Information Systems Research Proposal Essay Example

Information Systems Research Proposal Essay Information system is the set of the technical, program and organizational software and staff which are aimed at the quality and rapid supply of people with the required information. The modern age of information has made the life of people dynamic and the most valuable resource nowadays is information, because with its help people learn about the new things, required for their self0development, enrichment and the general development of the society. Information systems are closely connected with the rapid development of the computer technologies and the computer networks. In the narrower meaning information systems are exactly the computer software and technologies which are involved into the creation, storage and transmission of information, but of course the explanation is broader and includes everything and everyone who serves for the improvement of the work of the system. According to the purpose, task, architecture and functions information systems are divided into various types. First of all they are divided into the desktop and distributed information systems. Desktop IS are the systems whose servers are located on the single computer, while the distributed IS has its server on several computers. The distributed IS are divided into file-server and client-server. Client-server IS are divided into two-tier and multi-tier systems. So the architecture is quite complicated and every level of IS has its own task: storage of information, processing, analysis of data, etc. IS are divided into the personal, group and corporate on the basis of the number and quality of the operations which they can fulfill. The personal IS is able to solve a few tasks for the single person; the group one is aimed at the serving to the selected group of people of the single department; the corporate IS is the broadest IS which embraces all the information processes of the whole company. We will write a custom essay sample on Information Systems Research Proposal specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Information Systems Research Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Information Systems Research Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Information systems are very important for the functioning of every organization and the student should observe the problem from his own point of view, choose the interesting points for the research, predict the results, suggest the methods and literature for the research and compose a well-analyzed logical research proposal which would present information systems in the alternative light. The student is supposed to persuade the professor in the success of the topic and the structure and content of the paper should be up-to-date, creative and challenging. It is not quite easy to prepare a good research proposal without possessing rich writing experience, so every student is able to join the website and read a free information systems research proposal example constructed by the qualified writer. It is a big plus that one has the chance to look through a free information systems research proposal sample and improve the quality of his own paper. At EssayLib.com writing service you can order a custom research proposal on Information Systems topics. Your research paper proposal will be written from scratch. We hire top-rated PhD and Master’s writers only to provide students with professional research proposal help at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all proposal details: Enjoy our professional research proposal writing service!

Free Essays on A Few Pages Of Purely Salinger - Nine Stories

A Few Pages of Purely Disheartening Cynicism A canon of the 20th century, J.D. Salinger’s Nine Stories is a collection of nine individual short stories that, as a whole, depict the imaginations that dominate and destroy the lives of both children and adults. In these stories, Salinger, a recluse who has ostracized himself from society, attempts to show the rapid deterioration of the societal world as a detrimental ramification of a person’s loss of innocence and humanism, the product of culture’s involuntary but unavoidable embracement of materialism, egocentrism, and emotional attachment. This theme is evident in all nine of the author’s stories, but this critique will concentrate primarily on â€Å"A Perfect Day for Bananafish,† with a slightly more succinct analysis of â€Å"The Laughing Man† and â€Å"Teddy† to show the passions and imaginations which control every diminutive action in the protagonists’ lives and ultimately lead to the frustration and disconcertment that is characteristically Salinger. In discussing the dreams and imaginations of different characters in â€Å"A Perfect Day for Bananafish†, this essay aims to show the author’s cynicism toward the wisdom, knowledge, and culture that is prevalent in today’s way of life. After demonstrating this cynicism with the malformed hopes and dreams of the story’s protagonists, a short comparison will be made with â€Å"The Laughing Man† for further clarification. Finally, â€Å"Teddy,† the author’s last and most revealing story, should be mentioned as it ends the nine story compilation like an awakening slap in the face, causing a quick gasp and widely opening the reader’s eyes to some of the prevailing but possibly previously unnoticed ideas in the other stories. SMACK! â€Å"Then he went over and sat down on the unoccupied twin bed, looked at the girl, aimed the pistol, and fired a bullet through his right temple† (18). This last sentence of â€Å"A Perfect... Free Essays on A Few Pages Of Purely Salinger - Nine Stories Free Essays on A Few Pages Of Purely Salinger - Nine Stories A Few Pages of Purely Disheartening Cynicism A canon of the 20th century, J.D. Salinger’s Nine Stories is a collection of nine individual short stories that, as a whole, depict the imaginations that dominate and destroy the lives of both children and adults. In these stories, Salinger, a recluse who has ostracized himself from society, attempts to show the rapid deterioration of the societal world as a detrimental ramification of a person’s loss of innocence and humanism, the product of culture’s involuntary but unavoidable embracement of materialism, egocentrism, and emotional attachment. This theme is evident in all nine of the author’s stories, but this critique will concentrate primarily on â€Å"A Perfect Day for Bananafish,† with a slightly more succinct analysis of â€Å"The Laughing Man† and â€Å"Teddy† to show the passions and imaginations which control every diminutive action in the protagonists’ lives and ultimately lead to the frustration and disconcertment that is characteristically Salinger. In discussing the dreams and imaginations of different characters in â€Å"A Perfect Day for Bananafish†, this essay aims to show the author’s cynicism toward the wisdom, knowledge, and culture that is prevalent in today’s way of life. After demonstrating this cynicism with the malformed hopes and dreams of the story’s protagonists, a short comparison will be made with â€Å"The Laughing Man† for further clarification. Finally, â€Å"Teddy,† the author’s last and most revealing story, should be mentioned as it ends the nine story compilation like an awakening slap in the face, causing a quick gasp and widely opening the reader’s eyes to some of the prevailing but possibly previously unnoticed ideas in the other stories. SMACK! â€Å"Then he went over and sat down on the unoccupied twin bed, looked at the girl, aimed the pistol, and fired a bullet through his right temple† (18). This last sentence of â€Å"A Perfect...

8 signs your coworker is toxic

8 signs your coworker is toxic There’s nothing quite as uniquely stressful as a toxic coworker- and if you’ve been a victim of one you know precisely how difficult a situation he or she can be. They can be toxic for a wide variety of reasons, from a negative energy that they give off to a detrimental effect they have on your team, department, or entire workplace. The effects can be wide ranging- from making your work environment uncomfortable to seriously impacting productivity and workplace satisfaction. While in other parts of your life you can usually avoid a person who’s toxic, it’s not quite as easy to do so at work. And given that we typically spend a minimum of 40 hours at our jobs per week- a significant part of our waking lives- it can be a real problem, and often one without an easy solution.Are you wondering if a coworker of yours is toxic? There are signs that you can look for to know for sure, and once you know you can set up a plan for dealing with the situation. Inc. rece ntly published an article that covers 8 signs you should look for to determine if your coworker is toxic. Use this information to help you navigate this tricky situation!1. They’re â€Å"secret† know-it-alls.Do you have a coworker who’s perfectly pleasant and agreeable- even a team player- when the boss is paying attention but quickly reverts to an annoying know-it-all who can’t seem to allow room for any other opinion but they’re own? This sort of toxic coworker can be impossible to work collaboratively with and can make it really hard to function comfortably at work.2. They act as if they’ve already paid their dues.Most of us have experience with this sort of toxic coworker- they think that the sheer fact that they’ve been at the workplace longer gives them some level of superiority or special pass to behave in any way they wish (and often it’s in a terrible way). Often, they get by doing as little as possible and expect newe r employees who are currently â€Å"paying their dues† to shoulder a greater amount of the work. It’s never fun to be around this sort of coworker, and it’s certainly not a recipe for workplace efficiency.3. They like to say, â€Å"Yeah, but that’s not my job.†This type of coworker can be a real nightmare to be around. They have a very narrow and rigid view of what their jobs entail and leave little or no room for flexibility or taking one for the team. They treat everything that they don’t want to do like a â€Å"hot potato† that they quickly pass along to others. Being around this sort of person never feels good- they never truly gel with the rest of the team.4. They think experience is a tangible commodity.Some people wrap themselves in the vague notion of their perceived â€Å"experience,† without it pointing to any clearly defined skill set or measurable contribution to the team. These people often fail or refuse to learn new skills, grow, and adapt. The truth is, experience is great- but in a fast-paced, constantly evolving workplace, experience is not the sole commodity that some toxic coworkers make it out to be, and it can create clear weak links in the employee chain.5. They love gossip.Who hasn’t had a coworker who seems to spend more time gossiping than getting actual work done? They can talk endlessly about a wide range of useless subjects to any coworker who’ll listen- as long as they don’t involve actual work-related topics. Not only is their work output minimal as a result, they’re often a drain on others around them as well- a real lose-lose situation.6. They use  peer pressure to hold other people  back.To these sorts of toxic coworkers, the workplace is like a reality TV show in which they create alliances and enemies and manipulate others around them to achieve their selfish goals. Often peer pressure is their tool of choice, and they use their perceived influence with their coworkers to manipulate and hold other people back while propping themselves up.7. They’re quick  to grab the glory.Rather than view successes as the result of teamwork and collaborative effort, these coworkers like to hog the spotlight and pretend that every success is the sole result of their own influence and contributions. These toxic people somehow manage to tarnish every workplace win with their selfish behavior.8. They’re even quicker to throw others under the bus.Consider this the flip side to the previous point- as quick as these people are to grab the glory after a big win, they’ll just as quickly point the finger at others and assign blame when things go sour. These toxic coworkers keep everyone on edge and on their toes at work- and not in a good way.If you recognize any of the signs mentioned above, you might just have a toxic coworker. If so, recognizing it is the first step. Consider your options for following up- sometimes a simple talk with the coworker can make a world of difference. Be patient, be kind, and stand up for yourself in a professional manner. Aim to be the coworker you wish you had.

Corporate strategy paper exam Essay Example | Topics and Well Written Essays - 2250 words

Corporate strategy paper exam - Essay Example The other companies make greater use of the vegetable oil, which result in the better shelf life of their product. 4) The other key issue is that the company's chocolates are seasoned. For example the box chocolates show the sales of almost 35% during the period of 10 weeks before the Christmas, a further 10% are for the Easter, including three million Easter eggs. Typically the company sells almost 10m in last 72 hours of Christmas. 5) Chocolates of the company are hand made this makes the process of automated packing difficult for the boxed chocolate. The other companies on the other hand like Cadburys make moulded chocolates, which makes the automated packing easier. 6) Thornton's long-term strategy included vertical integration and product differentiation. This means the top person in the company belonged to a particular family. The product differentiation apart from the taste of the chocolate was also marked by the freshness of the chocolate. the company that has made such a huge selling of their product. Also freshness has been receiving the top priority. It is these factors, which laid strong foundation stone of the company for it future growth and expansion. of Thorntons'chocolates. ... 2) Strong network of retailing stores: For any manufacturing company the most crucial requirement is the excellent network of franchisee. Thornton' has its own retailing outlets, hence there is much more lesser dependency on external marketing strategy or the franchisee. 3) Freshness of the chocolate: Freshness of the product is the distinctive feature of Thorntons'chocolates. However, since the demand of company's chocolates is seasonal this puts extra pressure on requirement of the manpower during the peak season. The requirement of casual staff for packing purposes increases which leads to reduction in efficiency. Also the sales during peak season become almost ten fold hence there is requirement of extra staff at the retail stores also during the peak season. This makes the company more dependent on the casual staff. The casual staffs are quite expensive and it is not easily available. As it is the requirement of the casual staff in general in the market is more during the festive seasons. Also the casual staff is untrained, hence it has to be trained, which requires some of the resources of the company. The casual staffs have lower speed of working thus reducing the efficiency. The other critical issue is that the chocolates have lower shelf life, this makes it difficult for the company to sale the chocolates through alternative retail outlets like the garages, super markets and small shops. This reduces the market of the company, which could help the company during off peak periods. 4) Company's chocolates are seasonal: The maximum sale of the chocolates manufactured by the company is during seasons like Christmas and Easter. Now the company has a huge manufacturing infrastructure. It also has wide

Accounting Essay Example | Topics and Well Written Essays - 750 words - 2

Accounting - Essay Example Moreover, the article describes the purpose of the income tax and even provides links to sites that stipulates the requirements for filing income tax. Several terms such as â€Å"gross income† and â€Å"taxable income â€Å" is also given so that common people can understand these terms. The page on Resources leads to a lot of information of sources where different types of taxation can be found. Sources for Federal Income Tax and State Income Tax are given with various links that can provide primary information on the topic. Even recent state judicial decisions are pointed out in this page as well as links to income tax websites and Federation of Tax Administrators. Unfortunately , the page for case example does not have any content yet. This site is my choice since it is reader-friendly, simple to understand and has a good lay-out. As a researcher, it is important that the website I am looking into has clear instructions and does not contain many tabs that would discourage me from further browsing. The site is very accessible and clearly defines terms that is necessary for researching. More importantly, I chose the site because it provides good links that can supplement my research. Circular 230 clearly applies to tax advisors such as â€Å" attorneys, certified public accountants, enrolled agents, and other persons representing taxpayers before the Internal Revenue Service†.( Par 1.  §Sec.10.0). These are the people who can give advice on the filing of Income Tax . Specifically Sec.10.3 stated that aside from attorneys , certified public accountants, and enrolled agents , there are other individuals that are under the scope of Circular 230. These individuals are: enrolled actuaries, enrolled retirement plan agents, government officers or employees as well as state officers and employees. As for the public servants, they should have not violated 18 U.S.C.  § 203 or 205

Global village Essay Example for Free

Global village Essay America was a time of challenging authority and established conventions. It was into this era that a Professor of Media studies at Toronto University rose to media personality status. Marshall Mcluhan is famous for introducing society to catchy aphorisms such as â€Å"the medium is the message†. Although his theories have always been contested, they were popular at the time and are currently enjoying a revival. One such theory is his vision of the â€Å"Global Village† which I will discuss in this essay. To understand the term, a comprehension of some of his other ideas is necessary. Mcluhan was influenced by Harold Adams Innis who suggested that each medium of communication had a time â€Å"bias† which affected the stability of society. In short, he saw that â€Å"time biased† media such as stone carving would endure time and lead to a stable society. â€Å"Space biased† media, such as papyrus, could easily be revised and lead to an unstable culture (Meyrowitz 1985:17). Mcluhan went beyond this to suggest that different media have â€Å"sensory bias† (Postman went beyond this to argue that the medium contains an â€Å"ideological bias†). Mcluhan saw each new media invention as an extension of some human faculty. In The Medium is the Massage he notes, â€Å"All new media are extensions of some human faculty† (Mcluhan and Fiore 1967:26). The book illustrates some examples; the wheel of the foot, the book of the eye, clothing of the skin and electronic circuitry of the central nervous system. In terms of the â€Å"global village† the last extension is the most important. He saw us as breaking our ties with a local society and, through our new electronic extensions, connecting globally to a new world of total involvement. â€Å"We now live in a Global Village†¦a simultaneous happening† (Mcluhan Fiore 1967:63). He refers to the village as a global community, existing with a level of connection associated with small rural settlings. We can see evidence for this in terms of what is sometimes termed an â€Å"always on† culture. News travels instantaneously across the globe, 1 in 6 people own a mobile phone (Guardian 2002) and the Internet smashes old barriers of communication. However, the Internet was in its infancy when Mcluhan used the term, which was first used in response to radio. There is some debate over the origin of the term â€Å"global village†. Eric Mcluhan writes that James Joyce reffered to a similar phrase, as did Wyndham Lewis. His opinion is that his father was probably already developing the concept and found it referenced in Lewis’ work afterwards. Mcluhan’s view of the â€Å"Global Village† was positive. He saw it championing greater social involvement and wrote, â€Å"In an electronic information environment, minority groups can no longer be ignored† This is a technological determinist attitude as it holds the medium as the single key to their involvement. Mcluhan also notes, â€Å"there is absolutely no inevitability as long as there is a willingness to contemplate what is happening† (Mcluhan and Fiore 1967:25). This is rather at odds with some of Mcluhan’s other material. He often makes poetically powerful statements about our helplessness in the face of technology (â€Å"All media work us over completely† (Mcluhan Fiore 1967:26)). Digital TV offers increasing interactivity with Internet functions such as e-mail and online banking available next to greater entertainment choices. It is being put to an alternative use in sheltered housing by allowing residents in difficulty to contact the manager; an example of how new technology is including minority groups. However, with the advent of digital TV the Government has come under pressure to sell the broadcasting spectrum that analogue occupies and is planning to do so before 2010. The effects of this look set to create a greater divide than the one it healed. 50% of homes currently have digital TV but a third of homes are unable to receive digital TV at all. A report by the Department of Trade and Industry found that 6% of the population are likely to object to the switch-off based on the cost of upgrading and the belief that we watch too much TV (The Observer, 2004). If the analogue signal were to be switched off, those who couldn’t (or wouldn’t) receive digital TV would have no access to TV. The gap between rich and poor would accelerate and a greater social divide would exist. Technological Determinists refer to a â€Å"technological revolution† and since the invention of this term there has been concern for those left outside. The issue is more complex than Mcluhan presents it and subject to factors beyond that of just the medium. In Mcluhan’s time the Internet was far from the widespread facility it is today. He died in 1980, but only 5 years later the system to which the phrase â€Å"online community† is most pertinent was operational. Internet forums allow a number of people across the globe to converse in real time. The Internet seems to provide the most convincing argument for the â€Å"global village†. With broadband most actions are instant, allowing the user to converse, transfer money, view information and order products regardless of geography. Mcluhan’s idea of electronic circuitry extending the nervous system is easier to comprehend when you consider someone sitting down at a computer. The physical action of typing becomes the cause, but the effect is realised in an electronic global network. Meyrowitz notes how â€Å"At one time, parents had the ability to discipline a child by sending the child to his or her room-a form of ex-communication from social interaction† (Meyrowitz 1985:Preface). This is no longer the case. The Internet offers the possibility of extending our central nervous system across the globe. It is intrinsic in today’s society and much has been written over its social effects. Wellman and Gulia remark, â€Å"those on either side of this debate assert that the Internet will create either wonderful new forms of community or will destroy communication altogether† (Wellman: â€Å"The Networked Community†). The reality is unlikely to be as clear as this (although Mcluhan’s â€Å"global village† would suggest that it is). Meyrowitz has argued that new media blur the boundaries between public and private behaviour (Meyrowitz 1985:93-114). The same headline in a newspaper and read by a newsreader are two different messages. Print media does not invite the same depth of character analysis that TV does. The public broadcast begins to merge a private situation and invites a personal reading of the presenter. The personal homepage is an explicit example of the blurring between public and private boundaries. People from all walks of life are making available to the connected world their presentation of themselves. Cheung notes how it can be emancipatory as it allows you to rehearse your presentation (Cheung 2000). Unlike face-to-face communication you can refine your presentation until you are content. Mcluhan envisaged the â€Å"global village† as creating a greater level of social involvement and to some extent we can see this happening with the personal homepage. Individuals are reaching out to a global mass audience to say, â€Å"this is me†. Grosswiler notes that Mcluhan â€Å"would have agreed with the idea that electronic media increase the desire for closeness and intimacy in the Global Village† (Grosswiler 1998:118). However there is a problem in defining what we mean by â€Å"closeness and intimacy†. A personal webpage is more personal than the BBC homepage but not as personal as face-to-face communication. Mcluhan would argue that the â€Å"closeness and intimacy† on the personal webpage is the only type that exists as we live in the â€Å"global village†. For Mcluhan there was no other village and intimacy could be with anyone, anywhere. There is a tendency by those who consider the Internet in a technologically determinist way to view it in isolation. The Internet is for most people not the totality of their social interaction, although it is becoming increasing possible to live your life without human contact. It is possible to order almost everything you could need using the Internet, yet town centres still exist. I may talk to friends online but the majority of communication with them will be face-to-face. Mcluhan is often accused of exaggerating his conclusions and this is evident. While the personal webpage is popular it doesn’t provide a substantial system of interaction. It also clear that while a minority of people make friends online, face-to-face interactions comprise the majority. Mcluhan’s famous aphorism â€Å"the medium is the message,† represents the belief that the medium itself has social impact of which the masses are usually considered to be unaware. If the power of the media is so great, how is it that determinists such as Mcluhan can stand outside of it to comment? Furthermore Mcluhan thought that as soon as we are aware of something as environment, a greater process must be in effect (Mcluhan, Eric). However, Mcluhan was considered knowledgeable enough to sit on a board set up to examine â€Å"the totality of communications problems in modern society† (McBride cited in Briggs and Burke 2002:258-260). The outcome of this report would have made interesting reading but unfortunately political conditions halted proceedings. Maybe I would be discussing a different concept if the report had gone ahead. Mcluhan once remarked that the one thing a fish is not aware of is water. The water determines everything the fish does yet the fish is blissfully unaware. The point is that we are the fish and technology our water. However this doesn’t prove the argument, it simply explains it. At first glance the phrase appears clever yet contains no empirical evidence and is typical of Mcluhan’s inventive and persuasive useful of language. Mcluhan’s global village is perceived as optimistic. Yet a Marxist interpretation offered by Ang notes that â€Å"the making of the â€Å"global village† can be rewritten as the transformation, or domestication, of the non-Western Other in the name of capitalist modernity† (Ang 1996:150-180 cited in Grosswiler 1998:142). While the idea of the spread of communication remains constant, it is seen to destroy individual non-western cultures to make way for capitalist exploitation. The sociologist Tom Nairn argues that while Mcluhan’s â€Å"global village† could be reality, it is prevented from being so by the social forms of capitalism† (Nairn 1968:150 cited in Grosswiler 1998:34). He is not denying that it is achievable, but notes, â€Å"The potential of electric media is, in fact, in contradiction with a great deal of the actual social world†. He accuses Mcluhan of creating myths and ignoring the contradictions of his theory. The graphic below compare the distribution of Internet routers and the global population. (Soon-Hyung Yook, Hawoong Jeong, and Albert-Laszlo Barabasi at http://www. cybergeography. org/atlas/geographic. html) It is obvious from the map that the majority of the world is not connected. According to this the â€Å"global village† is made up of a minority of the worlds population. This is a model far from creating greater social involvement and has the potential to create a global divide between the connected and the unconnected. In my introduction I cited a statistic claiming that 1 in 6 people own a mobile phone in support of the â€Å"global village† concept. As with Mcluhan’s aphorisms this initially seems persuasive but closer inspection reveals the truth. The statistic suggests proportionality. As Briggs and Burke explain, â€Å"While there were 600 million telephones in the world in 1982, half the world’s population lived in countries which together had fewer than ten million†. Again this undermines the â€Å"global village† vision and adds empirical weight to Nairn’s criticism that the potential of the media is in contradiction with reality. As with the Internet, the â€Å"global village† is presented here as almost exclusively existing between developed western countries. Mcluhan’s vision dictated that minorities couldn’t fail to be incorporated, yet they have been excluded by virtue of being unconnected. Furthermore the Marxist view upholds that where third-world nations are included, it is only as means of stripping them of identity for capitalist ends. These points considered, it seems that Mcluhan’s vision is not a reality. Much of the world is unconnected and I need cite no evidence that it has not led to world peace. However, it should be noted that Africa is currently leading the way in the realms of mobile phone ownership. It has become the first continent in which the number of mobile phone users exceeds that of landline subscribers. A report â€Å"has estimated that there will be 60 million people using mobile phones by the end of the year more than double the 27 million who have a landline† and mobile phone ownership is growing at an annual rate of 65%, double the global average (Guardian, May 2004). It seems that we may be fast heading toward a â€Å"global village†. However even with Africa’s growth in mobile phone ownership, this still only brings the total to 6% of the population (Guardian, May 2004) and Internet access is considerably lower. While it may be true that a virtual village has been created, it is far from the all-inclusive global vision that Mcluhan prophesised.

MoveOn and the New Front of Grassroots Activism :: Essays Papers

MoveOn and the New Front of Grassroots Activism This election year, a new style of grassroots activism has risen up to a very strong position. When the two owners of computer software company Berkeley Systems (made famous for the After Dark flying toaster screensaver and the popular game You Don’t Know Jack) decided to sell their company for $14 million dollars, they were unaware of what their future held. In 1998, during the impeachment of former President Bill Clinton, Wes Boyd and Joan Blades decided to put together a list of names in effort to petition Congress to reprimand Clinton and then â€Å"move on.† When their list grew to more than 300,000 names within one month, they knew they had something big on their hands. Although their efforts concerning the Clinton impeachment failed, they were not about to give up. They went on to protest the 2000 presidential election campaign, raise $2 million to air a television ad called â€Å"Child’s Pay† during the Super Bowl (which was denied by CBS due to its policy against issue advertisements), and then to go up against President George W. Bush concerning the war in Iraq. MoveOn is best known by its website (www.moveon.org), which has drawn millions of visitors since it was established. Though many Republicans and some Democrats protest MoveOn’s so-called â€Å"extremist† advertising, there is no doubt about it: grassroots campaigning had a new face. With MoveOn’s overwhelming success, other smaller activist groups began springing up all over the Internet in effort to catch some of MoveOn’s success. The fact is many of them are doing just that. The Internet is slowly becoming the largest political campaign tool available. And with the ease of connecting with millions of people with the simple click of a button, the voices grassroots activists is more powerful than ever before. MoveOn’s next mission is by way of mass telephone calls, hoping to reach 800,000 people a day. MoveOn plans on beginning these calls in late October. How is this possible? MoveOn has created a way in which volunteers (both old and new) dial a toll-free number, punch in their special identification number, hear a brief message concerning the strategy of their calls for that day, and then be instantly connected to an American somewhere.

Torispherical Head Tank Volume

Calculating Tank Volume Saving time, increasing accuracy By Dan Jones, Ph. D. , P. E. C alculating fluid volume in a horizontal or vertical cylindrical or elliptical tank can be complicated, depending on fluid height and the shape of the heads (ends) of a horizontal tank or the bottom of a vertical tank. Exact equations now are available for several commonly encountered tank shapes. These equations can be used to make rapid and accurate fluid-volume calculations. All equations are rigorous, but computational difficulties will arise in certain limiting configurations.All volume equations give fluid volumes in cubic units from tank dimensions in consistent linear units. All variables defining tank shapes required for tank volume calculations are defined in the â€Å"Variables and Definitions† sidebar. Graphically, Figs. 1 and 2 show horizontal tank variables and Figs. 3 and 4 show vertical tank variables. Exact fluid volumes in elliptical horizontal or vertical tanks can be foun d by first calculating the fluid volumes of appropriate cylindrical horizontal or vertical tanks using the equations described above, and then by adjusting those results using appropriate correction formulas.Horizontal Cylindrical Tanks Fluid volume as a function of fluid height can be calculated for a horizontal cylindrical tank with either conical, ellipsoidal, guppy, spherical, or torispherical heads where the fluid height, h, is measured from the tank bottom to the fluid surface, see Figs. 1 and 2. A guppy head is a conical head where the apex of the conical head is level with the top of the cylindrical section of the tank as shown in Fig. 1. A torispherical head is an ASME-type head defined by a knuckle-radius parameter, k, and a dish-radius parameter, f, as shown in Fig. 2.An ellipsoidal head must be exactly half of an ellipsoid of revolution; only a hemiellipsoid is valid – no â€Å"segment† of an ellipsoid will work as is true in the case of a spherical head wh ere the head may be a spherical segment. For a spherical head, |a| ? R, where R is the radius of the cylindrical tank body. Where concave conical, ellipsoidal, guppy, spherical, or torispherical heads are considered, then |a| ? L/2. Both heads of a horizontal cylindrical tank must be identical for the equations to work; i. e. , if one head is conical, the other must be conical with the same dimensions.However, the equations can be combined to deal with fluid volume calculations of horizontal tanks with heads of different shapes. For instance, if a horizontal cylindrical tank has a conical head on one end and an ellipsoidal head on the other end, calculate fluid volumes of two tanks, one with conical heads and the other with ellipsoidal heads, and average the results to get the desired fluid volume. The heads of a horizontal tank may be flat (a = 0), convex (a > 0), or concave (a < 0). The following variables must be within the ranges stated: †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ |a| ? R for spherical heads |a| ? L/2 for concave ends 0 ? ? 2R for all tanks f > 0. 5 for torispherical heads 0 ? k ? 0. 5 for torispherical heads D>0 L? 0 Page 1 of 12 Variables and Definitions (See Figs. 1-5) a is the distance a horizontal tank's heads extend beyond (a ; 0) or into (a ; 0) its cylindrical section or the depth the bottom extends below the cylindrical section of a vertical tank. For a horizontal tank with flat heads or a vertical tank with a flat bottom a = 0. Af is the cross-sectional area of the fluid in a horizontal tank's cylindrical section. D is the diameter of the cylindrical section of a horizontal or vertical tank.DH, DW are the height and width, respectively, of the ellipse defining the cross section of the body of a horizontal elliptical tank. DA, DB are the major and minor axes, respectively, of the ellipse defining the cross section of the body of a vertical elliptical tank. f is the dish-radius parameter for tanks with torispherical hea ds or bottoms; fD is the dish radius. h is the height of fluid in a tank measured from the lowest part of the tank to the fluid surface. k is the knuckle-radius parameter for tanks with torispherical heads or bottoms; kD is the knuckle radius.L is the length of the cylindrical section of a horizontal tank. R is the radius of the cylindrical section of a horizontal or vertical tank. r is the radius of a spherical head for a horizontal tank or a spherical bottom of a vertical tank. Vf is the fluid volume, of fluid depth h, in a horizontal or vertical cylindrical tank. Page 2 of 12 Horizontal Tank Equations Here are the specific equations for fluid volumes in horizontal cylindrical tanks with conical, ellipsoidal, guppy, spherical, and torispherical heads (use radian angular measure for all trigonometric functions, and D/2 = R > 0 for all equations): Conical heads.Vf = A f L + K †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ 0 ? h < R 2 aR2 ? ? / 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ h = R 3 ? ? K †¦Ã¢â‚¬ ¦. R < h ? 2 R 1 ? 2 M 1 ? M2 M M= R? h R K ? cos ? 1 M + M 3 cosh ? 1 Ellipsoidal heads. Vf = A f L + ? a h 2 1 ? Guppy heads. h 3R Vf = A f L + 2aR2 2a h cos ? 1 1 ? + 2 Rh ? h 2 (2 h ? 3 R )(h + R ) 3 R 9R Spherical heads. 3R 2 + a 2 6 ? a 3R 2 + a 2 3 h ? a h2 1 ? 3R Vf = A f L + a a ?a ( ( ) ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. h = R, †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. h = D, a ? R a ? R †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. h = 0 or a = 0, R, ? R 2 2r3 R2 ? r w R2 + r w z R cos ? 1 2+ + cos ? 1 ? 3 R (w ? r ) R(w + r ) r r ? 2 w r2 ? R cos ? 1 w R a ? 0. 01D y 4w y z w3 tan ? 1 + 3 z 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . h ? R, D; a ? 0, R, ? R; a R2 ? x 2 2 r 2 ? x 2 tan ? 1 dx ? A f z a r 2 ? R2 w a2 + R2 2|a| ( ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . h ? R, D; a ? 0, R, ? R; a < 0. 01D r= a? 0 ; a =  ± r ? r 2 ? R2 + ( ? ) for convex (concave ) heads w ? R? h y ? 2 R h ? h2 z ? r 2 ? R2 Page 3 of 12 Torispherical heads.In the Vf equation, use +(-) for convex(concave) heads. Vf = A f L  ± 2 [ 2 v 1,max ? v 1 (h = D ? h) + v 2,max + v 3,max ] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. h 2 ? h ? D 2 ( v 1,max + v 2 + v 3 ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 v1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 0 ? h ? h1 h1 < h < h 2 2kDh? h2 v1 ? 0 kD cos ? n 2 sin ? 1 n 2 cos ? 1 n2 ? w 2 ? w n 2 ? w 2 dx n g w ? w n 2 ? w 2 + g n 2 ? g 2 dx ? cos ? 1 n n 2 v2 ? 0 g g2 + r w z r3 g2 ? r w 2+ cos ? 1 + cos ? 1 ? r g(w + r ) r 3 g (w ? ) v3 ? g cos ? 1 g2 ? w 2 w3 w tan ? 1 ? w r2 ? 3 z g †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 0. 5 < f ? 10 + w z g2 ? w 2 6 g2 ? x 2 z + wz 2 2 g (h ? h1 ) ? (h ? h1 ) 2 (r 2 ? x 2 tan ? 1 ) dx ? w z 2 w 2 g cos ? 1 ? w 2g(h ? h1 ) ? (h ? h1 ) 2 g 0. 5 < f < 10,000 v 2,max ? v 2 (h = h 2 ) v 3,max ? v 3 (h = h 2 ) = v 1,max ? v 1 (h = h1 ) ? a1 6 ( 3g 2 2 + a1 ) a 1 ? r ( 1 ? cos ? ) r ? fD h 2 ? D ? h1 w ? R? h z ? r 2 ? g 2 = f D cos ? = r cos ? ? ? sin ? 1 1? 2k = cos ? 1 2 (f ? k ) 4 f 2 ? 8 f k + 4k ? 1 2 (f ? k ) h1 ? k D (1 ? sin ? ) n ? R ? k D + k 2D 2 ? 2 g ? f D sin ? = r sin ? In the above equations, Vf is the total volume of fluid in the tank in cubic units consistent with the linear units of tank dimension parameters, and Af is the cross-sectional area of flui d in the cylindrical body of the tank in square units consistent with the linear units used for R and h. The equation for Af is given by: A f = R 2 cos ? 1 R? h ? (R ? h) 2 R h ? h 2 R Page 4 of 12 Figure 1. Parameters for Horizontal Cylindrical Tanks with Conical, Ellipsoidal, Guppy, or Spherical Heads. Spherical head Cylindrical Tube Hemiellipsoid head r(sphere) DGuppy head Conical head a (cone; guppy) a(sphere) R h a(ellipsoid) L Af Fluid cross-sectional area CROSS SECTION OF CYLINDRICAL TUBE h 1. 2. 3. 4. 5. 6. 7. Both heads of a tank must be identical. Above diagram is for definition of parameters only. Cylindrical tube of diameter D (D > 0), radius R (R > 0), and length L (L ? 0). For spherical head of radius r, r ? R and |a| ? R. For convex head other than spherical, 0 < a < ? , for concave head a < 0. L ? 0 for a ? 0, L ? 2|a| for a < 0. Ellipsoidal head must be exactly half of an ellipsoid of revolution. 0 ? h ? D.Page 5 of 12 Figure 2. Parameters for Horizontal Cylindrical Tanks with Torispherical Heads. kD h2 R D ? fD h h1 Horizontal Cylindrical Tank Examples L The following examples can be used to check application of the equations: Find the volumes of fluid, in gallons, in horizontal cylindrical tanks 108†³ in diameter with cylinder lengths of 156†³, with conical, ellipsoidal, guppy, spherical, and â€Å"standard† ASME torispherical (f = 1, k = 0. 06) heads, each head extending beyond the ends of the cylinder 42†³ (except torispherical), for fluid depths in the tanks of 36†³ (example 1) and 84†³ (example 2).Calculate five times for each fluid depth – for a conical, ellipsoidal, guppy, spherical, and torispherical head. For example 1 the parameters are D = 108†³, L = 156†³, a = 42†³, h = 36†³, f = 1, and k = 0. 06. The fluid volumes are 2,041. 19 Gal for conical heads, 2,380. 96 Gal for ellipsoidal heads, 1,931. 72 Gal for guppy heads, 2,303. 96 Gal for spherical heads, and 2,028. 63 Gal fo r torispherical heads. For example 2 the parameters are D = 108†³, L = 156†³, a = 42†³, h = 84†³, f = 1, and k = 0. 06. The fluid volumes are 6,180. 54 Gal for conical heads, 7,103. 45 Gal for ellipsoidal heads, 5,954. 1 Gal for guppy heads, 6,935. 16 Gal for spherical heads, and 5,939. 90 Gal for torispherical heads. For torispherical heads, ‘a’ is not required input; it can be calculated from f, k, and D. torispherical-head examples, the calculated value is ‘a’ = 18. 288†³. Page 6 of 12 For these Vertical Cylindrical Tanks Fluid volume in a vertical cylindrical tank with either a conical, ellipsoidal, spherical, or torispherical bottom can be calculated, where the fluid height, h, is measured from the center of the bottom of the tank to the surface of the fluid in the tank.See Figs. 3 and 4 for tank configurations and dimension parameters, which are also defined in the â€Å"Variables and Definitions† sidebar. A torispheric al bottom is an ASME-type bottom defined by a knuckle-radius factor and a dish-radius factor as shown graphically in Fig. 4. The knuckle radius will then be kD and the dish radius will be fD. An ellipsoidal bottom must be exactly half of an ellipsoid of revolution. For a spherical bottom, |a| ? R, where a is the depth of the spherical bottom and R is the radius of the cylindrical section of the tank.The following parameter ranges must be observed: †¢ †¢ †¢ †¢ a ? 0 for all vertical tanks, a ? R for a spherical bottom f > 0. 5 for a torispherical bottom 0 ? k ? 0. 5 for a torispherical bottom D>0 Vertical Tank Equations Here are the specific equations for fluid volumes in vertical cylindrical tanks with conical, ellipsoidal, spherical, and torispherical bottoms (use radian angular measure for all trigonometric functions, and D > 0 for all equations): Conical bottom. ? Dh Vf = 4 4 a 2 h 3 2a 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . à ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. h

Principles of the Enlightenment

Margarita Arnold HIS 112-100M Critical Essay #1 The three fundamental principles of the Enlightenment listed in the text of Traditions and Encounters are popular sovereignty, individual freedom, and political and legal equality. According to Gombrich, the author of the A Little History of the World, the three fundamental principles of the Enlightenment are tolerance, reason, and humanity. Traditions and Encounters describes popular sovereignty as a â€Å"contract between the rulers and the ruled† (623).The king or monarch is a representative of the people who has political rights, but the people hold their personal rights to life, liberty, and property. Individual freedom principle ties in to the personal right of liberty as a freedom of speech with no censorship. Political and legal equality states that everyone should be regarded as equals not matter what their profession is. Individuals should participate in creating laws and policy. If there is no general representative el ected, then the people would act as representatives.This is a  laissez faire thought- leave us be or let us do, although not mentioned in Traditions and Encounters as one of the fundamental principles. Laissez faire thought, meaning about the state of French commerce, did come after the Enlightenment, a little before the French revolution. Laissez faire encompasses the three fundamental principles in one thought: leave the people be. A Little History of the World states that tolerance, or common sense could unite all men and all beliefs â€Å"should be respected and tolerated† (214).Reason explained nature and paranormal things such as witchcraft. Gombrich proclaims that reason â€Å"is given in equal measure to all mankind the world over† (215). Human dignity prohibits a person to be publically humiliated. This meant that people could not be marked as criminals by branding or cutting of limbs. From Traditions and Encounters and A Little History of the World individu al freedom and tolerance could be compared as the same principle on the basis of tolerance could be regarded as the right to free speech and common sense that all people deserve.Gombrich pairs reason and tolerance in the same category, whereas they are quite different by reason meaning that things in nature could be explained by trial and error. Gombrich credits Frederick the Great as the bravest king to embrace the Enlightenment ideas because he wanted to make Prussia â€Å"a model state† (217). Gombrich’s assessment of Frederick the Great in A Little History of the World is accurately stated, because Frederick the Great did support the Enlightenment and made things easier for his people.He was still a king of course, and any tried to do what any king would: â€Å"to make Prussia the mightiest of all the German states† (217) The correlation between the Enlightenment and the revolutions are the ideas that the general population could have these rights of freedom , equality, popular sovereignty, and tolerance. Revolution comes after people realize that human rights are not administrated properly with great merits to John Locke, Voltaire, and Jean-Jacques Rousseau, who were courageous enough to speak out in those turbulent times. The Enlightenment did not single handedly cause the French or American revolutions.The French revolution occurred because of unrests in the middle and lower classes, lack of funds due to Seven Years War and the overindulgent spending of the monarchs. The American leaders were also influenced by the Enlightenment, and fought against their oppressor- England. Equality, freedom of speech and of the press, and religious tolerance are all Enlightenment ideas that were assimilated into the core and the laws of America. In the Declaration of Independence, Thomas Jefferson wrote about the rights to â€Å"life, liberty, and the pursuit of happiness†.These ideas resonate John Locke’s argument in where individuals are the governors and that â€Å"the governments derive their power and authority from ‘the consent of the governed’† as stated in Traditions and Encounters, 625. These Enlightenment beliefs led unswervingly to the American Revolution, in which the colonists gained control over their own futures and the future of America. The American Revolution was especially productive, because it led to the establishment of a government by the people and for the people.The French and American Revolutions proved to the world that monarchs and overlords could be dethroned and that the common man, through reason, could attain his freedom. Without these revolutions, Europe would be stuck in an archaic system of monarchs and the Catholic Church ruling through fear and oppression. The differences between the American and French revolutions are that the colonies were revolting against an overseas king, while the lower class French were revolting against their king. The American Revo lution revolted against England, while the French Revolution revolted gainst France, Prussia, Austria, Spain, Britain, and the Netherlands as stated in Traditions and Encounters, 629. The French Revolution and American Revolution were fought in different parts of the world, as well as continents. The French Revolution was by far bloodier with the use of the guillotine, but lacked self-government as described in Traditions and Encounters. Gombrich’s description of the French Revolution in and A Little History of the World is a very violent revolution, which started with a very amusing characterization of the royalty.The kings of France â€Å"were incompetent, and content merely to imitate their great predecessor’s outward show of power† through â€Å"pomp and magnificence† (220). The kings of France were the only ones that did not live in a reality of the Enlightenment. Through the National Assembly, â€Å"terror [was] spread among the enemies of Reasonâ €  (225) and executions of the royalty such as King Louis XVI, and Marie Antoinette prevailed. During the French Revolution, a new violent party emerged named the Jacobins.According to A Little History of the World, the Jacobins were â€Å"not only against the aristocrats: they were against anybody who disagreed with them, and anyone who crossed them lost his head† (224). One of the leaders of the Jacobins was Robespierre, a â€Å"stiff, sober and dry lawyer† (225) who always spoke about virtue. Robespierre was an insuppressible human being with a love for condemning people’s heads to the guillotine. Robespierre at first announced Christianity was an ancient superstition, then accepted God and declared himself as the priest of the Supreme Being.Traditions and Encounters compared to A Little History of the World Does not describe Robespierre the same way as Gombrich does. Robespierre is portrayed in Traditions and Encounters as a â€Å"popular radical† (629) who tried to eliminate Christianity and establish a cult of reason in place of Christianity with new calendar days and year. The Jacobins allowed some rights for women such as property rights, and divorce. It was not mentioned in A Little History of the World that Robespierre died by his favorite execution method: the guillotine.Robespierre was one of the leaders of the Jacobins, and he advanced the ideas of the Enlightenment through the Revolution. Robespierre advanced the Enlightenment through the reign of the Jacobins, and the use of the guillotine, sending people to their deaths who still believed in monarchy. After the French really saw what he had done, his reign of terror has gone too far, Robespierre was sent to guillotine by his own people that he liberated.

ACT Tutoring Right For You

Is Online SAT/ACT Tutoring Right For You SAT / ACT Prep Online Guides and Tips You know you want tutoring, but do you go with in-person tutoring or online tutoring? Right now, I can practically hear the face some of you just made at the idea of online tutoring (yes, the face was so awful it actually made a noise). The world is full of dire warnings about the issues with online learning. â€Å"How can you possibly learn if you’re not in there in person with your teacher? Won’t you just slack off?† On the other side of the issue are people like me, whose reactions to hearing about online tutoring are more along the lines of "Woo! No travel time means I get to spend more time doing non-SAT/ACT-related things!" To help you get a better sense of whether or not online tutoring is right for you, I’ve blocked out the three areas in which there are significant differences between online and in-person tutoring. For each of these areas, I’ll explain when online tutoring is the right choice†¦and when it is not. feature image credit: Thought plus action by Ben Tesch, used under CC BY 2.0. Quality The first dimension to consider when choosing a method of tutoring is that of quality: what level of tutor do you want? This may seem to be a facetious question, since no matter the tutoring method you go with, you obviously you don't want a BAD tutor. It's important, however, when you choose a tutoring method to consider exactly what you want to get out of tutoring. We'll have an article up soon on how to find the best tutor for you. Do you want tutors to help you with new insights into test content, strategies, and more? If so, online tutoring is probably the best option for you. Why? Near, far, wherever you are in the world, online tutoring allows you to access high quality tutors. I'm going to be brutually honest: if you aren’t in a top city for education like New York or Boston, you don’t have access to the nation’s top tutors. This is even more true if you don't live near a top 5 city at all. Don't go with online tutoring if†¦ All you want is someone to monitor your test prep, making sure you're on schedule and accountable for doing your prep. In this case, you don't even really need a tutor - you need something more like a study buddy or babysitter. Or some sort of electronic surveillance. All you need is someone to explain answers to you better than answer keys can. If this is true for you, then it makes more sense for you to go with a high school student who's taken the test or understands the material. Time and Travel For online tutoring, the road not taken†¦is every road. Consider the time wasted in travel for the average tutoring session, for both parent and child: a 30 minute drive to and from tutoring for student and parent plus either an additional trip from and to the tutor and/or 1 hour of waiting for the parent. At the end of the day: 1 hour wasted for student, 2 hours wasted for parent Online tutoring also means your tutor doesn’t have to travel, which will save money for you. How? Let's say I'm a tutor, and I have to drive half an hour to and from your 2 hour tutoring session. Even if I would normally charge $40/hr to tutor students online or at my house, I'm going to have to charge you $60/hr because I'm losing an hour of potential tutoring time to travel; rather than paying me $80 for a 2 hour tutoring session, you end up paying 50% more ($120/2 hours). If I tutor online, I can charge solely for tutoring time (without having to fold in the money I'd lose from time spent traveling). With online tutoring, you only pay for the tutoring you receive. Another perk is that no need to travel means that all your study materials at your fingertips – no more forgetting things at home (not that I have extensive experience in this subject area. Nope). Finally, online tutoring lets you have more flexibility when scheduling your tutoring - you don't have to worry about when you can get a ride, or when you can fit the travel time into your busy high school schedule. Don’t go with online tutoring if†¦ You have to travel to get high-speed internet access, and a tutor will come to you/is closer by. Both parent and student have time to spare – in that case, time spent traveling may not be an issue Suburban commute by pedrik, used under CC BY 2.0. One if by land, two if by sea, three if we’re just calling to let you know we’re running late ‘cause of the after-school traffic on the highway. Technology Online video chat software and hardware have advanced substantially from just 5 years ago. Videos look sharp and are live, making online sessions equal in quality to in-person tutoring. Some presentational software even lets tutors show equations and diagrams, which in turn can make SkypeTM tutoring even more effective than in-person tutoring. Case in point: it’s way easier to draw perfect circles and diagrams and manipulate equations on a computer than on paper with a pencil and compass. Don’t go with online tutoring if†¦ You have ZERO access to high speed internet. If you live in a rural area or some area where the only internet you have is dial-up (cabin in the woods in the foothills of the Sierra Nevadas, for example), online tutoring will probably not work for you. You don’t have a computer and/or have never before used a webcam. Even you have the technology, but are not comfortable with it, you may want to hold off on online tutoring. Not sure if the technology is going to be a barrier? Go with online tutoring that offers a full money-back guarantee for the first session and make sure there are no hiccups. The Bottom Line There are certainly legitimate reasons to dislike online tutoring. If you... Don’t care about quality Don’t have easy access to high speed internet Aren’t comfortable with the technology used ...then it makes sense not to get online tutoring. Barring these exceptions, however, online tutoring is equally as effective as, if not more effective than, traditional in-person tutoring. We’re particularly confident of this at PrepScholar because of the quality of our tutors. What’s Next? How much should you pay for an SAT/ACT Tutor? Use our guidelines to help you form a reasonable budget. Not sure if you should go with a tutor or just do online prep? We have the article for you. For more on how to choose the best online prep, read our concise guide. Want to get serious about improving your SAT/ACT score? Our tutoring service is designed to be the most effective in the nation. We hire the best tutors from across the country. This is then paired with our exclusiveonline drillingprogramthat gives your tutor complete insight into your progress to design the most effective sessions. Think about what improving 160 points on your SAT, or 4 points on your ACT, can do for you. Learn more about tutoring now:

Dont Trust the Microsoft Word Thesaurus! - Proofread My Paper

Dont Trust the Microsoft Word Thesaurus! - Proofread My Paper Dont Trust the Microsoft Word Thesaurus! A common problem many of our customers have is that they use the same word again and again throughout their work. If English is not your first language, you might find it difficult to think of synonyms (alternative words) for common words like because or says. The natural reaction is to use the inbuilt thesaurus in Microsoft Word. However, there are some problems with this, as well now explain Thesaurus Problems The main issue with using the inbuilt thesaurus is that most English words have more than one meaning. Thus, if you search for an alternative to a word, the thesaurus might suggest a word with a completely different meaning. As an example, take the word run. Its a simple word, but it has tons of meanings! If we wanted to change the word run in the following sentence: I take my dog Boris for a run in the park every day We could use MS Words thesaurus. However, the synonyms it suggests are not all appropriate. The first it gives is course: I take my dog Boris for a course in the park every day But this is based on the definition of run as a journey or route. It also suggests enclosure, but this would only make sense if we were describing a chicken run. Shakespeare in Synonyms As a further example, here is what Shakespeares sonnet Shall I Compare Thee to a Summers Day would look like if we replaced the key words with synonyms from Microsoft Words thesaurus: Shall I equate thee to a solstices date? Thou art more good-looking and more comfortable. Bumpy winds do shake the darling outgrowths of May, And summer’s tenancy hath all too squat a date. Sometime too boiling the watch of dreamland shines, And habitually is his gold tone reduced; And every fair from fair sometime falloffs, By coincidental, or nature’s changing possibility, untrimmed; But thy infinite season shall not diminish, Nor lose custody of that dispassionate thou ow’st, Nor shall expiry brag thou wand’rest in his blind, When in eternal shapes to spell thou grow’st. So long as men can puff, or discriminations can get, So long resides this, and this bequeaths existence to thee. Not quite so impressive, right? But what can you do if you are unsure which synonym is right? The best course of action is to look for example sentences that use the word you have chosen. A good dictionary will always give an example as well as the meaning of the word you are looking for. Of course, you can also let the experts check your work for you, too!

Lesson Planning with SIOP Essay Example | Topics and Well Written Essays - 1250 words

Lesson Planning with SIOP - Essay Example Although, A-Level English learners can use various language materials, cognitive mastering, communicative skills and effective strategies for learning and reading expository texts is incredibly significant for an inclusive understanding of the language. As a result of the ever increasing English language requirements, an A-Level English teacher ought to develop an effective plan for managing the complexity of English skills and content as well as ensuring accessibility of English learning instruction to A-Level English language learners. The essay intends to come up with a practical and instrumental plan for A-level English learners’ students. The essay will as well compare and contrasts two major language acquisition theories and explore the success of the identified lesson plan based on the identified theories. The way in which English learning institutions and states deal with issues of language diversity plays a significant role in the definition of the social status of population segments that use exceptional language in the society. Generally, language forms the central conduit for human communication. English language is used in different ways by different people to communicate personal needs, experiences, and expectations. Different A-Level English scholars have used diverse theories to understand the most helpful process of learning English language by A-Level English language learners in diverse geographical, social, and historical backgrounds. In the 1960s, Chomsky observed language development as genetically predetermined and innate phenomenon. According to this theory, human beings are always born with rational and physical abilities to learn and understand language. This instinctive ability makes human being develop the capability of understanding new sentences and wordings. Chomsky suggested that, people develop their language through Language Acquisition Device (LAD). The Language Acquisition Device is