The Rise Of The Nuclear Weapon Into A Political Weapon Essay -- essays

During last 50 years of development, the nuclear bomb, as the ultimate weapon became the peacekeeping force on the earth. The nuclear bomb was developed in Manhattan project during the WW II and was successfully tested in the New Mexico on July 16 1945. At this point started the change of nuclear weapon from ultimate weapon to political weapon. USA decided to use the atomic bomb to defeat Japan in order to save around 500.000 lives of American soldiers that were needed to end the war and in the summer 1945 the USA dropped two bombs on Hiroshima and Nagasaki. The nuclear weapon raised the confidence of USA but president Truman did not ordered its mass production because at that time he saw no explicit political function for the bomb. USA even tried to internationalize control of the bomb under the UNITED NATIONS but the Soviets were reluctant to support American plan for two reasons. To stop soviet nuclear program before developing the first soviet bomb would give Americans permanent lead in nuclear weapons technology. Soviets believed that instruments of force always have political capabilities. For the Kremlin weapons were political tools. This led Americans to the same conclusion. The beginning of Cold War created several political functions of nuclear weapons: nuclear deterrence, alliance building, and international prestige. The Nuclear Bomb was developed as the weapon of war at the end of the Second World War. Nuclear Deterrence was than the natural function of nuclear bomb. The atomic bomb had a function of â€Å"natural deterrence† at the early beginning of Cold War when Soviets did not have nuclear weapons. The Soviets would not attack West Europe because they would risk war with USA and USA had atomic bomb that was seen by Soviets as the essence of deterrence. USA also believed that if Soviets finish their own bomb they would not be deterred by USA and its nuclear arsenal therefore the West Europe would become vulnerable. After the Soviets detonated its own bomb in September 1949, the Truman administration abandoned its policy of natural deterrence and ordered the development of more powerful hydrogen thermonuclear bomb. Since Soviet nuclear bombs deterred US deterrence, Truman sought a way to restore deterrence. He ordered a study by the Department of State’s policy planning staff and the result, NATIONAL SECURITY COUNCIL PAPER 68 (NSC-68), went to Tru... ...r weapons that would give him the leadership in Arab world and he could organize and lead an alliance against Israel. The increasing proliferation of nuclear technology in areas of simmering regional conflicts increases the probability of nuclear war. During the 50 years of existence, the real function of nuclear power was changed from direct use as a weapon of war through deterrence tool to the ticket to nuclear club that means the sing of superpower. References Atomic Archive. (1997,April 6). Timeline [WWW document]. < http://www.atomicarchive.com/Timeline/Timeline.shtml> Atomic Archive. (1997,April 6). Arms Control Treaties [WWW document]. http://www.atomicarchive.com/ACTreaty.shtml Foreign policy in focus. (1999,November). In Focus: U.S. Nuclear Weapons Policy at the End of the Century: Lost Opportunities and New Dangers. [WWW document]. http://www.foreignpolicy-infocus.org/briefs/vol4/v4n25nuc.html Nuclear History at the National Security Archive [WWW document]. http://www.gwu.edu/~nsarchiv/nsa/NC/nuchis.html The Bulletin of Atomic Scientist. (1999,December). Where they were. [WWW document]. http://www.bullatomsci.org/issues/1999/nd99/nd99norris.html

Geography Teaching Methods: Why Should Geography

The   term   geography   refers   to   the   study   of   the   location   and   distribution   of   living   things   and   the   earth features   among   which   they   (The   World   Book,   2001).It   describes   its   physical   features,   resources, climate,   soils,   plants,   animals,   and    peoples   and   their   distribution. Geography,   in   general,   has   several objectives. The   main   objective   of   the   geography   subject   is   to   develop   awareness   of   the   relation between   nature   and   the   man ­made   environment. It   provides   the   basis   for   understanding   population development   and   the   distribution   of   resources,   explaining   similarities   and   differences   and   discussing change   processes.It   shall   also   contribute   to   understanding   and   mastering   the   great   amount   of information   in   our   time. Therefore,   this   paper   discuses   the   view   that   geography   as   a  subject  should  be made  a  core  subject. To   begin   with,   geography   provides   the   basis   for   understanding   population   development   and   the distribution   of   resources,   explaining   similarities   and   differences   and   discussing   change   processes. The subject   also   gives   insight   into   how   natural   resources,   weather   and   climate   have   provided   the   basis   for the   settlement   and   development   of   communities.Furthermore,  Geography  also  creates  understanding  of why   resources   are    important   for   global   production,   division   of   labour and   settlement. Population development   and   global   econ omic   processes   influence   economic   development   and   the   global distribution   of   goods. The   Geography   subject   provides   an   overview   and   explains   the   localisation   of cities   and   the   scope   of   natural   and  man ­made  conditions  on  earth  (Tunney,  1976). Therefore,  it  is  wise enough   that   the   government   should   design    a   curriculum   that   considers   geography   as   a  core  subject  just like  English  as  it  is  in  Malawi.The   other   thing   is   that,   looking   at   its   objectives? Geography   subject   is   contributing  to  the  understanding and   mastering   the   great   amount  of  information  in  these  days. More  knowledge  motivates  and  stimulates the   ability   to  analyse  critically  and  understand  comprehensively. T his  can  give   the  pupils  a  good  basis  for participating   in   the   development   of   society   in   a   constructive   way. An   important   objective   of   the geography   subject   is   also   to   develop   the   pupils'   ability   to   be   tolerant   and   understand   their   global co ­responsibilities.This   only   shows   that   Geography   has  a  wider  range  in  the  sense  that  it  draws  largely from   the   natural   sciences   and   social   sciences,   such   as,   geology,   meteorology,   botany,   zoology, economics,  and  history. In   addition,   in   order   to   improve   geographic   understanding   to   the   general   public:   Increased   research attention   is   given   to   certain   core   methodological   and   conceptual   issues   in   geography   that   are  especially relevant   to   society's   concerns. More   emphasis   should   be   placed   on   priority ­driven,   cross ­cutting projects.Increased  emphasis   should  be  given  to  research  that  improves  the  understanding  of  geographic literacy,   learning,   and   problem   solving   and  the  roles  of  geographic  information  in  education  and  decision making,   including   interactive   learning   strategies   and   spatial   decision   support   systems. This   helps   the government   to   manage   and   run   its affairs   with   the   intention   of   developing   them. Therefore,   through geographical   knowledge,  one  is  able  to  operate  in  several  departments  of  the  government  hence  meeting the  full  utilization  of  limited  resources  a  country  could  have.What   is   more,   the   government   and/or   the   non ­governmental   organization   should   take   part   in   the improvement   of   geographic   literacy. Geography  education  standards  and   other  guidelines  for  improved geography   education   in   the   schools   should   be   examined   to   identify   subjects   where   geography's  current knowledge   base   needs   strengthening. A   significant   national   program   should   be   established   to   improve the   geographic   competence   of   the   republic   of   Malawi’s   general   population   as   well   as   of   leaders   in business,   government,   and   non ­governmental  interest  groups  at  all  levels.In  addition,  linkages  should  be strengthened   between   academic   geography   and   users   of   its   research. Also   concerned   and   non concerned   parties   need   to   strengthen   geographic   institutions. Since   geography   has   a   wider   range   in  its operation,   a   high   priority   should   be   placed   on   increasing  professional  interactions  between  geographers and   colleagues   in   other   sciences. A   specific   effort   too,   should   be   made   to   identify   and   address disparities   between   the   growing   demands   on   geography   as   a   subject   and   the   current   capabilities   of eography   to   respond   as   a   scientific   discipline. A  specific  effort  should  be  made  in  order  to  identify  and examine   needs   and   opportunities   for   professional   geography   to   focus   its   research   and   teaching   on certain   specific   problems   or   niches,   given   limitations   on   the   human   and   financial   resources   of   the discipline. University   and   college   administrators   should   alter   reward   structures   for   academic geographers   to   encourage,   recognize,   and   reinforce   certain   categories   of   professional   activity   that   are sometimes   underrated.To   encourage   implementation   of   these   recommendations:   Geographic   and related   organisations   should    work   together   to   develop   and   execute   a   plan    to   implement   the recommendations  in  this  department. Lastly,   it   should   be   mentioned,   however,   that   geography   being   a   multi ­dimensional   subject   that   is,   it encompasses   several   subjects  or  disciplines. The  case  of  History,  History  and  History  Teaching   play  an importan t   role   in   developing   national   identity.Against   the   background   of   ethnic,   cultural   and   national conflicts   in   South   Eastern   Europe   history    teaching   was   often   used   as   a   tool   for   promoting   nationalistic ideologies. History   textbooks   have,   in   many   cases,   been   dominated   by  biased  historical  interpretations. Sensitive   historical   issues   and   groups,   such   as   the   history   of   social   and   ethnic   minorities,   the   history   of neighbouring   countries   have   often   been   excluded   from   the   textbooks.Therefore,   history   education   in South   Eastern   Europe   has   been   identified   as   a   key   issue   for   the   reconciliation   and   democratisation process   and   thus   for   long ­term    stability  in   the  region  by  many  key  actors  at  expert  and  political  level(De Blij,  1993). In   conclusion,   it   is   a   matter   of    concern   that   the   majority   of   students   in   the   school   complete   their geographical   education   at   a  young  age. They  are  normally  given  the  chance  to  choose  the  subjects  to  be studied   in   order   to   acquire   their   certificate   at   the   end   of   their   first   year   of   post ­primary   education.It   is usually   5 ­8  subjects  inclusive  of  English. It  is  reported  by  school  management  that  appropriate  guidance and   consultation   with   parents   informs   this   choice   process,   it   is   of   concern   that   subject   choices  made  at such   an   early   stage  in  post ­primary  education   could  have  a  significant  impact   on   subject  choice  at  senior cycle   and   on   career   paths   or   access   to   third ­level  education. It  is,  therefore,  recommended  that  school management   consider   restructuring   the   curriculum   at   junior   cycle   to   widen   the  range  of  core  subjects  to include   Geography.In    the   case   of   Malawi,   English   is   a   compulsory   subject   of   all   students   to   Junior Certificate  level. REFERENCES De  Blij,  H. J. (1993). Human  Geography:  Culture,  Society,  and  Space. (4th  Ed. ). Singapore:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  John  Willey  . The  World  book  Encyclopedia(2001) â€Å"The_History_of_Geography_&_its_importance. †Ã‚  123HelpMe. com. 11  Apr  2012  . Sheila   L. C. (2004). Glo balization   and   Belonging:   The   Politics   of   Identity   in   a   Changing World. Boston:  Rowman  .

IT Project Implementation Failures

Before an IT project can begin, the acquisition process must be successful. Once the implementation process beings, however; many things can start to go wrong because there are many factors and people involved that may not work together. Although the acquisition process is very stressful and important too, the implementation of planning a project and choosing the right team to do the job is not always as easy as it sounds. As hard as it may be to effectively navigate through these potential failures, project failures such as the ones illustrated in the case study, Memorial Health System CPOE Implementation, can be evaded. At the beginning of the implementation process, Fred Dryer and Joe Roberts agreed and established a plan to get the CPOE system effectively enough for the staff and other employees to use. Stakeholders did not agree with Dryer and Roberts that this system would be meaningful and eventually disagreed with them. This must be a common problem with the implementation process, because it is very difficult to get so many people to work together cohesively. The organization undergoing the IT process must be a cohesive unit in believing in the project as well as being on the same page about what needs to happen. Since the stakeholders have too much power in the process, Roberts and Dryer left the project. The other project failure demonstrates the difficulty of choosing the right team members and management personnel to effectively run the project. The interim CIO, Melvin Sparks, was, to put it mildly, the wrong person for the job. He illustrated many of the project failures. He was unable to effectively communicate with his staff, made decisions that negatively affected the project and ultimately committed a huge mistake by changing the scope of the project during the implementation process. The project manager in the case study was yelled at to give good news or no news at all to Sparks. Not only is it completely inappropriate for CIO to yell at staff, but communication is integral in the implementation process, whether it is good news or bad. Changing the scope of the project during the implementation process creates chaos. A good acquisition process will create an environment where large deviations from the initial project scope are not accepted. Another vital problem in the case study was the lack of testing done on the system. Testing assures the team of the functionality as well as the problems that may arise from the system, and gives time to fix it. Sparks created no confidence in the team and showed none in the initial project. Conclusion: The case study’s project failures could have probably been avoided. The main job of the implementation team, besides implementing the project, should be to create a strong team with strong management and staff. Without this backbone, the process is doomed from the start. There are steps and procedures that can be implemented in order to avoid these types of failures in the future. I would recommend cross-training between management to insure everyone knows what steps to take in order to have a successful IT project. It Project Implementation Failures IT Project Implementation Failures Barbara Ratcliff HCS/483 March 16, 2013 Donna Lee Lewis IT Project Implementation Failures Introduction Memorial Health System is an eight-hospital integrated health care system. The Memorial Health System implemented an IT system which failed. When an organization implements an IT system every one of its employees needs to be on the same page. This includes the stakeholders, CEOs and managers. When an organization has made the decision to implement an IT system it is important for the organization to have an IT staff that knows how to work with the system.When the organization that is implementing the system does not have the IT staff properly trained then the system could fail. This is main reason that the Memorial Health System implementation failed. Why the process failed In this case Memorial Health Care system failed. Four years ago the board of directors of Memorial Health Care Systems agreed to a multi-million dollar implementation of an org anizational clinician provider order entry system (CPOE) that would reduce the medical errors within the organization. Since the implementation four years ago the system is still not totally functioning.The system is only working fully for one out of the eight hospitals within the organization. Fred Dryer (CEO) and Joe Roberts (CIO) were in charge of the project. Even with some of the stakeholders not sure of this the go ahead was given. There were others complaining that the new system would double the workloads. In an effort to prove their timeline could be met Dryers and Roberts rushed the requirement analysis, had a RFP issued, selected a vendor, and signed the contract in just six months leaving 12 months to do the implementation of the IT system.It was a short time after that the two leads on the project Dryers and Roberts left the organization. The then chief medical officer, Barbara Lu was made CEO and put in charge of the implementation even though she was opposed to it. Th e board of directors still supported the project and did not want to lose the large down payment to the vendor so Lu was instructed to proceed with the implementation of the system. Dr. Melvin Sparks was appointed CIO of the system and hired Sally Martin as project manager. In working on the project Sparks and martin had an argument which caused a breakdown in communication.When the project launched it was obvious what the analysis missed, that the software was flawed and user-end training was not done. Doctors could not sign in to the system and the nurses could not enter the doctor’s orders. The patient ended up waiting for tests and their medications. What should be done different? The process should not have been rushed to ensure that the requirement analysis was through and that important steps were not missed. Some of the missing steps were training of the user staff, the cost of the whole project and the time frame of the project.The staff should have had more complete training for using the system. The cost should have been better explained so the organization could budget for all the costs. The time frame needed to be realistic not rushed. Conclusion All in all, this implementation of the system failed due to the rushed requirement analysis the lack of training for the staff using the system, and the lack of communication during the implementation of the system. It did not help that the key project managers changed during the process of implementing the system. The end result is that only one out of eight hospitals is using the system. It Project Implementation Failures IT Project Implementation Failures Barbara Ratcliff HCS/483 March 16, 2013 Donna Lee Lewis IT Project Implementation Failures Introduction Memorial Health System is an eight-hospital integrated health care system. The Memorial Health System implemented an IT system which failed. When an organization implements an IT system every one of its employees needs to be on the same page. This includes the stakeholders, CEOs and managers. When an organization has made the decision to implement an IT system it is important for the organization to have an IT staff that knows how to work with the system.When the organization that is implementing the system does not have the IT staff properly trained then the system could fail. This is main reason that the Memorial Health System implementation failed. Why the process failed In this case Memorial Health Care system failed. Four years ago the board of directors of Memorial Health Care Systems agreed to a multi-million dollar implementation of an org anizational clinician provider order entry system (CPOE) that would reduce the medical errors within the organization. Since the implementation four years ago the system is still not totally functioning.The system is only working fully for one out of the eight hospitals within the organization. Fred Dryer (CEO) and Joe Roberts (CIO) were in charge of the project. Even with some of the stakeholders not sure of this the go ahead was given. There were others complaining that the new system would double the workloads. In an effort to prove their timeline could be met Dryers and Roberts rushed the requirement analysis, had a RFP issued, selected a vendor, and signed the contract in just six months leaving 12 months to do the implementation of the IT system.It was a short time after that the two leads on the project Dryers and Roberts left the organization. The then chief medical officer, Barbara Lu was made CEO and put in charge of the implementation even though she was opposed to it. Th e board of directors still supported the project and did not want to lose the large down payment to the vendor so Lu was instructed to proceed with the implementation of the system. Dr. Melvin Sparks was appointed CIO of the system and hired Sally Martin as project manager. In working on the project Sparks and martin had an argument which caused a breakdown in communication.When the project launched it was obvious what the analysis missed, that the software was flawed and user-end training was not done. Doctors could not sign in to the system and the nurses could not enter the doctor’s orders. The patient ended up waiting for tests and their medications. What should be done different? The process should not have been rushed to ensure that the requirement analysis was through and that important steps were not missed. Some of the missing steps were training of the user staff, the cost of the whole project and the time frame of the project.The staff should have had more complete training for using the system. The cost should have been better explained so the organization could budget for all the costs. The time frame needed to be realistic not rushed. Conclusion All in all, this implementation of the system failed due to the rushed requirement analysis the lack of training for the staff using the system, and the lack of communication during the implementation of the system. It did not help that the key project managers changed during the process of implementing the system. The end result is that only one out of eight hospitals is using the system.

What Is the PSAT 10 Complete Guide

What Is the PSAT 10 Complete Guide SAT / ACT Prep Online Guides and Tips Most high school students have heard of the PSAT NMSQT- aka the practice SAT that doubles as a qualifying exam for the National Merit competition. Fewer have heard of the PSAT 10, which is a version of the PSAT designed specifically for sophomores. What exactly is the PSAT 10, and why should you consider taking it? Learn all about it here. What Is the PSAT 10? The PSAT 10 is a practice SAT exam that debuted in the 2015-16 school year. It is aligned to the SAT,meaning it has similar question types and the same Reading, Writing, and Math sections. Its scores are based ona total scale of 320-1520. Unlike the SAT, which is designed for juniors and seniors, the PSAT 10 is designed specifically for sophomores in high school. As a result, its questions are not as difficult as those on the SAT. It's essential to know that the PSAT 10 is the same test as the PSAT/NMSQT, which is designed for both sophomores and juniors.In other words, all questions, sections, and time limits are the same for these two tests. So why do these exams have different names then? Here are the two major differences between the PSAT 10 and PSAT/NMSQT: The PSAT 10 is offered at a different time than the PSAT/NMSQT is: While the PSAT 10 is offeredonce a year to sophomores in the spring, the PSAT/NMSQT is offered once a year in the fall.School districts can choose when to administer the PSAT 10. This year, it must be between February 25 and March 29, 2019, or April 1 and April 26, 2019. The PSAT 10 doesnotqualify you for National Merit as the PSAT/NMSQT does: Even if you get a really highscore on it, don't expect to win any scholarships or awards. It's just an SAT practice test- that's it! What Is the PSAT/NMSQT? As stated above, the PSAT NMSQT is, content-wise, the same test as the PSAT 10. Like the PSAT 10, the PSAT/NMSQT is a practice SAT exam and is thus highly similar to the SAT.However, since the PSAT NMSQT is designed specifically for sophomores and juniors in high school, it's not nearly as difficult as the SAT is. We’ll explore the different difficulty levels in detail below. The PSAT NMSQT can qualify you for the National Merit competition but only ifyou take it as a junior and get a high enough scoreon it. While sophomores may take this test, too, they're not eligible for National Merit, no matter how high their scores might be. Finally,the PSAT NMSQT is offered only in the fall, typically in October. This year, the test will be held on Wednesday, October 10, 2018; there will also be a Saturday option on October 13, and an alternate date on Wednesday, October 24. Want to get a head start on the PSAT NMQST? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Timing and Scoring of the PSAT 10 The PSAT 10 is two hours and 45 minutes long, the same length as the PSAT NMSQT. Here are the details of each test section: PSAT Section Total Time # of Questions Reading 60 minutes 47 Writing and Language 35 minutes 44 Math 70 minutes 48 Even though there are more Reading and Writing questions than there are Math questions, Math is worth half your total score,between 160 and 760 points. Reading and Writing are combined to give you a single Evidence-Based Reading and Writing (EBRW) section score, also between 160 and 760 points. Therefore, the PSAT 10 is scored between 320 and 1520 (160–760 each for Math and EBRW). Score scale for the SAT, PSAT NMSQT, PSAT 10, and PSAT 8/9, via the College Board. This puts the PSAT 10 and the PSAT/NMSQT on a similar scale as the SAT, which is scored between 400 and 1600 (200 and 800 for Math and EBRW, respectively). The idea behind these similar scoring systems is that the PSAT can be used to predict your score on the SAT; however, it can't predict an exact score since the SAT is a more difficult test. This is why the scoring scales don’t match up exactly. What Does the PSAT 10 Test? The content and format of the PSAT 10 is identical to that of the PSAT/NMSQT and very similar to that of the SAT. The only major difference is that the PSAT 10 is shorter than the SAT is, and its questions do not get as difficult since they're designed for students at the sophomore level. Fortunately, the College Board offers specific guidelines as to how the PSAT differs from the SAT, primarily in terms of difficulty and content.We will summarize this information by section to give you an idea of what to expect on the PSAT 10. PSAT 10 Reading Section All questions in the PSAT 10 Reading section are multiple choice and based on passages.You'll have 60 minutes to answer 47 questions. Read below for more on what the passages are like and how difficult the questions are. What Are the Passages Like? The Reading section passages are drawn from American and world literature, history/social studies articles, and science articles. You'll get four passages and a set of paired passages for which you'll be asked to compare them. Some passages include informational graphics, such as charts, graphs, and tables, and it’s your job to be able to break those down and interpret them accurately. In other words, the Reading section goes beyond your basic "read the passage, answer the questions" standardized test. According to the College Board's comparison of the PSAT and SAT Reading tests, both sections cover text levelsfrom 9th grade to 10th grade,as well as some postsecondary, or college-level, texts.In addition, the difficulty of the graphical representations are deemed "somewhat challenging to challenging" for both the PSAT and SAT. So what does all of this mean? While the difficulty of Reading passages are generally the same for both tests,the total number of words in these passages differs. The SAT contains 3,250 words total in its passages, whereas the PSAT contains just 3,000 words total. What Are the Questions Like? Both the SAT and PSAT emphasize the following skills, or subscores, in their Reading sections: Analysis in history/social studies passages Analysis in science passages Interpretation of words in context Command of evidence Analysis of history/social studies and analysis of science mean that you'll have to analyze patterns in the writing and choose answers explaining how and why certain phenomena are true. Interpretation of words in context means that you'll be asked to define a word’s meaning given its context in the passage.Note that you won’t be asked obscure vocab questions. Finally, command of evidence tests your ability to identify parts or words in a passage that support or give evidence for specific claims, conclusions, and/or interpretations. Take a look at theofficial PSAT example question below to get an idea of what a PSAT 10 Reading question looks like. Notice how the emphasis is on what the sentence means in the context of the passage (not shown): PSAT 10 Writing Section For the PSAT 10 Writing section, you will also be working with passages. But for these questions, you'll be put in the role of an editor who is improving a passage. Like the PSAT 10 Reading section, all questions are multiple choice.You'll have 35 minutes to answer 44 questions. What Are the Passages Like? Passages on the PSAT 10 Writing section are either arguments, informative/explanatory texts or nonfiction narratives. They address topics related to careers, history/social studies, science, and the humanities. Some passages come with informational graphics, such as charts, graphs, and tables. Passages are long and require you to answer questions about the whole passage’s organization and meaning. However,there is also more fine-grained editing. For example, you might have to determine the correct placement of a comma in part of a sentence. The texts vary in complexity, from those found in high school classes to college-level. Again, the PSAT 10 covers a very similar variety of texts as those on the SAT Writing section. What Are the Questions Like? Just like on the Reading section, the Writing questions will emphasize the following four subscores: Analysis in history/social studies passages Analysis in science passages Interpretation of words in context Command of evidence Moreover, two other subscores calledexpression of ideas (i.e., topic development, organization, and rhetorical effectiveness) and standard English conventions will be tested. What these mean is that in addition to analyzing passages’ meanings, you'll also have to correct their content on a technical level. Check out the two official sample PSAT Writing questions below: PSAT 10 Math Section For the PSAT Math section, you'll get 70 minutes to answer 48 questions.Most questions will be multiple choice, but there are some student-produced (grid-in) responses;these account for about 17% of Math questions. Like the SAT Math section, the PSAT Math section is divided into two parts: a No Calculator Math Test, for which use of a calculator is not permitted, and a Calculator Math Test, for which use of a calculator is permitted. Note that you will get grid-ins on each subsection. Here is a brief overview of each Math subsection: PSAT 10 Math Subsection Total Time # of Questions No Calculator 25 minutes 17 Calculator 45 minutes 31 The emphasis in the Math section is on problem solving, modeling, using appropriate tools strategically, and recognizing and using algebraic structures. In practice, this means more story/situation problems than the old SAT/PSAT had. Pre-algebra, algebra, geometry, basic statistics, and trigonometry are all tested on the SAT. As the College Board notes,the PSAT 10 generally contains fewer advanced algebra, geometry, and trig questions.That said, you can still expect a pretty thorough test of pre-algebra, basic algebra, and basic statistics. Below are two official PSAT Math questions. The first is from the No Calculator subsection, and the second is from the Calculator subsection: Should You Take the PSAT 10 or the PSAT NMSQT? Now that you understand what the similarities and differences are between the PSAT 10 and PSAT NMSQT, which test should you take? Below, we give you a few key tips to help you decide whether to take the PSAT 10 or the PSAT NMSQT: As a junior, you should definitely take the PSAT/NMSQT.Doing this will give you a shot to qualify for the National Merit competition should you score high enough for it; you'll also get the most rigorous practice for the SAT. As a sophomore, you can take either test, depending on your goals.However, if you have your heart set on getting a National Merit Scholarship, then it's best to take the PSAT/NMSQT as a sophomore (possibly in addition to the PSAT 10 if you want even more practice). Though you can’t qualify for National Merit as a 10th grader, youcan get in some helpful practice and learn exactly how difficult the exam is. You’ll also start more rigorous SAT practice early. If you’re a freshman or younger, consider taking the PSAT 8/9- yet another version of the PSAT specifically designed for older middle school students in (you guessed it!) the eighth and ninth grades. The PSAT 8/9 will introduce you to SAT-type questions without overwhelming you with difficult content. What’s Next? Get a complete guide to the SATandthe PSATso you can understand how to prep for these two important tests and what you'll need to know to do well on them. Not sure exactly when you should aim to take the SAT? Get an answer to that question here. What exactly is National Merit? Learn more about the program here and then get tips onhow to win the scholarship. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Personality Traits and Study Habits

Personality Traits and Study Habits We all like to take tests that tell us something about ourselves. There are many assessment tools available online that are based on Carl Jungs and Isabel Briggs Myers typology assessments. These tests can tell you a little more about your personality and personal preferences, and may provide insight into how to make the most of your study time. The widely-recognized and popular Jung and Briggs Myers typology tests are used by professionals in the workplace quite often to determine how and why people work, but also how individuals work together. This information can be valuable for students, as well. The results of the typology test are a set of specific letters that represent personality types. The sixteen possible combinations include variations of the letters I for introversion, E for extroversion, S for sensing, N for intuition, T for thinking, F for feeling, J for judging, and P for perceiving. For example, if you are an ISTJ type, you are an introvert, sensing, thinking, judging person. Please note: These words will mean something different from your traditional understanding. Dont be surprised or offended if they dont seem to fit. Just read the descriptions of the traits. Your Traits and Your Study Habits Individual traits make you special, and your special traits affect how you study, work with others, read, and write. The traits listed below, as well as the comments that follow, may shed some light on the way you study and complete your homework tasks. Extroversion If you are an extrovert, you tend to be comfortable in a group setting. You should not have trouble finding a study partner or working in groups, but you might experience a personality clash with another group member. If you are too outgoing, you could rub somebody the wrong way. Keep that enthusiasm in check. You might tend to skip over parts of a textbook that are boring to you. This can be dangerous. Slow down and re-read things if you realize youre skimming over parts. Take the time to plan any essays that you write. You will want to jump in and write without an outline. It will be a struggle, but you will need to plan more before jumping into a project. Introversion Introverts can be less comfortable when it comes to speaking in class or working in groups. If this sounds like you, just remember this: introverts are experts at analyzing and reporting. You will have great things to say because you will take the time to ponder and analyze things. The fact that you are making a good contribution and you tend to over-prepare should bring you comfort and make you more relaxed. Every group needs a thoughtful introvert to keep them on track. You tend to be more of a planner, so your writing is normally pretty organized. As for reading, you may tend to get stuck on a concept you dont understand. Your brain will want to stop and process. This just means you should take extra time for reading. It also means that your comprehension is likely above average. Sensing The sensing individual is comfortable with physical facts. If you are a sensing personality, you are good at putting puzzle pieces together, which is a good trait to have when conducting research. Sensing individuals trust concrete evidence, but they are skeptical of things that cant be easily proven. This makes some disciplines more challenging when results and conclusions are based on feelings and impressions. Literature analysis is an example of a subject that might challenge a sensing person. Intuition A person with intuition as a trait tends to interpret things based on the emotions they evoke. For example, the intuitive student will be comfortable writing a character analysis because personality traits become evident through the feelings they give us. Stingy, creepy, warm, and childish are personality traits that an intuitive could identify with little effort. An extreme intuitive may be more comfortable in a literature or art class than in a science class. But intuition is valuable in any course. Thinking The terms thinking and feeling in the Jung typology system have to do with the things you consider most when making a decision. Thinkers tend to focus on facts without letting their own personal feelings impact their decisions. For example, a thinker who is required to write about the death penalty will consider the statistical data about crime deterrents instead of considering the emotional toll of the crime. The thinker would not tend to consider the impact of a crime on family members as much as a feeler. If you are a thinker writing an argument essay, it might be worthwhile to stretch outside your comfort zone to focus on feelings a little more. Feeler Feelers can make decisions based on emotions, and this can be dangerous when it comes to proving a point in a debate or a research paper. Feelers may find statistics to be boring, but they must overcome the urge to argue or debate on emotional appeal alone- data and evidence are important. Extreme feelers will be excellent at writing response papers and art reviews. They may be challenged when writing science project process papers.

A Pictogram Is Worth a Thousand Translations Essay

A Pictogram Is Worth a Thousand Translations - Essay Example ticular personalities concerned are implementing ways to make fingerprinting, among other equally not-so-harmless requirements, a more pleasant and comfortable experience for people who are not very familiar with it. For example, pictures and symbols have replaced textual instructions in posters and signages found throughout international airports. In addition, such activities are also being standardized by the agencies concerned so that international travelers will go through the same procedure in every country. As somebody who frequents airports, it is certainly daunting on my part to have to go through certain â€Å"security measures† before granted passage. These requirements, especially if existing only in selected airports, makes me feel more uncomfortable rather than more secure. Add to this the fact that some security personnel do not even take the time to explain the necessity of the procedures being done. It may also be embarrassing to have to perform a particular security check and end up doing it correctly because no clear instructions were provided in the first place. With that, I think the efforts to make international airports more culturally sensitive are commendable. The use of symbols and pictures as part of the instructions is definitely a welcome change because these symbols are more universally understood than, say, the English language. It should also be noted that such a move be done not only in international airports but also in other places with a high traffic of international personalities such as supermarkets, parks, and schools. The move to make prints adhere to a uniform standard that is the same on a global scale is another pleasant piece of news. One should realize the fact that threats to one’s security no longer just come from one’s immediate community but from an international scale as well. With the standardization of fingerprinting, coordination among different countries will be much easier to accomplish. Overall, the

The Strategies Used By Fitness First To Build and Sustain Competitive Essay

The Strategies Used By Fitness First To Build and Sustain Competitive Advantage - Essay Example It is evidently clear from the discussion that established in 1993, Fitness First has grown significantly through pricing strategies that outperform or are generically more attractive to consumers both price-sensitive and those looking for more value for their money. Whilst other competition position on quality, reputation or innovation, Fitness First has gained positive ground by appealing to the budgetary needs of its many target consumers. Fitness First maintains many weaknesses, most of which are related to marketing and promotional development, lack of a cohesive organizational culture, and an inability to remove supplier and buyer power in the market. Fitness First maintained losses in 2010 and 2011, indicating a problem with operational costs that continue to outpace revenue production. As such, in this highly competitive industry, marketing becomes a critical function for the company if it is to be sustainable into the future. Despite these weaknesses, strengths associated wi th proper celebrity endorsements and effective diversification of existing products and services to extend the life cycle of its offerings tend to offset some of the aforementioned weaknesses. It is recommended that Fitness First conduct ample market research to align service and product with changing consumer needs, work to build a more mission-focused organizational culture, and improve marketing prowess with more investment in promotion as a key competitive strategy (brand-building emphasis). Fitness First was launched in 1993 as a single, stand-alone gym in Bournemouth. Through a series of investments, acquisitions, and business model improvements, Fitness First has grown quickly to become one of the largest health club centers in the world. The privately-owned company now boasts over one million members in over 400 Fitness First clubs spread across the globe.