Changes in UAE Culture Essay Example | Topics and Well Written Essays - 1000 words

Changes in UAE Culture - Essay Example The major contributing factor toward the multiculturalism of the UAE is the massive in-pour of foreigners specially Westerners in the UAE. Another contributing factor is government’s flexible policies and frequent efforts to modify the country’s environment so as to match the needs of the foreigners. The main reason the government is doing this is that the government wants to provide the foreigners with a homely environment so that more and more foreigners work in the UAE and contribute to the strength of its economy. The positive effect of multiculturalism of the UAE is that it has provided the indigenous people with an opportunity to easily integrate into the contemporary lifestyle. For centuries, the Arabs have lived the life of nomadic tribes that were totally unaware of technology or the fundamentals of the modern lifestyle. Living with the foreigners in their own country has enabled the people to live and work in the foreign countries. The negative effect of multi culturalism of the UAE is primarily the concerns of the indigenous population to preserve its original culture as it is readily merging into the whole range of cultures that are dwelling together in the UAE. Preserving the indigenous culture of the UAE is primarily the government’s responsibility. To achieve this, the government can take initiatives that describe the indigenous culture of the UAE, for example, making films, theatres, and songs that reflect the original values of the UAE culture. The government has taken certain steps to preserve the indigenous culture e.g. â€Å"To act as repositories of this heritage and a source of information for both visitors and the younger generation who have not experienced a traditional lifestyle, museums and heritage centres have been developed throughout the UAE† (UAE Interact, n.d.), but objective measures need to be taken to actually sustain this culture in a time where it is threatened by external cultures. Change 2 Increa se in the Number of English-Speaking Indigenous People of the UAE I have chosen this area of change because there is a considerably increase in the number of the indigenous people of the UAE who know and can speak and understand English today than there were 40 years before. Today, there is a very large population of foreigners in the UAE and though many of them are not Americans and have arrived there from such South-East Asian countries as Indian, Pakistan, and Bangladesh, yet they commonly communicate with one another in English. Owing to the omnipresence of the English-speaking foreigners in the UAE, the indigenous people feel the need to learn to speak English because they have to encounter the English-speaking foreigners on daily basis and everywhere, be it market or workplace. For centuries, the people in all of the Arab countries including the UAE have not felt the need to learn English, but now they have. The main contributing factor behind increase in the number of English -speaking indigenous people in the UAE is the fact that they have to interact, live, and work with the foreigners on daily basis whether or not English is the first language for the foreigners. Since a vast majority of the foreigners from the South East Asian countries cannot speak Arabic, so English has been established as a standard language for communication with

Importance Of Sound In Film Film Studies Essay

Importance Of Sound In Film Film Studies Essay Every individual who watches a film knows too well that the choice of music, sound track and any other voice that will be present in the film affect the viewers perception of that particular film. There are silent films and sound films. Silent films are those that are dominated by scenes and other contents in the film, where there is less dialogue between the film characters and even the choice of music is very specific, slow, moving almost playing mildly form the background. The sound in the film also dictates the viewers opinion of the film, how they feel considering the emotions that the music or the sound effect impact in them. Considering these two films, 2001 space odyssey by Stanley Kubrick and the birds by Alfred Hitchcock 1963, they totally contradicting. The birds are full of sound and music where every scene is accompanied by corresponding music while 2001 is full of silence. Although different viewers have different views on films depending on ones taste, preference and choice, most people find sound films more thrilling and interesting to watch while quite a majority claim to get bored by silent films. The opening sequence to The Birds serves as an entry to the non-musical, solely-sonic domain of its soundtrack. High contrast visual abstractions of birds move across the frame, half-photographed, half-animated. Concurrently, squeals and squawks attack the viewers ears. These sounds have a birdlike quality about them, but it soon becomes apparent that the sounds are more alien than avian, more artificial than natural. Produced by electronic music, the processing of the sounds utilizes many stylistic traits established in the field of musique concrete. In this case, taped sounds of birds are altered in pitch, tone, duration and shape, and then mixed into a multi-layered cacophony of screeches and flapping sounds in sync with the animated silhouettes of bird shapes. Having been cued to read a mimetic representation of birds with the title The Birds, we are jettisoned into experiencing a sensation of birdness. At points the sounds of birds will be the symbolic conveyance of invisible te rror; at moments their silence will mark their deathly presence. In short, all modes of audio-visual depiction exude dread as they carry the potential to be diametrically inverted. This is nothing short of a terror of illusion a specifically audio-visual illusion central to The Birds psychological horror. The psycho-acoustic manipulations which characterize the narrative purpose of The Birds come into play immediately. The first scene set in the bird shop is a remarkably long one where slight plot and character information is imparted. Melanie (Tippi Hedren) orders a bird; she meets and plays a game on Mitch (Rod Taylor); he uncovers her pose as a saleslady; after a heated exchange she decides to buy him the birds he was after. Throughout this scene one of many banal, domestic exchanges a wall of bird noise blankets all dialogue, forcing the audience to selectively mask out the high frequency information of bird noise from the mid-range tones of the actors voices. While one can readily perform this complex perceptual manoeuvre in reality, many films will selectively reduce the volume of background noise to privilege on-screen dialogue. The fact that The Birds refrains from this indicates that the noise level is deliberately maintained to build auditory stress within the viewer as a means of destabilization. You are subtly yet fundamentally being introduced to the unsettled psychological state which will eventually befall all the characters of the film as they are terrorized by bird noise. Just as bird noise has already been subliminally ear-marked to trigger anxiety whenever it recurs, so is extended silence now signposted as an aural appendage to telescoped viewpoints. A lack of sound will mean someone (or something) is watching. There is much that is pregnant in The Birds due to a distribution of radical imbalances between the audio and image tracks. The highest degree of this is to be found in the absence of music. Save for a piano, a radio and some children singing (all which occur within the visual diegesis) there is not a single note of orchestrated music sounded for the films duration. The soundtrack of The Birds is literally that: voices, sounds, atmospheres. No violins. It rejects all musical coding traditionally employed to inform us of how we should care/think/feel/project at any point in the film. The absence of music is a specific sound of silence which greatly enhances the Birds peculiarly perverse dramatic tone. Picture one of many silent Melanies: lock ed into a seductive gravitational sway with her birds as she navigates the winding road up to Bodega Bay. She resembles an entranced conductor orchestrating her droning car engine. No purpose. No reason. No emotion. No music. The birds themselves narratively thrive in non-musical silence. Rather than embodying or transmitting a superimposed musical logic which tags them as monstrous, malicious and maniacal, they speak in their own voice to their own kind. Their language is foreign, alien, avian, excluding us from the inner mechanisms of their motives and operations. In sync with a decultured slant on nature, these birds simply have no concept of the human. Accordingly, human musical codes do not stick. No JAWS-style orchestral throbbing salaciously trumpets their arrival. As in their attack of the children playing Blind Mans Bluff at a birthday party, the birds orchestrate and enact a cacophony upon their arrival. Balloons burst, children scream, feathers flutter and beaks peck, all played against a continual delivery of bird squawks. In the absence of music, all sound becomes terror; gulls and children scream alike (Schwam  ¶1). A peculiar type of silencing occurs when Melanie waits for Cathy: a silencing through music. Most of the following incidents are covered by an irritating cannon voiced by the lacksadasical tones of children singing in school. After the cacophonic climax of the Brenner attack, Melanie cautiously checks the attic. All is still and quiet until she unwittingly shines a torch on the massed birds roosted there like a cancer within the household. They swoop on her as she flails her arms desperately like a man trying to fly. Her cries for help slowly disintegrate into a field of whimpers and gasps. The birds terrorize us from above with sophistication and precision dreamed of in military aviation. They feed off our cadavers in disrespectful piecemeal fashion. And in a fitful triumph of the sonic, they peck out our eyes. As we die and fade to black, so does the films sun set, blurring the calm chattering of all those gathered birds into an agitated chorus that reverberates deep in the caves of the hollow sockets which were once our eyes ( ¶2-3). Stanley Kubricks 2001 space odyssey is a profound, visionary and astounding film (a mysterious Rorschach film-blot) and a tremendous visual experience. This epic film contained more spectacular imagery (about what space looked like) and special effects than verbal dialogue. Viewers are left to experience the non-verbal, mystical vastness of the film, and to subjectively reach into their own subconscious and into the films pure imagery to speculate about its meaning. Many consider the masterpiece bewildering, boring, slow-moving or annoying, but are still inspired by its story of how man is dwarfed by technology and space. The first spoken word is almost a half hour into the film, and theres less than 40 minutes of dialogue in the entire film. Much of the film is in dead silence (accurately depicting the absence of sound in space), or with the sound of human breathing within a spacesuit. Kubricks sci-fi experiment intended to present its story almost purely with visual imagery and auditory signals with very little communicative human dialogue (similar to what was attempted in the surreal, fragmented, non-narrative imagery of the Qatsi trilogy. All scenes in the film have either dialogue or music (or silence), but never both together. They hypnotically circle around the black object Floyd bashfully touches it with his thick glove. A photographer prepares a group of them to line up and pose before the totem-like monolith like typical tourists, recording the moment of their visit. Just as their picture is taken, a ray of sunlight strikes the monolith signalling the end of the dark, 14-day lunar night. It is the Dawn of the Moon. Again, the glowing Sun, Moon and Earth have formed a conjunctive orbital configuration. And then suddenly, the object emits an ear-piercing, electronic screeching noise. The group is stunned and staggers reeling helplessly backwards as their helmet headphones are filled with the blasted signal. Music plays a crucial part in 2001, and not only because of the relatively sparse dialogue. From very early on in production, Kubrick decided that he wanted the film to be a primarily non-verbal experience, one that did not rely on the traditional techniques of narrative cinema, and in which music would play a vital role in evoking particular moods. In this respect, 2001 harks back to the central power that music had in the era of silent film (Allison  ¶1-2). The film is remarkable for its innovative use of classical music taken from existing commercial records. Major feature films were (and still are) typically accompanied by elaborate film scores and/or songs written especially for them by professional composers. But although Kubrick started out by commissioning an original orchestral score from composer Alex North, he later abandoned this, opting instead for pre-recorded tracks sourced from existing recordings, becoming one of the first major movie directors to do so, and beginning a trend that has now become commonplace ( ¶3-4). On 2001 Kubrick did much of the filming and editing, using as his guides the classical recordings which eventually became the music track. In March of 1966 MGM became concerned about 2001s progress and Kubrick put together a show reel of footage to the ad hoc soundtrack of classical recordings. The studio bosses were delighted with the results and Kubrick decided to use these guide pieces as the final musical soundtrack, and he abandoned Norths score. Unfortunately Kubrick failed to inform North that his music had not been used, and to his great dismay, North did not discover this until he saw the movie at the premià ¨re. Norths soundtrack has since been recorded commercially and was released shortly before his death. Similarly, Ligeti was unaware that his music was in the film until alerted by friends. He was at first unhappy about some of the music used, and threatened legal action over Kubricks use of an electronically treated recording of Aventures in the interstellar hotel scen e near the end of the film (Kolker  ¶5-7). HALs haunting version of the popular song Daisy Daisy (Daisy Bell) was inspired by a computer synthesized arrangement by Max Mathews, which Arthur C. Clarke had heard in 1962 at the Bell Laboratories Murray Hill facility when he was coincidentally visiting friend and colleague John Pierce. At that time, a remarkable speech synthesis demonstration was being performed by physicist John Larry Kelly, Jr. who created one of the most famous moments in the history of Bell Labs by using an IBM 704 computer to synthesize speech. Kellys voice recorder synthesizer vocoder recreated the song Daisy Bell, with Max Mathews providing the musical accompaniment. Arthur C. Clarke was so impressed that he later told Kubrick to use it in the film. When HAL disconnects the life support systems, we see a flashing warning sign, COMPUTER MALFUNCTION, shown full-screen and accompanied only by the sound of a shrill alarm beep; this is intercut with static shots of the hibernating astronauts, encased in their s arcophagus-like pods, and close-up full-screen shots of the life-signs monitor of each astronaut. As the astronauts begin to die, the warning changes to LIFE FUNCTIONS CRITICAL and we see the vital signs on the monitors beginning to level out. Finally, when the three sleeping astronauts are dead, there is only silence and the ominously banal flashing sign, LIFE FUNCTIONS TERMINATED (Fiona  ¶6-8). The film industry has made a tremendous progress when it comes to sound films. Film producers have modern and special gadgets that can incorporate any tripe of music or track any sound that the movie producer desires. It does not matter what the genre of the film is, there are all types of sounds and music to accompany the theme, environment and character traits of the actors and basically capture the desired setting of the film.

Comparing the Dominant and Feminist Readings of Shakespeares King Lear

Comparing the Dominant and Feminist Readings of King Lear      Ã‚   Shakespeare's King Lear has been the source of much contention as to the way in which the text can be read. The play originally was written for the Jacobean audience of Shakespeare's time, but since then has taken on many other readings. These new readings are produced to comment on issues in the society in which it is explored. Readings encompass a wide range of ideas - from the Dominant reading, the manner in which Shakespeare's audience would have perceived the text, to feminist ideals. The various readings are influenced by the context in which they are discussed. In particular the dominant and feminist readings of King Lear both perceive the text in different contexts; the dominant following the traditional Jacobean interpretation as it was originally written, and the feminist reading pursuing a need for the lack of a patriarchal society in the twentieth century. King Lear can be read in a variety of ways, achieving a set perspective that suits the reader.    The Jacobean reading of King Lear focuses the blame for chaos and the subsequent tragedies on Lear's foolish decision to divide his kingdom between his three daughters. Though the play is set in pre-Christian times, Shakespeare's audience was greatly influenced by Elizabethan structure and hierarchy. According to the Great Chain of Being, God was the head of the universe, and the King was established as Gods connection to people. Lear's choice of abdication would have been viewed as blasphemy towards God. The audience would now perceive Lear's tragedy as inevitable due to his decisions. The play `King Lear' can be viewed as an expression of the Jacobean period concept of so... ... focuses on Lear's downfall and the pity we feel for Lear. The feminist reading of King Lear focuses on how the portrayal of women in the play is of a negative aspect and displays women as unfit for any role of leadership, else chaos ensues. The film A Thousand Miles shows how King Lear can be interpreted as a feminist reading in a contemporary setting, revealing the text King Lear in an entirely new light - women portrayed as the victims of men. King Lear can indeed be read in a variety of ways.    Works Cited Frey, C.   Experiencing Shakespeare.   Columbia: University of Missouri Press, 1988. Granville-Barker, H.   Prefaces to Shakespeare.   London: B.T. Batsford INC, 1984. Halio, J.   The Tragedy of King Lear.   Cambridge: Cambridge University Press, 1992.   Thompson, A.   King Lear Criticism.   NJ: Humanities Press International, 1988.

What Are The Kinds Of Water Pollution Environmental Sciences Essay

Water is one of the chief beginnings in the Earth. It is a really of import resource for people and the environment. Our blood consists of H2O and we can non populate without H2O. We need H2O in our life daily because it is a line of life. We chose this study about the H2O pollution because the H2O is really of import component we need to populate, but human, mills and ships play an of import function in H2O pollution. Clean H2O is increasing devastation because people do non care what throw in the H2O and the Earth is traveling to acquire destroyed. If destroyed clean H2O, life will be much worse on the land and the lone 1s who can forestall this from go oning and for us. Definition: Water pollution can be defined in many ways. Normally, it means we have built one or more substances in the H2O up to the extent that they cause jobs for the animate being or human being. This stuff is chemical, physical and biological alteration in the quality of H2O has an inauspicious impact on our lives. Was detected by H2O taint in the research lab, where they are analyzed little samples of H2O for assorted contaminations. It can besides populating beings such as fish that is used to observe H2O pollution. Changes in behaviour or growing show us that the H2O in which they live contaminated. Labs besides use the computing machine so find if the H2O has no drosss Classs: Point Beginnings of Water Pollution: The beginnings of H2O pollution and discharges include municipal H2O intervention works, drainage and industrial installations. Can the municipal intervention works point beginnings of pollution, sewage contribute to the signifier of oxygen-depleting substances and stuffs nutrient caused wellness hazards in the countries of imbibing H2O and swimming. Some illustrations of the non-point H2O pollution are exchange agricultural and exchange urban countries from excavation, and building locations.. Non Point Source Water Pollution: In contrast to the pollution from a beginning other than the specific industrial workss and sewerage intervention, ( NPS ) pollution comes from many beginnings is widespread. And do taint of atomic power beginnings by rainfall or thaw snow, and during the motion on the land. While the overflow moves, it picks up contaminations and carries off natural and semisynthetic, and eventually deposited in lakes, rivers, wetlands and coastal Waterss and groundwater. 40 % of all lakes and watercourses of H2O contaminated with a really used for fishing or swimming in the United States. Oil and unsafe toxins and pathogen taint of waterways and imbibing H2O, and can kill worlds, animate beings and workss. Non point beginning pollution is the taking staying cause of H2O quality jobs. The effects of nonpoint beginning pollutants on specific Waterss vary and may non ever be to the full assessed. However, we know that these pollutants have harmful effects on imbibing H2O supplies, diversion, piscaries and wildlife. Groundwater pollution: The groundwater pollution is the 1 of the H2O pollution and its importance parts to explicate it because groundwater is the importance beginning for the people in most universes and I will desiccation the beginning for pollution of groundwater. One of these possible beginnings of groundwater pollution: Natural: The pollution of natural substances by taint grounds such as the presence of gustatory sensation and odor in the H2O Wellss, the presence of musca volitanss in the H2O and find of unacceptable consequence in the degrees of substances found in H2O. Besides this causes the natural dirt or stone status. To prevention this job by if possible, avoid countries where there are jobs in groundwater, usage of treated H2O and Change to public H2O supply, if executable. Agribusiness: Pollution of groundwater by chemical spills, fertilisers and pesticides.So I will explicate the fertilisers, Contamination Evidence by High nitrate degree in good H2O trials this it causes over fertilisation and Ill- timed application. To Prevention by fertiliser usage in times that needed by the works and clip when hive awaying carnal manure to ease the airing of the Earth. Industrial: Such as building digging this show by Spills and alteration in colour, gustatory sensation and odor or the presence of drosss in H2O Wellss near. This job causes: Fuel and chemical spills, inordinate dust and chemicals are falsely. To Prevention by follow the cleansing processs and utilize fuel and risky stuffs harmonizing to the recommended actions. Residential: Such as infected systems this Contamination Evidence is appearance waste above surface land and sensing presence bacteria addition of. This Causes failing in the installing or care and disposal of family chemicals such as pigment waste. For trade this job by proper installing tools for the exchange of wellness, cheque and clean tools every 2 to 4 per twelvemonth and non dispose of chemicals in wellness systems. Causes of H2O pollution: Oil spills Oceans are polluted by oil on a day-to-day footing from oil spills, everyday transportation, run-offs and dumping. Oil waste can foul the ocean. They are coming from leaking storage armored combat vehicles and grapevine leaks, and the Wellss. Oil spilled from ships and oilers includes the transit fuel used by the vass themselves or their ladings, such as rough oil, fuel oil, or heating oil. It is estimated that about 706 million gallons of waste oil enter the ocean every twelvemonth. Drilling and production operations and spills or leaks from ships or oilers typically contribute less than 8 per centum of the sum. The balance comes from everyday care of ships ( about 20 per centum ) , and natural ooze from the seafloor ( over 8 per centum ) . Marine Dumping Many mills are dumping of waste into coastal Waterss such as plastics and other stuffs. These wastes take a long clip to degrade and they are really harmful to marine life. The disposal of wastes into H2O by worlds was practiced universally because it was a inexpensive and convenient manner to free society of nutrient wastes ( e.g. , cleaned carcases, shells, etc. ) , rubbish, excavation wastes, and human wastes ( or sewerage ) . This Industrial Age brought with it the new job of chemical wastes and byproducts: these were besides normally disposed of in the H2O. By the early 1970ss, marine dumping began to be viewed as a serious environmental issue. Industrial waste Industry is a immense beginning of H2O pollution, it produces pollutants that are highly harmful to people and the environment. Many industrial installations use fresh water to transport away waste from the mills and into rivers, lakes and oceans. There are 370,000 mills use large saddle horse of fresh water to transport off many types of waste. The waste H2O is put into watercourses, lakes, or oceans. Besides, the hot H2O from mills will increasing H2O temperatures and do thermic pollution. The addition of temperature change the sum of O dissolved in the H2O. That will kill some works and carnal species and others species will overgrowth. Pesticide A pesticide is any substance or mixture of substance intended for preventing, destructing, driving or extenuating any plague. Pesticides are a serious unsafe to wildlife and marine life. At high doses they non merely kill insects and other invertebrates, but birds and mammals every bit good. Many pesticides are soluble in H2O.The higher the solubility of the pesticide, the higher the hazard. High degrees of rainfall increases the hazard of pesticides polluting H2O. Pesticides that get applied to farm Fieldss and waysides and place run away into local watercourses and rivers or run out down into groundwater, polluting the fresh H2O that fish swim in and the H2O we worlds drink. In the Midwestern United States, a part that is extremely dependent on groundwater, H2O public-service corporations spend $ 400 million each twelvemonth to handle H2O for merely one chemical-the pesticide Atrazine. Global Heating An addition in H2O temperature can ensue in the decease of many aquatic beings and interrupt many marine home grounds. For illustration, a rise in H2O temperatures causes deceasing of coral of reefs around the universe. This can ensue in great harm to coral reefs and later, all the marine life that depends on it. Temperature alterations in coastal and Marine ecosystems will act upon being metamorphosis and alter ecological procedures such as productiveness and species interactions. Speciess are adapted to specific scopes of environmental temperature. As temperatures change, species ‘ geographic distributions will spread out, species that are get downing to migrate or vie with other species for resources.Species that are unable to migrate or vie with other species for resources may confront local or planetary extinction. Measurement of H2O pollution: For the analysis of H2O and measured in several ways such as taking sampling, physical, chemical and biological. I will be explicating this ways of measuring of H2O pollution. Physical testing Trials physical Joint H2O includes heat, focal point solids and turbidness. So will explained turbidness. Turbidity is sum of particulate affair that is suspended in H2O. Turbidity measures impact dispersing that suspended solids on visible radiation: badness light big scattered, rose turbidness. Materials which grounds H2O to be Turbid include: clay silt divided finely publish organic and inorganic runing vehicles organic colored plankton objects microscopic Chemical testing Can be found on samples of H2O utilizing the rules of analytical chemical science. Published several trial methods are available for organic compounds and inorganic alike. Often used methods include pH, biochemical O demand, chemical O demand, foods ( nitrate and phosphorus compounds ) and metals ( including Cu, Zn ) , pesticides. Biological testing Be proving ways to utilize workss and animate beings and indexs for supervising the wellness of H2O and microbic environment. Consequence of H2O pollution: 1-Effects of Oil Pollution and Antifreeze Oil is the most unsafe H2O pollutants as oil spilled into the H2O cause in the formation of gluey bed on the surface which lead to the issue of an unpleasant order and this causes the violent death of the beings that depend on this beginning of imbibing H2O. 2-Contaminated Ground Water Effects Groundwater the chief beginning of imbibing H2O on the Earth, and the taint of this H2O is a major menace to human life is cause human exposure to disease may hold serious cause such as disease and decease in the liver and kidney jobs, malignant neoplastic disease and other diseases. 3-Effects of Agricultural Water Pollution The usage of fertilisers and chemicals is defined by husbandmans to better and develop farms and agricultural Fieldss to assist workss turn, but there is a danger of the stuff in that it leaked into the dirt and when rain Aogerian H2O above the surface of this rich dirt these chemicals it is washed to the cloacas and rivers and lakes, which leads to the accretion of contaminated deposits in these Waterss. 4-Fertilizers and other chemicals Melting compound of nitrates in the H2O and metal Cd found in fertilisers used for harvests to the outgrowth of diseases in worlds such as being diarrhoea and diseases of the liver and kidneys. And inorganic stuffs such as quicksilver, lead stuffs, lead to jobs related to gustatory sensation and odor and alter the colour of the H2O. The pesticides and PCBs toxic substances used in pesticides that are found in places, agribusiness, are besides found in merchandises such as wood preservatives. 5-Effects of Thermal Water Pollution This happen because they wash the machine of the factors in the H2O of lakes and rivers. This machine really hot so its heated the H2O, and this is job is that H2O reduces the ability of the system on the continuance of O and raises the growing of warm-water species. 6-Effects of Heavy Metal Water Pollution Heavy metals such as quicksilver and lead found in H2O beginnings. Solutions: As we saw antecedently there are many effects of H2O pollution, and to cut down this effects or seeking to forestall this jobs we must happen some solutions such as: Water pollution control in the place, utilizing stuffs from non-toxic cleansing merchandises are free from toxic substances and to forbear and to cut down to the extent possible the usage of pesticides in the place and gardens. Always dispose of pigments, motor oils and toxic chemicals in ways that a healthy and safe. 3- Always protect and clean groundwater as the chief beginning for imbibing and irrigation systems and forestall the reaching of a chemical. 4- Raise consciousness of the extent of H2O pollution measure and demand that the Government promote more sustainable agriculture techniques. Decision: Water is really of import component we need to populate and it is portion of our lives. Oil spills, industrial waste, pesticide and planetary heating are cause H2O pollution. These will destruct the H2O we drink and will destruct our lives. To forestall H2O pollution we should supply rigorous punishments for people or mills who try to foul the H2O. To reason, we should maintain our environment clean to populate safe without any pollution by do n't utilize more pesticides and do n't throw the trash on the H2O such as the industry trash.

Employment Law: Equal Pay for women in the workplace

Research Question Has the Equality Act 2010 improved the way women are treated within the workplace with respect to equal pay? Hypothesis Statement The pre-existing struggles that women have been faced with in regards to equal pay have not been addressed by the recent reforms within this area. This is because, although the Equality Act 2010 was welcomed as a vehicle for the radical reform of equal pay, women are still treated less favourable than men. Accordingly, the problems that arose from the Equal Pay Act 1970 are still in existence and so further reform is needed if inequality is to be eradicated. Case Law Abdulla and others v Birmingham City Council [2013] 1 All ER 649 Allen v GMB [2008] EWCA Civ 810 Bates van Winkelhof v Clyde & Co LLP and another [2013] 1 All ER 844 Blackburn v West Midlands Police [2008] All ER (D) 50 (Nov) Defrenne v Sabena (No 2) Case C-t3/75 [1976] ECR 455 Eaton Ltd v Nuttall [1977] ICR 272 Enderby v Frenchay Health Authority Case Case C-127/92 [1993] ECR I – 5535 Redcar & Cleveland BC v Bainbridge; Surtees v Middlesbrough BC [2008] All ER (D) 386 (Jul) Ideas for Methodology Approach In undertaking the research for this study, both a quantitative and qualitative approach will be undertaken so that a comprehensive analysis can be made. Both primary and secondary research will therefore be adopted by looking at various academic opinions, relevant legal rules, theories and principles. This will be done by accessing text books, journal articles, online legal databases and governmental reports. These can be accessed by undertaking a library search as well online databases such as Lexis Nexis and Westlaw. Reference to Relevant Legal Theory and Social Policy Implications The rights of women and men to receive equal pay has been subject to continuous debate for some time and the fact that women are still being discriminated against in the workplace suggests that the law cannot â€Å"effect genuine equality† (Smart, 1989, p. 3). This has serious social policy implications since it is made clear under s. 11 of the 2010 Act that discrimination on the grounds of a person’s sex is a protected characteristic and is therefore prohibited. Article 14 of the European Convention of Human Rights 1951, as incorporated by the Human Rights Act 1998, also protects women from being discriminated against within the workplace. Nevertheless, the fact that many organisations fail to treat men and women the same when it comes to equal pay suggests that the law is unable to protect women from discriminatory treatment within the workplace. As put by Rhode (1990, p. 617); â€Å"gender equality cannot be obtained under existing ideological institutional structur es.† This causes legal implications in respect of equal pay and fails to allow equality for all to be attained (Wacks, 2012, p. 305). Relevant Books, Journals and Reports Baker, N. The Equality Act 2010. Company Secretary’s Review, Tolley’s Practical Business Fortnightly for Companies. 34 CSR 13, 102, Issue 13, (2010). Bamforth, N. Malik, M. and Cinneide, O. Discrimination Law: Theory and Context, Text and Materials, Sweet & Maxwell Ltd, 1st Edition, (2008). Connolly, M. Discrimination Law: Victimisation, Industrial Law Journal, ILJ 2002 31 (156) (2), Issue 2, (01 June, 2002). European Industrial Relations Review. Report on Gender Pay Gap, 388 European Industrial Relations Review 28, (2006). Equality and Human Rights Commission,.Equal Pay’ Creating a Fairer Britain, (2010), [available] from accessed 06 May, 2013. Pigott, C. Employment: A Step Change for Equality, New Law Journal, 160 NLJ 749, Issue 7419, (28 May, 2010). Pigott, C. Employment: Justifying Unequal Pay, New Law Journal, 159 NLJ 55, Issue 7352, (16 January, 2009). Wilson, D. Playing Fair, Pay & Benefits, 38. Issue 7, (2010). Rowbottom, D. Re-Inventing the Collective Approach to Equal Pay, 155 New Law Journal 1701. Issue 7200, (2005). Smart, C. (1989) Feminism and the Power of the Law, London, Routledge. Smith, I. and Baker, A. Smith & Wood’s Employment Law. OUP Oxford. 10th Edition, (2010). TUC. ‘The Union Makes Us Strong: TUC History Online’ [available] from accessed 05 May, 2013. Wacks, R., (2012) Understanding Jurisprudence: An Introduction to Legal Theory, OUP Oxford, 3rd Edition.

Februarius

Februarius When Romes founder established the calendarHe determined thered be ten months in every year.You knew more about swords than stars, Romulus, surely,Since conquering neighbours was your chief concern.Yet theres a logic that might have possessed him,Caesar, and that might well justify his error.He held that the time it takes for a mothers wombTo produce a child, was sufficient for his year.Ovid Fasti Book 1, A. S. Kline translation The early Roman calendar had only 10 months, with December (Latin decem10) the last month of the year and March the first. The month we call July, the fifth month, was number-named Quintilis (Latin quin-5) until it was renamed Julius or Iulius for Julius Caesar. In The Pre-Caesarian Calendar: Facts and Reasonable Guesses, The Classical Journal, Vol. 40, No. 2 (Nov. 1944), pp. 65-76, 20th-century Classical scholar H.J. Rose explains the 10-month calendar: The earliest Romans of whom we have any knowledge did as many other peoples have done. They counted the moons during the interesting part of the year, when farmwork and fighting were going on, and then waited till the dull times of winter were over and the spring was fairly set in (as it is by March in those latitudes of Europe) to begin counting again. Februarius (February) was not part of the original (pre-Julian, Romulean) calendar, but was added (with a variable number of days), as the month preceding the beginning of the year. Sometimes there was an additional intercalary month. [See Intercalation. Also see: The Origin of the Pre-Julian Calendar, by Joseph Dwight; The Classical Journal, Vol. 41, No. 6 (Mar. 1946), pp. 273-275.] Februarius was a month for purification, as the Lupercalia festival suggests. Originally, Februarius may have had 23 days. In time, the calendar was standardized so that all 12 months had 29 or 31 days, except for Februarius which had 28. Later, Julius Caesar re-standardized the calendar to line up with the seasons. See Julian Calendar Reform. Source [URL web.archive.org/web/20071011150909/12x30.net/earlyrom.html] Bill Hollons Roman Calendar Page. Plutarch on the Calendar Here is a passage Plutarchs life of Numa Pompilius on the Roman calendar. Sections about the Roman month Februarius (February) are highlighted. He attempted, also, the formation of a calendar, not with absolute exactness, yet not without some scientific knowledge. During the reign of Romulus, they had let their months run on without any certain or equal term; some of them contained twenty days, others thirty-five, others more; they had no sort of knowledge of the inequality in the motions of the sun and moon; they only kept to the one rule that the whole course of the year contained three hundred and sixty days. Numa, calculating the difference between the lunar and the solar year at eleven days, for that the moon completed her anniversary course in three hundred and fifty-four days, and the sun in three hundred and sixty- five, to remedy this incongruity doubled the eleven days, and every other year added an intercalary month, to follow February, consisting of twenty-two days, and called by the Romans the month Mercedinus. This amendment, however, itself, in course of time, came to need other amendments. He also altered the order of the months; for March, which was reckoned the first, he put into the third place; and January, which was the eleventh, he made the first; and February, which was the twelfth and last, the second. Many will have it, that it was Numa, also, who added the two months of January and February; for in the beginning they had had a year of ten months; as there are barbarians who count only three; the Arcadians, in Greece, had but four; the Acarnanians, six. The Egyptian year at first, they say, was of one month; afterwards, of four; and so, though they live in the newest of all countries, they have the credit of being a more ancient nation than any; and reckon, in their genealogies, a prodigious number of years, counting months, that is, as years. That the Romans, at first, comprehended the whole year within ten, and not twelve months, plainly appears by the name of the last, December, meaning the tenth month; and that March was the first is likewise evident, for the fifth month af ter it was called Quintilis, and the sixth Sextilis, and so the rest; whereas, if January and February had, in this account, preceded March, Quintilis would have been fifth in name and seventh in reckoning. It was also natural, that March, dedicated to Mars, should be Romuluss first, and April, named from Venus, or Aphrodite, his second month; in it they sacrifice to Venus, and the women bathe on the calends, or first day of it, with myrtle garlands on their heads. But others, because of its being p and not ph, will not allow of the derivation of this word from Aphrodite, but say it is called April from aperio, Latin for to open, because that this month is high spring, and opens and discloses the buds and flowers. The next is called May, from Maia, the mother of Mercury, to whom it is sacred; then June follows, so called from Juno; some, however, derive them from the two ages, old and young, majores being their name for older, and juniores for younger men. To the other months they g ave denominations according to their order; so the fifth was called Quintilis, Sextilis the sixth, and the rest, September, October, November, and December. Afterwards Quintilis received the name of Julius, from Caesar who defeated Pompey; as also Sextilis that of Augustus, from the second Caesar, who had that title. Domitian, also, in imitation, gave the two other following months his own names, of Germanicus and Domitianus; but, on his being slain, they recovered their ancient denominations of September and October. The two last are the only ones that have kept their names throughout without any alteration. Of the months which were added or transposed in their order by Numa, February comes from februa; and is as much as Purification month; in it they make offerings to the dead, and celebrate the Lupercalia, which, in most points, resembles a purification. January was so called from Janus, and precedence given to it by Numa before March, which was dedicated to the god Mars; because , as I conceive, he wished to take every opportunity of intimating that the arts and studies of peace are to be preferred before those of war. Suggested Reading Why Rome FellNorse Story of CreationNaqsh-i-Rustam: The Tomb of Darius the Great

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

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

The Atrocities of the Congo Free State Rubber Regime

The Atrocities of the Congo Free State Rubber Regime When the Belgian King Leopold II acquired the Congo Free State during the Scramble for Africa in 1885, he claimed he was establishing the colony for humanitarian and scientific purposes, but in reality, its sole aim was profit, as much as possible, as fast as possible. The results of this rule were very uneven. Regions that were hard to access or lacked profitable resources escaped much of the violence that was to follow, but for those areas directly under the rule of the Free State or the companies it leased land to, the results were devastating. The Rubber Regime   Initially, government and commercial agents focused on acquiring ivory, but inventions, like the car, dramatically increased the demand for rubber.  Unfortunately, for the Congo, it was one of the only places in the world to have a large supply of wild rubber, and the government and its affiliated trading companies quickly shifted their focus to extracting the suddenly lucrative commodity. Company agents were paid large concessions on top of their salaries for the profits they generated, creating personal incentives to force people to work more and harder for little to no pay.  The only way to do that was through the use of terror. Atrocities In order to enforce the near impossible rubber quotas imposed on villages, agents and officials called on the Free State’s army, the Force Publique. This army was composed of white officers and African soldiers. Some of these soldiers were recruits, while others were slaves or orphans brought up to serve the colonial army. The army become known for its brutality, with the officers and soldiers being accused of  destroying villages, taking hostages, raping, torturing, and extorting the people. Men who did not fulfill their quota were killed or mutilated. They also sometimes eradicated  whole villages that failed to meet the quotas as a warning to others. Women and children were often taken hostage until men fulfilled a quota; during which time the women were raped repeatedly. The iconic images to emerge from this terror, though, were the baskets full of smoked hands and the Congolese children who survived ​having a hand cut off. A Hand for Every Bullet Belgian officers were afraid that the rank and file of the Force Publique would waste bullets, so they demanded a human hand for each bullet their soldiers used as proof that the killings had been done.  Soldiers were also reportedly promised their freedom or given other incentives for killing the most people as proven by supplying the most hands. Many people wonder why these soldiers were willing to do this to their ‘own’ people, but there was no sense of being ‘Congolese’. These men were generally from other parts of the Congo or other colonies entirely, and the orphans and slaves had often been brutalized themselves.  The Force Publique, no doubt, also attracted men who, for whatever reason, felt little compunction about wielding such violence, but this was true of the white officers as well. The vicious fighting and terror of the Congo Free State is better understood as another example of the incredible capacity of people for incomprehensible cruelty. Humanity and Reform The horrors, though, are only one part of the story. Amidst all of this, some of the best of people was also seen, in the bravery and resilience of ordinary Congolese men and women who resisted in small and large ways, and the passionate efforts of several American and European missionaries and activists to bring about reform.

An outline marketing plan for the next year for Atlantic Quench 304 Essay

An outline marketing plan for the next year for Atlantic Quench 304 - Essay Example market. Theoretical frameworks of Porter’s five forces, Ansoff Matrix and Marketing Communication mix has been used in this paper. The paper suggests that AQC must continue with its quest of new product development primarily focusing on healthy products for consumers. A slightly high price can be charged from the consumers if they assume that the products provide functional value. The global fruit juice industry is also facing a number of challenges from the health organizations in the developed countries regarding their fatty contents and the amount of sugar in these drinks. It has therefore become difficult for fruit juice companies to retain their market share in face of volatile demand conditions. In this light, this paper makes an attempt to create a marketing plan for Atlantic Quench Cranberries (AQC), a US based agricultural cooperative which have pioneered in the production of canned fruit juices. AQC had a slow but steady beginning in 1930’s. It started as a cooperative which was initially controlled by three farmers from New Jersey and Massachusetts. Presently the company is the top player in the U.S. fruit juice market. The success story of AQC had been strong even in the United Kingdom ever since its entry in the U.K. market. This report provides an elaborate marketing plan for AQC in the next one year so that the company can increase its market share in the U.K. The government of the U.K. is trying to introduce measures to reduce obesity and fruit juices are items which contains high volume of saturated sugar. However, Atlantic Quench produces drinks with very low sugar content and low calories that provide chances of growth in the U.K. markets. The market conditions in the U.K. fruit juice industry are quite dynamic. An estimated growth of 10% has been noted in the value of fruit juice markets including the smoothies. Despite the

Db 5 Essay Example | Topics and Well Written Essays - 750 words

Db 5 - Essay Example The given case study reflects an ethical dilemma that organizations normally face during employee selection processes. This paper will critically analyze the given issue and suggest the most possible solution. Case analysis The two candidates, Martin and Joy apply for job in a computer technology company for the position of software trainer. The candidates are from two different countries and both of them possess certain unpleasant backgrounds. Martin has a scar on the right side of his face which indicates an extensive employment injury record. At the same time, Joe has a criminal background. In my opinion, the case does not fall under the category of diversity. To illustrate, â€Å"the concept of diversity refers to the number or the proportion of people within a community or social environment that hold different and various roles.† (Diversity Categories). This concept is against all forms of discrimination and it tries to promote social equality. Martin is from China and J oe is from United States. Here, the firm does not consider the nationality of the candidates in its selection criteria; on the other hand, the firm only takes the previous work history of the candidates into account. ... In the final decision regarding employee hiring, I would consider the candidates’ work history and morals as the most determinant factors. Since the company would not have knowledge regarding candidates’ qualification, experience, efficiency, professionalism, and dedication, The candidate’s background information would be the only criterion to take final decision. The extensive employment injury record found to be the major weak-point of Martin. However, it is precise that a software trainer does not need to engage in physically demanding jobs that cause injuries. Similarly, the scar on Martin’s face does not raise any further interruption to his work. In contrast, Joe’s criminal background seems to be a potential issue that disqualifies him for the proposed employment opportunity. It is not advisable for the firm to employ a candidate with criminal background since he may hurt the overall cohesion and interests of the organization in future. The em ployment of a person with criminal background would promote unfair practices in the company. Moreover, the presence of employees having criminal background would adversely affect the repute of the whole organizational unit. In addition, Joe has body odor which would cause inconveniences to his co-workers. Hence, it is advisable to hire Martin for the offered post since he possesses better qualities and personal integrity required as compared to Joe. In this case study, there are no elements that constitute a legal issue because the hiring process does not include any religious, racial, or political discrimination. Law clearly states that an employer can refuse the job application of a candidate if the employer has sufficient reasons to prove that candidate would

Db 5 Essay Example | Topics and Well Written Essays - 750 words

Db 5 - Essay Example The given case study reflects an ethical dilemma that organizations normally face during employee selection processes. This paper will critically analyze the given issue and suggest the most possible solution. Case analysis The two candidates, Martin and Joy apply for job in a computer technology company for the position of software trainer. The candidates are from two different countries and both of them possess certain unpleasant backgrounds. Martin has a scar on the right side of his face which indicates an extensive employment injury record. At the same time, Joe has a criminal background. In my opinion, the case does not fall under the category of diversity. To illustrate, â€Å"the concept of diversity refers to the number or the proportion of people within a community or social environment that hold different and various roles.† (Diversity Categories). This concept is against all forms of discrimination and it tries to promote social equality. Martin is from China and J oe is from United States. Here, the firm does not consider the nationality of the candidates in its selection criteria; on the other hand, the firm only takes the previous work history of the candidates into account. ... In the final decision regarding employee hiring, I would consider the candidates’ work history and morals as the most determinant factors. Since the company would not have knowledge regarding candidates’ qualification, experience, efficiency, professionalism, and dedication, The candidate’s background information would be the only criterion to take final decision. The extensive employment injury record found to be the major weak-point of Martin. However, it is precise that a software trainer does not need to engage in physically demanding jobs that cause injuries. Similarly, the scar on Martin’s face does not raise any further interruption to his work. In contrast, Joe’s criminal background seems to be a potential issue that disqualifies him for the proposed employment opportunity. It is not advisable for the firm to employ a candidate with criminal background since he may hurt the overall cohesion and interests of the organization in future. The em ployment of a person with criminal background would promote unfair practices in the company. Moreover, the presence of employees having criminal background would adversely affect the repute of the whole organizational unit. In addition, Joe has body odor which would cause inconveniences to his co-workers. Hence, it is advisable to hire Martin for the offered post since he possesses better qualities and personal integrity required as compared to Joe. In this case study, there are no elements that constitute a legal issue because the hiring process does not include any religious, racial, or political discrimination. Law clearly states that an employer can refuse the job application of a candidate if the employer has sufficient reasons to prove that candidate would

Determining causes and effects Essay Example | Topics and Well Written Essays - 750 words

Determining causes and effects - Essay Example It is a fact without doubt that indeed most of the campus students spend a substantive time on campuses leading very stressful lives. Because students have to establish a balance between their studies, examinations, extra-curriculum activities, and some work, it is clearly an aspect of stress. Ideally, stress permeates from numerous aspects in the society, with stress among the teenagers, most especially in those in campus taking the greatest percentage. Despite the fact that stress has become part of human life, stress could be minimized through numerous ways. Indeed, stress in colleges and many teenagers is a significant problem considering the effects associated with it. Based on such a perspective, this paper discusses pressure of academic performance and finances as the causes of stress on college students, and a look into their effects. Stress among college students results from numerous causes, each of which has different effects depending on the circumstances involved. Of all the causes, the pressure of the academic problem is usually the greatest contributing factor to the numerous instances of stress among the campus students (Heidenreich, 2009). Whenever every student goes to campus, one of the primary requirements of the teenager is to perform excellently in the academics. Equally, parents usually encourage their children to have the best of performance in their studies. However, little is always told on how to achieve the academic excellence status.

Movie Analysis Paper Essay Example | Topics and Well Written Essays - 750 words

Movie Analysis Paper - Essay Example In a low-context culture, more information is in transmitting messages in order to create the omitted (RAHMAN, 2005). Amy Tan, daughter of John and Daisy Tan and was born in America after the divorce of her mothers’ first husband who turned out to be abusive. Daisy left her three daughters whom she would not see for nearly forty years, according to Joy Luck Club context (Eshbaugh, 2011). Featuring Amy as daughter in the Joy Luck movie explains more on the difficulties mothers and daughters face in communication.The theory explains that there were conflicts between Amy and her mother after the death of Mr. Tan and Amys’ elder brother from a brain tumor. Mrs. Tan and her other children moved to Switzerland, where Amy finalized her high school education. Her mother, however, choose where and which course Amy had to study as it was the culture back in China (Tan, 2012). Amy contradicted her mother and took the course of her desire after which she got married to an American. Amy explored in many fields to find her satisfaction. She is the best example of daughters in Joy Luck Club as she grew between two cultures and tries to assimilate into American culture as a young child at the expense of Chinese culture (RAHMAN, 2005). She disagreed with her mother about her career plans and education (Tan, 2012). She never met her mothers’ expectations as the mother featured her daughter as a doctor and a concert pianist (RAHMAN, 2005). Amy’s mother never got married to another man while in China and had children in the previous marriage. The act resembles the life of Jing-Mei ‘s mother, who is a character in the movie (Eshbaugh, 2011). Amy Tan brought her mother to China to meet her daughters whom she left behind. The action is again similar to that of Jing-Mei in the movie, although Jing-Mei returns alone for her is dead. According to thi s theory, mothers and daughters tend to see things from another perspective as

Annotated Bibliography Assignment Essay Example | Topics and Well Written Essays - 500 words

Annotated Bibliography Assignment - Essay Example It elaborates on key steps such as peer criticism, observation, instructor guidance and personal experience. I gained access to this source through googlebooks.com, under the search name of informative speech. The book publication delves into three objectives critical in public speaking. This include, educating students on the ethical implications of their word, acknowledging respect to audience diversity and civic life preparation. Furthermore, the book advances advice necessary for effective public speaking and expounds on the logic behind the advice. . I gained access to this source through googlebooks.com, under the search name of informative speech. This book explains on the strategies and process that can be used by students in the process of developing into effective and confident public speakers. It offers a diverse and unique learning style that acknowledges audience diversity, ethical public speaking and taming of communication fear. I gained access to this source through googlebooks.com, under the search name of informative speech. This book highlights and describes the various challenges of effective public speaking such as anxiety. Furthermore, it offers a thorough six step process of â€Å"Speech Planning Action Steps,† designed to prepare students in effective speech delivery. Consequently, the reader is able to attain good grades in public speaking course. . I gained access to this source through googlebooks.com, under the search name of informative

MGT WK3 DQ 1 Essay Example | Topics and Well Written Essays - 250 words

MGT WK3 DQ 1 - Essay Example The manager should also ensure that he or she maintains control of the tasks delegated, and this can be done by discussing timelines and deadlines, make changes where needed and also take time to review the progress without necessarily interfering with the workload they have delegated. My personal experience with delegation has been successful, and it happened when I was assigned tasks to answer stand in for the manager where I work and I was supposed to pick his calls and make sound decision on whatever I was asked by people who called in. I learnt how to communicate professionally and also make decisions that were needed to be made promptly. Delegating is important as it allows time and resources to be utilized efficiently and also allows staff to be at their full potential. It is advantageous as it allows for tasks to be assigned to those with more skills and also helps in nurturing skills of the less experienced staff. It is disadvantageous as it can lead to delays when those assigned tasks do not meet the expectations or fail to do what is

Annotated Bibliography Assignment Essay Example | Topics and Well Written Essays - 500 words

Annotated Bibliography Assignment - Essay Example It elaborates on key steps such as peer criticism, observation, instructor guidance and personal experience. I gained access to this source through googlebooks.com, under the search name of informative speech. The book publication delves into three objectives critical in public speaking. This include, educating students on the ethical implications of their word, acknowledging respect to audience diversity and civic life preparation. Furthermore, the book advances advice necessary for effective public speaking and expounds on the logic behind the advice. . I gained access to this source through googlebooks.com, under the search name of informative speech. This book explains on the strategies and process that can be used by students in the process of developing into effective and confident public speakers. It offers a diverse and unique learning style that acknowledges audience diversity, ethical public speaking and taming of communication fear. I gained access to this source through googlebooks.com, under the search name of informative speech. This book highlights and describes the various challenges of effective public speaking such as anxiety. Furthermore, it offers a thorough six step process of â€Å"Speech Planning Action Steps,† designed to prepare students in effective speech delivery. Consequently, the reader is able to attain good grades in public speaking course. . I gained access to this source through googlebooks.com, under the search name of informative

Ethics, as It Pertains to Information Technology Term Paper

Ethics, as It Pertains to Information Technology - Term Paper Example Ethics in information technology is a branch of philosophy that deals with how people should make decisions concerned with their professional conduct, when using information technology. Computers have dramatically changed information handling and communication, but have also caused ethical questions to be raised on standards that the users of information technology should uphold in order to be at par with the expectations from the society. The most theatrical abuse of computer technology is the rampant internet hackings of company websites and online theft of credit card numbers. Such cases are imperceptible, frequent and tied to everyday workings of ordinary, law abiding citizens and different situations are on the rise with great frequency due to computer hacking. Hacking is a situation where an individual referred to as a hacker, gains, or attempts to gain access to resources or services belonging to someone else from their computer databases, usually organizations or companies wi thout their prior authorization or awareness (Davis, Philipp and Cowen, 2005). Such activities lead to the disruption of services, loss of data as well as vandalism of data, software or even hardware resources. Hackers are motivated by a multitude of reasons, which include, getting profits, protests, or to gain recognition based on the enormity of the challenge. Hackers have different attitudes and aims. They use different terms to differentiate themselves from each other, or to exclude themselves from specific groups that they have disagreements with. Members of the computer underground should be referred to as crackers and not hackers. A cracker is someone who gains unauthorized access to a computer in order to commit crimes such as information theft. The amount of data and its confidentiality amplifies the concerns that are raised over information technology ethics, and why they should be maintained. Organizations are then forced to device come up with ethical standards that will guide their employees conduct while at the same time ensuring that they remain within the bounds of acceptable public ethics. However, there has been a disregard of societal ethics where companies have employed espionage tactics over rival companies to gain unfair competitive advantage by hacking into their information systems or purchasing information from hackers. In other cases, inquisitive minors have done hacking using a computer and an internet connection. A good example is that of a juvenile who, in March of 1997, sent a couple of computer commands from his personal computer effectively and disabled a telephone company services that was serving an airport in the United States. Such actions have drawn major attention from security agencies such as the F.B.I, and they have made fighting computer hacking be one of their priorities. In the recent past, there has been an accelerated increase in the number of organized hacker groups all over the world. Such groups gather occasiona lly in conventions such as DEF CON, HoHoCon, and SummerCon and such conventions provide information and a means to learn from other members. Hackers also gain credibility by affiliating themselves to elite hacker organizations. Public interest groups such as the computer Ethics Institute have been in the frontline in trying to lay down the ethical standards that computer users should uphold. Various security agencies have highly prioritized cases of hacking to the extent of setting up a

The disabled children Essay Example for Free

The disabled children Essay The truth is that inclusion, as a system has gained nationwide attention in the last thirty years. Inclusion advocates, such as The Association of Persons with Severe Handicaps, argue that all disabled children should be included. The National Council on Disability recently stated that most students with sensory impairment should be taught in regular classrooms (Special Education Report, 1993). At the very least deaf children education programs contemplating inclusion (IEP) must consider the following issues(U.S. Department of Education, 1992): communication needs and the childs preferred mode of communication; linguistic needs; severity of hearing loss and potential for using residual hearing; academic level; social, emotional, and cultural needs, including opportunity for peer interactions and communication. According to Irene Leigh, a deaf psychologist, the concept of inclusion is positive and useful for many children with disabilities, but a generalized application which does not take into consideration the special individual characteristics and needs mentioned above might have serious psychosocial repercussions for a considerable number of children and adolescents with hearing problems.(Leigh 73) One of the benefits inclusion brings is the opportunity for the student who is deaf to live at home. Deaf students who attend a special school that is beyond commuting distance must live at the school during the week. Students in an inclusion placement in their local school are able to be with their families during the week and the proximity to the area where they live provides opportunities to develop neighborhood friends. Daily association with hearing students in an inclusion setting also helps students who are deaf to develop their ability to communicate with hearing people, leading to skills they will need in later years. The study carried out by professor John Luckner, in the division of Special Education of the University of   Northern Colorado, identified  successful students who were deaf or hard of hearing and were receiving education in general education settings in order to examine the   factors contributing to their success. Students acknowledged five main factors: their own effort and perseverance, the support from their families, the high standards their school friends set for them, the use of a variety of equipment to socialize as well as to learn (FM systems, hearing aids, text telephones, computers and close captioning) and sports which were not only enjoyable from the socializing point of view but very useful as a way of learning life skills. Dr. Ann T. Halvorsen, Professor of Special Education assures that â€Å"Inclusive settings provide far more variety in activities, and stimuli are not so easily controlled.   The pace of a general education classroom is typically faster and more spontaneous.   Ensuring that students have the opportunity to practice skills sufficiently in such a dynamic environment is critical† (100). Inclusion also provides good opportunities for learning the standards of the hearing world. Students who are deaf and attend schools for children who hear may be able to master the norms of hearing society better than those who are immersed in the culture of a special school for students who are deaf. It’s important to take into account that the education of deaf children needs and benefits from the inclusion of deaf adults at all stages. In fact, some years ago, many children in integrated settings did not even realize adults existed. Harris Sterling wrote about some children who thought they would become hearing when they became adults, others thought they would die or just fade away somehow since they had never had an adult role model (cited in Stone 1994). The subject of the adult role model is a very important one. It is essential that the schools make every effort to attract adult people into the school system. But they must be careful not to employ them only as aides or assistants because children will notice that the deaf person is always in a lower status position than the hearing teacher. It is really positive for children to see deaf and hearing professionals sharing power and making decisions together, this avoids the feeling that they will grow up to be forever told what to do by hearing people in the hearing world (Stone 66). Another advantage of inclusion is the possibility deaf or hard of hearing students have to choose an academic or vocational program that suits them from a wider range of choices in their home school district than in their nearest special school. Although states differ in policy and practice, there is a model for broad programming that reaches beyond state borders. The National Agenda for Moving Forward on Achieving Educational Equality for Deaf and Hard of Hearing Students (2005) offers a set of priorities designed to narrow the gap between deaf and hearing students based on the belief that communication access is a fundamental human right and that every deaf and hard of hearing child must have full access to all educational services. The goals of the National Agenda consider inclusion as a good option for deaf or hard of hearing students only when it constitutes the â€Å"least restrictive environment† for them, once each individual case has been evaluated and the best placement options have been considered. Deaf and hard of hearing students should count on placement options that provide for their language and communication needs. What constitutes the â€Å"least restrictive environment† (LRE) for deaf and hard of hearing students must be determined by considering their communication and linguistic needs as well as their educational, social, emotional, cognitive, and physical abilities and needs. For some deaf and hard of hearing children, a special school is truly â€Å"least restrictive,† just as for others a regular classroom is LRE. In either case, the child’s needs, not a generic concept of LRE, must determine what is truly LRE for each individual child. According to the National Agenda, deaf and hard of hearing children are entitled to access the general curriculum. Too often the concept of â€Å"general curriculum† is confused with â€Å"least restrictive environment† or with placement in a regular classroom. The two concepts are separate and distinct. Every deaf and hard of hearing child, whether in a regular classroom or a special school or program for the deaf, should have full access to the general curriculum as consistent with his or her needs. The National Agendas success in bringing attention to the need to achieve these goals has occurred as a result of the shared roles, responsibilities and commitments of professionals, parents, and consumers throughout the United States. Inclusive education was initially seen as a special education service, but the focus is now on creating inclusive schools which unify resources and integrate programs in such a way that all students in the general education classroom are benefited. Unlike integrated or mainstreamed students, students who receive inclusive education are members of the general education classroom community. According to Halvorsen Neary :â€Å"the single most identifiable characteristic of inclusive education is membership. Students who happen to have disabilities are seen first as kids who are a natural  part of the school and the age-appropriate general education classroom they   attend†(3)   Acceptance that the deaf students have social and educational skills and motives similar to those of their hearing partners may greatly stimulate the hearing majority to  develop a willingness to learn about deaf language and culture. Inclusion as equals can not be possible for deaf and hard of hearing students if it is only them who have to make all the accommodations (Connor 2006). The whole general education community as well as society will benefit from inclusion, if the concept is applied conscientiously. Inclusion provides opportunities to experience diversity of society on a small scale in a classroom, develops an appreciation that everyone has unique characteristics and abilities, develops respect for others with diverse characteristics, develops sensitivity toward others limitations, develops empathetic skills, helps teachers recognize that all students have strengths, increases ways of creatively addressing challenges, develops teamwork and collaborative problem solving skills, promotes the civil rights of all individuals and supports the social value of equality. The word inclusion for deaf and hard of hearing students cannot be seen simply as a placement decision. It must refer to a philosophy which maximizes the child’s abilities and potential, facilitates communication with others, permits the child to act as a full participant in his education and promotes the development of positive self-esteem. To be included, a child must feel included. Any program or school which calls itself inclusive must meet these criteria. References Connor, M.J. (2006) Mainstream Inclusion of Deaf Children and Young People.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Principles and Tensions. Retrieved March 2009 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.sersen.uk.net/docs/deaf-inclusion.doc Halvorsen, A.T. Neary, T. (2001).   Building inclusive schools: Tools and strategies   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   for success.   Boston: Allyn Bacon, 3 Leigh, I.W (1994) Psychosocial Implications of Full Inclusion for Deaf Children and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Adolescents. Implications and Complications for Deaf Students of the Full   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Inclusion Movement, 94-2, 73 . Retrieved March 2009 from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/c5/05.pdf The National Agenda Steering and Advisory Committees.(2005). The National Agenda   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   for Moving Forward on Achieving Educational Equality for Deaf and Hard of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hearing Students. Retrieved March 2009 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.tsd.state.tx.us/outreach/pdf/national_agenda.pdf Nowell, R. Innes, J. (1997) Educating Children Who Are Deaf or Hard of Hearing: