How I would contribute to the renewable energy Essay Example

How I would contribute to the renewable energy Essay Example How I would contribute to the renewable energy Essay How I would contribute to the renewable energy Essay Introduction Energy is one of the properties of objects that is convertible from one form to another. It is also transmittable from one object to the other. There exist various forms of energy including kinetic energy, potential energy, elastic, chemical, radiant energy and the thermal energy. Notably, energy is generated from sources mainly categorised as renewable and non-renewable energy sources. Non-renewable sources of energy are limited in supply, and they include fossil fuels, nuclear, oil, and natural gas. Renewable energy sources are those sources that replenish naturally and over a short period. Renewable energy sources include solar, wind, biomass, hydro and geothermal. Formerly I was a major in electrical engineering for Eighteen years after which I made a switch to solar so as to bring my expertise to help design and install simple and affordable systems for the underprivileged in the society. Background Fossil fuels have historically dominated the energy market due to their ease of refinery and use in various machines (Twidell and Weir, 2015). However, with the emerging technologies in the renewable energy field, industries and careers have grown and with a prediction of further expansion shortly, that is why I realized the need to shift from being an electrician to study solar energy and later wind power. The primary source of energy in solar energy is the suns radiations, which are converted into either thermal energy or electrical energies using the solar panel. Today, solar energy is one the most ample and cleanest renewable energy source available (Hickson, 2014). In the U.S, the solar energy is harnessed for a variety of uses, which include generation of electricity, boiling water to be used for domestic, commercial, or industrial purposes and provision of a comfy interior environment. Contributions The solar market in the United States faces several challenges and opportunities; there is a greater need to scale up the yield of the solar technology and reduction of the manufacturing and installation costs (Spellman, 2013). My focus is to educate the public on several ways through which the solar energy can produced and to create awareness of how to reduce the installation and manufacturing cost by setting up a higher number of workforce. Solar energy is harnessed through active and passive ways. The dynamic methods include photovoltaics, solar heating, cooling, and solar power concentration (Spellman, 2013). The dynamic methods use the mechanical and electrical devices for conversion of the heat radiated or light emitted from the sun to electrical or mechanical forms of energy. With the knowledge, I have acquired I would advocate for the use of photovoltaics and other renewable energy sources for lighting, heating and other critical activities as a way of reducing the energy deficit facing most countries, especially in the third world. The passive harnessing of solar energy involves designing and orienting passive solar buildings to collect, store and transmit the heat energy radiated from the sun to maintain the comfort of occupants without the use of moving parts or electronics. I intend to use my proficiency as a solar energy engineer to volunteer in modelling after Grid Alternative which will provide solar energy to the poor communities especially Africa. Conclusion There is a fundamental need to harness the renewable energy at this age, which is very sensitive to the environmental effects of using the nonrenewable sources like the fossil fuels, and sustainability is an ethical norm. My focus today is on both adequacy of energy supply long-term and the implication of environment of particular sources more so to the third world countries. Impose the costs imposed on carbon dioxide emissions in developed countries, which has changed the economic outlook to the third world countries. The renewable sources of energy, which are abundant and ongoing, have not been entirely used except for hydro and solar which is majorly used in agriculture and forestry thus the need to educate the public on the benefits of using the renewable sources over nonrenewable sources. References Twidell, J., Weir, T. (2015). Renewable energy resources. New York: Routledge, Taylor Francis Group. Spellman, F. R. (2013). Water wastewater infrastructure: Energy efficiency and sustainability. Boca Raton, FL: CRC Press, Taylor Francis. Hickson, K. (2014). Race for sustainability: Energy, economy, environment and ethics. New Jersey: World Scientific

Definition and Examples of Orientational Metaphors

Definition and Examples of Orientational Metaphors An orientational metaphor is a  metaphor (or figurative comparison) that involves spatial relationships (such as UP-DOWN, IN-OUT, ON-OFF, and FRONT-BACK). Orientational metaphor (a figure that organizes a whole system of concepts with respect to one another) is one of the three overlapping categories of conceptual metaphors identified by George Lakoff and Mark Johnson in Metaphors We Live By (1980). The other two categories are structural metaphor and ontological metaphor. Examples [A]ll the following concepts are characterized by an upward orientation, while their opposites receive a downward orientation. MORE IS UP; LESS IS DOWN: Speak up, please. Keep your voice down, please.HEALTHY IS UP; SICK IS DOWN: Lazarus rose from the dead. He fell ill.CONSCIOUS IS UP; UNCONSCIOUS IS DOWN: Wake up. He sank into a coma.CONTROL IS UP; LACK OF CONTROL IS DOWN: Im on top of the situation. He is under my control.HAPPY IS UP; SAD IS DOWN: Im feeling up today. Hes really low these days.VIRTUE IS UP; LACK OF VIRTUE IS DOWN: Shes an upstanding citizen. That was a low-down thing to do.RATIONAL IS UP; NONRATIONAL IS DOWN: The discussion fell to an emotional level. He couldnt rise above his emotions. Upward orientation tends to go together with positive evaluation, while downward orientation with a negative one. (Zoltn Kà ¶vecses, Metaphor: A Practical Introduction, 2nd ed. Oxford University Press, 2010) Physical and Cultural Elements in Orientational Metaphors Orientational metaphors that are strongly cultural in content form an internally consistent set with those that emerge most directly from our physical experience. The up-down orientational metaphor can apply to situations that contain both physical and cultural elements, such as Hes at the peak of health. She came down with pneumonia. Here good health is associated with up, in part because of the general metaphor that Better is up and perhaps also because when we are well we are on our feet, and when we are ill we are more likely to be lying down. Other orientational metaphors are obviously cultural in origin: Hes one of the higher-ranking officials in the agency. These people have very high standards. I tried to raise the level of the discussion. Whether the experience on which an orientational metaphor is based is directly emergent physical experience or one drawn from the social domain, the core metaphorical framework is the same in all of them. There is only one verticality concept up. We apply it differently, depending on the kind of experience on which we base the metaphor. (Theodore L. Brown, Making Truth: Metaphor in Science. University of Illinois Press, 2003) Lakoff and Johnson on the Experiential Basis of Metaphors In actuality we feel that no metaphor can ever be comprehended or even adequately represented independently of its experiential basis. For example, MORE IS UP has a very different kind of experiential basis than HAPPY IS UP or RATIONAL IS UP. Though the concept UP is the same in all these metaphors, the experiences on which these UP metaphors are based are very different. It is not that there are many different UPS; rather, verticality enters our experience in many different ways and so gives rise to many different metaphors. (George Lakoff and Mark Johnson, Metaphors We Live By. The University of Chicago Press, 1980)

Knowledgenagment Personal Statement Example | Topics and Well Written Essays - 250 words

Knowledgenagment - Personal Statement Example Knowledge management in organizations has three dimensions that are characterized by strategic dimensions that highlight the importance of knowledge and its management in a firm’s strategy (Liebowitz and Dalkir 144). Managerial dimensions entail the management and assessment of organizational knowledge. According to Liebowitz and Dalkir (139), operational dimensions highlight the development and utilization of knowledge and intellectual assets. Bloom’s taxonomy refers the classification of learning outcomes into three domains which include cognitive, psychomotor and affective domains. Cognitive domains are mostly emphasized by educators due to their ability to enhance the efficiency and performance of workers in an organization (Liebowitz and Dalkir 94). This domain is divided into six domains namely: knowledge, comprehension, application, analysis, synthesis and evaluation. Affective domains are characterized by people’s emotional abilities and skills to react to different situations and circumstances. This domain is mainly concerned with employee awareness and their growth in terms of attitudes, feelings and emotions towards their responsibilities. Affective domains have five divisions which include receiving, responding, valuing, characterization and organizing. Psychomotor domains refer to workers’ abilities to physically manipulate tools and gadgets like electric saws and screw drivers. The domain focuses on developing, growing and improving behavior and skills (Liebowitz and Dalkir 173). Bloom never categorized this domain, but other educators have divided it into seven division. They include: complex overt response, mechanism, perception, set, guided response, origination and

Film review Movie Example | Topics and Well Written Essays - 750 words

Film - Movie Review Example Thesis statement Success in moviemaking demands the incorporation of a good plotline, believable characters and a socio-cultural strong theme, as is seen in the movie Mean Streets. Summary of the Plot Charlie is the protagonist in the film. He works for his uncle, Mr. Giovanni who is the head of a New York mafia gang. Charlie attempts to rise through the ranks of mafia organization, but his Catholic convictions and sense of responsibility towards his friend Johnny Boy dissuade him. Charlie is having a secret affair with Teresa, Johnny’s cousin who is ostracized because she is epileptic. Charlie attempts to secure redemption from the Catholic Church, unsuccessfully. He resorts to succoring Johnny as a way of realizing this redemption. Johnny goes to Michael’s bar, where Michael unsuccessfully coerces him into settling his debts. This leads to a brawl between the two. Later on, Michael and his henchmen trail the Johnny, Charlie and Teresa, engaging them into a drive-by sh ooting. Johnny is shot in the neck and Charlie who is also the driver, in the hand. This causes the car to crush. An ambulance arrives and its paramedics whisk away the three to a hospital (Mean Streets, 1). Dimensions and Criteria for Evaluating the Film Different dimensions can be used to evaluate the effectiveness of a movie. The four main dimensions include: the use of sound; composition of the movie; theatrical dimensions of the film image; and the dimensions between artistic traditions and the movie. The theatrical dimension which mainly factors the film image is well seen in the way Scorsese as the movie director uses lighting and its different entities. For example, at an instance, Giovanni as the leader of the New York Mafia gang is depicted against a dark background, in his secret rendezvous. Herein, Giovanni has a cigar in his hand, convincing Charlie to severe his association with his Johnny Boy, since honorable men hang with honorable men. This clearly helps the audienc e identify Giovanni as a villain and his rendezvous as a crime den. There are several criteria that are applicable in evaluating the film. The story, characters, direction and overall effectiveness of the film are some of the criteria that can be used to evaluate Mean Streets. Touching the criterion which is the storyline, Mean Streets is a success because the storyline has complete concomitance with the intent of the movie. It is obvious that the author intended to bring out the aspect of democratization of religion, in the movie. The movie’s storyline brings out this aspect successfully. Charlie is good-willed, despite the rut he finds himself in. The convictions he has for Catholicism is still deeply etched in his person and he resultantly seeks redemption in the Catholic Church, albeit unsuccessfully. He sacrifices himself for his friend Johnny to gain this redemption. The church’s act of turning down Charlie’s noble intent effectively brings out the failure of religion to democratize. This also serves as a clarion call for change. The characters remain believable throughout the movie. Cesare Danova as Giovanni possesses a serious mien which fits the role he plays as the local caporegime. Giovanni sits in his office well dressed and smoking a cigar. He tells Charlie that honorable men go with honorable men. This helps portray Giovanni as the ringleader of the mafia group. At the same time, the same

Self-esteem - motivation Essay Example for Free

Self-esteem motivation Essay Introduction: According to Saint Exupery in The Halo (2006), â€Å"Each man must look to himself to teach him the meaning of life. It is not something discovered: it is something moulded. † The meaning of life has a no specific definition; it depends on how each individual give meaning to their lives. It is a natural thing for an individual to curiously know about their life since their birth till death. Moreover, human beings are also curious to find out why they were put in this earth that is why babies keep touching everything in order to experience all their surroundings from the very beginning (Taylor, 2000). In this essay, the concept of meaning will be significantly analysed. Firstly, by defining the meaning which will secondly be followed by discussing the different types of needs an individual must meet to experience the meaning of life. Thirdly, the types of things that enhance and curb the experience of the meaning of life will be highlighted. Lastly, various practical steps will be described to enhance the experience of the meaning of life. This essay will be intertwined with personal reflections and aspirations that have enhanced the meaning of life for the writer. What is the meaning of ‘meaning’? Subjectivism: According to Eagleton (2007), everyone adds their own meaning to life. The meaning of life is never universal or complex. The meaning of life is very simple and people experience it when they understand the universe, themselves, their identity and their goal in life (Bennet, 2005). Subjectivists state that the meaning differs with individuals’ psychological and mental states and their desires and goals. For example one individual can find meaning of life in music or art while other may find it in attaining goals or in religion (REF). In addition to this, (REF) states that life only becomes meaningful when all the needs and wants are fulfilled and when the individual is content and satisfied with themselves. Super naturalistic views: On the other hand, spiritual beings consider their lives to be consequential and significant when they can reach the pious pathway God has set (REF). The God-centred view points out that the definitive meaning of life is holistically attained. Moreover, an individual will only figure out the meaning of life when they are not attached to the worldly desires (REF). Personal reflection: Personally, the meaning of life for me is constantly being in search for my identity and accomplishing the goals I have set in life. I explore my identity through my art work as it helps me express my feelings and emotions about everything. My art work makes me realize who I am as a person and what people interpret me as a person through my paintings. What types of needs must be met for a person to experience meaning in life? Searching the meaning of life is a motivational force in an individual however; the degree of motivation to which they search the meaning of life differs in all individuals (REF). Despite individuals having different degrees of motivation, there are some needs and conditions that must be met for the individuals to experience the meaning of life. Individuals do not necessarily have to meet the same needs and conditions to experience the meaning of life. Some individuals are inspired by other individuals like great artists, inventors and thinkers, some individuals need sense of belonging, some need to experience certain events to make sense of life while others need to attain autonomy and self efficacy to experience the meaning of life. In short, individuals can discover the meaning of life through social work, experiencing something or someone or reactions towards unavoidable circumstances (REF). For example, an individual who is very emotional needs to experience the need of belonging in order to experience the meaning of life. They need to have many friends and a good relationship with their family in order to satisfy their need of belonging; this helps the individual to live a happy and full life. However, if they do not feel the sense of belonging, they have no hope hence do not have anything to look forward to and see no point of living. Conversely, not all individuals need to meet the need of belonging to experience the meaning of life. Some may have to experience the need of autonomy and self efficacy. These types of individuals usually have certain goals and tasks in life which they believe they can attain thus that would help them experience the meaning of life. For example, an individual whose goal is to become a doctor tries to attain that goal by being a hard worker and devoting all his time to attain their goal. They would experience the meaning of life when they achieve the title of the doctor as it would help them conquer a place in the community and gain some prestige. In addition to this, if an individual fails to attain this need might gain a very low self esteem which would then impact on the choices they makes in life. They would become very dependent on others and would not be able to cope with that leading them to suffer from various health issues. What types of things enhance the experience of meaning in life? The meaning of life can be enhanced by sustaining life, accepting a teaching, giving life or creating wisdom (REF). For example things that would enhance the meaning of life for mothers, doctors and nurses is when they deliver as links in a biological chain by giving life from one generation to the other. Young artists are inspired and enhance their meaning of life when they authorize and respect and accept their teacher’s work (REF). Personally, as an artist, the meaning of life for me is enhanced when I can appreciate the work of different artists and what they are trying to express in their paintings. Art work makes me understand the different feelings individuals go though and how they express it through drawings. It also makes me see different viewpoints of life and experiences people are going through. Despite all individuals having different needs to discover the meaning of life, there are certain things that all individuals require to enhance the meaning of life like: Hope Inspiration Goals High self esteem. What types of things curb the experience of meaning in life? Many individuals curb their experiences of the meaning in life due to: No inspiration or goals and failure: If an individual constantly fails and has no potential and inspiration of achieving his goals may feel ineffective and hopeless. They may start feeling that they have no purpose in life and life is completely meaningless for them. Loss of loved ones: loss of a loved one through death or divorce may affect an individual mentally and emotionally. They may feel the are not loved and do not belong anywhere as their loved one does not exist anymore. The loss brings suffering and misery which makes an individual believe that like if meaningless. Lastly, experiences like these pushes an individual to have a low self esteem and become reserved (REF). Personal Reflection: If individuals are not open, emotionless or afraid to be seen as themselves due to low self esteem cannot enhance their meaning of life and hence would curb this experience. As an artist, my goal is to become an art teacher and help other children to express their feelings through painting if they cannot through words. However, I have a clear goal and always have been inspired by my father to attain this goal. If I had a low self esteem and did not believe in myself, I would have no hope hence that would curb the search of meaning of life as I would feel I am worthless Practical steps to enhance the experience of a meaningful life As mentioned above, many individuals curb their experiences of the meaning in life due to low self esteem, no inspiration, no goals and being reserved. However, they can enhance their experience firstly by accepting and believing in themselves. This would help them make a contribution to life and share their best. According to (REF) self-destructive behaviour can be conquered by increasing self-efficacy and self-esteem. This can be done through counselling so that they can start believing in themselves. Individuals who need the sense of belonging to experience the meaning of life should try and fit in and socialize with people they are close to and have good relationships with them all. Furthermore, individuals who are trying to attain a specific goal should always reward themselves every time they are a step closer towards the goal. This would keep them motivated and not lose hope. Personally, I enhance my experience by acknowledging the great artists and how they are an inspiration to other young artists. Conclusion Finally as mentioned there is no specific meaning of life. All individuals need to meet different types of needs such as the need of belonging, experiencing life threatening incidents, need of autonomy and self efficacy to experience the meaning of life. An individual’s perception, values, needs and feelings centre him and help in organizing the world around him. Feelings help in expressing oneself. If an individual has a great skill in expressing himself, he can change the larger world. Great artists found expressions in their art work which helped them change the world that came after them. The creations around us are the different individuals trying to express themselves and their experiences of the meaning of life. All the inhibitors that we posses such as low self esteem and inner struggles should be resolved to make life more creative and enhance the meaning of life.

Artificial Intelligence Essay -- Technology, Automated Online Assistan

This paper summarizes various definitions of Artificial Intelligence and provides a brief account of progress in the field. The origin and purpose of artificial intelligence is discussed. This paper also discusses a few of the many subcategories of research, applications and current technological obstacles that scientist face when developing AI. In particular, this paper overviews various specific military applications of AI. Finally, the paper provides discussion on the impact that the future of artificial intelligence may have on humans. The literature that exists regarding artificial intelligence shall also be examined briefly, and finally how it has affected humanity, particularly psychologically. â€Æ' Statement of topic Artificial Intelligence (AI) is often depicted by science fiction authors and scientists as potentially equal—or superior—to human intelligence. Yet this dream may remain elusive until machines attain the basic human virtue of common sense. Some of the leading experts and researchers in the field of Artificial Intelligence (AI) have tried to define the term or the subject. Phillip Jackson, in his book An Introduction to Artificial Intelligence (1985), defines AI research as ‘an attempt to discover and describe aspects of human intelligence that can be simulated by machines’ (Jackson, 1985). John McCarthy, one of the pioneer scientists in the field and the person believed to have coined the term ‘artificial intelligence’ defined the goal of AI as ‘to develop machines that behave as though they were intelligent.’ This definition, however, is insufficient because it does not comprehensively capture the intended purpose of AI; it is to o general. The definition that best captures the definition of AI was given ... ...l the cursor of a mouse by what they think and using their speech. The system, created at Washington University, enables people who have had damage to their speech because of a brain injury or who have limited mobility because of injury to use computers just as normal people would (Leuthardt, et al., 2011). Scientists currently try as much as possible to focus on solutions that help solve limitations that machines have, trying to improve them as much as possible. One good example is the research currently being undertaken by researchers to find easier ways in which soft robots used in search and rescue can move faster. As a result, the researchers have focused on the movement of different species of caterpillars, looking up to these soft-bodies caterpillars for inspiration on how to create more intelligent systems of robot locomotion (Lin, Leisk, & Trimmer, 2011).

Lord of the Flies vs. the Destructors Essay

Fiction looks at all ranges of topics through the eyes of so many diverse characters. Lord of the Flies and The Destructors is no different in the sense you see two extremely striking situations through the eyes of surprising characters. These stories both take a look at society and the primitive aspects it can have. The main characters in the story are both children of young ages exhibiting surprising and sometimes extremely shocking behavior displaying a loss of innocence. They differ in the sense that Lord of Flies looks at how savage a human can get in desperate situations while the other is how savage a person can get against a society that feel victimized against. These two novels have similarities that can be easily identified. They both display groups of adolescents that are interacting with extreme situations. Lord of Flies depicts children stranded on an island and they must come together in order to find these solutions. Desperation sets in which motivates them to start acting more and more savage as time goes on. This is similar to The Destructors because the short story displays a similar group of young children who display savage behavior to a community. While one is a residential community and another is an island, the island represents a community for these boys for the time of the story because they are stranded upon it. Both stories display a power struggle through two characters in them. Lord of The Flies shows this through Jack and Ralph and In the Destructors this is seen through Trevor and Blackie. Jack and Ralph both attempted to become chief of the new tribe, Ralph winning by a few votes. However, as time goes on their primitive behaviors shine through creating a divide between the children and Jack develops his own tribe. Jack’s influence motivates the children to become violent and savage toward Ralph and his group, resulting in killing one of Ralph’s friend, Piggy. All of the teamwork and civil behavior that Ralph represents is slowly gone until the children all turn into monsters, which Jack represents. Ralph was about structure and finding a rescue, which is evident in his design of two groups, one for food and one for a fire signal while jack was all about savage behavior and power over the other children. In the Destructors, Blackie and Trevor both have potential to be the leader of the Wormsley Common Gang and it can be seen through their dialogue that they are both aware that they want it. Blackie tries to display this by attempting to prevent Trevor from voting on what kind of trouble they get into when he late to their meeting but Trevor does not allow him. The peak of this struggle is when are discussing ideas and Trevor tells them about destroying Old Misery’s house from the inside. Blackie attempts his best to discourage with the potential of police and the inability to accomplish this but Trevor continue to push the idea until it is voted for and chosen. This symbolized the end of Blackie’s reign of the group and when one member asks â€Å"How do we start?† Blackie simply walks away saying, â€Å" He’ll tell you.† Implying that he knows what has occurred and realizing his role of leadership is taken over. Both groups in each story displayed how easily a dynamic can change through Power. When you look at the stories from another angle, you can see that the messages they have differ extremely. Lord of the Flies was all about human nature and the ends it can go. This novel is a timeless one because of the message it sends through the least likely characters, young boys. The Destructors is a more believable story because the type of violence that is seen in the story. While damage to someone’s home is awful and the manner in which they did it was extremely special, Lord of The Flies uses violence against one another and results in psychotic breaks and children losing their lives at the hands of others. The longer these children are with one another, they start to lose more of their humanity and gain more primal instincts in ways of acting. Jack is the best candidate to display this because of how he grows more and more corrupt. After starting his own tribe, he has enabled himself to dictate what he feels his followers should do. He allowed them to become savage as well. If he felt that other children needed to be punished, he felt not hesitation and even was to the point of murdering another child. He started wearing clay masks, which represents the symbolism of having a new more primal faà §ade. The novel wraps up with Ralph being rescued but crying because he reflects on everything that has happened and how far these young children have fallen and to what points they all reached. The Destructors really depicts a group of children who aim to destroy a neighborhood leaving an old man’s house for last. These children differ from the ones in Lord of The Flies because though they do some pretty questionable acts, it is more delinquency rather than primal acts. These boys are doing violent actions because of the violence through the war they witness around them. With World War II going on, these children are witness to bombings often leaving them feeling with the need to do something. They decide to become a gang that will make their mark around London, causing crime one more extreme than the next. Trevor motivates these boys to destroy an old man’s house but instead of normally destroying it while he is away, they decide to wreck it from the inside out. Trevor says, â€Å"We’d be like worms, don’t you see, in an apple.† (pg. 12) However, mid construction the old man, Old Misery, comes home unexpected and is locked away until the job is finished. The ending displays Old Misery sobbing as his house is destroyed and the lorry that was around ended the story by laughing saying â€Å"There’s nothing personal but you got to admit it’s funny.† (pg. 22) This is actually the exact opposite reaction of what Lord of The Flies displayed because even though Mr. Thomas was sobbing at his loss similar to Ralph’s reaction, the Lorry laughed at the comedy of the situation. These stories all depict children doing things that typically we would not expect to see in society. However, the lack of a society in both novels has allowed behavior of this magnitude to occur. These stories show us that though they are different kinds of crimes and in different context, society is what can be considered the common thread through both stories. Society and it’s influence can really effect the people that are in it and if you are in a society that doesn’t provide a positive structure, you could display the actions seen in Lord of The Flies or The Destructors.

Initiation Planning Executing Monitor & Control Closing Essay

ProXalt@ Student RecallSheetO Project Management Process Groups Initiation Planning Executing Monitor & Control Closing Based on the Feasibility Study conducted and using Project Selection Methods, the project selection committee selects a project. The client Develops Project Charter, Preliminary Scope Statement and the sponsor approves the project charter Based on Project Charter and Preliminary Scope statement, the project team conducts all planning activities and Develops the Project Management Plan Project team involves in Planning and Defining the Scope of the project and Creates WBS Using WBS items, the team Defines project Activities, places them in a Sequence, Estimates Duration and Resources needed and develops a Project Schedule Estimate Cost and allocate that Cost to work packages (Cost Budgeting) Plan Quality standards for the project Create Human Resource Plan Come up with Communications Management Plan Create a Risk Management Plan and Identify all Risks. Analyze them Qualitatively, Quantitatively and come up with Risk Response Plan Plan on how to Acquire goods nd services from outside the organization and Plan on Contracting Direct and Manage Project Execution to ensure that all the planned packages have been executed Perform Quality Assurance to assure that the project team followed quality standards Acquire Project Team members from functional managers

Décorer - to Decorate - French Verb Conjugations

Dà ©corer - to Decorate - French Verb Conjugations The  French verb  dà ©corer means to decorate. Find the conjugations of this regular -er verb in the tables below. Conjugations of Dà ©corer Present Future Imperfect Present participle je dcore dcorerai dcorais dcorant tu dcores dcoreras dcorais il dcore dcorera dcorait nous dcorons dcorerons dcorions vous dcorez dcorerez dcoriez ils dcorent dcoreront dcoraient Pass compos Auxiliary verb avoir Past participle dcor Subjunctive Conditional Pass simple Imperfect subjunctive je dcore dcorerais dcorai dcorasse tu dcores dcorerais dcoras dcorasses il dcore dcorerait dcora dcort nous dcorions dcorerions dcormes dcorassions vous dcoriez dcoreriez dcortes dcorassiez ils dcorent dcoreraient dcorrent dcorassent Imperative (tu) dcore (nous) dcorons (vous) dcorez Verb conjugation pattern Dà ©corer is a regular -ER verb

ACT Subscores vs. SAT Subscores How to Compare

ACT Subscores vs. SAT Subscores How to Compare SAT / ACT Prep Online Guides and Tips Both the ACT and SAT subscores provide students with detailed information about their weaknesses and strengths in categories more specific than English, Reading, Math, Science, and Writing (ACT) or Reading, Writing, Math, and Essay-writing (SAT). Understanding the implications of that detailed information, however, can be difficult, due to the sheer number of scores. In this article, we'll discuss how subscores can be useful to students and whether or not subscores on one test can indicate how a student would do on the other. feature image credit: 029.365 Elements of Perspective/used under CC BY-SA 2.0/cropped from original. What Are SAT/ACT Subscores? In addition to total scores out of 36 and 1600 and section scores out of 36 and 800 (or out of 40 for individual "test scores" on SAT Reading, Writing, and Math), the ACT and SAT both provide students with subscores. The stated goals of these subscores are to â€Å"provide more detail about student achievement† (SAT) and give students a "better understanding [of] strengths and areas for improvement in each subject"(ACT). The subscores calculated on each test fall under one of two different categories: Section-level subscores: These â€Å"reporting categories† subscores give information about the different types of question within a specific section (e.g. types of Math questions). Cross-test scores: These subscores give information about how student is doing ona specific topic, computed by combining information from multiple sections (e.g. Math and Science on the ACT to get the STEM subscore). SAT vs. ACT Subscores: Can You Compare Them? And Why Would You? The short answer: yes, some subscores can be compared. The closest relationships are between the SAT and ACT essay subscores, followed by the SAT Writing and ACT English subscores. In practical terms, this means, for example, that students who score highly on all the ACT essay subscores can expect to do fairly well on the SAT essay subscores, while students who don't do well on ACT English subscores can anticipate similarly poor results on SAT Writing subscores. By contrast, it's unlikely that students would see any relationship between their subscores on SAT Evidence-Based Reading and Writing and ACT Reading, because the subscores measure such different things. If you get high ACT Reading subscores, that's great, but it doesn't tell you anything about how you'd do on Evidence-Based Reading and Writing subscores. This is even more true for ACT Science, since the only science-related subscore on the SAT measures something completely different from what the ACT Science subscores are trying to capture. Subscores for SAT/ACT Math fall into the middle between the highly comparable SAT/ACT essay and Writing/English subscores and the divergent SAT/ACT Reading subscores. There is some overlap between what the Math subscores measure across the two tests, but the correspondence is a little fuzzier. A high subscore on ACT's Algebra subscore could mean you'd get a high score on SAT's Heart of Algebra subscore, but you could just as easily get a medium score because there's a considerable difference in what the Algebra questions on each test are meant to measure. But why would you want to compare subscores across the SAT and ACT? The biggest reason is that doing so can give you more information about whether or not it's worth taking both the SAT and the ACT. For instance, if you take the ACT and score poorly on certain subscores in ACT English, you can expect to not do any better on the SAT Writing versions of those subscores (and thus on SAT Writing). Conversely, even if you did poorly on some of the ACT Math subscores, there's a much better chance that you could do better on the related SAT Math subscores and get a relatively higher overall SAT Math score. The head on the right is ACT Math subscores, the head on the left is SAT subscores, and you're the goateed man in the middle, wondering if you should take the SAT as well. It's...it's not a perfect representation. So what are the different subscores, and which ones are comparable? We’ll start off by comparing different reporting categories for the SAT and ACT, section by section. Section-Level Subscores on the SAT and ACT Reporting categories function similarly on the SAT and ACT in that they both attempt to break down entire sections like English or Math into more specific skills that students can then focus on. There is a slight difference in how questions are sorted into different subscores, however: on the ACT, a question is always grouped into at least one subscore category, while on the SAT there are some questions on the Math and Reading sections that don't fall into any specific reporting category. One other difference between the way section-level subscores are used on the SAT and ACT is that on the SAT, subscores are scaled to a range of 1-15, while on the ACT, subscores are measured on a scale of 0-100%. As you'll see in the more detailed analyses below, the number of questions that go into each subscore varies a little bit more on the ACT than on the SAT, so a percentage reporting system makes more sense for the ACT. Important caveat: our descriptions of correspondence between the different subscores on the SAT and ACT are based purely on content (what the subscores say they're measuring), rather than empirical data on correlations between different subscores (since that data is not currently available). We'll update this article if and when that data is released. Division Street Between the Bridges/used under CC BY 2.0/Resized from original. Reporting Categories: Math (SAT and ACT) Out of the 58 questions that appear on the Math section of the SAT, there are three no-calculator and three calculator questions that don't apply towards any subscore, leaving 52 questions to fall into one of three non-overlapping categories: Heart of Algebra, Problem Solving and Data Analysis, and Passport to Advanced Math. Name # of questions Score Range Heart of Algebra 19 (8 no calculator, with calculator) 1-15 Problem Solving and Data Analysis 17 (all with calculator) 1-15 Passport to Advanced Math 16 (9 no calculator, 8 with calculator) 1-15 In contrast to the relatively straightforward division of questions on SAT Math, ACT Math reports eight different subscores to students. Two of these subscore (Preparing for Higher Math and Integrating Essential Skills) cover all 60 ACT Math questions; of the remaining categories, five are further divisions of Preparing for Higher Math, while one (Modeling) measures questions from both the Preparing for Higher Math and Integrating Essential Skills subscore categories. Name # of questions Score Range Preparing for Higher Math 35 0-100% Number Quantity ~5* 0-100% Algebra ~8 0-100% Functions ~8 0-100% Geometry ~8 0-100% Statistics Probability ~6 0-100% Integrating Essential Skills 25 0-100% Modeling ~22 0-100% *Number of questions with a "~" next to it indicates variation from test to test. SAT Math vs ACT Math Subscores Based on the SAT and ACT's descriptions of what each subscore covers, there is a lot of overlap between subscores on the two tests. The biggest links are as follows: SAT Heart of Algebra and ACT Algebra SAT Problem Solving and Data Analysis and ACT Statistics Probability and/or ACT Integrating Essential Skills and/or ACT Modeling SAT Passport to Advanced Mathematics and ACT Functions The overlap between the subscores is not complete (for instance, Heart of Algebra on the SAT does not cover exactly the same things as Algebra on the ACT), but there still should be some correspondence between the above subscores on the SAT and ACT. We have a much more detailed look at the ways SAT and ACT Math compare to one another in this article. for my math girl/used under CC BY-SA 2.0/Cropped from original. Reporting Categories: Writing and Language (SAT) and English (ACT) On SAT Writing and Language, all 44 questions fall into one of two section-level subscores: Expression of Ideas or Standard English Conventions. Name # of questions Score Range Expression of Ideas 24 1-15 Standard English Conventions 20 1-15 Similarly, ACT English divides up its 75 questions into three different subscores: Production of Writing, Knowledge of Language, and Conventions of Standard English. Name # of questions Score Range Production of Writing 23-24 0-100% Knowledge of Language 10- 0-100% Conventions of Standard English 40 0-100% SAT Writing vs ACT English Subscores Based on the descriptions of the two tests' subscores, students can expect their SAT Standard English Conventions subscore to be similar, percentage-wise, to their ACT Conventions of Standard English subscore. For instance, a student who gets 14/15 (93.3%) on Standard English Conventions should expect to get a similar score on Conventions of Standard English. SAT's "Expression of Ideas" subscore appears to cover items that both Production of Writing and Knowledge of Language subscores cover on the ACT, so it's possible that those scores would also be correlated; however, because you'd be going from one subscore to two subscores (or two to one), the equivalency is likely to be less clear. For more about the connection between SAT Writing and ACT English, read our comparison of the two sections. Knowing your Onions/used under CC BY 2.0/Resized from original. Reporting Categories: Reading (SAT and ACT) SAT Reading is unusual among SAT sections in that there are no subscores that only reflect performance on the SAT Reading section. Instead, the SAT has two reporting categories that combine questions from Writing and Language and from Reading: Words in Context and Command of Evidence. The breakdown of how many questions from each section are included in each subscore is shown in the table below. Name # of Questions Score Range Words in Context 18 (10 Reading, 8 Writing) 1-15 Command of Evidence 18 (10 Reading, 8 Writing) 1-15 The ACT is much more straightforward with its Reading subscores. The Understanding Complex Texts subscore measures how well students understand the central meaning of college-level texts (although which subset of items this subscore refers to is not told to the student); in addition, all 40 Reading questions are further divided into one of three subscore categories (Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas). Name # of questions Score Range Key Ideas and Details 23-24 0-100% Craft and Structure -14 0-100% Integration of Knowledge and Ideas 3-5 0-100% Understanding Complex Texts 40 Below, Proficient, or Above SAT Reading vs ACT Reading Subscores Because the SAT "Reading" subscores draw on items from both SAT Reading and Writing and Language, while the ACT Reading subscores only apply to ACT Reading items, it's harder to compare the categories. Based on the descriptions of the subscores, the SAT Words in Context subscore likely will show some kind of correlation with ACT Craft and Structure subscore, while the SAT Command of Evidence and ACT Integration of Knowledge and Ideas subscores are also likely linked; however, the relationship is much weaker than with ACT English/SAT Writing and Language items. Learn more about the differences between SAT and ACT Reading here! Two stacks of books next to each other/used under CC BY 2.0/Cropped from original. Reporting Categories: Science (ACT Only) The ACT Science Test provides three subscores: Interpretation of Data, Scientific Investigation, and Evaluation of Models, Inferences, and Experimental Results. Name # of questions Score Range Interpretation of Data 16 0-100% Scientific Investigation 10- 0-100% Evaluation of Models, Inferences, and Experimental Results 13-14 0-100% ACT Science vs SAT Subscores Since the SAT has no science section, there is no direct comparison possible from section-to-section. While the descriptions of the skills measured with ACT Science subscores may have some relationship to the items captured by SAT Reading and Math, the tasks that the ACT asks students to complete are specific enough to ACT Science that it's unlikely there'd be a strong correlation between subscores on ACT Science and those on SAT Reading or SAT Math. Science, it works./used under CC BY 2.0/Cropped from original. Reporting Categories: Writing (ACT) and Essay (SAT) With the changes to the SAT in March 2016, there is no longer one total SAT Essay score reported. Instead, students who opt to take the essay will receive three different subscores: Reading, Analysis, and Writing. Name Score Range Reading 2-8 (two graders scoring on a scale of 1-4) Analysis 2-8 (two graders scoring on a scale of 1-4) Writing 2-8 (two graders scoring on a scale of 1-4) The ACT still provides students who opt to take ACT Plus Writing with an overall Writing score on a scale of 2-12, but since September 2015 has also reported four different subscores to students: Ideas Analysis, Development Support, Organization, and Writing. As of September 2016, the total ACT Writing score is just an average of the four domain scores each student receives on the essay, so it's debatable whether or not the domain scores count as "subscores," but I've included them below for completeness's sake (and to make it easier to compare with the SAT essay). Name Score Range Ideas Analysis 2-12 (two graders scoring on a scale of 1-6) Development Support 2-12 (two graders scoring on a scale of 1-6) Organization 2-12 (two graders scoring on a scale of 1-6) Language Use 2-12 (two graders scoring on a scale of 1-6) SAT Essay vs ACT Essay Subscores As with ACT English vs SAT Writing, a very strong case can be made for the correlation between subscores on the SAT and ACT essays. While the SAT Essay Reading score is its own beast, there's a fairly straightforward relationship between the remaining two SAT essay subscores and the four ACT essay subscores: SAT Essay Analysis = ACT Essay Ideas Analysis and ACT Essay Development Support SAT Essay Writing = ACT Essay Organization and ACT Essay Language Use The numerical relationships aren't exact between the essay subscores (you can't just multiple your ACT Essay Organization and Language Use summed scores by 2/3 to get your equivalent SAT Essay Writing score), but the theoretical relationships between SAT/ACT essay subscores are strong. If you do well on the Analysis and Writing portion of the SAT essay, chances are you will also do very well on the ACT essay; if you get extremely high ACT Organization and Language Use scores, you'll likely do well on at least the Writing area of the SAT essay. For further reading, check out our articles analyzing the rubrics that determine your SAT and ACT essay scores. home work routine/used under CC BY 2.0/Cropped from original. Extra Advice: Want to get into the best college you can? Read our famous guide on how to get into Harvard, the Ivy League, and your top choice college. In this guide, you'll learn: What colleges are looking for in your application How to impress your top choice colleges Why you're probably wasting your time on activities that don't matter Even if you're not actually interested in Ivy League schools, you'll still learn something fundamental about how to apply to college. Read our top college admissions guide today. Cross-Test Scores on the SAT and ACT Cross-test scores are meant to analyze performance on a broader level than the section subscores can. Theoretically, these cross-test scores are capturing information about broader skills like â€Å"analysis in science† and â€Å"English/Language Arts† that students have to draw on for multiple sections. As of March 2016, the SAT now provides students with two scores that incorporate items from all sections of the test: Analysis in History/Social Sciences and Analysis in Science. Name Sections Included Topics Covered # of questions Score Range Analysis in History/Social Sciences Reading, Writing, Math analytical thinking about texts and questions in history/social sciences 35 (21 Reading, 6 Writing, 8 Math) 10-40 Analysis in Science Reading, Writing, Math analytical thinking about texts and questions in science 35 (21 Reading, 6 Writing, 8 Math) 10-40 The ACT's cross-test scores are a little more limited in scope; the English Language Arts score averages together students' English, Reading, and Writing test scores, while the STEM score averages together students' Math and Science test scores. Name Sections Included Topics Covered # of questions Score Range ELA (English Language Arts)* English, Reading, Writing overall performance on English, Reading, and Writing Tests 6 (75 English, 40 Reading, 1 Writing) 1-36** STEM (Science, Technology, Engineering, and Math) Math, Science overall performance on Math and Science Tests 100 (60 Math, 40 Science) 1-36 *Only calculated for students who do the optional essay (ACT Writing) **Calculated using the Writing Test scale score (1-36) rather than the normal ACT Writing score (2-12), although this scaled Writing score is no longer reported to students on score reports (Source: Email communication with ACT Customer Care). Unlike section-level subscores, the cross-test scores on the SAT and ACT are not really comparable, due to methodological differences (SAT cross-test scores use some items from Reading, Writing, and Math, while ACT cross-test scores use all items from selected sections). So if you get a high ACT STEM score, that's no guarantee you'd get an equally good "Analysis in Science" score on the SAT. Apples Oranges - They Don't Compare/used under CC BY 2.0. A Quick Note on College and Career Readiness Scores These scores are only part of ACT score reports, so they’re not comparable across SAT and ACT, but I wanted to briefly mention them because the college benchmarks, at least, do show up on every student's score report (the career readiness information only shows up if students have previously completed ACT's Interest Inventory). With college readiness benchmark and estimates of how well high school students are likely to do in introductory college courses like Freshman English or College Algebra, ACT, Inc. is trying to provide more guidance for high school students. This is admirable, but it's unclear whether or not the benchmarks twist the test into supporting interpretations that were never meant to be made and that the data do not support. Because the methodology used to calculate benchmarks and college readiness is not public (for instance, students can't see which Reading questions go into their "Arguments" benchmark score, or what constitutes a college "History" class for the purpose of benchmarks), it cannot be independently assessed for veracity and validity. Similarly, there has been no public research released thus far that shows supplying students with these benchmarks has any benefit. In my personal opinion, these college and career readiness scores, absent empirical proof, are more likely to have a neutral or harmful effect than to provide any benefit. This is particularly true for scores that tell students they aren't REALLY interested in what they think they're interested in (as the Interest Inventory might), or inform students have no chance at succeeding in a field they are interested in (for instance, if they have 25% chance in getting above a C in Engineering but want to be an engineer). My advice: Skip looking at the College and Career Readiness subscores and benchmarks. Until there's evidence that shows the ACT benchmarks are a more reliable predictor of college success than high school GPA, there's no point fretting over them. Widgeroo/used under CC BY-SA 2.0/Cropped from original. No need to worry about the College and Career Readiness benchmarks. Do Subscores Succeed? In a very limited sense, subscores do succeed in their goal of providing more information about student achievement. In particular, subscores help students who can’t afford or don’t want to order Test Information Release (ACT) or Question and Answer Service/Student Answer Service (SAT). Large discrepancies between subscores within a section are a sign that students have specific areas they can improve on and see a large impact in their scores; for example, if you get 16% on statistics and probability and 100% on all other math subscores, then you can know with precision what's keeping your Math score down and what you have to work on to increase it. For the most part, though, there’s going to be some correlation among performance on subscores within a section (that’s why they’re in the same section – they’re testing related skills), and blips on the subscore percentages won’t tell you as much as looking at the individual questions you got wrong and determining why you got them wrong. Cross-test subscores are more independent and so do provide unique information, but that information isn’t really useful to students in terms of test preparation. For instance, if a student gets 38/40 in â€Å"Analysis in History/Social Science† and 40/40 in â€Å"Analysis in Science† on the SAT, that might show where the student’s strengths lie, but it’s not an area that students can specifically target to improve on; any improvement on cross-test subscores has to come at a lower level, through students increasing their question-level or section-level knowledge. College and career readiness subscores like the ones the ACT provides could potentially be helpful to students who have no idea what they want to study in college, but in all honesty there are better places to get guidance for that than your performance on a 4-hour standardized college entrance exam. Emptiness/used under CC BY 2.0/Cropped from original. Bonus: Want to improve your SAT/ACT section scores? Check out our top guides for every single section of the SAT and ACT. SAT 800 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay ACT 36 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Essay These are the very best guides available on boosting your SAT/ACT scores, section by section. They're written by Harvard grads and perfect SAT/ACT scorers. Don't disappoint yourself - read these guides and improve your score today. What’s Next? Pit the SAT and ACT against each other with our full breakdown of the differences and similarities between the SAT and ACT; if you prefer a side by side comparison, then you'll prefer our SAT vs ACT comparison charts. Scoring equally well on both tests and thinking about doubling down? Learn the best (and only) reasons to take both the SAT and ACT here. Not sure which test to take? Read our guide on whether you should take the ACT or new 2016 SAT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Proposal that is aimed at wooing the financial support of a business Essay

Proposal that is aimed at wooing the financial support of a business funding agency - Essay Example In that respect, New Lemona Drink Entrepreneurs main goal is to provide the best nutritious soft drink to our clients’ at the most affordable prices in the market. Background Information The central issue of focus in this proposal is to establish the best remedial measure against the menace of malnutrition. This problem has been gaining momentum of the past centuries and is headed to ruin the better part of the coming generation. The increased nutritional imbalances and inadequate consumption of fruits has been blamed on this health matter. Nevertheless there are other unidentified factors attached to it that has not been given critical analysis so as to come up with an all round measure. It has also been noted that some of the nutritious measures that had been developed to curb this condition have failed woefully in different ways. It is out of this need by the society that New Lemona Drink entrepreneurs has invested resources to come up with an a soft drink that would see th e menace reduce by more than half by the year 2030. New Energy Drink Costing and Report for Investors The firm has decided to launch a new drink product named â€Å"New Lemona Drink†. In this regard the costing and other relevant information is presented below. On the basis of this information and analysis, a report for investors has been drawn. Assumptions Following are the assumptions on which the manufacturing and sales of the new energy drink are based: a. The company uses its already established main manufacturing unit which has enough capacity to meet the requirements for the production of â€Å"New Lemona Drink†. Furthermore, the machinery which was partially in use previously has also been deployed for the purposes of the production of this new product. b. There is no additional labor required for the production, as the management has initiated the day and night shifts for production. Initially only a quarter of the total labor employed is required and hencefor th with efficient rotation program, the company is employing its existing labor in the day and night shifts. c. The suppliers of the raw material for manufacturing â€Å"New Lemona Drink† are principally the same which are usually contacted for the purchase of raw materials for other products. Only one new supplier has been introduced being named here as â€Å"Juicy Suppliers and Manufacturers†. This supplier provides the material specially designed for the taste of the new product. d. The â€Å"New Lemona Drink† is manufactured by Fresh fruits. Harvested fruits will be used in the manufacturing of the entire drink. e. The drink will be available in containers of 300ml and 500ml f. The packing of the drink is outsourced from Olive Packaging Company. The drinks box carries the company name and logo with features of the product clearly mentioned. g. The company is employing the marginal costing approach in determining the cost and margins associated with the new p roduct. The approach will consider the variable portion of the total costs of the product and will then be subtracted from the revenue to show the total contribution margin of the product. This approach has been adopted on the basis that the manufacturing of this new product does not require significant amounts of fixed costs and therefore it is possible to analyze the profitability and viability of the product while