1.In 2003 the government outlined how Every Child Matters. Discuss Essay

1.In 2003 the government outlined how Every Child Matters. Discuss both the developmental needs of children, and the appropriate social work response, in rel - Essay Example The case of Victoria Climbe can be marked as a revolution in the history of reforms for the children. It prompted the government to understand the needs and requirements of the children in the world. As children grow up they have certain requirements which ought to be fulfilled and the scheme ‘Every Child Matters’ assures every child of his right. This article would further discuss the developmental needs of children and the appropriate social work response in relation to the outcomes of the scheme. Many of the children living in this world are deprived of their basic needs and hence the governments are implementing different schemes to ensure that the children are getting their basic needs. The scheme ‘Every Child Matters’ has a total of five aims to provide the children with their basic necessities Health is a basic necessity for all the people in this world and thus children ought to have all the facilities to maintain their health. The scheme is implementing different strategies to ensure that the children are healthy mentally, physically and socially both. The children ought to have their basic right to exercise different activities to ensure that their health is maintained. They require health facilities if they are undergoing any major problem with their health. The environment that the children are provided depends upon the state, parents and the school and thus this environment should be healthy. The scheme has made the concerned authorities aware of the n ecessities of these children. The societies in the UK have started working towards a better environment for the children. Different sporting events are organized by the scheme so that the children can participate and have a healthy routine. The schools in which the children are studying have an important obligation of maintaining the environment for the

Advertising Is Harmful Essay Example for Free

Advertising Is Harmful Essay Today I went to the bathroom in Tyson’s mall, and I saw a Lenovo camera advertisement stuck in front of the stool. It made me feels like a camera recorded everything in the bathroom. No matter where you go, walking on the street, taking the bus or subway, looking for websites or watching TV shows you always see advertisements. So I believe advertisements are harmful. Some people say that advertisements won’t brainwash them, because they know what they really want. I don’t agree with this, because advertisements affect our subconscious mind. For instance, I have read a newspaper article about a mother who came home and asked her child what he wanted to eat and her child said McDonalds. The mother asked him why McDonalds and the kid said because he always saw it on the TV so he wants to try it. See more:Â  Social Satire in The Adventures of Huckleberry Finn Essay Although a child didn’t really know how McDonald food tastes, McDonalds had been advertised so many times on the TV that the children make the decision to have it for dinner. Not only are kids influenced by advertisements, but adults also are. For example, I bought a Dell laptop last year, but returned it a week later. I saw the Dell advertisements everywhere, at the college, the website, and even walking on the street, so when I wanted to buy a laptop, Dell became my first choice. I returned it a week later, because my friend told me Lenovo laptop has the same configuration as the Dell laptop but the price was much cheaper. This example demonstrates how the advertisement induces people to buy products. When people have seen advertisements many times, they have good impressions of the product in their minds. So not was only I had been influenced by advertisements, but most people are also. For example, most people bought IPhones rather than other phones because IPhones adverti sements around everywhere. Often an advertisement not only disturbs our daily lives, but also provides untrue information. Companies always show perfect products in their advertisements, but the real products are much worse. For example, last month I went to Burger King, and I saw a big poster outside the store that showed a man held a hamburger with two hands and open his mouth as big as he can to eat a hamburger. However, he only bites little of the hamburger, because it was too big. And it only cost 99 cents! When I bought it, I felt I had been cheated. It was delicious, but it was smaller than my hand and can be finish within a bite. Also most of the reducing weight advertisements are untrue too. Some companies exaggerated their products in the advertisement to misleading people to buy the products. Some of the advertisements said the medicines could help people reduce around 5 to 20 pounds per month. As we all know, obesity is one of the most serious problems in America, so many people tried to reduce their weight in many ways. However, the result is not as the advertisements showed. Those drugs helped people reduce the weight but also had side effects. For instance, drugs harm people’ health by increasing the risk of diseases, and people would also rebound a weight heavily after they stopped the drug. While not all advertisements are untrue, some advertisements provide exaggerated information that let us waste money and also harm our health. We waste our money to buy advertised products we don’t need. An advertisement may make us feel lower class than other because not having the newest product. For example, The Apple Company has most successful advertisement campaign, because most of people would like to buy their new products. For example, the IPhone5 commercial shows IPhone5 is tallest, thinnest and lightest iPhone. Many people changed Iphone4S to the IPhone5 because the commercial shows IPhone5 is better. However, it has similar systems and the same function as Iphone4S. Another reason people buy the IPhone5 is they had low self- esteem. Like my friend who bought IPhone4S last winter and bought IPhone5 now. And he told me, when there has a better product then he wouldn’t use worse one, because that makes him feel he was lower class than others. In this case, people wasted money to buy the newest advertised products to satisfy their vanity. There are too many advertisements in our world now, because companies try to increasing the sales. However advertisements always mislead people to waste money. Government must provide a law to stop untrue and exaggerated advertisements. And parents also need to take time to explain to their child that some products they saw in commercial are harmful. For example, when child asked to buy a quick food or candies, parents must explain to them those foods are unhealthy.

Great Leaders Essay -- Informative, Greatness, Leadership

Greatness Great leaders are often thought of as history’s heroes and corporate commanders, but they can be seen in all areas of life. Without them, our society would fall to shambles for â€Å"the problems that require leadership are those that the experts cannot solve† (Manthey, 2004). I used to feel that leaders and managers were the same. However, I have learned that you can be a leader without being a manager, and vice versa. Acceptable leaders are a dime a dozen, but exceptional leaders are few and far between. Every individual at some period during his or her life will come across both ineffective and exceptional leaders, as well as a vast range between the two; the best of them drive others to become great in their own right. Core Greatness To successfully inspire greatness in others, leader must discover the greatness within themselves. â€Å"Everyone comes with certain gifts—but not the same gifts.† (Dupree, 26) People can only perform on strengths, and should focus on improving them. It makes little sense to focus on improving areas of low competence, as the energy required would be far more useful elsewhere. (Drucker, 2005, p. 3-5) Only when this personal evaluation has been preformed can one begin to effectively lead others. Great leaders recognize that all members of an organization are individuals with different needs, values, and desires. These emotional necessities are often at the core of conflict, as conflict arises when one person’s wants differ from another’s. Ineffective leaders simply impose their power in a conflict-type of situation, further aggravating the problem. This managerial method accomplishes nothing â€Å"You only succeed in stripping that person of self-dignity and making yourself an unwelco... ...ing an environment that both allows and encourages everyone to contribute to the vision, attempting to reshape the organization into the most socially and financially successful system possible. Organizational change is a complex task that often times receives resistance. When employees must change their way of thinking in order to meet new goals and challenges, opposition is often met. (Dummies, 287) To overcome this conflict, leaders must create a vision that instills confidence in new organizational practices, while at the same time, empowering their employees to actively seek out new ways of doing things. (Leader, 17) When leaders discuss their vision, effective and transparent communication is essential to its success. If the reason for this change is properly conveyed, voluntary commitment by employees will be nonexistent. (Bennis & Nanus, 2003, p. 172)

Making the Climb :: Personal Narrative Hiking Essays

Making the Climb The alarm clock rang and I forced myself out of bed. I took a shower, ate breakfast, brushed my teeth--all my other normal morning routines. But that day was not normal at all. I was going to do something with my English class that I never thought I would do. I was going to hike up Poly Canyon. With a horrible night’s sleep and a sore throat, I was not in the mood to undergo a â€Å"moderately strenuous† hike, but I pushed myself to get ready. Once the entire class had assembled, we made our way to the Poly Canyon gate where we would meet Professor Marx. The overcast sky and moist air were usual characteristics of San Luis Obispo mornings. I was not yet accustomed to this: I never dared to go outside before eight o’clock in the morning. The rest of the class shared my irritation over the fact that it was freezing and very early. After passing by dormitories and the Cerro Vista Apartments, we reached the meeting place where I could just make out the sight of Mr. Marx. Unlike the rest of us, he was bright eyed and ready to begin the walk. Silence swept over the entire group as we began our trek. Nothing could be heard except the crunch of gravel underneath our feet and the occasional explanatory interjections by our professor regarding the surrounding plants and rocks. Huge formations of serpentinite created a wall on one side of the trail, and on the other side the mountains were covered in blankets of coastal scrub. After a few minutes every bush and rock looked the same to me and I could not identify with Mr. Marx’s admiration for the beauty of that area. Even with the surprising deer sightings and geological features around me, I could only think about the end of the hike. Twenty minutes into the walk on the tan graveled road, something caught my eye. A tall antique-looking arch of rocks faced us. Its looming frame forced us to crane our stiff necks to view it. The very top was wearing thin and looked as if it was going to collapse in on itself. The arch was the entrance to a path lined with a low rock wall on either side. The mist created a moist refrigerator-like atmosphere; we gladly sat down on the walls to take a break. Making the Climb :: Personal Narrative Hiking Essays Making the Climb The alarm clock rang and I forced myself out of bed. I took a shower, ate breakfast, brushed my teeth--all my other normal morning routines. But that day was not normal at all. I was going to do something with my English class that I never thought I would do. I was going to hike up Poly Canyon. With a horrible night’s sleep and a sore throat, I was not in the mood to undergo a â€Å"moderately strenuous† hike, but I pushed myself to get ready. Once the entire class had assembled, we made our way to the Poly Canyon gate where we would meet Professor Marx. The overcast sky and moist air were usual characteristics of San Luis Obispo mornings. I was not yet accustomed to this: I never dared to go outside before eight o’clock in the morning. The rest of the class shared my irritation over the fact that it was freezing and very early. After passing by dormitories and the Cerro Vista Apartments, we reached the meeting place where I could just make out the sight of Mr. Marx. Unlike the rest of us, he was bright eyed and ready to begin the walk. Silence swept over the entire group as we began our trek. Nothing could be heard except the crunch of gravel underneath our feet and the occasional explanatory interjections by our professor regarding the surrounding plants and rocks. Huge formations of serpentinite created a wall on one side of the trail, and on the other side the mountains were covered in blankets of coastal scrub. After a few minutes every bush and rock looked the same to me and I could not identify with Mr. Marx’s admiration for the beauty of that area. Even with the surprising deer sightings and geological features around me, I could only think about the end of the hike. Twenty minutes into the walk on the tan graveled road, something caught my eye. A tall antique-looking arch of rocks faced us. Its looming frame forced us to crane our stiff necks to view it. The very top was wearing thin and looked as if it was going to collapse in on itself. The arch was the entrance to a path lined with a low rock wall on either side. The mist created a moist refrigerator-like atmosphere; we gladly sat down on the walls to take a break.

Reasons for Ethical Standards in the workplace Essay

Ethical standards guide individuals and the company to act in an honest and trustworthy manner in all interactions. These standards should encourage employees to make the right decisions for the company, not the individual, and give them the courage to come forward should they notice dishonest and unethical behavior. Company programs focused on ethics help lay out company standards and expected practices as they relate to ethical behavior and decisions. This can include providing clear guidance on common ethical dilemmas, such as using the phone at work for personal long-distance calls or using company software programs for personal projects. Management often sets the tone for expected ethical behavior and actions in the workplace. The actions and behaviors of management, and other senior staff, help steer departments and employees toward proper and accepted business practices. Part of this responsibility includes enforcing rules, guidelines and policies fairly and equally across all levels of the organization. Managers may also be tasked with helping employees navigate ethical dilemmas and solving difficult situations to keep the corporation on the right path. It’s very difficult to define ethics in the workplace. Generally,â€Å"being ethical† involves conducting yourself in accordance with accepted principles of right and wrong. Ethics is a matter of using integrity-based decision-making procedures to guide your decisions and actions. In the workplace, being ethical may involve acting morally right, being honest, not cheating your employer, co-workers, or customers, not stealing from from the supply closet, and generally treating your co-workers well Other ethical situations may involve harassment, inappropriate use of the Internet, outside-of-work activities, etc. If your workplace lacks ethical standards, your employer risks losing valuable employees and customers and possibly even more Federal laws impose heavier penalties on employers Some of the primary forms of employee misconduct or unethical behavior include the following: ââ€"† Misrepresenting time or hours worked; ââ€"† Lying to supervisors; ââ€"† Lying to co-workers, customers, vendors, or the public; ââ€"† Misuse of your employer’s assets; and ââ€"† Lying on reports or falsifying records. As you can see, there is a widespread need for ethics in your workplace. A code of ethics can provide guidelines for your

How to Get 36 on ACT Math 8 Strategies by a Perfect Scorer

How to Get 36 on ACT Math 8 Strategies by a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26-34 range on ACT Math? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT Math score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've scored 36 on Math on all my ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT math or above. If you're below this range, my "How to improve your ACT Math score" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview In this article, I'm going to discuss why scoring a 36 is a good idea, what it takes to score a 36, and then go into the 8 key ACT Math strategies so you know how to get a 36 on ACT Math. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 Math score is useful, since this will fuel your motivation to get a high score. Then we'll get into the meat of the article. Finally, in this guide, I talk mainly about getting to a 36. But if your goal is a 32, these strategies still equally apply. Understand the Stakes: Why a 36 ACT Math? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get a 36 on ACT Math? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score moreso than your individual section scores. If you can get a 36 in ACT Math, that gives you more flexibility in your English, Reading, and Science scores. It can compensate for a 32 in one other section, for example, to bring your average back up to 34. MIT expects a 36 in ACT Math. There are two other scenarios where a 36 in ACT Math is really important. First is if you're planning for a quantitative or science major (like math, physics, statistics, chemistry). The second is if you're applying to a highly selective technical school like MIT or Caltech. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a math/science major, you're competing against other math/science folks: people for whom ACT Math is easy. Really easy. Even though schools don't typically release their ACT scores by section, they do release SAT section scores, so we can take a look at SAT Math scores at top schools. Here are a few examples from schools. For Harvard, Princeton, MIT, Caltech, and even less selective schools like Harvey Mudd, the 75th percentile SAT Math score is an 800 (or equivalent to an ACT 36). That means at least 25% of all students at these schools have an 800 in SAT Math, or a 36 on ACT Math. Even more surprising: the 25th percentile score for SAT Math at MIT and Caltech are 750 and 770, respectively, or a 34 on the ACT! This means if you score a 34 on your SAT Math, you'rewell below average for these schools! I'm not going to lie. ACT Math was super easy for me. I got 36 on pretty much every practice test and official ACT I ever took. This was largely because I had a strong math background and competed in math competitions like AMC/AIME. I also worked hard and applied the strategies below to achieve perfection. You're competing against people like me. And if you apply with a 34 or below on Math, schools like MIT, Harvard, and Princeton are going to doubt your ability. Because ACT Math is supposed to be trivially easy for you. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT Math. The reason most people don't is they don't try hard enough or they don't study the right way. Even if math wasn't your strongest suit, or you got a B+ in Calculus, you're capable of this. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. Here's why: the ACT is a weird test. When you take it, don't you get the sense that many questions are nothing like what you've seen in school? It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP Calculus. It can't ask you to solve Fermat's Last Theorem. The ACT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover. Numbers (integers, fractions, ratios), Algebra (solving equations for x, word problems), Geometry (x-y coordinate geometry, circles squares and triangles), Trigonometry, Probability. You've learned all of this before in high school. But if all the questions were easy and straightforward, then everyone would score too high. So the ACT needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: This is one of the more difficult problems in ACT Math. You might already know how to solve it. But it's unlikely you ever ran into something like this in school. Finish trying the question? Did you get stuck? Most students try to solve this question by plugging in -3 for x. "If the only possible value for x is -3, then plugging it in makes sense, right?" There's a problem: You can't solve for two variables (m and n) with only one equation. Here's the way to solve this question. It requires integrating multiple concepts together. First, this is a critical clue: "the ONLY possible value for x is -3." Normally when you solve a quadratic equation, you get two different values. For example, x2 + 5x + 6 = 0 factors to (x + 2)(x + 3) = 0. This gives you two values for x, -2 and -3. But this question is telling us that when you factor the equation, you get -3 for both values of x. If x = -3, then x + 3 = 0. Getting (x + 3) twice means squaring (x + 3). This gives us: (x + 3)2 = 0 x2 + 6x + 9 = 0 So the answer to this question is C, m = 6 This question is difficult for many students because you're not trained to think about factoring in this way. If the ACT merely asked you, "what is the value of x if x2 + 6x + 9 = 0?" most students would be able to answer this easily. This is what you did in school. But in this weird format, it's easy to get tripped up. If you don't make the connection that I showed above, it's very hard for you to solve this question. The ACT math section is full of weird examples like this, some of which get even more difficult. But the next time you see a question like this, you already know the trick- and you know exactly what to do. Therefore, to improve your ACT Math score, you just need to: master the types of questions that the ACT tests, like the one above draw on the correct concepts you already know to solve the questions practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right a 36. What It Takes to Get a 36 in Math If we have a target score in mind, it helps to understand what you need to get that score on the actual test. Here's a sample raw score to ACT Math Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Score Math Raw Score 36 59-60 35 57-58 34 55-56 33 54 32 53 31 52 30 50-51 29 49 28 47-48 Source: ACT In this grading scale, you can miss one question and still get a 36. In other tests, you must get EVERY question correct to get a 36- missing 1 would bring you down to an 35. This all depends on how the particular test you're taking is scored. The harder the math questions are, the more likely you can miss one question and get a 36. The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for a 36. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer 10 more questions right to get to a 36. As a final example, here's a screenshot from my exact score report showing that I missed 1 question (oops) and earned a 36. OK- so we've covered why scoring a higher ACT math score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT Math What's your greatest weakness? Strategy 1: Understand Your High Level Weakness - Content or Time Management? Every student has different flaws in ACT Math. Some people aren't comfortable with the underlying math material. Others know the math material well, but can't solve questions quickly enough in the harsh time limit. (As we'll discuss, the ACT Math section applies VERY heavy time pressure. So you likely do suffer from some time pressure- we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the math section of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 60 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT Math subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 2 points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at math across most questions? Or did particular problems slow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score- if they differed by more than 1 point, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. Strategy 2:Do a Ton of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of ACT Math will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who have completed 10 practice tests. They've solved over 1,000 math questions, but they're still nowhere near a 36 on ACT Math. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: on every practice test or question set that you take, mark every question that you're even 20% unsure about when you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. in a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory- fractions, algebra- solving equations, etc.) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing. One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3:If You Have Content Gaps, Be Ruthless About Filling Them Within ACT Math, you have to master a lot of subjects. At the high level, you need to know number operations, algebra, geometry, trigonometry, probability, and more. Even within each subject, you have subskills to master. Within algebra, you need to know how to solve equations, how to deal with word problems, properties of functions, etc. Unless you're a math whiz and are already scoring a 34-36, it's unlikely that you've mastered all of these evenly. You probably have different strengths and weaknesses across these subjects. If from the analysis of mistakes above you find that you have a content problem, you need to improve your understanding of that content. By Content problem, I mean that you're not comfortable with the underlying math concepts in a subject. Maybe you forgot how to solve a type of problem, or you forgot a formula to use, or you just don't remember the subject material. If you've identified one of these issues, you've spotted an opportunity for yourself to improve your score. Fill in the potholes of your understanding. Think of a mistake like discovering a cavity in your mouth. When your dentist fills in a cavity, he doesn't just patch up the hole right away. He cleans out the entire cavity, sterilizes it, then adds a filling. Content mistakes are similar- you have a weakness in a subject, say x-y coordinate geometry. This probably means you have a lot of other weaknesses in that subject, beyond the one identified by that question. Don't just focus on understanding that one question you missed. Take the opportunity to research that subject and get more practice in it. You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. In our ACT prep program PrepScholar, we do that work for you by splitting up our 1,500+ practice questions by skill and difficulty. If you're weak in algebra- solving equations, you get 20+ questions in a quiz dealing specifically with that skill. This repetitive practice fills up your content gap far better than any other method I know. Strategy 4:If You Miss a Question, Try It Again Before Reading the Explanation When you're doing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider thispassive learning- you're not actively engaging with the mistake you made. Instead, try something different- find the correct answer choice (A-E), but don't look at the explanation. Instead, try to resolve the question once over again and try to get the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new strategy, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 5: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at ACT Math that you solve every question and have extra time left over at the end of the section to recheck your work. I'll admit, this is hard for the ACT. You have 60 minutes to solve 60 questions, which of course gives an average of a minute per question. But the last, most difficult questions might take you 2 or 3 minutes each. In high school and even now, I can finish a 60 minute section in 40 minutes or less. I then have 20 minutes left over to recheck my answers at least once. The best way to get faster is, as explained above, to do so many questions and get so fluent at the questions that the ways to solve the question become obvious to you. Complicated circle questions become as easy for you as 2+2. What's the best way to doublecheck your work? I have a reliable method that I follow: Try to resolve the question another way. If I solved a question algebraically, I can recheck it by plugging in the solution. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least 2 minutes before time's up, I rapidly doublecheck that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go 5 at a time ("A F E K B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you 5 minutes, automatically. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just 5 seconds per question, you get back 300 seconds on the 60 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 6: Eliminate Careless Mistakes Careless mistakes are one of the most frustrating types of errors to make, and nearly everyone makes them. You know the underlying material, you know how to solve the question, and you're feeling good. But then you grade the quiz, and you find a careless mistake. Oops- the question asked for the perimeter of the circle and not the area, which is what you calculated. These types of errors are the most costly and frustrating. You've already put in a ton of work to master the underlying material, and here a question has tricked you into losing a point. This is why finishing the test early, like I mention above, is so helpful. You get extra time to take a breather and doublecheck your answers. If you find that careless mistakes are a recurring problem for you, here are some strategies to get rid of them: In the question, underline what the question is specifically asking you to solve for. It's so easy for the ACT to trick you into solving the wrong thing. If you're solving for a particular value (like length, area, etc), write the units down in the scratch space. Be careful with calculator entry. A missing parentheses makes a big difference. "4 + 9 / 2" is completely different from "(4 + 9) / 2" Avoid bubbling errors by using the Quick Tip above. Here's an example: This question is asking us to solve for y + z. Not x, y, or any other combination of variables. To make sure I remember this, I underline y + z, and I also write "y + z = ?" in the work space so that I remember what I'm solving for. You can bet that in many answer choices, the ACT will have trap answers for other things you can solve for, like x. (This one happens not to, but it's very common). Memorize the ACT Math Formulas. Strategy 7: Memorize All Formulas and Common Math Facts If you're still struggling to remember math formulas to solve questions, you haven't gotten to understand ACT Math well enough yet. Not only does this cost you time, it also indicates that you haven't practiced enough with ACT Math to have the required formulas come to you fluidly. Memorize the formulas at the front of the section and these common math facts: Calculating slope from two points (rise over run) Common right triangles: by angles: 45-45-90 (1-1-√2), 30-60-90 (1-2-√3); and by sides: 3-4-5, 5-12-13 Formulas for arithmetic and geometric sequences Formula for diagonal of a rectangular prism This list isn't complete, but if you study according to my advice above, you'll notice which formulas come up over and over again. You should memorize these. Strategy 8: Keep a Calm Mind During the Test, No Matter What Now you know what it takes to achieve perfection on ACT Math. You know that it's critical to get a perfect raw score, or you might score a 35. This makes a lot of students freak out during the test. "I can't solve this question...my 36 is gone...I'm getting more nervous and I have to skip the next question too..." You can see how quickly you can unravel like this. Before you know it, you're scoring way worse than you ever did on a practice test. You need to learn to be mentally strong, like an athlete on game day. Yes, you might have to skip a question on the first pass through. Maybe even two in a row. But you've practiced hard up to this point. You know this stuff, and you'll come back to those questions and get it later. You need to keep up a positive mindset during the test, or you'll crumble. And in the worst case, maybe you won't get a 36. But if you've consistently been getting 36's on the practice tests, you likely won't go much lower than 34- and that's still really good. In Overview Those are the main strategies I have for you to improve your ACT math score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect ACT Math score. Notice that I didn't actually teach you that much math content. I didn't point to any specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our complete guide to a perfect 36, written by me, a perfect scorer. Learn how to write a perfect-scoring 12 ACT essay, step by step. Want to improve your ACT score by 4+ points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. I built the PrepScholar program based on the principles in this article- the principles that worked for me and thousands of our students. Check out our 5-day free trial today:

Dick Cheneys Bush-Era National Security Speech at AEI essay

Dick Cheneys Bush-Era National Security Speech at AEI essay Dick Cheneys Bush-Era National Security Speech at AEI essay Dick Cheneys Bush-Era National Security Speech at AEI essayHistorically, the foreign policy tradition in the US was determined by domestic policies. What is meant here is the fact that the foreign policy of the US was driven by domestic policies and interests of the US. For instance, the development of close economic and political relations of the US on the dawn of its independence with France, Spain and the Netherlands was determined by the urgent need of the US to enhance its independence of Great Britain.In the course of time, the foreign policy traditions of the US evolved and changed consistently. At this point, it is worth mentioning the fact that the early 20th century and its first half were marked by the isolationist foreign policy of the US but, by the mid-20th century, the role of the US as one of the major world powers became obvious, while its involvement in World War II contributed to the rise of the US as the leading superpower, whose position could be challenged by th e USSR only until its downfall in 1991.The more recent history of the US reveals the devotion of Americans to their traditional foreign policy with the priority of their domestic policy and national interests over international relations. This is why by the end of the 20th – early 21st century, the US focused its foreign policies on the maintenance of the national security and protection of the US economic interests. Even the status of the only superpower of the world did not change the foreign policy of the US much because foreign policies of the US were driven by concerns of national interests of the US mainly.At the same time, the post-9/11 era marked the shift in the foreign policy to the excessive use of the US military power abroad. At first, such policy was justified by the national security concerns because the threat of international terrorism and the use of the weapon of mass destruction by outcast-states encouraged Americans to support foreign policies conducted by the Bush administration. However, eventually, the US population has grown dissatisfied with foreign policies of the US because of the alienation of American traditions in the foreign policy of the US. The US population has grown dissatisfied because foreign policies have become prior to domestic ones consuming hugging financial, material and human resources, whereas military operations conducted by the US in Afghanistan and Iraq were perceived by many Americans as pointless. Moreover, such practices as the establishment of the prison for international terrorists and prisoners war in Guantanamo, Cuba, where human rights of inmates were neglected an tortures were applied widely, raised the dissatisfaction of the public with foreign policies.This is why Barak Obama’s coming to power became the new stage in the development foreign policies of the US and many Americans expected the promised return to the traditional foreign policy of the US. In response to emerging criticism of t he US foreign policy, Obama attempted to shut down the prison in Guantanamo but confronted the severe opposition from the part of the Congress because many senators believed Guantanamo to be essential for the struggle against international terrorism, although the main advantage of the Guantanamo detention camp was the possibility of neglecting legal procedures and norms which were essential in the US. Nevertheless, Obama has demonstrated his eager support of the full shut down of Guantanamo as illegal   entity, where human rights are violate that contradict to American norms and traditions.However, as Dick Cheney justly remarks () the Guantanamo detention camp does not really contradict to foreign policy traditions of the US because traditionally the US paid little attention to the violation of human rights of citizens abroad as long as interests and rights of Americans were not under a threat. For instance, the US could undertake sanctions or counter action in response to the thr eat of interests or rights of some American citizens. Therefore, if Guantanamo detention camp does not violate rights of Americans and helps to protect the US from international terrorists than the US could reasonably maintain Guantanamo in terms of its traditional foreign policy. In this regard, Barak Obama may misinterpret in a way foreign policy traditions of the US as he claims to return the US to its traditions and values. for instance, the US did not interfere in World War I and World War II, until the US citizens suffered from the attack of Germany and Japan respectively.As for the Obama administration policy in relation to Iraq and Afghanistan, they are also not so perfect in regard to American foreign policy traditions as the US President wants them to be. On the one hand, the withdrawal of American troops from Iraq and Afghanistan is welcomed by a large part of the society. On the other hand, the withdrawal of America troops may and does evoke criticism of the US foreign p olicy because such decisions are viewed as the manifestation of the US weakness, while the US has already accustomed to play the leading part in international relations and policies of the US determine, to a significant extent, intentional politics and relations. Therefore, Obama’s decision to withdraw American troops match American foreign policy traditions in terms of the protection of Americans since the further location of American troops in Iraq and Afghanistan would have increased the number of casualties among American soldiers. On the other hand, the US should maintain its reputation as the dominant superpower that can keep the situation under control and can use its military to protect national interests of the US.At this point, it is also necessary to take into consideration the fact that the deployment of the US military is the ultimate but effective tool used by the US in its foreign policy. Obama prefers not to deploy the US military abroad and use diplomacy or e conomic pressure to protection national interests of the US. However, Iraq and Afghanistan play an important part in the maintenance of the US control over strategically important region, the Middle East which is the major supplier of oil to the US. In such a situation, the decision of Obama to withdraw the US troops from Iraq and Afghanistan seems to match American foreign policies, in a way, protecting the life and health of the US citizens. On the other hand, such policy of the US raises the problem of the failure of the US to protect its national economic interests because if the Middle East goes out of control of the US, the US may face considerable economic problems, in case of the anti-American political or military force coming into power in Iraq or Afghanistan or in case of the enhancement of Iran in the region. In such a situation, the desirable respect to traditions of the US foreign policies conducted by Obama is quite controversial since efforts of Obama to meet traditi ons of the US foreign policies raise the problem of the emerging new threats to the dominant position of the US in the world. In such a situation, the US foreign policies face considerable problems, while Obama’s efforts to return to traditional foreign policies are not as successful as they were planned to be.Thus, taking into account all above mentioned, it is important to place emphasis on the fact that the development of current foreign policies aim at meeting the US national interests and traditional foreign policies of the US. Obama has declared the focus on respect to the traditional American values and return of the foreign policy to the framework of American traditions. However, today, the US cannot implement fully its foreign policies traditions because the policy of isolationism is hardly applicable to the contemporary foreign policies because the US face considerable problems since the refusal from the development of large scale foreign policies, including militar y operations of the US abroad may put under a threat national interests of the US. If the US weakens its position in the Persian Gulf region, the economic interests of the US may be under a threat. In such a situation, the US foreign policy should maintain its traditions and meet its national interests.

Ingenious vs. Ingenuous

Ingenious vs. Ingenuous Ingenious vs. Ingenuous Ingenious vs. Ingenuous By Simon Kewin Be careful with ingenious and ingenuous. Sometimes a single letter can make a great deal of difference to the meaning of a word. Take, for example, the two words ingenious and ingenuous. Ingenious means clever, original or inventive. It derives ultimately from the Latin word ingenium, which means a natural capacity or talent. It’s the same word from which engine, among other words, derives. So, a talented or clever person could be described as ingenious, as could a device or idea that is particularly clever or well-suited to its purpose. Ingenuous, however, means innocent and unsuspecting, perhaps in a childlike way. It derives from a separate Latin word, ingenuus, meaning native or freeborn. It’s the same word from which ingenue/ingenu derives, meaning a naà ¯ve young woman/man. Originally, ingenuous tended to have a more positive sense than it does now : it meant candid, frank or honourable. Today, the word often has more negative overtones. To be ingenuous is to be unsophisticated. So, the one letter difference between ingenious and ingenuous gives us two words that actually have more-or-less opposite meanings. Be careful which you use. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:The Meaning of "To a T"44 Resume Writing TipsAdvance vs. Advanced

Renewable energy Essay Example | Topics and Well Written Essays - 1500 words - 1

Renewable energy - Essay Example newable energy sources is that the energy sources like natural gas, coal, and oil have no permanent reservoirs and they will be exhausted at some time in future. Therefore, the world has turned to renewable energy sources as alternatives to traditional sources of energy (Hick, n.d.). Renewable energy sources are some of the very beneficial energy sources for a country. Some of the most considerable advantages of renewable energy include sustainability, less maintenance requirement, reduced cost of operations, and increased economic benefits. These advantages also make renewable energy sources very critical for the economic stability of a country. These resources not only bring economic benefits, but also they put a very minimal impact on the environment because of generation of very little amount of waste products. No polluting emissions and repeated use without depletion are also two of the most considerable advantages of renewable energy. Apart from the advantages, there also exist some disadvantages of renewable energy. However, the number of disadvantages is very less as compared to the advantages. Some of the disadvantages include difficulty in generating electricity quantities equivalent to fossil fuel generated electricity and unreliability under certain conditions. Let us now discuss some of the widely used sources of renewable energy in order to get a clear picture of their advantages and disadvantages. There are six major types of renewable energy sources, which include hydropower energy source, wind energy source, solar energy source, geothermal energy source, biomass energy source, and nuclear power. Let us discuss all of them in some detail. Hydropower energy source is the most recent invention in renewable energy. Hydropower is the largest source of renewable energy, which has the generating capacity of 77,000 Megawatts (Conlan, 2009). It is due to the scarcity and rising prices of oil and gas that a large number of developed countries are putting

SHIPPING FINANCING METHODS AN INOVATIVE FINANCING METHOD Essay

SHIPPING FINANCING METHODS AN INOVATIVE FINANCING METHOD - Essay Example The shipping company needs to show they can provide the necessary collateral in order to finance their ventures. With the expansion of modern economics, financiers, by using financial engineering, have created many sophisticated financing methods. The source of shipping finance that is more appropriate for a particular shipping company depends upon the type of company, its capital structure and the company’s estimated profitability for the future. Of course, shipping investments demand funds well beyond any retained earnings. Furthermore, additional financing will be needed for further expansion of the company. The shipping industry traditionally relied on commercial banks financing the capital needs. Shipping companies because of their ability to raise the funds needed through bank financing were not very familiar with public offerings. In the last decade with the crisis in the shipping industry, traditional sources of shipping finance have played a more streamline role than in the past and the importance of less traditional shipping finance sources such as capital markets has increased. This has been shown by the growing importance of public offerings and private placements for the purposes of raising primarily equity and debt funds in the capital markets over the second part of the 1980s and the early 1990s. The availability of debt finance has proved successful in prosperous markets. However, when the return on assets exceeded the cost of debt during the shipping crises of the 1970s and 1980s, the return on assets became greatly exceeded by the costs of debt, causing many difficulties with debt servicing. Equity reduces the financial risk from the use of debt as opposed to business market risk, generating from the fluctuations in revenue and cost levels. Innovative sources of ship finance cannot only contribute to the industry equity base, but also supplement debt funds from traditional sources. In traditional financing, a percentage of 80% is

Letter to the Instructor Essay Example | Topics and Well Written Essays - 500 words - 2

Letter to the Instructor - Essay Example Similarly, your classes provided me with opportune period to improve on my grammatical weaknesses such as punctuation and sentence structures. The awareness of my strengths and weakness as a writer have facilitated my personal development through optimization of my excellent skills and mitigation of my writing weaknesses. I was most driven and pleased by the narrative essay among the four forms of essay that we covered in the course work. The utmost level of creativity and anecdote pertaining to the narrative essay demanded prolific and versatile writing skills from the writers hence I found it more interesting to work on. On the other hand, summary and response essays did not elicit my creativity and hence were less pleasing to me. In addition, summary and response essays proved cumbersome as one had to critically understand the subject topic and related metadata such as the author’s name and the context of the narrative. Additionally, my examination of the four forms of essay that we covered, revealed varied level of difficulty for each. Personally, I classified the narrative essay as the most complex and challenging. The skill of conceptualization which is the foundation of every spectacular literary work was highly demanded in the development and completion of the narrative essay. Closely related to the narrative essay was the explanation of the concept a research paper which was basically the theoretical framework of a research paper. The theoretical framework is characterized by robust research concerning information from other sources, theories and concepts pertain to the subject topic, followed by elaborate synthesize and synergy of the varied information to develop a single holistic viewpoint. I found the difficulty level of the summary and response essay to be moderate. Unlike other forms of essays, I was readily provided with materials

Domestic and Regional Regulation in the Airlines Sector Essay

Domestic and Regional Regulation in the Airlines Sector - Essay Example However, the civil aviation sector has only contributed to ~3% of anthropogenic warming in the last 20 years, and therefore, it is a relatively small contributor to the phenomenon of climate change2. While using this argument, it is arguable that any climate policy involving the airline industry must strike a balance between the abatement costs and emissions reductions. The airline sector makes several arguments about aviation’s impact on climate change, including the fact that the industry has improved efficiency of aircraft fuel by more than 70%, which has brought together their environmental and economic goals3. Moreover, aggressive pursuit of increased fuel efficiency means that emissions of greenhouse gases from the sector account for less than 3% of total EU greenhouse gas emissions. However, the sector’s contribution to climate change has continued to elicit heated debate with EU-based environmental groups argue that the figure is closer to 10%4. The examination of these arguments and counterarguments must take metrics and language used into consideration in determining the actual impact of the aviation sector on climate change. Whatever the case, the airline sector in the EU faces a serious barrier to continued growth. Commercial aircraft are almost entirely reliant on jet fuel like kerosene, which means that their combustion by-products are unavoidable and, therefore, their regulation would risk increased production costs5. The lack of commercially viable, alternative sources of energy means that any regulations and policies seeking to mitigate climate change must take on a sectoral or industry-specific dimension to protect the airline sector’s economic viability6. Therefore, climate change deliberations at the Paris 2015 Conference on Climate Change should find policy prescriptions that mitigate climate change, while also considering dominant cost drivers.  

Common assessment Essay Example | Topics and Well Written Essays - 1250 words

Common assessment - Essay Example In the United States, it is the Financial Accounting Standards Board (FASB) that sets the GAAP standards for private firms while it is the IASB sets principles for international accountants (Horngren et al, 2008). Compliance with GAAP is mandatory by every business operating in the USA. Corporations that are public companies are closely monitored by the Securities and Exchange Commission (SEC) to ensure their compliance to GAAP. II. GAAP and description of the accounting principles In the GAAP there exists accounting principles which also serves as measurements of conventions that are significant which are cost recording, revenue recognition and the matching principle. The recognition principle states that a company records revenues in its accounts only when it has earned and realized the revenue (Horngren et al, 2008 p.703). Revenues therefore cannot be recognized if it has not been earned. A second important convention is the matching principle which states that revenues must be li nked to the expenses associated with them. Accountants apply the matching principle by identifying the revenue recognized during a period and by linking the expenses to the recognized revenue directly ( Horngren, 2008 p.703). The Cost Principle This GAAP accounting principle states that the recording of cost must be at their fair market price. Fair market price is determined by the amount reflected on documents accompanying the goods and/or services to ensure objectivity and accuracy of accounting when purchases are made. The effect of this costing principle on assets is that its value will not change until the market value of the asset changes. To effect this change in the books according to GAAP principle, a new require a new transaction as an evidence to effect the change of the value of the asset. In cases where objective evidence is not available to ascertain cost, the transaction can instead be recorded at its fair market value as determined by a third party appraiser (McKeown , 1973). The Revenue Recognition Convention The recognition principle states that a company records revenues in its accounts only when it has earned and realized the revenue (Horngren, 2008 p.703). Revenue cannot be recognized if it has not been earned. This principle states that revenue must only be completed and recorded into a company’s books when the transaction is already completed. This means that revenue will only be recorded once actual payment is received. On occasions when transactions involve huge projects which take a very long time to finish such as construction of buildings, revenue is done an accrual basis whereby it will bill its client on periodic basis on the amount of work that has been done or completed and recognize the revenue even if there is still work in progress (Klueh, 2009). Recognizing revenue correctly is important to the accuracy of the financial statements because earning is a critical aspect of a financial statement which can affect the compan y’s many stakeholders. The Matching Principle A second important convention is the matching principle which states that revenues must be linked to the expenses associated with them. Accountants apply the matching principle by identifying the revenue recognized during a period and by linking the expenses to the recognized revenue directly (Horngren, 2008 p.703). This can be likened to the revenue recognition principle whereby expenses related to the revenue that were earned during a certain accounting period must be reflected in the books of the

Domestic and Regional Regulation in the Airlines Sector Essay

Domestic and Regional Regulation in the Airlines Sector - Essay Example However, the civil aviation sector has only contributed to ~3% of anthropogenic warming in the last 20 years, and therefore, it is a relatively small contributor to the phenomenon of climate change2. While using this argument, it is arguable that any climate policy involving the airline industry must strike a balance between the abatement costs and emissions reductions. The airline sector makes several arguments about aviation’s impact on climate change, including the fact that the industry has improved efficiency of aircraft fuel by more than 70%, which has brought together their environmental and economic goals3. Moreover, aggressive pursuit of increased fuel efficiency means that emissions of greenhouse gases from the sector account for less than 3% of total EU greenhouse gas emissions. However, the sector’s contribution to climate change has continued to elicit heated debate with EU-based environmental groups argue that the figure is closer to 10%4. The examination of these arguments and counterarguments must take metrics and language used into consideration in determining the actual impact of the aviation sector on climate change. Whatever the case, the airline sector in the EU faces a serious barrier to continued growth. Commercial aircraft are almost entirely reliant on jet fuel like kerosene, which means that their combustion by-products are unavoidable and, therefore, their regulation would risk increased production costs5. The lack of commercially viable, alternative sources of energy means that any regulations and policies seeking to mitigate climate change must take on a sectoral or industry-specific dimension to protect the airline sector’s economic viability6. Therefore, climate change deliberations at the Paris 2015 Conference on Climate Change should find policy prescriptions that mitigate climate change, while also considering dominant cost drivers.  

Art history Essay Example | Topics and Well Written Essays - 1500 words

Art history - Essay Example orld styles of flattened figures and animorphed images combining the figures of animals and humans in different ways for different meanings to the ‘new’ world styles which included more humanism in expression and optical experience reflected in the art forms. By the time of the Romans, there was a much greater emphasis and development of naturalistic expression of form, including natural bodily movements, weight and strain. A comparison of the Grande Ludovisi Sarcophagus (The Ludovisi Battle) and the Dying Warrior from the Temple of Aphaia reveal both the similarities of cultural beliefs as well as the differences of emphasis of expression. Both the Grande Ludovisi Sarcophagus and the Dying Warrior present similar images of death and dying using marble as a base material, but they remain sharply different because of the scale of the individual figures as well as several of the smaller visual elements involved in each. Although separated by approximately 700 years, both the earlier Dying Warrior statue and the Ludovisi Sarcophagus represent mastery of sculptural art in different dimensions. Both of these works of art are presented in marble and each detail some sense of battle. The Ludovisi Sarcophagus can be seen to have been carved from a single block of marble that measured at least nine feet wide by five feet high and four and a half feet deep (â€Å"Art of the Roman Empire†, 2005). Of only slightly smaller scale overall, the Dying Warrior from the east pediment of the Temple of Aphaia measures just over six feet long. However there has been a great deal of discussion regarding just what the statue is truly made of. While some scholars say it is marble, others have suggested the statue was first created in poros, the native rock of the island on which the temple stands (George, 2001). In addition, a great deal of detail about this statue can still only be guessed at as several segments of the statue are missing, particularly the knee joint of the

Rugby player Essay Example for Free

Rugby player Essay I will be using circuit training as my method of exercise. I feel that this type of training will give me best results on the areas of fitness I want to improve. Because circuit training has different stations, different aspects of fitness can be worked on e. g. one station could be weight lifting, improving muscular strength, and another could be an agility run. This way I can work on different aspects of my fitness in one session. Also the type of exercising I will be doing is perfect for what I am trying to achieve. I can change the level of work load very easily with circuit training, because I am not following to a specific program. I will constantly change the amount of work and the intensity I will do, so I keep improving. I play a lot of rugby and in the last year I have moved up from under 16s to Colts, which is under 17s, 18s and 19s. The jump in age has been quite a shock, not only am I trying to keep my position as outside centre, the opposition are nearly twice the size of me! Last year I was considered one of the quickest and fairly strong and powerful, now that Im playing against 19 year olds; my advantage doesnt seem as great anymore. I feel that if I were to increase my strength and agility a bit then the gap between me and the opposition would be smaller, or in some cases be to my advantage. Another issue is safety; I weigh 12 stone and I am six foot, some opposition are six foot six and weigh 16 stone! I havent got that amount of strength to handle that amount of weight, especially in a game like rugby. So increasing my strength will hopefully make the game a bit safer for me, increasing endurance will mean I can perform longer, and increasing my agility would hopefully mean that I dont get tackled as much! My program will hopefully reduce my chances of getting injured, however I need to be safe and not injury myself whilst performing my program. That is why it is very important to warm up well before I actually start training. The benefits of a thorough warm-up are: My warm up will consist of a light jog around the gym for about 3 minutes, to loosen my muscles and start to get blood pumping quicker around my body. I will then perform a series of stretches on my legs, working up my body systematically. When stretching I will hold the stretch for at least 10-15 seconds, it is also important not to bounce when stretching as this can cause muscle tear. The stretches are as follow: I have chosen to do this particular warm-up as I feel that it will be sufficient, and it isnt very time consuming. After I have performed my training, I will do the same routine as the warm-up for a cool-down. The benefits of a cool down are that it helps to remove any excess lactic acid present in the blood. Lactic acid is produced in anaerobic exercise, and causes your muscles to stiffen after youve finished exercising. A cool-down brings more oxygen into the blood, so that the lactic acid can be removed quicker. Another safety issue is the equipment and how it is setup. I have been shown how to setup equipment properly. I have chosen to use simple equipment, so I can perform the program at home as well as at school. By using lighter weights, but heavy enough to be overloading, will reduce the chances of damaging my muscles or tendons. The only trouble with using lighter weights is that it works on muscular endurance rather than strength. Weight lifters lift weights so heavy that they can only do about 5 reps before having to stop. If I were to lift such a weight (in comparison to more body size) I would be very liable to injuring myself, because Im not yet fully grown. I will lift weights so I can perform about 15 reps, this I think will be working both endurance and strength. Men are stronger than women and there build allows them to train harder, so a woman would use even lighter weights. There are many ways in which people can train to improve their fitness. I will be using the principles of training- F. I. T. T and P. R. O. S to get the most out of my program. Frequency I will try to perform 2-3 sessions a week, I dont have much time to spare but that is why I chose a circuit that I can perform at home without the need of any special equipment. Intensity How hard I should work when exercising. This is the most variable aspect of training. One session you can work really hard and get a lot out of it, but you can also do the exact same thing and not work as hard and get nothing from it. I will work at an intensity that I feel I will be able to last two laps, and feel as if I have worked hard. Time This relates to the amount of time you spend doing an activity. This is quite important because if I wanted to work on my anaerobic system, then time monitoring would be essential. This will be the variable I will be changing if I feel I need to overload more.

Should Xenotransplantation Be Allowed?

Should Xenotransplantation Be Allowed? Xenotransplants have a long history in modern medicine. In late 1963 and early 1964, a team from Tulane University led by Keith Reemtsma, MD, did kidney transplants from chimpanzees into six patients, and one of them survived for nine months subsequent to the transplant. By 1974, including investigational surgeries performed by Thomas Starzl, MD, of University of Pittsburgh, around 20 patients had received xenotransplants. In this essay, I will examine if xenotransplantation should be allowed. Xenotransplantation is the removal of cells, tissue or organs from one organism and then implanted into another organism (Nuffield, 1996). A xenograft is a surgical graft of tissue between different species. The most liable source of transplantable organs is currently the pig. A modern technique from molecular biology that is now used to alter a donor organ is referred as gene knockout technology. Specific genes are inactivated through this way. Hypothetically, gene knockout technique can eliminate genes for antigens or other factors that induces rejection from animal organs and tissues permanently. Scientists are trying to make the human immune system accept transplants of pig organs by genetic engineering to modify the pig. Research teams are trying to delete specific pig genes or inserting human genes to modify pig cells into a less foreign matter to the immune system by accessible laboratory techniques. The manufacture of transgenic organs is an approach to shield animal organs f rom rejection by humans without need for immunosuppression. With the aid of transgenic technology, genes that can prevent rejection are added. In transgenic modification, either all the animal cells that contain the foreign gene which is incorporated firmly into their genome expressing the protein, or only chosen cells contain these genes due to the presence of promoters that are precise for a single cell type (Levinsky, 1996). There is an increase in number of patients with organ failures but an insufficient supply of organs, creating a gap between organ supply and demand (Uncaged, 1999). Considering that this imbalance has resulted in rising waiting times and number of deaths of patients on waiting lists, xenotransplants should be allowed. (Levinsky, 1996) Other than that, researchers also have studied transplanting animal cells for therapeutic effect. Suzanne Ildstad, who is the director of Institute for Cellular Therapeutics in Louisville, Kentucky does bone-marrow transplantation research. In year 1995, she performed a baboon bone-marrow transplant into Jeff Getty, a man infected with HIV and therefore has AIDS. Bone marrow makes immune system cells. The main aim was to shield Getty from infection by replacing his collapsing immune system with a HIV-proof baboon immune system. Getty is still alive even though the baboon cells functioned for merely two weeks (Agnew, 1999). Besides that, enough animals could be reared to supply sufficient organs and tissue to surmount the current shortage of human organs and tissue for transplantation. Pigs are the considered the liable candidates because they are highly tamed, have large amount of litters, grow rapidly to maturity and their organs are the correct size. They can be bred in sterile environments, and this decreases the chances of transmission of certain pig diseases to humans. Successful xenotransplantation of genetically modified organs and tissue would eradicate the need for the careful matching of the organ or tissue with the recipient, necessary in transplants between human beings in order to lessen rejection by the immune system. This predominantly benefits people who have difficulties finding compatible organs and tissue (Nuffield, 1996). The potential benefits are obvious, but the harm that it also brings cannot be overlooked. The human immune system consists of an intricate network of defense against disease and other foreign substances. When an organ from an animal that is evolutionarily remote is introduced, the human immune system shows a violent response. In hyperacute rejection, antibodies that appear pre-primed to attack tissues of another species convene the complement cascade, a range of proteins in the blood which attacks the interior walls of the transplants blood vessels, causing organ rejection within hours or even minutes. Patients died either due to graft rejection or because of infections resulting from the use of large doses of immunosuppressive drugs (Agnew, 1999). Animal organs may come with unwanted viruses or infectious organisms. The foremost concern involves porcine endogenous retroviruses (PERVs) because they are able to infect human cells in-vitro and cannot be eliminated from the source animals genome. In the more notable research projects, three classes of infectious type C PERVs have displayed its ability of infecting human cells. PERVs can infect both pig and human cell lines. This shows that PERVs is most likely to replicate in pig transplants and human cells in immunosuppressed xenograft recipients. Scientists believe that there is an intolerable threat to public health related with xenotransplantation because of the lack of alternatives to counter risks posed by PERVs (Uncaged, 1999). Moreover, there is a possibility of initiating a human epidemic. Zoonotic infections have the potential to expand beyond the individual and into the public. The likelihood for xenogeneic infections to be transmitted through human populations poses a public health concern. Furthermore, the risk for health care workers who interacts with the xenograft recipient is higher than for the community at large (Uncaged, 1999). Finally, the use of animals as a source of xenotransplant organs will raise an ethical storm. The main concerns of bioethicists and animal-rights advocates are whether humans have the moral right to exploit animal organs to save human lives. The debate is further strengthened when we consider the suffering, exploitation and annihilation of animals (Nuffield, 1996). In conclusion, xenotransplantation can solve the shortage of organ supply, minimise the need for careful matching of the organ or tissue with the recipient and also has therapeutic effect. On the contrary, it might be potentially harmful to patients through infection or rejection. Risks for zoonotic infections that can spread to the community are high and ethical issues such as exploitation of animals would be raised. (1000 words)

Importance of Immunizations :: essays research papers

My Audience will know the Importance of Immunizations I. INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  The Importance of Vaccine Preventable Diseases A. ATTENTION GETTER   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Fact Texas is ranked last in Immunization coverage rates among the 50 states† B. ESTABLISH THEME   Ã‚  Ã‚  Ã‚  Ã‚  Un immunized kids are starting to become a risk factor in our Texas school, to a point where they are starting to exclude students from school activities. C. CREDIBILITY   Ã‚  Ã‚  Ã‚  Ã‚  I speak from first hand knowledge, not only am I faced with these problems on a day to day basis, my daughter was diagnosed with pertussis from an un immunized contact person, so I know the importance of immunizations. (tell story about Serenity) D. PREVIEW 1-2-3   Ã‚  Ã‚  Ã‚  Ã‚  This evening we will discuss: 1.  Ã‚  Ã‚  Ã‚  Ã‚  The importance of vaccines. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ways to improve our Immunization rates. 3. Where you can take your child for low-cost or no cost vaccines.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not only is un immunized children on a dramatic rise in Texas, statistics show that there was 5,465 cases of vaccine preventable diseases reported in Texas during 2004 resulting in 132 deaths II. FIRST MAJOR IDEA   Ã‚  Ã‚  Ã‚  Ã‚  The statistics of vaccine preventable diseases demonstrate the importance of vaccine preventable diseases. A. SUPPORT MATERIAL   Ã‚  Ã‚  Ã‚  Ã‚  Information on immunizations (hand outs) B. SUPPORT MATERIAL   Ã‚  Ã‚  Ã‚  Ã‚  Ways to protect your child (schedule, complete series) III. SECOND MAJOR IDEA   Ã‚  Ã‚  Ã‚  Ã‚  In 1992 Texas initiated a pilot program called ImmTrac that is a free service of the Texas Department of State Health Services. This secure, confidential registry stores a child’s immunization information electronically in one central system and offers physicians, parents and schools easy access to a child’s immunization history. Immtrac can ensure that children are vaccinated on time and protected from vaccine preventable diseases. A. SUPPORT MATERIAL   Ã‚  Ã‚  Ã‚  Ã‚  Immtrac has showed significant success by improving our levels of coverage by 10% in each of the vaccine categories. B. SUPPORT MATERIAL   Ã‚  Ã‚  Ã‚  Ã‚  VFC Program Vaccine for Children’s IV. THIRD MAJOR IDEA   Ã‚  Ã‚  Ã‚  Ã‚  Texas has allocated monies from the Omnibus Budget Reconciliation Act, and Section 1928 of the Social Security act to fund the program. A. SUPPORT MATERIAL   Ã‚  Ã‚  Ã‚  Ã‚  Over 989 providers in Region2/3, over 5, 000 providers thru out Texas B. SUPPORT MATERIAL   Ã‚  Ã‚  Ã‚  Ã‚  Wont refuse for in ability to pay, no one turned Now that I have informed you on the importance of vaccines, V. CONCLUSION   Ã‚  Ã‚  Ã‚  Ã‚  Following the immunization schedule, and having your vaccines on time, is the best way to prevent these diseases that we are facing everyday to cease. A. REVIEW   Ã‚  Ã‚  Ã‚  Ã‚   Vaccine preventable diseases are on a dramatic rise in not only Texas but also in our country.

physiotherapeutic management of stroke :: essays research papers

Introduction Cerebrovascular disease or the term stroke is used to describe the effects of an interruption of the blood supply to a localised area of the brain. It is characterized by rapid focal or global impairment of cerebral function lasting more than 24 hours or leading to death (Hatano, 1976). As such it is a clinically defined syndrome and should not be regarded as a single disease. Stroke affects 174-216 people per 10,000 population in the UK per year and accounts for 11% of all deaths in England and Wales (Mant et al, 2004). The risk of recurrent stroke within 5 years is between 30-43%. One problem is that the incidence of stroke rises steeply with age and the number of elderly people in the UK is on the increase. To date people who experience a stroke occupy around 20 per cent of all acute hospital beds and 25 per cent of long term beds (Stroke Association, 2004). The British Government now identifies stroke as a major economic burden on the National Health Service (DoH, 2002). Fifty percent of stroke survivors will experience some residual impairment (physical and cognitive), which is devastating to the individual and their families (Rudd et al, 2002). It is therefore vital for patients and resources that maximum functional recovery is achieved as fast as possible. The physiotherapist has a key role to play in the management of stroke patients, through assessment, prevention strategies, acute management and recovery. This essay aims to critically discuss physiotherapeutic management and examine how it has and may be influenced by a number of factors (e.g. type of organized system for the delivery of post stroke care, setting of therapy, evidence based practice from which National Guidelines are produced etc). The first stage is to outline stroke pathology, of which forms the basis of appropriate management. Pathology There are two major stroke sub groups, those resulting from infarction (ischemic stroke) and those resulting from haemorrhage (intracerebral and subarachnoid). Each of the types can produce clinical symptoms that fulfil the definition of stroke. The types often differ with respect to survival and long-term disability, from recovery in a day to incomplete recovery, severe disability and death (Warlow et al, 2001). Ischemic stroke is the most common type of stroke, which accounts for approximately 85% of all cases (Rudd et al, 2002). It affects 35 people per 100,000 of the population per year (Coull et al, 2004).

Commentaries on Catullus’ Poetry (Poems 72 & 42) Essay

There is great nuance and sensitivity in poem 72. We are told very early in the poem that it is addressed to Lesbia, Catullus’ love to whom a moderate number of poems in the collection are addressed (or concern). Earlier â€Å"Lesbia poems† had shown Catullus’ simple and insatiable love for â€Å"my girl†1 in very romantic language: for example, the lines describing the number of times he wished that they could kiss, in poem 5, which caused Aurelius and Furius to describe Catullus as a â€Å"sissy† poet2. However, in poem 70 we begin to see Catullus’ feelings for Lesbia turn sour as he tells us that a woman’s words to her lover are as trustworthy as those written on wind or water after presumably disbelieving her when she told him that there was no one she would rather marry than him, â€Å"not even if asked by Jove himself†3. If we assume that Lesbia was Clodia Metelli, we know that she was already married, so if her words are not suggesting that she has become available, she must be describing an unfulfillable wish and it is perhaps the fact that she says these words but is unable to act on her marriage vow which causes Catullus to be so untrusting4. Compared to the â€Å"outbursts of joy and fury† in the poems of what has been described as the first book, poem 72 is much â€Å"cooler and more analytical†5: Catullus here seems to be writing from his head rather than this heart. He uses, in the poem, two striking, and contrasting, similes to try to understand his love for Lesbia. He loved her (note the past tense) as a common might love his girlfriend (72.3), but in addition to that he loved her also as a father might his sons and sons-in-law (72.4). This is touching because it obviously implies that the latter relationship might be closer, with more of a connection, than the former, and, most importantly, that Lesbia was as dear to him as a son would have been, his own flesh and blood. Wray finds this comparison interesting because it is evidence against the long-standing assumption that Roman paternity was â€Å"a tyrannical and grimly loveless exercise [of parental power]†6 However, from here on in, the tone of love and affection darkens to one of cynicism. Now that he knows Lesbia he is has less affection for the woman. Catullus uses the language of obligation and Lesbia, as he sees it, has â€Å"wronged him†7. The poem ends with the enigmatic but powerful statement that, because of the hurt she has caused him, Catullus loves Lesbia more, but likes her less. At first, this may seem like nonsense and a contradiction in terms. However, when Catullus uses the verb amare (â€Å"to love†) he is describing his attraction to her, a kind of lust or natural allure, something that he seemingly has no control over. As much, then, as he does not like Lesbia for what she has put him through (i.e. her adultery), his love for her remains from the simpler time when he wished to â€Å"kiss you just so many kisses† (7.9) Poem 85 is where Catullus perhaps expresses the ambiguity and seeming contradiction inherent in his feelings best: I hate and I love. Perhaps you’re asking why I do that? I don’t know, but I feel it happening, and am racked. We can again see here clearly that Catullus â€Å"is less a master than a subject†8 of his emotions. The fact that he paints himself as being so emotionally powerless gives such poems as these a tragic quality; it also, arguably, helps to make Catullus such a universal poet who can still touch people through the ages. Poem 73 also carries some of the injustice that Catullus had expressed in 72: the attack on a friend who is probably Rufus (though we do not realise that the poem is addressed to him until it becomes evident later in the collection) is because he has returned honest kindness with no more than ingratitude. â€Å"We now realise why the lampoons on Rufus alternated with Lesbia-poems at 69-72†.9 This whole section of Catullus’ collection is a study of betrayal and adverse emotions. In the very first line of poem 72, Catullus talks about himself in the third-person, and this seems to be a literary device which emphasises the fact that he is not in control: it is Lesbia (and her actions) who is the subject of the poem. By declaring that his â€Å"passion is more intense† (72.5) Catullus leads us to think that he is about to, also, tell us how much he therefore loves Lesbia. However, by introducing the dichotomy in the last line between his love and dislike for Lesbia, our expectations are finally overthrown, which makes the contrast seem to be huge. It is by means of literary effects such as these that Catullus manages to express the almost inexpressible nuance of his emotion. This poem, ultimately, is most successful when read as part of the collection, as one can then draw links between the subtle issues in the â€Å"Lesbia poems† and see the complex web of emotions that Catullus paints for us. The development from a romantic, devoting relationship between Lesbia and Catullus to the trauma of that relationship breaking down is fascinating, and may reflect the emotions of millions of people alive today in similar situations. Poem XLII This poem is perhaps most interesting because it in itself can be seen as an imitation of the Roman practice of flagitatio10, which was a form of popular justice involving a crowd surrounding the man suspected of wrongdoing (or his house) whilst shouting ‘roughly rhythmical phrases’ in unflattering language, demanding redress11. This was a very effective tactic because in a small community fear of defamation was strong; though it did, of course, rely on having friends willing to engage in the practice in order for what was seen as justice to be done. In this case, Catullus tells us that the crime was the theft of a notebook and the subsequent refusal to return it12. We can only speculate about the girl who stole them (though it has been inferred from the fact that she is described as an ‘adulteress’13 that she may well be Lesbia) and we also have just as little knowledge about what Catullus’ stolen notebook may have contained (and why it seems to be s o precious to him): we may guess that it contained poetry, but that is no more than a guess. If that were true, the first two lines would contain a sweet irony: Catullus deploys poetry himself, hendecasyllables, as his â€Å"flagitatio mob†. He orders the hendecasyllables to come â€Å"from everywhere† (42.2), to metaphorically surround her. The image is an intimidating one: the lines of poetry have become men enclosing in on the suspect, shouting about her crime. When Catullus demands, ‘Dirty adulteress, give back the notebook. Give back the notebook, dirty adulteress’ (42.11-12), he is using a technique common to flagitatio: ‘the reversal of word order belonged to a very old popular custom as a means of intensifying the demand’14. Catullus’ readership, we can surely assume, would have been aware of such devices and would at once have understood what Catullus was doing. Between the demands for the notebook, there is much invective and abuse hurled at the girl. Catullus tells us that she has an ugly gait, a â€Å"face like a Gallican puppy’s† (42.9) and is a â€Å"filthy trollop† (42.13) and a â€Å"brazen bitch-face† (42.17). Newman describes this as â€Å"a fine example of carnival caricature† included for primarily humorous effect15. However, it is not hard to see how these lines could be intended to have a hurtful effect, too, shaming the thief into repentance. Catullus is also â€Å"all too aware of his social superiority†10 and may simply be arrogantly showing his self-importance by making such a fuss over the loss of his notebook. This idea can be seen in, for example, poem 84, in which Catullus mocks Arrius’ incorrect use of aspirates which is surely caused by the politician’s less privileged upbringing: Catullus’ attack, in this case as could be argued is the case in poem 42, is really then a display of his own aristocratic superiority. There is also a general link with poems such as 46, in which Catullus advertises his social status by documenting his travels with a sense of entitlement to faraway Roman lands. Perhaps the most pleasing feature of this poem is its conclusion. After all the fortissimo shouting, invective and carmina (chanting typical of flagitatio16), Catullus decides that he needs to change â€Å"tone and tactics† (42.22). He thus, seemingly sarcastically, ends the poem by asking for the notebook not by calling her a â€Å"dirty adulteress† but a â€Å"virtuous lady† (42.24), as we see that his invective has, somewhat comically, failed in its objective. On the other hand, the last line could more literally be interpreted as an acknowledgement of the flaws of this kind of public system of obtaining restitution. It does not seem unlikely that the girl would have responded more positively to flattery than flagitatio: Catullus could thus be making a wider point about the role of invective in society. The poem, in the collection, sits between invective poems on either side of it, with the previous three poems containing invective, some quite rude and obscene: in poem 43, for example, Mamurra’s mistress is described as being ugly from head to toe and, in poem 41, Ameana is called â€Å"the female fuck-up†. Perhaps, then, poem 42 is in the perfect location to show Catullus’ invective being tempered: it is in that poem that he shows that such anger does not always produce the desired effects. In poems 41 and 43, however, we are not shown any consequences of Catullus airing his opinions. We are simply told, in each, that there is an ugly girl in whom he is not interested: there is not intended to be the nuance and comedy value that poem 42 contains. To conclude, Catullus’ adopting the form of flagitatio for this poem ‘underscores the poet’s association with the traditional purposes and values inherent in Roman invective’17; not only does he derive authority from the tradition of the technique, but it also allows him to attack her harshly and eloquently. However, ultimately, he couldn’t force a blush from, in Catullus’ words, the â€Å"brazen bitch-face†. We, therefore, see the limitations of invective: perhaps Catullus is admitting to us that we should see it as little more than entertainment. More importantly, though, the twist at the end of the poem is of stylistic and comedic value and can, perhaps, be said to show Catullus’ eloquence. Moreover, the fact that he feels no qualms at using such openly offensive language can be attributed to the fact that Romans would surely have sympathised with his demands for justice in face of a thief and may, also, be a reflection of his superior social status (not to mention the lower regard with which women were held generally) and consequent security in his right to show his anger in whatever way that he pleased. Ultimately, the poem makes character assassination into an appealing and technically adept art. Bibliography Dyson, J.T. (2007). â€Å"The Lesbia Poems†, in M.B. Skinner (ed.), A Companion to Catullus (Oxford) 254-275. Fitzgerald, W. (1999). Catullan Provocations: Lyric Poetry and the Drama of Position. London. Fraenkel, E. (1961). â€Å"Catullus XLII†, in J.H. Gaisser (ed.), Oxford Readings in Classical Studies: Catullus (Oxford) 356-368. Newman, J.K. (1990). Roman Catullus. Bodenheim. Selden, D.L. (1992). â€Å"Catullus and the Rhetoric of Performance†, in J.H. Gaisser (ed.), Oxford Readings in Classical Studies: Catullus (Oxford) 490-559. Tatum, W.J. (2007). â€Å"Social Commentary and Political Invective†, in M.B. Skinner, A Companion to Catullus (Oxford) 333-354. Wiseman, T.P. (1985). Catullus and his World: A Reappraisal. Cambridge. Wray, D. (2001). Catullus and the Poetics of Roman Manhood. Cambridge. 1 Catullus 2.1. 2 cf. Catullus 16. 3 Catullus 70.2. 4 Dyson (2007) 269. 5 Wiseman (1985) 166. 6 Wray (2001) 112. 7 Fitzgerald (1999) 117. 8 Selden (1992) 541. 9 Wiseman (1985) 167. 10 Fitzgerald (1999) 62. 11 Fraenkel (1961) 364. 12 Catullus 42.4 (â€Å"refuses to give me our notebook back†). 13 Catullus 42.12 14 Fraenkel (1961) 363. 15 Newman (1990) 192. 16 Fraenkel (1961) 364. 17 Tatum (2007) 337.