1215 0.08 11426.5 1025 0.11 31904.6 829.3 -1.15 7127.4 560 -0.89 11649.2 860 -0.32 15733.8 1250 -0.55 9549.9 2594.5 -0.89 20400.4 695 -1.00 7283 1030 -0.76 8410.1 1070 -1.28 5388.6 2080 -1.33 9317.6 1235

EnvironmentD Essay Example | Topics and Well Written Essays - 1250 words

EnvironmentD - Essay Example Due to our careless activities in pursuit of our own comforts and luxuries, we have destroyed the various species of plants and animals that have inhabited our planet for millennia. This write-up deals with one of the danger spots of the world, as pointed out by UNESCO. We will be discussing the Manas Wildlife Sanctuary, which is the danger-zone in terms of its ecological factor, situated in India. It has been highlighted as an ecological property that is on the World Heritage list on the website of the United Nations Educational, Scientific and Cultural Organisation (UNESCO). We will talk about the causes for the destruction, potential threats, programmes for conservation that have been taken up by the Government of India; besides how it can lead to the extinction of some of the world's endangered species! Located on the foothills of the world's tallest mountain ranges, the Himalayas, the Manas Wildlife Sanctuary is home for numerous species of animals and birds. It is one of the numerous spots around the world that is inhabited extensively by the wildlife. Since it lies at the confluence of the Indo-Gangetic and the Indo-Malayan plain, it exhibits great degree of diversity, in terms of the wildlife inhabiting the area, inclusive of few endangered species like the Indian rhinoceros, the elephant, the pygmy hog and the tiger. Since it is located on the fertile alluvial soil that is conducive for the growth of woodlands and grasslands, it is densely populated by the varied species of wildlife. However, due to the invasion of man and materialism into this animal kingdom, the sanctuary has suffered some extensive damages. Falling aprey to the numerous atrocious activities of man, in his attempt to extract the most amount of benefits from natural resources, the sanctuary has witnessed heavy diminishment. It was named under the list of the Danger Spots of the World, in the year 1992, as a result of the destruction of the sot due to the invasion of the Assamese Bodo tribes. Extensive damage had also been done due to destructive activities like poaching and others. Political stability and civil unrest are also cited as the reasons for this. Militant invasion, heavy human activity, etc. led to the diminishment of the quality of infrastructure of the sanctuary. The insurgency and militant movement that is quite rampant in the area has led to the destruction of about 30% of the tigers and 50% of the rare Indian rhinoceros. The loss is estimated to be about two million USD. This extensive damage and its high amounting has led to numerous outcomes. The main one seems to be that fact that the site has been declared a Danger Spot. This listing has instigated the Government of India and the State Government of Assam to take up measures of rehabilitation and resurrection of the exotic spot. The surrounding villagers being very poor

Renaissance Essay Example | Topics and Well Written Essays - 500 words

Renaissance - Essay Example All these paintings are extremely soothing as they, "appeal to both the mind and spirit" (Portrait of the Artist). These paintings reflect the artist's unique and personal style. The painting that I have chosen, 'Madonna and Child with Adoring Angel' (Tempera on panel, Norton Simon Art Foundation), is exceptional for its three dimensional effect as obtained by the view of the country-side in the background as seen through the window arches. Equally brilliant is how the artist has captured the expressions of love, tenderness and adoration on the faces of his three subjects. The attention paid to the surroundings in the form of the pillars and arches also lend authenticity to the entire composition. All these aspects combined give depth and perspective to the painting as well as a sense of realism, which was a hallmark of art of this period. The artist has gone in to minute detail in every aspect of the painting - be it the main subjects, the overall setting and even the decorative aspects. For example, the depiction of the decorations on the panels and arches makes one fell as if one were actually present in the room.

Anne Hutchinson versus Massachuetts byWellington Newcomb Essay

Anne Hutchinson versus Massachuetts byWellington Newcomb - Essay Example These meetings were even called the dissident meeting that aimed to criticize and maybe even overthrow the current religion. According to the prosecutor, whose speech is represented in the article, Anne was guilty of the most insolent crime of that time. She dared to doubt the church interpretation of the Bible and gave her own understanding of it. A very interesting fact is that Anne considered John Cotton, a local priest, to be her teacher. She valued his sermons and his understanding of religion greatly. He was the true teacher who lit the light of true God’s words to her. However, while she was waiting support from him, since she followed his way of teaching and spreading faith, he turned out to be just a coward and nothing else. She was accused of spreading information that only few priests truly understood God’s words, and among those was the name of father Cotton. After the first session of the trial Anne was put into prison to think over her decision and actions. In a month she stood before the court again. This time the committee was headed by father Cotton. He claimed that she was a sinner, since she dared to doubt the truthfulness of the Puritan church. The main idea of the article is to demonstrate that pioneers in any sphere are usually punished and misunderstood. She was the first woman who initiated the feminism school in religion. In those times a woman was considered to be unworthy of teaching Holly Bible, and what is even worse she was teaching men. A woman was demanded only to visit church and behave as a true puritans. Trying to defend herself, Anne explained that there are some obvious mistakes in the Bible. For example, she says that Puritanism gives wrong instructions to salvation. A person can behave not always right, but he will then get to Heaven. Vice a verse, being a good puritan does not guarantee being with God after death. She also maintained that she never spread the

Trends in team building activities Coursework Example | Topics and Well Written Essays - 750 words

Trends in team building activities - Coursework Example In her article, team building is the way to go for any business. For any manager to be considered successful in their leadership roles; they must ensure they have sound, active and well-balanced teams working harmoniously towards achieving the organization’s long-term goals. Look at all successful business institutions, you will discover that the reason behind their fortunes is the composition of thelabor force that is relating well, with each other. Nothing positive can be achieved unless there is a good collaboration among people employed in an organization. She further says that, before any management directs its efforts towards moving the organization to the next level of success, it should ensure it makes team building its first priority. The author either gives examples of the classic Hawthorne Studies of between 1927 1nd 1932, where it was discovered that a group’s results are better compared to the totals of individuals working independently or in 1993, Elton Ma yo seconded this when he found out that a group was essential because of three unique characteristics it owned. They include a feeling of social support, a sense of group identity and cohesion. These characteristics are a strong motivation towards a group or team achieving its goals. The author goes ahead to support her findings of the importance by comparing two generations. That of 1960s that gave little attention to teamwork since most reward systemswasbased on individual performances and that of 1980s, which advocated for teamwork.

The Works of Ai Wei Wei Essay Example | Topics and Well Written Essays - 500 words

The Works of Ai Wei Wei - Essay Example I believe that he is trying to tell that we can create beauty out of everyday ordinary things and that they could represent a bigger and grander idea. According to Wei Wei, our respective culture is the context and â€Å"lens† by which we see and interpret the world. Thus, we assign a value to images and symbols differently. One may be important to other culture while it may be without meaning to other cultures. We can cite the example of Wei Wei’s sunflower seeds as an example. For the outsider, one may see it as a literal sunflower seed that at the beginning of the video, some of Wei Wei’s audience even tasted it to check if it is real. To the Chinese however, especially those who lived during the revolution and the time of Chairman Mao Zedong, the sunflower seeds meant something else. It is not just seeds of a sunflower but represented the number of people that supported the revolution. The seeds were so many because the ordinary people of China that supported the Chairman were also so many. As an artist, Ai Wei Wei viewed his role as someone who challenges his audience to ask new questions. He wants to create as an artist, the basic structure which can be open to possibilities. His artworks have political connotations also and Wei Wei would like his audience to engage them with his artworks as a medium to instigate curiosity that would foster understanding and hope to make it a happier place just like the seed makers in Wei Wei’s artwork who were happy to do create the porcelain sunflower seeds because it gives them livelihood and meaning. Ai Wei Wei’s artworks are not just for an aesthetic purpose that conveys beauty where its audience can appreciate the joy in the magnificence of their artwork. If one would examine closely, Wei Wei’s artwork has political significance and invites the audience to ask questions.  

Future Food Trends Health Research Paper Example | Topics and Well Written Essays - 2500 words

Future Food Trends Health - Research Paper Example Introduction The purpose of this research of French Recipes and British Recipes in the USA is to identify food coming from the culture of France and UK, in order to see how their food have become acceptable to Americans. A little of each of the country’s background relevant to the recipes had to be included to give an idea of how such recipe became popular in the past and how such recipe reached the present or were changed to meet the demands of the present American society. In place of describing the colour and appearance in words, pictures of the selected recipes are shown. A.French Dishes La Salade Lyonnaise (French Appetizer) It will take about 20 minutes to prepare this salad recipe. Given the mixture of vegetables below, these are mixed with a little water, mustard, and vinegar along with Rapeseed Oil to serve as emulsifier. Notice that the specified gree vegetables are not specified. In order to utilize fresh American vegetables depending on whatever is available, this French salad is prepared in the procedures described bel;ow. a. Mixed Greens b. Lardons c. Croutons d. Poached Egg L’Assiete de Hors D’oeuvres 8 Lentil e. Celery Root f. Carrot Salads Water and white wine vinegar are boiled first. While the water and vinegar are simmering, eggs are cracked, poured onto the liquid, and stirred for 3 minutes. The eggs are then removed from the simmering liquid and cooled with fresh water. In a separate saucepan, water and bacon are boiled with high heat and boil for only 10 seconds. Bacon is drained. Thereafter, the bacon is transferred to a large frying pan and cooked some more for 1 minute under high heat, followed by a medium heat cooking time of 5 minutes while it is stirred. Before serving with the vegetables and dressing, the eggs are heated for 3 minutes with 90 degrees hot water. The salt and better amount will depend on the taste test. A recommended dressing would be made up of a combination of 20 grams of mustard, 15 grams of w hite wine vinegar, 5 grams of water, 45 grams of Rapeseed Oil, Sea Salt, Black Pepper, 10 grams of chopped Shalot, 20 grams or ? of diced garlic clove. (Blanc, R. n.d.) Figure 1 - Picture of Salad Lyonnais [Source: Google Search] Matsumoto, M. (2012) described the taste to be â€Å"like a fireworks display for your taste bud† while the eggs and bacon fat protect the tongue with too much taste and these ingredients add texture. The salad itself can be placed on a sandwich. Thus for Americans who love to eat sandwiches, this will make it very tasty. Mark Matsumoto was featured in USA Today, HY Times, and Wall Street Journal for his culinary expertise. To the French people, the Salad Lyonnaise is essentially fresh bitter vegetables with properly cooked bacon and eggs. At La Sardine in the USA, the price is $ 8.oo. L’Assiette de Charcuterie The term came the L’Assiette which means a plate, and the French word Charcuterie which refers to a 1930 shop of a pork butcher (Boogert, K.2012, p.149) reminds people in France about a moderate-priced but delicious food. The recipe itself may vary. Meat is usually from pork. But it can be from other meat sources like ducks. At La Sardine, it is made up of Duck Rillette, Peppered Salami, Beet Salad, and Cornichons. a. Country Pate b. Duck Rillette c. Peppered Salami d. Beet Salad e. Cornichons The preparation is very common

Trends in team building activities Coursework Example | Topics and Well Written Essays - 750 words

Trends in team building activities - Coursework Example In her article, team building is the way to go for any business. For any manager to be considered successful in their leadership roles; they must ensure they have sound, active and well-balanced teams working harmoniously towards achieving the organization’s long-term goals. Look at all successful business institutions, you will discover that the reason behind their fortunes is the composition of thelabor force that is relating well, with each other. Nothing positive can be achieved unless there is a good collaboration among people employed in an organization. She further says that, before any management directs its efforts towards moving the organization to the next level of success, it should ensure it makes team building its first priority. The author either gives examples of the classic Hawthorne Studies of between 1927 1nd 1932, where it was discovered that a group’s results are better compared to the totals of individuals working independently or in 1993, Elton Ma yo seconded this when he found out that a group was essential because of three unique characteristics it owned. They include a feeling of social support, a sense of group identity and cohesion. These characteristics are a strong motivation towards a group or team achieving its goals. The author goes ahead to support her findings of the importance by comparing two generations. That of 1960s that gave little attention to teamwork since most reward systemswasbased on individual performances and that of 1980s, which advocated for teamwork.