Major Concerns for Canadas Northwestern Territories

To solve the shrinking population and already small population issue the Northwest Territories has decided to look for recruits. The government has come up with a plan to â€Å"attract 2,000 more residents over the next five years, to help grow the territorys economy.† (â€Å"N.W.T. Aims to Attract 2,000 to Territory1†) This plan seems to have very good promise since there is a lot to be attracted to in the Northwest Territories. Aside form the cold temperatures there is a surplus of job opening and offering, there is plenty of land and space, resources have yet to be exploited and as mentioned before there are the northern lights and plenty of adventurous activities. The government hopes that at least 20% of the 2000 residents â€Å"will be students who leave the territory for post-secondary education coming back to live and work.† (â€Å"With Population Shrinking†1) The government also has hopes to â€Å"improve its immigrant nominee program† (â⠂¬Å"With Population Shrinking†1), which will help eliminate fly-in/fly-out workers. The potential for economic growth is very promising. In a time where a good portion of economies are taking a hit, this is the perfect opportunity for people to move and take advantage of the Northwest territories small population and weak economy. Many people struggle to find jobs and if they move there is a good chance they could land their dream job instead of a fall back dream. For example, in the article With Population Shrinking, Canadas N.W.T. Seeks Recruits† from theShow MoreRelatedImpacts of Historical Globalization.6706 Words   |  27 Pagescolonization of the British of what is now Canada. In the 16 and 17 hundreds, the soldiers and sailors of France and England attempted to destroy each other in a long series of wars for international supremacy. Their battlegrounds included the territories of New France and New England where settlers with the help of the Indians were by then trapping, trading, clearing farms and building towns. When the wars reached the New World, settlers on both sides of the conflict quickly affirmed their friendshipRead MoreHistory Grade 10 Exam Review6476 Words   |  26 PagesMussolini * 1922 ïÆ'   took power in Italy * First fascist dictatorship in Europe * Neville Chamberlain: 1937- 1940 * British PM * Warned Hitler England was ready to go to war to prevent Germany from getting more European territory * Winston Churchill: 1940- 1955 * British PM * Asked Canada to send troops for the battle of Hong Kong * Franklin Roosevelt: 1933- 1945 * President of US * Created the New Deal in 1935 * Harry Truman: 1945-Read MoreInternal Terrorism in India5989 Words   |  24 PagesTable of content Introduction 01 Chronology of major incidents 04 †¢ Western india 04 †¢ Jammu and kashmir 05 †¢ Northern and Northwestern India 06 †¢ Northeastern india 10 †¢ South india 13 †¢ Challenges before India’s Internal Security 14 Internal strategy 16 â€Æ' Introduction Internal terrorism has been an ugly scene in India probably for as long as we have known. The independence war saw theRead MoreDiscourse on Aboriginal Health Care7025 Words   |  29 PagesNursing Science MNS 620 Culture and Health Margo deJong Berg The Discourse of On Reserve Housing The substance of this paper will be to discuss the discourse regarding the inequalities facing aboriginal peoples living on reserves in the northwestern corner of Ontario. Inequality is not naturally occurring; poverty is not an innate cultural trait that accumulates at the feet of the marginalized (Schick St.Denis, 2005, p.304). Stephens, Nettleton and Porter stated in the Lancet (2005) â€Å"AboriginalRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesbegin to comprehend the causes and consequences of the Great War that began in 1914. That conflict determined the contours of the twentieth century in myriad ways. On the one hand, the war set in motion transformative processes that were clearly major departures from those that defined the nineteenth-century world order. On the other, it perversely unleashed forces that would undermine Western world dominance and greatly constrict the forces advancing globalization, both of which can be seen

What Makes Elderly People Have Different Tasting Abilities...

What makes elderly people have different tasting abilities versus young people? Why does an individual’s taste in food drastically change, as they get older? Experts in this field of study are still extensively researching these questions. However, many professionals agree that the combination of smell and taste are what causes an individual’s tasting abilities to change significantly as they age. As people age, there is a significant deterioration in their tasting and smelling capabilities. According to the article, â€Å"Aging Changes in the Senses† the number of taste buds decline as a person ages. In addition to the decreasing number of taste buds, the taste buds that do remain shrink in size. This reduction in taste bud number and size†¦show more content†¦As discussed in the article, â€Å"Aging Changes in the Senses†, when a person reaches the age of seventy, there is a dramatic decrease in these nerve endings in the nose resulting in a decline in mucus production by the nose. The purpose of the mucus in the nose is to allow the odors to stay in the nose long enough for the nerve endings to sense the particular odor. These elderly people not being able to sense these odors is detrimental to their tasting abilities, being that the majority of tastes are associated with odors. According to the article, â€Å"Taste and Smell† elderly people need an increased concentration of an element in the environment for them to be able to detect the scent properly compared to young people. This could be a potential threat to the elderly population’s health being that they are less likely to recognize harmful chemicals in the air. In addition, elderly people have been proven to find stronger smells less intense as they age due to these diminished nerve endings in the nose. When a person looses their ability to smell efficiently, this could cause a decrease in the enjoyment they have in food and their ability to distinguish all the different flavors of food, making eating overall more of a struggle for elderly people. Many concepts relevant to this topic are discussed in the article titled, â€Å"Decline in Taste and Odor Discrimination Abilities with Age, and Relationship between Gustation and

Crime And Punishment Essay Research Paper Midnineteenthcentury free essay sample

Crime And Punishment Essay, Research Paper Mid-nineteenth-century Russia is a mass of people and marked by political suppression. It is cursed with hapless life conditions and immorality. The ferociousness of being in the metropolis of St. Petersburg is where we find those who wish to lift above the pandemonium and lunacy of the clip. We find Rodion Raskolinkov, a hapless university pupil who murders a pawnbroker in order to turn out to himself that he is non capable to moral jurisprudence. Raskolinkov, like most of our sort, is isolated from himself, others and from God. In Crime and Punishment Fydor Dostoevsky weaves his ain societal and spiritual positions into this character. Raskolinkov is an extension of Dostoevsky who believes that in order to last the abrasiveness of world we must conform to society, authorization and the Catholic religion. Raskolinkov is a recluse character who is so captive in himself had he grown, so stray from everyone else, that he was really afraid of run intoing anyone at all ( Dostoevsky 33 ) . We will write a custom essay sample on Crime And Punishment Essay Research Paper Midnineteenthcentury or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dostoevsky portrays him so since he wishes to overstate us as human existences. We tend to acquire so engrossed in ourselves in our mundane lives that we tend to segregate ourselves from society. Raskolinkov doesn T attention for anything or anyone and does non experience initial compunction after killing the pawnbroker and her sister. Raskolinkov tries to warrant his purposes by stating that if one were to kill her and take her money, in order with its aid to give oneself to mankind and the common cause: what do you think- wouldn T one petit larceny small offense like that be atoned for by all those 1000s of good workss? ( Dostoevsky 101 ) His transmutation from an unconcerned adult male to a contrite one is symbolic of our society and how any wrongs that we may perpetrate are redeemable. His agony ( Dostoevsky 27 ) is his repentance. The important figures in the novel are shown as insolent and incapable. The constabulary are unable to catch the slayer, hence giving Raskolinkov a h igh quality composite. Dostoevsky himself was arrested along with a group of 20 others with whom he had been analyzing Gallic socialist theories ( Comptons Dostoevsky ) This can be associated with Raskolinkov s feelings against the jurisprudence. He begins to shout ( Dostoevsky 138 ) at a lieutenant in the constabulary station, after wrongfull y killing two guiltless adult females, blatantly mocking the jurisprudence. This ulterior alterations when we are introduced to Porfiry Petrovich ( Dostoevsky 301 ) the research worker of the slaying and subsequently the capturer of Raskolinkov. This shows how, although there is insufficiency in the jurisprudence, it must non be abused. All who commit offense are capable to the Torahs forged by society. Dostoevsky notes that the jurisprudence is pertinent to our society and no affair how unfair, it must be abided by. Without order we are unable to populate in a productive society and we hence contribute to our inevitable death. Religion is a large factor refering our society. Its nature and importance in our lives can be debated to the acrimonious terminal. Dostoevsky believes faith is pertinent for the salvation of our society. Raskolinkov, in the beginning of the novel, is far from being a Devout adult male. He is unable to hold on the construct of faith in his life. After squealing his slaying and get downing his gradual penitence to society in prison, Raskolinkov had under his pillow ( Dostoevsky 630 ) a transcript of the New Testament. Mechanically, he took it out. This book was hers, was the same one from which she had read to him of the elevation of Lazarus ( Dostoevsky 630 ) When Dostoevsky was imprisoned he read and reread the New Testament, the lone book he had built an irrevokable bond with. Dostoevsky identified Christ as being with the common people of Russia ( Comptons Dostoevsky ) . The narrative of Lazarus itself is one of metempsychosis and salvation, hence is metaphorical for Raskolinkov s state of affairs. Dostoevsky is stating us that in our lives if we do non hold God, we do non hold substance or significance. Raskolinkov is declarative of society and ourselves. He is bigger than life, thereby enabling us to clearly acknowledge our ain insufficiencies. We tend to scoff authorization, society and faith in our lives. It is these mistakes that divide us as a people. We must recognize that we are non the lone 1s in society and interrupt free of our indifferences. By esteeming authorization in our lives we are able to happen order in our substance. By welcoming the idea of God in our being we are able to make full a nothingness in our psyches. Dostoevsky admits that the universe may be bitter and that the lone manner we may last is if we develop together as a society.

Physics in Roller Coasters free essay sample

Physics in Roller Coasters There is a lot of Physics in a roller coaster. It contains a lot of potential and kinetic energy, and also centripetal force. All of these factors will define how the roller coaster really works. As we all know, or some of us know, roller coasters doesn’t use engine to operate the ride. It depends on converting potential energy into kinetic energy. Cars will need a certain amount of pull or push to reach a certain peek of the track.Upon reaching the peak, the energy used to pull up the cars will be converted as kinetic energy to push the train enough not only to slide down, but to also to go fast enough follow through and finish the track. A roller coaster must have the kinetic energy after descending the first hill or peak or else it will result into a â€Å"roll back† where in the train goes back into its launching place for re-launch. We will write a custom essay sample on Physics in Roller Coasters or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Physics in Roller Coasters is centripetal force.It is applied in the roller coasters whenever it enters a loop stage. During a loop stage, you will never have this feeling of falling down or moving away from the chair and the reason to that can be explained by centripetal force. During the loop, the cart is forced inwards the circle or towards what’s called the centre of the rotation. The train follows the curved path and because of the centripetal force, it prevents moving objects from exiting the curve and pushes them towards the centre of the rotation.

Free Essays on Steve Hawking

Dr. Stephen Hawking has been considered to be more brilliant then Einstein. Dr. Hawking was born on January 8 1942 in Oxford, England on the 300th anniversary of Galileo’s death. Is this a coincidence? After his studies at St. Albans School, he attended University College, Oxford. He wanted to study Mathematics, but because it was unavailable at Oxford, he concentrated on Physics and earned a degree in Natural Science three years later. Stephen went on to Cambridge to do research in Cosmology. After attaining his Ph.D., he became a Professorial Fellow at Gonville and Caius College. He left the Institute of Astronomy to become a professor at the Department of Applied Mathematics and Theoretical Physics at Cambridge. He has held the post of Lacasian Professor of Mathematics since 1979. In the early 1960’s, Stephen Hawking was diagnosed with the dreadful disease Amyotrophic Lateral Sclerosis (A.L.S.), an incurable degenerative neuromuscular disease, also known as Lou Gerhi g’s Disease. He has been paralyzed unable to use every muscle in his body. The only muscles he has use of are those around his eyes. This explains why Hawking has become a theoretician rather than a â€Å"hands-on† scientist. He spends hour after hour in his wheelchair pondering complex ideas and formulating mind bobbling equations in his head. Dr. Hawking’s work is primarily in the field of general relativity and in particular on the physics of black holes. He uses his theory on the origin of black holes to help explain the creation of the universe. In 1971 he suggested the formation (following the big bang), of numerous objects containing as much as 1,000,000,000 tons of mass but occupying only the space of a proton. These objects, called mini- black holes, are unique in that because of their immense mass and gravity, they are ruled by the laws if relativity, while their minute size requires that the laws of quantum mechanics apply to them also. In 1974, Hawk... Free Essays on Steve Hawking Free Essays on Steve Hawking Dr. Stephen Hawking has been considered to be more brilliant then Einstein. Dr. Hawking was born on January 8 1942 in Oxford, England on the 300th anniversary of Galileo’s death. Is this a coincidence? After his studies at St. Albans School, he attended University College, Oxford. He wanted to study Mathematics, but because it was unavailable at Oxford, he concentrated on Physics and earned a degree in Natural Science three years later. Stephen went on to Cambridge to do research in Cosmology. After attaining his Ph.D., he became a Professorial Fellow at Gonville and Caius College. He left the Institute of Astronomy to become a professor at the Department of Applied Mathematics and Theoretical Physics at Cambridge. He has held the post of Lacasian Professor of Mathematics since 1979. In the early 1960’s, Stephen Hawking was diagnosed with the dreadful disease Amyotrophic Lateral Sclerosis (A.L.S.), an incurable degenerative neuromuscular disease, also known as Lou Gerhi g’s Disease. He has been paralyzed unable to use every muscle in his body. The only muscles he has use of are those around his eyes. This explains why Hawking has become a theoretician rather than a â€Å"hands-on† scientist. He spends hour after hour in his wheelchair pondering complex ideas and formulating mind bobbling equations in his head. Dr. Hawking’s work is primarily in the field of general relativity and in particular on the physics of black holes. He uses his theory on the origin of black holes to help explain the creation of the universe. In 1971 he suggested the formation (following the big bang), of numerous objects containing as much as 1,000,000,000 tons of mass but occupying only the space of a proton. These objects, called mini- black holes, are unique in that because of their immense mass and gravity, they are ruled by the laws if relativity, while their minute size requires that the laws of quantum mechanics apply to them also. In 1974, Hawk...

Diapause - Definition of the Term Diapause

Diapause - Definition of the Term Diapause Diapause is a period of suspended or arrested development during an insects life cycle. Insect diapause is usually triggered by environmental cues, like changes in daylight, temperature, or food availability. Diapause may occur in any life cycle stage – embryonic, larval, pupal, or adult – depending on the insect species. Insects inhabit every continent on Earth, from the frozen Antarctic to the balmy tropics. They live on mountaintops, in deserts, and even in the oceans. They survive frigid winters and summer droughts. How do insects survive such extreme environmental conditions? Â  For many insects, the answer is diapause. When things get tough, they take a break. Diapause is a predetermined period of dormancy, meaning its genetically programmed and involves adaptive physiological changes. Environmental cues arent the cause of diapause, but they may control when diapause begins and ends. Quiescence, in contrast, is a period of slowed development that is triggered directly by environmental conditions, and that ends when favorable conditions return. Types of Diapause Diapause can be either obligatory or facultative: Insects with obligatory diapause will undergo this period of arrested development at the predetermined point in their life cycle, regardless of the environmental conditions. Diapause occurs in every generation. Obligatory diapause is most often associated with univoltine insects, meaning insects that have one generation per year.Insects with facultative diapause undergo a period of suspended development only when conditions require it for survival. Facultative diapause is found in most insects and is associated with bivoltine (two generations per year) or multivoltine insects (more than two generations per year). Additionally, some insects undergo reproductive diapause, which is a suspension of reproductive functions in adult insects. The best example of reproductive diapause is the monarch butterfly in North America. The migrant generation of late summer and fall goes into a state of reproductive diapause in preparation for the long journey to Mexico. Environmental Factors That Trigger Diapause Diapause in insects is induced or terminated in response to environmental cues. These cues may include changes in the length of daylight, temperature, food quality and availability, moisture, pH, and others. Â  No single cue solely determines the start or end of diapause. Their combined influence, along with programmed genetic factors, controls diapause. Photoperiod – A photoperiod is the alternating phases of light and dark in the day. Seasonal changes to the photoperiod (such as shorter days as winter approaches) cue the start or end of diapause for many insects. Photoperiod is the most importantTemperature – Along with photoperiod, changes in temperature (such as an extreme cold spell) can influence the start or end of diapause. The thermoperiod, alternating phases of cooler and warmer temperatures, also influences diapause. Some insects require specific thermal cues to end the diapause phase. For example, the woolly bear caterpillar must endure a period of chilling to trigger the end of diapause and continuation of the life cycle.Food – As the growing season ends, the diminishing quality of their food sources may help trigger a diapause phase in an insect species. As potato plants and other hosts turn brown and dry, for example, Colorado potato beetle adults will enter a state of diapause. Â   Sources: Encyclopedia of Entomology, 2nd edition, edited by John L. Capinera.Borror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. Johnson.The Insects: An Outline of Entomology, by P. J. Gullan and P. S. Cranston.Biology of Arthropoda, by D. R. Khanna.Developmental Biology, 10th edition, by Scott F. Gilbert.

Self awareness assignment Essay Example | Topics and Well Written Essays - 1500 words - 1

Self awareness assignment - Essay Example Oakes et a defined self-esteem as â€Å"emphasize efective self-regard . . . feeling of affection toward neself (779). Others define it as an overall judgment one makes about one’s worth as a person. But regardless how it is defined, self esteem includes affective and cognitive components. â€Å"High self esteem people feel good about themselves and think they have many positive qualities† (779). On the reverse, low self-esteem people hold ambivalent feelings toward themselves and are less certain that they have many certain positive qualities (Baumeister, Tice & Hutton, 1989 qtd in Oakes et al 779). To this, Anjala and Worthen added the specifics of body image and self image which comprises self-esteem (90) Inferring from these definitions in setting up a SMART Goal in developing my self esteem, I will initially target a 20% increase in positive self esteem, progressing to 40% in the second week, 60% in the third week and 80% increase in self-esteem the fourth week of assessing the development of my self-esteem. The SMART Goal is effective because it is grounded on reality and the parameters were conservative. It is not an overly optimistic goal that is difficult to achieve that would make one eventually abandon the plan. Rather, it is composed of step by step plan that only requires realistic efforts that could be done consistently. Inferring from the definition of Oakes et al and and Anjala, I will categorize the componenets of self esteem as internal and external. Internal are those whom Oakes said to feel good about myself and which is triggered by a positive stimuli that helps us cope positively with the challenges of life(Tariq 23). To achieve these goals I will engage in activities that are consistent with the internal and external components about self esteem. With regard to the internal factor of feeling good about myself, I will begin making more friends and spending more time with family

Teaching Special Groups Coursework Example | Topics and Well Written Essays - 2000 words

Teaching Special Groups - Coursework Example Tutor Signature: Date: Table of Contents Table of Contents 3 Task 1 4 Task 2 5 Task 3 6 Task 4 7 Task 5 8 Task 6 9 Task 7 11 References 12 Task 1 List the different categories of beginner students, giving a brief explanation of each: Answer 1: There are different categories of beginners students, this includes: The absolute beginner’s students are those who do not have any knowledge of English language. This may include the small children’s, students from abroad or people speaking language other than English (Davison and Dowson 2003). The false beginners are those who have a little knowledge of the English language as they were previously thought English, but do not have proper knowledge. As they are only able to make few simple structures in English language. The adult beginners are those who can have made their own decision related to learning English language and are highly motivated for learning it (Davison and Dowson 2003). The young beginners are those who are una ware of the benefits of learning English and also lack motivation as they just have made the choice to learn the subject. These learners are fast and grab the language more easily than the adult beginners. Beginners devoid of Roman alphabet: These students need a lot of personal attention and also need a lot of initial working on their basic skills related to the literacy. They also require a lot of reading and writing exercises for making them learn the language (Davison and Dowson 2003). Task 2 How would you as a teacher adapt your approach to beginner students? Answer 2: As a teacher for the beginner students the needs of students will be initially identified as why the learning of the language is important for them and make clear and realistic aims for them. I will adopt the methodology to that will suit the situation the most for the students. The classroom will be arranged in a manner that will highly benefit them in learning English language using many visual which will aid t hem in learning (Davison and Dowson 2003). I will also take care of the board work which includes the justification of simple and clear instructions. The lessons to be given to them will be of appropriate pace in order to make them comfortable in learning. The practices provided will also be repeated in appropriate interval in order to make them learn the practices. Lots of questions will be asked to them in order to clear all their doubts and also to make them remember the learning’s (Osborne 2005). The students will also be encouraged to speak English in class in order to make them familiar with the language and make them revise the lessons in a proper interval. The students will also be assigned with appropriate homework’s which will assist them in learning the language on a continuous basis and make them learn the language perfectly. Task 3 How can teaching individual students differ from teaching groups? Answer 3: There is a large difference in between teaching in dividual students and teaching students in groups. Teaching individual students have a number of advantages and disadvantages as compared to group teachings. As in the individual teaching the students are highly motivated as compared to students in groups, and the needs of individual students can also be easily defined as compared to the groups. In individual learning the teacher builds up a close relationship with the student as compared to the group’s teachings (Osborne 2005).

Habitat for Humanity Essay Example for Free

Habitat for Humanity Essay Habitat for Humanity originated at Koinonia Farm, which is a small Christian farming community located outside of Americus, Georgia. Clarence Jordan brought the idea to Millard Fuller, who is the founder and president of Habitat for Humanity International. They developed the idea of â€Å"partnership housing,† calling for families in need of a home to partner with volunteers to build affordable homes. In 1975 Fuller and his wife Linda established Habitat for Humanity with one clear vision in mind â€Å"a world where everyone has a decent place to live. † Habitats ministry is based on the conviction that to follow the teachings of Jesus Christ we must reflect Christs love in our own lives by loving and caring for one another. Our love must not be words only – it must be true love, which shows itself in action, this is the full forces that lead Fuller and his wife to establish this organization. Habitat provides an opportunity for people to put their faith and love into action, bringing diverse groups of people together to make affordable housing and better communities a reality for everyone. The idea of Habitat for Humanity is to work in partnership with God and people to build decent, affordable, houses in which people can live and grow into all what God has intended. The Fuller’s vision has become a successful reality that has presently helped build over 500,000 homes and helped over 2.5 million people worldwide. Habitat for humanity is operated based on two main sources: donations and mortgage payments of the homeowners. Donations generate from individuals, foundations, and businesses their monies are used to purchase land and materials. The no-interest mortgage payments made by current Habitat homeowners greatly contribute to support the construction of additional Habitat homes. Some organizations such as Ameri-Corp may pay their volunteers with school courses and materials in return for their time. Habitat for Humanity’s crucial point is not just to build a house and help people to be under a roof, but their main goal is to build a clean, decent, and stable house for families: these families can provide stability to their children, the sense of dignity and pride grows for these families; health, physical safety, and security improves, educational and job prospects. My experience at Habitat for Humanity was a powerful and passionate one. Amazingly, one of the most precious gifts we can give one another is – time. A couple of hours or days can translate into a lifetime of hopefulness and commitment to strive and I had the opportunity to experience this reality, throughout my experience at the Habitat. I have learned what the meaning of passion is mainly because I’ve had the genuine sentiment to finish the work I’ve started, along with many other people that shared this experience with me. The other thing that I discovered about passion is how easy it is to be a family with people you have met for the first time if you open your heart to them and let them be part of your life. The other thing I found about passion is the skills that I have that would help to repair the universe. In this experience I found something that has deepened my faith that God created each one of us uniquely with specific skills that not everybody has; therefore, this experience helped me to find skills that I am going to use to help building the world again with passion and also the experience and realize that the simple usage of my hands can a the life of a family. The people that I met at Habitat for Humanity were dedicated to their jobs. As I approached the job site, I noticed several groups of people who were putting their time and organization into this home-building project. They invested hundreds of hours of sweat into building houses to help low income families. Some days, community volunteers spend more than eight hours working on the houses. To complete their jobs, volunteers overcame obstacles such as: lack of supplies, unusable wood, and lack of enough workers. The employees and volunteers I met were motivated to overcome obstacles to help families in need. Though they may not have had the best materials, they used what they had in order to complete the job. Many of these materials come from the Re-Store; this store sells donations mostly given by the community. The funds collected are used for materials and other services that are required. Volunteers must be willing to work in the heat and endure a lot of intense physical labor. Wall-framing, installing dry wall, plumbing and roofing are skills that the organization needs from volunteers. The volunteers I worked with were willing to endure the heat and physical labor in order to help low income families who need a home. If you are looking for a place where you can make a huge impact on society, Habitat for Humanity is the place. People of all backgrounds, races, and religions are invited to build houses for people in our community. Habitat for Humanity is capable of working with each volunteer’s skill level. Don’t be afraid of hard work. No matter what goes on in your life, you will always remember all of the positive things you have done to help out in your community. In conclusion, Habitat for Humanity does such essential work and by that work they recognize the concept of passion and Christianity, and the other thing about them is they recognize that there are needs in the world and these needs should be met with their work. My experience helped me change my idea about service and the real meaning of service, and it let me be familiar with the big three R’s- restoration, reparation, and reconciliation that are the keys for service. The three R’s were spoken among many of the volunteers that I met, indeed the R’s simply describe this experience, the other thing I found is that dedicating myself is another important part of service because without dedicating myself, the work that we need to do to repair the universe would not be as perfect as how it should be.

Exodus and the Ethics of Labor Essay -- Social Issues, Oppression

Oppression is something that has been repeated throughout history all over the world. Whether it was the oppression of Black Americans during the Jim Crow period or the oppression of Jews in Nazi Germany during World War II, oppression is an unethical act that humanity has not yet moved past. Looking to the Bible as a source of Christian ethics in terms of how to fight oppression and promote equality brings to attention how God intended His people to be treated, especially the poor and the helpless. The book of Exodus is a primary guide for what the ethics of labor ought to be in the work force to avoid oppression. One might reference the story of the Israelites in the book of Exodus. The Israelites are under the thumb of the Pharaoh and the Egyptians that force them into slave labor. The grueling and overly strenuous labor conditions in which the Israelites are put under is comparable to the labor conditions that the employees of slaughterhouses are forced to endure today, as illus trated by Fast Food Nation by Eric Schlosser. By comparing these two labor conditions, the reader is able to apply the Biblical ethics found in Exodus to modern times. â€Å"Knocker, Sticker, Shackler, Rumper, First Legger, Knuckle Dropper,† these are just a few of the positions the workers at a slaughterhouse get assigned to. Simply reading the names of the above job positions induces a sense of nausea and hints at the inherent brutality that these positions demand (Schlosser, 172). Because the weight and size of cows is unpredictable, most of the labor in the slaughterhouse must be done by hand. On the kill floor of a slaughterhouse, workers are forced to slice cattle into halves with a power saw â€Å"as though they were two-by-fours,† (Schlosser, 170). Wo... ...is people to be free and live and work under ethical and just conditions. Jesus preaches that as long as the Israelites follow his commandments, they will be â€Å"treasured among all people† and that they will live in a â€Å"land of milk and honey,† (Exodus 3:8). Unlike the unethical laws that the Pharaoh forced upon the Israelites, Jesus’s commandments are moral and promote the common good of the whole community. The Bible says in Exodus 1:12, â€Å"But the more they were oppressed, the more they multiplied and spread.† This provides hope the workers in the slaughterhouses whom are still forced to work under unsafe conditions today. The workers must become collectively active and speak up and fight for their right to an ethical work environment. Ultimately, the minorities and immigrants will become the majority, and the â€Å"dictators† of the world will be forced to step down.

Attitude and Behavior Essay

If someone has a negative attitude toward a particular individual or group, for example, what are the potential implications of their behavior toward that individual or group? How do implicit and explicit attitudes differ? Go to the Project Implicit website and take the Implicit Association Test (implicit.harvard.edu/implicit). Choose any test within the demonstration category. After retrieving the results of your test, share them with your classmates and consider their accuracy. Were you surprised by your results? Do they accurately portray your attitude toward the group? Do you think these types of tests are reliable in measuring prejudice? Please explain your answer. Reflect on the relationship between personal attitudes and resulting behaviors, using the Theory of Planned Behavior, Cognitive Dissonance Theory, and Self-Perception Theory as your references. If someone has a negative attitude toward a particular individual or group, for example, what are the potential implications of their behavior toward that individual or group? How do implicit and explicit attitudes differ? Go to the Project Implicit website and take the Implicit Association Test (https://implicit.harvard.edu/implicit/). Choose any test within the demonstration category. After retrieving the results of your test, share them with your classmates and consider their accuracy. Were you surprised by your results? Do they accurately portray your attitude toward the group? Do you think these types of tests are reliable in measur†¦ To download this material Click this link – https://bitly.com/1wyTIGq College could be a great experience, no matter how challenging it may seem. The advice below is sure to help you with some of the tough stuff so you have more time for fun. Use the tips you have learned here, and from other places as well, with care; after all, your college choices play a major role on how your life turns out. Reflect on the relationship between personal attitudes and resulting behaviors, using the Theory of Planned Behavior, Cognitive Dissonance Theory, and Self-Perception Theory as your references. If someone has a negative attitude toward a particular individual or group, for example, what are the potential implications of their behavior toward that individual or group? How do implicit and explicit attitudes differ? Go to the Project Implicit website and take the Implicit Association Test (https://implicit.harvard.edu/implicit/). Choose any test within the demonstration category. After retrieving the results of your test, share them with your classmates and consider their accuracy. Were you surprised by your results? Do they accurately portray your attitude toward the group? Do you think these types of tests are reliable in measuring prejudice? Please explain your answer. Respond substantively to at least two of your classmates’ posts.

Extraction of Benzoic Acid

Introduction: The theory behind the extraction of a solution containing benzoic acid, cellulose, and methyl orange involves many components pertaining to the fundamental ideas of solubility and polarity. Using the concepts of like dissolving like and acid base reactions, a solution of organic acid (benzoic acid), a water soluble compound cellulose, and an organic soluble compound methyl orange, can be separated and benzoic acid can be isolated by a method of extraction.At the fundamental level, organic solvents separate from aqueous solutions based on their varying densities, typically the organic layer being less dense and therefore on top of the aqueous layer1. Therefore any solutes in those solutions are also separated and can be isolated from one another. This phenomenon is the basis for the liquid-liquid extraction and leads into the concept of the partition coefficient. According to MtCg the ratio of concentrations of a solute in each layer is defined by the partition coefficie nt K, where K = C2 / C1.The distribution coefficient can therefore be viewed as the ratio of the concentration of the compound in organic solvent to the concentration of the same compound in aqueous solution. This constant allows for the calculation of dissolved compound in each layer of the solution, so that after several extractions, the yield can be sufficient for the purposes of the experiment. A second type of extraction, acid-base extraction, involves the addition of acids and bases in solutions to change the polarity of organic acids and bases to their corresponding water-soluble salts2.This allows us to take advantage of the liquid-liquid extraction to separate organic acids and bases from solution mixtures. Such extraction can be considered chemically active extraction because the polarity of one substance is altered to increase solubility in water. This type of extraction is necessary when both compounds are non-polar and dissolved well in organic solvents. For Experiment #1 Extraction of Benzoic Acid, a solution of benzoic acid, cellulose and methyl orange will first be added to ether, heated and filtered to separate the organic insoluble cellulose leaving benzoic acid nd methyl orange. Then after adding NaOH, the benzoic acid will react to form the water-soluble salt, sodium benzoate, which can be separated via the liquid extraction technique. Finally adding HCl to the aqueous sodium benzoate will cause the acid-base reaction to undergo restoring benzoic acid in the organic layer and NaCl in the water layer. Reagent Table: Experimental: To start, a solution of diethyl ether was mixed with 4. 06g of crude benzoic acid with two impurities.Boiling stones were added to the mixture and heated over the steam bath until the ether solution began to boil. Once the solution was boiling to most efficiently dissolve the inorganic parts of the solution, the ether insoluble material was filtered out of solution using the Buchner funnel vacuum filtration techniqu e. The filtrate ether remaining was added to a separatory funnel with 30mL of 1M NaOH, mixed and vented properly, and then rested as the solution settled into separate organic and aqueous layers.The bottom layer (aqueous) was drained from the separatory funnel into a beaker and another 30mL of NaOH was added to the left over ether, swirled and vented, separated, and the aqueous layer drained off into the same beaker as the first aqueous extraction. Next the aqueous solution that was collected was cooled on ice and 50mL of chilled 6M HCl was added to the mixture. At this point, a Bruchner funnel was used to collect the solid precipitate via vacuum filtration and those collected crystals were weighed out and set aside for the recrystalization of benzoic acid.Results: The most important measurements made during this lab were the initial weight of the crude benzoic acid, which was 4. 06g, and the mass of the crystals after the separation from the two impurities, 4. 88g. The fact that th e crystals weighed more than the starting material can be accounted for based on the lack of proper drying time for the crystals, and will be accounted for when calculating the percent composition.Discussion: After the results of the lab, there were a few points to consider in the final analysis. First off, and most importantly, after the crystals were obtained from the aqueous solution obtained by adding NaOH, the crystals were used immediately for the recrystalization and were not given the proper time to dry out, so the weight of the wet crystals must be used to calculate the percentage composition, which will be inaccurate.Another important note was after the HCl was added to the aqueous solution, the solution turned bright pink, indicating that some of the methyl orange, which should have remained in the organic layer in the separatory funnel, had made it into our aqueous solution. To counteract this, when the vacuum filtration technique was used, the solid precipitate was wash ed with distiller water to ensure the crystals did not contain a pink tint to them.The reason this lab works was because the first filtration got rid of the organic insoluble cellulose leaving methyl orange and benzoic acid in the ether mixture. Then, using the acid-base extraction technique, benzoic acid was altered to sodium benzoate, rendering it soluble in aqueous solution, which allowed for the separation of the sodium benzoate from the methyl orange (still dissolved in ether) and then the reformation of benzoic acid by adding a strong acid to the aqueous dissolved salt. References: MtCg pg. 129 MtCg pg. 131

Teratogens essays

Teratogens essays To put a definition plainly, teratogens are agents responsible for many known birth defects. Research found suggests over eight hundred known teratogens. In this paper, you will find interesting facts based on research, the relationship between teratogens and developmental psychology and some personal views based on the information and research found for this piece. Teratogens are easily classified in three different groups, these being drugs, disease and environmental. These three classifications are very broad. To be slightly more specific some commonly heard of agents classified as teratogens are given as examples. Agents classified as drugs, include prescription, non-prescription and illegal. Some frequently heard of conditions requiring prescription drugs that are known teratogens are diabetes, hypertension, and Anxiety. Other commonly heard of non-prescription and illegal teratogens are cocaine, nicotine, caffeine, and marijuana. Environmental teratogens are agents that are man made or a product of industry. Some well-known teratogens are Lead, mercury, PCBs, radiation and arsenic. Lastly, we have teratogens due to disease. Some diseases known to cause prenatal complications are HIV, herpes, Rubella, and Syphilis. This information is very common and is all provided within the college text book and from research found by the Uni versity Hospital School of Iowa. The affects teratogens can have on the developing fetus can vary greatly. Research provided from the University of Iowa on teratogens explains some of the possible outcome to exposure to certain teratogens. Listed birth defects resulting from exposure to teratogens, range from prenatal death, to physical and mental abnormalities. Exposure to medications or drugs during pregnancy can result in abnormalities such as withdrawal symptom, respiratory problems, growth retardation, developmental retardation, congenital heart defects, caudal deficiency...

Function Questions on SAT Reading Strategies and Practice

Function Questions on SAT Reading Strategies and Practice SAT / ACT Prep Online Guides and Tips Function questions (also sometimes known as â€Å"meaning in context† questions) make up 17% of all passage-based reading questions, or about 12% of all SAT Critical Reading questions (based on my survey of the four publicly available post-2005 SATs). Answering function questions requires the ability to step back from the text and judge the effect of a phrase in a certain place (as opposed to little picture and vocab in context questions, which are just concerned with meaning). So how are function questions asked on the SAT, and what strategies can you use to answer them? Read on to find out. Note: The advice in this article is still relevant for the new SAT (March 2016 and beyond), but some of the examples have not yet been updated. Feature image credit: What's Your Function In Life? by bixentro, used under CC BY 2.0/Cropped from original. What Are Function Questions? Function questions ask what a phrase, sentence, paragraph does in the context of a passage. They are often framed as â€Å"The author wrote [this thing] in order to..." Answering these questions can be tricky, because the wording of function questions often makes it seem as if they're asking â€Å"Why did the author do this thing?† Invariably, unless you are the author, your first response will probably be along the lines of "How should I know? I can't read the author's mind!"A better way to approach function questions is to rephrase them from "The author uses the phrase "The Great Old Ones" multiple times in order to..." to something more like â€Å"What effect does mentioning "The Old Ones" multiple times have in the context of [the lines, paragraph, or passage]?† A label sometimes given to function questions is "meaning in context" questions, which I find to be a little too imprecise: the questions are asking about the EFFECT of a phrase in context, not what the phrase means (which would be an inference question). Let's say that I lived in a city that got over 100 inches of snow last winter, and just as I finished clearing snow out of the gutters, it started snowing again, prompting me to sing (sarcastically) "It's the most wonderful time of the year" as I smiled through gritted teeth. The MEANING of the words "most wonderful" in this context would be "worst" (as in "It's the worst time of the year"); the FUNCTION of the words "most wonderful" would be "to suggest that the speaker actually feels the opposite is true." Just as with primary purpose questions, function questions usually have answer choices that are in the form of â€Å"verb a noun† (as in "add gravitas to the mythology" or "convey the passing of time"); the main difference between the two is that function questions ask about relatively small amounts of text (phrases or lines), as opposed to the entire paragraphs covered in big picture questions. In fact, having a good understanding of the big picture/main point of a passage can often assist you in answering function questions. Consider this example: you're asked "The phraseâ€Å"the life-or-death cycle of espionage and counterespionage† primarily serves to..." If you know that the main point is, for instance, about deep sea life, you’re unlikely to assume the phrase â€Å"the life-or-death cycle of espionage and counterespionage† promotes the idea that all underwater creatures are potential spies for other countries. Instead, it's far more likely that the function of the statement is to support the idea that in dangerous environments like the deep ocean, species are constantly evolving to win the fight for survival. Here are a few examples of the most common ways you’ll see function questions presented in the SAT (adapted from actual SAT questions): â€Å"The primary purpose of the statements in lines 36-42 (â€Å"Like†¦from the deep†) is to†¦Ã¢â‚¬  â€Å"In lines 58-73, the description of the ocean floor primarily serves to†¦Ã¢â‚¬  â€Å"The author invokes â€Å"Cthulhu the destroyer† chiefly in order to†¦Ã¢â‚¬  â€Å"The author uses spy imagery in lines 84-85 in order to†¦Ã¢â‚¬  â€Å"Jun asks the questions in lines 41-42 (â€Å"Does†¦frightening†) primarily in order to†¦Ã¢â‚¬  â€Å"In lines 27-30, the author uses the word â€Å"ordinary† several times in order to† Ph'nglui mglw'nafh Cthulhu R'lyeh wgah'nagl fhtagn by Thomas Claveirole, used under CC BY-SA 2.0/Cropped from original. This is not in any way to imply that there is something lurking beneath the surface of the water. Why would you even think such a thing? The Best Strategies for Answering Function Questions Below, I’ve gathered the advice that is most helpful for answering function questions. Some of this advice is specific to certain ways of reading the passage (for instance, advice for students who read the whole passage before answering questions may be different from advice for students who read the questions before looking at the passage), while some advice is useful for everyone. Understand What the Question Is Really Asking I believe that this is the single most important part of consistently answering function questions correctly. The fact that function questions are worded in a way that makes it seem like you need to read the mind of the author (or character) can make these questions seem impenetrable. To some extent, I understand why the College Board words SAT Reading function questions the way it does. Questions that say â€Å"What does the mentioning of two sports stars do† are too open to interpretation, as compared to [actual SAT question] â€Å"The author of Passage 1 mentions two sports stars (lines 31-33) in order to.† Understanding the reasoning behind the wording doesn’t make the wording any less confusing at first glance, however. In order to answer function questions successfully, you must first learn to translate the questions into questions that you can actually answer. Here's an example question: The author most likely refers to the â€Å"flea† in line 4 in order to... Wrong way to rephrase it: "Why does the author refer to â€Å"the flea†?" The answer to this question is going to be something like "Because she feels like it? I dunno." Right way to rephrase it: "What does the reference to â€Å"the flea† DO?" The answer to this question: mentioning â€Å"the flea† emphasizes how good Duke Ellington’s listening skills were (his hearing was so sharp that he could even hear a flea). Corollary: Answer in Your Own Words Coming up with the answer in your own words before looking at the answer choices is just as useful for function questions as it is for many other types of SAT Reading questions. Your answer for â€Å"what does mentioning ‘monsters’ DO?† will probably not be as elegant as the answer choices, but your answer should only include relevant and accurate information, which means matching it to the correct answer should be easier (since the wrong answers may have irrelevant info or interpretations that â€Å"seem like they could be true†). Including irrelevant information in answer choices is a way the SAT will trip you up, particuarly on Reading questions – the College Board knows that you’re used to trying to see things from many angles as part of school (which is ordinarily helpful) and plays to that tendency. Because there's only one right answer on the SAT, if you start with the right answer in your own words it’s a lot easier to choose the right answer in their words. But how do you come up with your own answer for what a phrase, line, or sentence does in a passage in the first place? Look for Context Often, the lines that the question gives you are not necessarily the only lines you’ll need to answer the question - you'll need more context to figure out the function. If you’re struggling with a function questions, the best strategy is to look at the sentences before and after the phrase/sentence/lines you’re given in the question and see if they shed any further light on the phrase/sentence/lines in question. Occasionally, you may need even more context than the surrounding lines to answer function questions (like knowing the bigger picture/main point/perspective of the text/author). If you don’t have that context and are struggling to answer the question, circle it and come back to it after you’ve answered relevant big picture questions (questions about the paragraph/section the lines in question are in, or even questions about the whole passage). This leads nicely into my next point... Answer Questions in the Order That Works for You In contrast to the previous strategies, this strategy is heavily dependent upon which way you read the passage. I present three scenarios below. If you read thoroughly first, then answer questions, you could try answering big picture questions first (they might give you information that's useful for answering function questions), then function and inference questions (answer questions about larger amounts of text while it's still fresh in your mind), and end with little picture, author technique, and analogy questions. Honestly, though, if you read quickly enough to get through the passage and have plenty of time to answer the questions, answering all the questions in order is a viable option: it might be less confusing then jumping all over the questions and decreases the chance you’ll miss one/fill in the answer in the wrong spot. Do some trial and error to see what is most effective for you. If you look at the questions first, then go to the passage, I recommend answering little picture and vocab in context questions first. Answers to these questions will provide more information about the author and/or topic being covered, which can help you with function questions. If you end up needing big picture information in order to answer the function questions, you can always come back to them later (after you've answered the relevant big picture questions). If you skim through first, then read the questions, then back to passage, it's better to answer big picture and little picture questions first and get to function questions later. Why? Unless the phrase, sentence, lines being asked about were in the parts of the passage that you paid close attention to (beginning or end of a paragraph/passage), you probably didn’t get the meaning of the phrase/sentence/lines your first time through. Make the most use of skimming by answering questions that would be better served with a quick skim before answering questions that require a closer look (like function questions). Eliminate Answers The most important thing to remember when answering function questions on SAT Reading is that you must eliminate 3 wrong answers. If you’ve already answered the question in your own words successfully, this step might not even be necessary, because only one answer choices should match. However, the answer choices for function questions are often complex. What happens if your answer doesn't match any of the answer choices, and you have to go through them one by one? At first, it might seem daunting, because how do you figure out if the answer is right? There's so much to go through because the answers are so complicated! Actually, the fact that the answer choices are complex makes everything easier. Why? Because if any part of the answer choice does not match with the passage, then you can eliminate it. Let's look at an example: The author’s use of italics in line 20 serves primarily to (A) draw attention to a commonly known hypothesis (B) stress a speculative aspect of two theories (C) support a difficult claim (D) underscore a surprising point (E) emphasize an area of agreement Unlike with primary purpose questions, the verbs in the answer choices to function questions are usually synonymous (or close to), so you can’t really use that as an area of elimination. Instead, you must focus on the second part of the answer choices. For (B), this would be â€Å"a speculative aspect of two theories.† Are there two theories? If not, ELIMINATE. Is there a speculative aspect to these two theories? If not, ELIMINATE Does the use of italics actually stress the speculative aspect of the two theories? If not, ELIMINATE As you can see, there are many chances for elimination – it should be really hard for an answer to qualify as correct. For this question, the correct answer, (D), passes this test: there is a point, the point is surprising (both theories work, yet both cannot be true), and the italics underscores this (the italics emphasize the fact that both can’t be right). Function Questions: A Walkthrough I'll end this article with a walkthrough of a difficult function question. Here it is: The sentence in which â€Å"difficult† appears (lines 54-55) indicates that the author considers the word to be (A) an exaggeration (B) an estimate (C) an understatement (D) a contradiction (E) a preconception Before I even copy and paste the relevant lines, I’m going to rephrase this question in a way that is answerable: What effect does â€Å"difficult† have in lines 54-55? Okay, now it's time to take a look at those lines. The Tanaina live in an environment that could euphemistically be described as â€Å"difficult.† My thoughts: The word "difficult" appears in quotation marks, which makes me think the author doesn’t mean exactly what is written. If I know the word â€Å"euphemistically† (which I do), this will go a lot smoother. But let’s say for argument’s sake that I don’t know what "euphemistically" means. Hmm. The sentence doesn’t provide enough to answer what â€Å"difficult† does, except that there’s probably a hidden meaning. I need to look for more context. Here’s the sentence from the question again, along with the following sentence (since the sentence is at the beginning of a paragraph, it makes more sense to look at the next sentence, rather than the sentence before it): The Tanaina live in an environment that could euphemistically be described as â€Å"difficult.† Survival, especially in the wild, is always precarious. My thoughts: So the sentence in the question is followed by one that says â€Å"It’s hard to live out in the wild.† Author uses the word â€Å"precarious† which I’ve always associated with things hanging off the edge, as in â€Å"Your glass of seltzer is pretty precarious sitting at the edge of the table there, Laura. You might want to move it† (may or may not be a true story). So if survival is precarious that means it’s like something almost falling over the edge. That’s more than difficult – that’s dangerous. Okay. So let me check the question again: â€Å"The sentence in which â€Å"difficult† appears (lines 54-55) indicates that the author considers the word to be† Right right right. So the situation is actually much worse than just â€Å"difficult† for the Tanaina, and putting quotes around it makes it clear that the author thinks â€Å"difficult† is way too mild a word to describe the situation. So, in my own words, the author considers the word to be too mild. Let’s look at the choices again and eliminate some answers: (A) an exaggeration Nope, â€Å"difficult† is, if anything, the opposite of this. (B) an estimate Not really - this doesn’t make sense. If it were an estimate, there’s no reason for it to be in quotes. (C) an understatement Oh yes. This is the word I was looking for. I’ll just check the other answers†¦ (D) a contradiction No, â€Å"difficult† is not a contradiction, it’s just not extreme enough. (E) a preconception Hmm I guess I could double check to see if the word â€Å"difficult† is used earlier in the passage to describe the Tanaina, although I don’t think it was†¦but wait, no, I already have an answer that is correct. Never mind. IMG_1362 by Sasquatch I, used under CC BY 2.0. Fortunately, there is no "difficult" trail. Maybe that's what happens if you try to walk straight up the tree? Function Questions: Practice Time! The following four questions are all on the same passage (taken from an official and publicly available SAT). I’ve excerpted only the paragraphs that are relevant for these questions. 1. The author of the passage uses the quotation in lines 5-6 primarily as a (A) vivid expression of how she views words (B) powerful example of what she sought in Shakespeare (C) scholarly citation linking her to poetic words (D) comical introduction to a problem encountered by every dramatic performer (E) pragmatic assessment of the power of words for beginning drama students 2. By presenting both versions of the grandfather’s words (lines 9-10 and lines 15-16), the author primarily conveys the (A) grandfather’s attempts to play with language (B) grandfather’s enthusiasm in spite of her reaction (C) father’s intervention in a private moment (D) ambivalence she feels toward her grandfather (E) significance of the grandfather’s message 3. The comparisons in lines 26-27 serve primarily to (A) show the similarities that exist between dancing and acting (B) celebrate the broad range of memories that actors learn to draw on (C) justify the author’s adherence to conventional acting theory (D) explain why actors have difficulty interpreting character (E) enhance the author’s credibility as a technically trained actor 4. In lines 29-34 (â€Å"a kind . . . follow†), the author uses the idea of a dance to (A) supply an image for the awkwardness some actors experience (B) illustrate a process that words can set in motion (C) portray the enactment of a character as an exhilarating experience (D) argue that acting requires physical agility (E) show how a word can evoke multiple meanings Answer key (scroll down when ready): 1. A 2. E. 3. B 4. B In Conclusion Function questions ask you â€Å"what effect does this [phrase, sentence, series of lines] have, in context,† or, more simply, â€Å"what does this [phrase, sentence, series of lines] DO?† Make sure you understand the question (and put it in your own words, if necessary/it helps). Answer the question in your own words before looking at the SAT’s answer choices Look for context around the phrases or lines cited in the question to help answer the question. Answer function questions in an order that makes sense Eliminate four wrong answers What’s Next? Want to practice with actual SAT questions? Go to our guide and find links to free SATs and information about what other official tests are out there. Interested in more SAT Reading skills articles like this one? We’ve got a whole series of articles on SAT Reading skills, all linked in our complete guide to SAT Reading prep! Not sure how to finish the SAT Critical Reading section without running out of time? Learn about the different ways to read the passage and figure out which one is right for you. Think more structured help is the answer for you? Then why not try out our very own PrepScholar test prep platform free for five days? Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Whether HSE is genuine or not in the evidence of difference in the Assignment

Whether HSE is genuine or not in the evidence of difference in the potential health hazard between workers at the two operations - Assignment Example Exposure to respiratory particles of crystalline silica is associated with several human diseases such as cancer and lung diseases. The disease risk is related to both the total dose and duration of silica exposure. Silicosis, a nodular pulmonary fibrosis, is the disease most associated with exposure to respirable crystalline silicavi. Studies have shown that exposure to crystalline silica can lead to physiological changes, disease and death. There is a reliable link between cumulative silica dust exposure and increased mortality from lung cancer. Calvert et al. found a relationship between crystalline silica exposure and rheumatoid arthritis. Meijer et al. showed significant association between exposure to concrete dust and a small lung infection. xii. There are a number of factors that influence the development of silicosis and these include size of particles, and concentration of silica particles in the air duration of exposurexiiixiv. RSAxv noted that chronic silicosis is mainly the result of long term exposure and that accelerated silicosis can develop after five to ten years of exposure. Morfeldxvi concluded that no other non-malignant health effect due to RCS is as specific and so clearly linked to RCS as silicosis. Research Questions 1. Is there any difference in the health of the workers in the two operations? 2. What associations exist, if any, between length of service and recorded health effect? These research questions will be answered through a hypothesis testing. As Dythamxvii noted, hypothesis testing is the cornerstone of scientific analysis. Tests are carried out to determine whether a stated hypothesis is correct. The hypothesis is rejected or accepted based on the P-values observed. Usually, the null hypothesis (the hypothesis that nothing is going on) is the one that is accepted or rejected based on the calculated probabilities. Most research will accept or reject a hypothesis at 95% level of confidence. Thus if the calculated p-values from a hypothesis test is less than 5% (or 0.05), we reject the null hypothesis and accept the alternative hypothesis. For this study, the alternative hypotheses for which the null hypotheses were tested were: H1: There is a difference in the health of workers in brick and tile operations. H2: There is a statistically significant association between length of service and recorded health effect. Study Methodology Primary data was collected from a sample of 65 workers randomly selected for blood testing, 38 from brick operations and 27 from tile operations. The study collected data on their identity, the sectors in which they worked, the length of service of each employee, their ages, and health. Following Dythamxviii, the first hypothesis was tested using independent samples t-test since the data was unpaired and the dependent variable was a continuous variable. Minitab 16 was used to perform a two-sample t-test to assess whether there were any differences in the health of workers in the two operations. The existence of association between length of service and recorded health effect was assessed using the Pearson’s product-moment correlation. Descriptive Results Descriptive results are presented and show the number of observations (N), mean, standard deviation, minimum values, first quartile (Q1), median, third quartile (Q3), maximum values, skewness and kurtosis. The normality tests are also shown together with the descriptive results. These are graphically presented for the three main variables of the study namely age (years), length of service (years), and % of damaged cells. Figure 1: Descriptive

Computers and technology Essay Example | Topics and Well Written Essays - 1500 words

Computers and technology - Essay Example Through technology, ill-intended people have been able to steal the identity of others and orchestrate terror attacks amongst other crimes. For example, someone can misuse the internet, impersonate a public personality, and tarnish their reputation in the process (Anderson & Goodman, 2002). On the other hand, computers and technology have helped in globalization of trade and other important economic activities. Similarly, information technology has been assimilated in business activities through systems such as supply chain management systems, inventory management systems, and customer relationship management systems (Atkinson & McKay, 2007). According to Egbu and Botterill (2002), information technology can be defined as the software, hardware and management database amongst other technologies used to process, distribute and store information. This technology is responsible for electronic business operations, management of business models and improved efficiency in commercial as wel l as personal operations. Information technology is enabling many establishments innovate ways of increasing their competitiveness and profitability as well as managing their business processes (Atkinson & Mckay, 2007). Many activities in most companies are now conducted electronically with the use of information technology. This requires less effort and the technology can be used to link similar institutions located in different areas. Therefore, different bureaus and offices around the world can be linked with software technology and improve efficiency in their operations (Anderson & Goodman, 2002). Literature Review The use of technology has been integrated into many aspects of business such as sales and advertising. Technology has become an instrument of value for the maintenance and development of prolific business-customer relationships. However, the issue of ethics in the utilization of technology has been overlooked for a long time now (Anderson & Goodman, 2002). According B ush, Bush, and Orr (2010), many users find no need to conduct ethical procedures on the use of technological products; as a result, it causes ethical loopholes and weaknesses in technological platforms. Technology is perceived as an instrument for changing business operations, whereby there is a substantial integration of various business activities with technology (Egbu & Botterill, 2002). For instance, inventory in a company is no longer managed using books and files, instead, managers are able to track inventory by use of technological devices such as barcodes scanners, thereby managing inventory effectively. Therefore, it is through some of these changes that technology has been able to dominate activities in industry and trade amongst other significant sectors of the economy. Galimberti (2009), states that technology has not only taken over the economical domain of many countries and organizations but also dominated the political arena. A good example is the political revolutio ns that occurred in countries such as Tunisia and Egypt, whereby some citizens mobilized others using social media (Safranek, 2012). Therefore, through technology, different solutions are formulated to solve problems and innovate new ways of doing things such as detecting fraudulent activities in bank systems or monitoring sales trends for a given product to avoid excess production,

Primary Research Paper on the Canterbury Tales and Their Historical

Primary on the Canterbury Tales and Their Historical References - Research Paper Example onal accounts, designed to pass the time on the journey but real people, including authors and kings, and real places such as Flanders, France and of course Canterbury, and a few significant events are mentioned which allow us to fix the work in its time and place. In addition to those verifiable details, it is possible also to read between the lines and see how many of the stories do in fact link to actual historical events, even though they do it through indirect means such as parody or allegory. The choice of Canterbury is significant, and the destination of the pilgrims points to the historical figure of Archbishop of Thomas Becket (1118-1170) who was killed on the orders of King Henry II, largely for resisting royal influence on Church affairs. Tensions between Church and State are a feature of the fourteenth century, and this pilgrimage is dedicated to his memory. One major event in the history of that period casts its shadow on the work: a pandemic of bubonic plague, often called pestilence or â€Å"The Black Death† which raged across Europe in 1348-1349 and killed a third of the population of Europe. Chaucer was born around 1340 and so his memory of this would be a factor in his world view, and certainly he witnessed the devastating effects of the plague on the people around him. The Pardoner’s Tale, the Summoner’s Tale and the Physician’s Tale all speak of disfiguring illnesses and fear of death via this means was a very real fact of life in that time for all those who survived the pandemic. One consequence of the decimation of the population was a sudden change in the economic conditions of the time and even more significantly a re-adjustment of the social structures. The beginning of the century saw periods of over-population and famine, where the landed gentry controlled all the resources but the Black Death changed all that : â€Å"The plague shifted the balance of power dramatically and hastened the end of feudalism as a social and economic

Early Childhood School Essay Example for Free

Early Childhood School Essay Education To Be More was published last August. It was the report of the New Zealand Governments Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, thats a real need; but since parents dont normally send children to pre-schools until the age of three, are we missing out on the most important years of all? B A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words most of the language they will use in ordinary conversation for the rest of their lives. Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world. C It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. Thats observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called Headstart was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school. Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, Headstart children returned to the same disadvantaged home environment. D As a result of the growing research evidence of the importance of the first three years of a childs life and the disappointing results from Headstart, a pilot programme was launched in Missouri in the US that focused on parents as the childs first teachers. The Missouri programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home. The programme involved trained parent ¬educators visiting the parents home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the childs intellectual, language, social and motor-skill development. Periodic check-ups of the childs educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals. Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, Located in school buildings, offered learning materials for families and facilitators for child care. E At the age of three, the children who had been involved in the Missouri programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and Family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were Further along in  social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability. Most important of all, the traditional measures of risk, such as parents age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of scio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the childs development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families. F These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalised early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar Focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.

Current Writing Pedagogy Essay -- English Writing Teacher Student

The student who is preparing for preservice or inservice teaching in any field must answer two crucial questions: â€Å"What is learning?† and â€Å"What is teaching?† The student preparing to teach writing must also answer the question, â€Å"What is the purpose and the value of writing?† Writing is a subject area in which the teacher cannot easily state why writing itself is valuable or what purposes are served by learning the â€Å"art and craft† of writing, except as a tool for communication in other subject areas. In his article â€Å"Who’s Afraid of Subjectivity,† Robert P. Yagelski (1994), offers some answers to these questions about knowledge, education, and writing, as well as addressing related questions concerning individuality. Current writing pedagogies value writing and writers in different ways. Yagelski compares the underlying epistemology of expressivist approaches with postmodern epistemological theory. Expressivist theories claim that knowledge is found within the individual, and writing is a form of self-discovery. â€Å"Process-oriented† writing instruction is connected with this pedagogical approach. Postmodern theorists define knowledge as the fluid, shifting, and selective perceptions of reality that are tied to particular times, places, and cultures. Proponents of postmodern theories claim that expressivist practices reproduce ideologies that conceal both power structures and the position of students within these structures. Such practices are also thought to reduce awareness of social differences related to gender, class, and race between individuals in the classroom. By encouraging only constructive criticism and harmonious group work, expressivist teachers avoid confrontation over rea l-world issues. For postmodernists, writing is... ... rather than, in Keats’ words, â€Å"remaining content with half-knowledge,† and I think that an epistemology and a pedagogy that embraces paradox is rather well suited to the postmodern world. References Keats, John. Letter dated Dec.21st, 1817. Cited in The Penguin Dictionary of Literary Terms and Literary Theory (1991) by J.A. Cuddon. New York: Penguin. Kluth, Paula. 2000. â€Å"Community-Referenced Learning and the Inclusive Classroom† Remedial & Special Education 21.1 (Jan/Feb): 19-26. Macrorie, Ken. 1988. The I-Search Paper. Portsmouth,NH: Boynton-Cook Phelps, T.O. 1992. â€Å"Research or Three-Search?† English Journal 89.1: 76-78. Yagelski, Robert P. 1994. â€Å"Who’s Afraid of Subjectivity: Postmodernism and the Composing Process.† Taking Stock: The Writing Process Movement in the 90’s, edited by Lad Tobin and Thomas Newkirk. 203-217. Portsmouth, NH: Heinemann.

Acadamic Misconduct

Academic misconduct is described as academic integrity violation for the unfair advantage of oneself or unfair academic advantage or disadvantage to others in academic community, academic misconduct can be a plagiarism, cheating, and collusion but not limited. The other academic misconduct activities such as not obeying academic staff directions regarding assessments and group work submissions, falsifying reports, having/spreading examination materials without unit teacher permission, arranging someone to do assessment work all these included as academic misconduct.If an allegation arises towards a student and if it’s proven in an investigation then student has to face penalties under student academic misconduct policy. In this essay we going to discuss in brief about plagiarism, cheating, collusion and academic misconduct procedural process depending on minor or substantial misconduct when allegations arise and appeal for the student.As per UWS policy Plagiarism is defined as an â€Å"act of presenting material as one’s own without appropriate acknowledgement that constitutes plagiarism, not the intension of the student when doing so†, for example when student submits work in which words or ideas are presented as their own as intentional or unintentional without proper acknowledgment of the original author such as website, other students work, lecture, journal article or book.Cheating is described as any attempt to give or obtain assistance in a formal academic exercise such as examination, without due acknowledgment such as speaking to other students during examination, carrying any information materials such as textbooks, using electronics devices such as mobile, Bluetooth any other items which are prohibited by examination supervisor. Collusion is where two or more people engage in plagiarism, cheating or encourage others to do so.According to UWS Academic misconduct policy there are Minor misconduct and substantial misconduct. A Minor misconduct is determine by the university as a minimal threat to integrity of the student assessment in writing such as lack of referencing or academic requirements. A substantial misconduct is determine by the university as a major threat to integrity such as, when a student repeats minor misconduct activities intentionally, any allegations in the examination and any allegations related to collusion.In the process of investigating the allegations unit teacher, unit coordinator, Dean, school academic committee and student academic committee will be involved. in the first stage of Investigation process and hearing of academic misconduct, If unit teacher or examination supervisor believe that there is any academic misconduct happened, and they have evidence or reasons to support, teacher of the unit will report to unit coordinator with relevant documentation by signed copy or email, then with in five working days unit coordinator will send copy of allegation to the Dean.The dean, will advise unit coordinator to do investigation, and then unit coordinator and unit teacher decides to do further investigation, unit teacher will notify the student and invite for meeting in writing by post and email. Student can attend meeting with fellow student or university academic staff member or a student welfare officer. Meeting will be organised between 8 – 15 working days after on invitation letter despatch date. Student must respond to the invitation with in seven working days date of despatch whether he / she will attend the meeting or not.The decision will be made on the allegation even in the student absence. If unit coordinator decides that the allegation is not substantial he / she will dismiss it. Other penalties like refer to academic counselling, student require to re-submit assessment task after re-submission unit coordinator makes a decision on the marks and grades student may get zero marks. If the unit coordinator determine its substantial he/ she will be referred to relevant dean for decision.After going through all the process as discussed earlier in which case the unit coordinator will send the invitation letter to student for meeting with dean. After meeting if dean decides it’s not substantial dean will dismiss the allegation. When dean decides the allegations substantial then dean can penalise student such as recommend to counselling, ask for re-submission of work, if required student has to sit for exam again, dean will decide marks and grades. If dean judges that the allegation very substantial or too serious then dean refers that allegation to SAC (student academic committee).After going all the process as discussed above, student will have meeting with SAC members. After meeting if SAC decides if allegation are true it will take any action of dean penalties or combination of them, or suspend the student from university minimum period of 6months not more than 12 months, or dismiss the student for minimum of 12 months not more than 24 months in this case student has to apply for readmission or SAC can suspend the student permanently from the university.A student can appeal against the unit coordinators decision when student considers that the decision was made against the procedural fairness or when student not agreeing with allegations or when student considers that there is a substantial new evidence which was not available previously to unit coordinator or when student considers the penalty imposed by unit coordinator was too severe. Student must appeal within 15 days with evidence in writing to dean from the date of the letter advising of unit coordinators decision.It is the responsibility of every student to respect and obey the policy of UWS for academic misconduct to maintain academic integrity among academic community, when allegations were proven the student has to face severe penalties imposed by university academic committee besides the appeal options for student, The best option for students is to work hard on their own and get help when needed from academic teachers before submitting any academic work.

Resilience: Problem Solving and Child

Explain why resilience is so important CYP 3. 3 6. 2 SCMP2 1. 3 CYP 3. 3 6. 1 CYP 3. 3 6. 4 CYP 3. 3 6. 3 What is resilience? Resilience is the ability to adapt to adversity and cope with living in spite of stresses. Building resilience is building the ability to bounce back and adapt to all kinds of adversity, including trauma, tragedy, threats, setbacks and stress.Children at some time in their lives will experience stress and trauma, but by building resilience, children are better able to manage stress and feelings of anxiety and uncertainty. Resilience is important because it is the human capacity to face, overcome and be strengthened or even transformed by the adversities of life. And adversity affects us all at some time in our lives. Resilient children: find ways to solve their problems xercise control over negative thoughts and take responsibility for choosing how to act and feel are more likely to have people to talk to and confide in when something worries them have inner s trength, social and inter-personal skills, and skills in communicating effectively require parents and carers to model resilient behaviours and help promote resilience through words, actions and the environment, in which they are being raised like to try new things, enjoy a challenge need supervision, support and boundaries feel they can succeed ersist with a task and persevere have a sense of optimism believe their contribution can make a difference to an outcome like helping people possess a sense of fun. Ways we can raise a childs' confidence, resilience and well-being Resilience draws on aspects of a child's characteristics including temperament and the environment in which they are raised and supported. It also includes people and opportunities that help build resilience, for  example independence, autonomy and problem solving. Strategies for building resilience can be learned over time.Learning to think positively and in perspective means a child can not only cope with probl ems and setbacks. It also means children have opportunities to learn how to build strengths that protect and promote well-being. To overcome adversity and build resilience, children ideally require: unconditional love and acceptance some autonomy over their lives trusting relationships with significant adults feelings of independence secure relationships and strong role models to help foster friendships and commitment a safe and stable environment self-confidence and faith in themselves and their world.All these things help to build resilience. Helping to promote resilience A child's ability to build resilience is dependent on their age and stage of development. Babies and toddlers have limited physical and emotional competence compared with eight-year old. However, helping a child to feel secure and confident can begin at birth. For babies and toddlers: Provide safety, security, stability and nurture–physically, verbally and emotionally. Rock, stroke, soothe and cuddle often . Use words of comfort to calm. Allow babies freedom to explore in safety. Encourage toddlers to calm themselves.Model optimistic and resilient behaviour. Talk with toddlers and preschoolers about what adversity and setbacks mean. Reinforce a child's faith in their own problem solving skills. Set limits for behaviour and label the behaviour, not the child. Offer explanations regarding rules and discipline. Praise the accomplishment of tasks and milestones. Encourage independence. Help your child to recognise feelings and develop language to express emotions. Build on the security of trusted relationships. Source appropriate picture books from your local library. Know and work with your child's temperament.Help your child stick to a daily routine. For preschoolers and older children: Give unconditional support, nurturing and encouragement. Encourage and help your child practise calming strategies. Model self-esteem, confidence and optimism. Talk about appropriate behaviours. Encourag e independent thought and action. Build on developing an emotional vocabulary and how to label feelings. Help your child to understand their own temperament and why they might react in a certain way to a particular situation. Practise effective ways to resolve conflict at school or in the playground.Talk about ways that a child can seek help and assistance if needed. Spend time every day talking, discussing and sharing what's happening in your child's life. Model and teach attitudes of empathy and ways of caring. Explain that all behaviour has consequences. Provide comfort in stressful situations. Praise completed tasks, work well done, perseverance, desired behaviours. Discuss accepting responsibility for behaviour and why discipline is imposed to limit some behaviours. Clarify expectations, rules and regulations (especially for school).Accept that failure happens and talk about ways your child can overcome feelings of failure and try again. Discuss and support emerging independenc e and autonomy as your child develops, and how this balances out with age-appropriate limitations. Be flexible with routines so that your child has time and opportunity to be creative. Teach your child how to focus on something else if they are worried or upset. Discuss what it means to be a friend and help your child to make friends. Explain the importance of eating properly, resting, exercising and self care.Help your child to see that their individual accomplishments contribute to the well-being of the family as a whole. Why is important to teach them skills to keep them safe? Resilience is coping with change, and for many young children change can be stressful and scary. Helping a child to keep things in perspective and understand why change is an inevitable part of life, will help them to navigate and bounce back from tough times and move forward to better times. Wherever possible, ensure that children have unconditional support and stability from their family or caring network .

3 Uncommon Ways To Get Team Buy In Every Time

3 Uncommon Ways To Get Team Buy In Every Time You probably already know a few of the tips and tricks to getting team buy in to new ideas, processes, or change. When it comes to influencing your peers, though, it can be a delicate dance. Because you lack positional authority, you cant pull the, Well, thats the way were going to do it, card. (Not that you ever would 😉) But these three off-beat tactics Im sharing will work for you. Today. Well lay some groundwork first. But if you wanna jump ahead, be my guest. Each strategy will work for peer or team buy in. Table of Contents: The Problem: Why We Resist Change? The Solution: What Does Leading Change Look Like? Step 1: Take the Marketing Cholesterol Test Step 2: Start With the Problem Step 3: Script the Critical Actions Required3 Uncommon Ways To Get Team Buy In Every Time via @ Did Isaac Newton Already Figure Out Why We Resist Change? Neurologically, were hard wired to maintain things as they are via our ingrained habits. Were comfortable in the rut of status quo. And any threat to it is perceived as discomfort - which humans avoid tooth and nail. Said psychologist Ralph Ryback: Inertia, or a tendency to do nothing or to remain unchanged, is at the headwinds of any change that we make in our lives. Wildly enough, Isaac Newtons principle of inertia applies to our psychology as well as the world around us. One of the best places to validate this is in the world of software - in both simple and complex ways. Remember when Spotify changed its hue of green a few years ago? Millions of us were used to their funky green. It wasn’t beautiful, but it was normal. Then, they warmed up the color in favor of the vibrant lime green. Thousands of users whined at the ugly new color scheme. I’ll admit, I didn’t like it at first either. Oh yeah†¦ then there’s the Snapchat UI updates that just about broke the internet. People hated the updates so much, there were riots in the streets! Okay, not quite that bad. But, the backlash was so intense, 1,257,640 users signed a petition on Change.org to get the old UI back. On a societal scale, people are change averse. We often have negative initial reactions to both functional and visual changes. This means â€Å"different† is often perceived as â€Å"bad.† The perception that different = bad often blocks positive organizational change. Learn how toThis isn’t simply a mob-mentality issue, either. It’s a human phenomenon at scales both large and small. As Mark Twain famously quipped: Im in favor of progress; its change I dont like. What Does Leading Change Look Like For Marketers? In user experience design, this is known as change aversion: Change aversion is the negative short-term reaction to changes in a product or service. This happens in the non-digital world, as well. And is a force we marketers have to battle when leading change (especially within our own companies). Now, lets learn how to go out with the old and in with the new. One of the most important changes marketers should make is killing makeshift marketing. Makeshift marketing has become the normal way marketers do things today. Its the pain of using one tool for social media scheduling Another tool for analytics A spreadsheet for tracking Endless email threads for collaboration and communication A task management tool (or multiple ones if everyone on your team uses something different) We get caught in a mess of using tons of different productivity tools that end up strangling our output rather than boosting it. Another force at work is that complicated tool stacks are actually celebrated with awards. To bring it a little closer to home, lets ask a question. You’re executing marketing today How’s that going? Staying organized is really hard. You’re missing deadlines, your team is disgruntled, your boss is wondering what’s happening, and stakeholders like your sales reps are constantly asking where their projects they requested three months ago are at. You can’t blame them. If you worked with another team, you’d expect things to roll forward smoothly, too, right? The thing is†¦ if you don’t change anything, you’ll keep experiencing these same side effects of â€Å"good enough-ism.† And that means†¦ You’ll continue to be frustrated†¦ You’ll continue making your peer managers frustrated†¦ You’ll burn yourself out with the trivial minutia of consistently missing deadlines Overcoming Change Aversion In Your Team However, everyone is used to the way things are. So, if youre going to overcome the forces allied against you as a leader, youve gotta be armed with the right strategies. So lets tackle three off-beat ways to overcome change aversion. Obliterate the status quo. And become a more influential leader while youre at it. #1. Take The Marketing Cholesterol Test To Get Team Buy In To start, you might need to prove that change is actually required right now. When you create urgency, at least people can agree that, We need to do something. One ingenious assessment for your organizations need to change appeared in the Harvard Business Review, and is called the Corporate Cholesterol Test. You can check out the original test in the article Change For Changes Sake. But heres an adaptation for us marketers to use. The tests purpose is to assess how well your teams (or team members) are working together. Thus Measuring how high your collaborative cholesterol is 😠· How high is your marketing cholesterol? Find out what that means and learn the answer viaTo do this, you can use Google Forms  to create a survey. Each of your peer managers should get the questionnaire to fill out. The test starts the buy-in process by helping your peer managers see for themselves if change is needed. Youll create three sections. Each with three yes or no answers. How well do we communicate? How well do we work together? How are our collective results? Pro Tip: To get honest answers, you can nix requiring first and last name. And simply make answers anonymous! Section One: How well do we communicate? In section one, youll ask these three yes or no questions: Do our teams interact only with people in their own group? This questions identifies the presence of silos.A silo mentality occurs when several departments or groups within an organization do not want to share information or knowledge with other individuals in the same organization.Basically its a problem of key info staying stuck in one group rather than shared with others it could help. Are there breakdowns in communication caused by silos? If there are silos, this will be a big fat yes 😕This is a great opportunity to understand it as a source of frustration. And you can position your change as a cure. Has fluid collaboration between our teams decreased over the past 6 months? This is an easy way to gauge how well your teams have worked together. If this is a Yes, its another sign that the winds of change should be blowing! How can marketers know theyre influencing positive organizational change? Find out via @Section Two: How well do we work together? In section two, youll ask these three yes or no questions: Are any people on your team uncomfortable with change? Now, admittedly, this question is a double-edged sword âš”ï ¸ After all, change is uncomfortable for pretty much everyone. But, as Sujan Patel writes, this is crucial to success.The crux of this question is to bring to mind the proverbial roadblocks to changeThe people on their team whose automatic answer is, No. Do we have processes, workflows, and tools that align with one another? I know this is buried in the middle of the survey But its my favorite question.This digs into the heart of a central problem for marketers today. We call it makeshift marketingand think of it as the temporary, sub-optimal solution for getting your marketing sh*t together. This is not #fakenews.I cant tell you how many marketers Ive met whose solution for â€Å"keeping their sanity† involves spreadsheets organizing spreadsheets.Who’ve decided endless meetings to â€Å"get on the same page† is par for the course.Who’ve succumbed to â€Å"on the fly† project management because that’s just the nature of the job?!And who’ve settled for a cobbled mess of one-trick tools becausewell†¦?Thats just how marketing works 😠¢In fact, this is one of the biggest problems solves (you can snag a free 1-on-1 demo to learn how it can help you do this!).Teams pay a HUGE productivity tax for misaligned processes, workflows, and tools.If this is a yes, its a red flag 🚠© Do your teams resist collaborative projects with other teams? Heres a newsflashIf people on your peer managers team resist collaboration, its prolly not because theyre bad people. Or employees.Did you know that 85% of most workers time is spent in email, meetings, and being on the phone?So maybe they resist working with other teams because they have so freaking much to do and not enough time!^^^ Sound familiar to you?If this is the case, its time to get efficient and make better use of peoples time.After all, who would resist: Here, would you like less stress while getting your time back and feeling more valued?If youre leading the right change, this can be exactly what youre giving them.What if collaboration could be a source of excitement and growth rather than a drain? Section Three: How are our collective results? In section three, youll ask these three yes or no questions: Has your team hit 80% or more of its KPI goals in the past 3 months? Simply put, if teams arent hitting their goals for more than 3 months in a row - somethings gotta change.This is a chance to highlight how your suggested change can help everyones tide rise. Have your teams collaborative projects proven positive ROI? This is an interesting one. Because some of your peer managers might say, What collaborative projects?Again, this could stem from silo issues Or signal a breakdown in teams working together.For instance, nearly every modern marketing teams should be working with developers (who are often outside their team) regularly.Next, if they have worked with other teamsWell, has it worked?Are there more dollars, email signups, or whatever else they were looking for because of the joint venture? Does anyone on your team (including you!) experience significant stress or anxiety when executing a new project? I absolutely love this question.While there is always *some* amount of stress kicking off a new project - it shouldnt be consistently significant.Scientifically, we know significant stress reduces productivity. It also promotes negative behaviors like procrastination. So if new projects give your team a panic attack, something major is broken.Now is the time to fix it. How To Score Your Marketing Cholesterol Test (In GIFs) Alright, heres the final reveal Score your test responses as follows: 0–2 yes answers Youre good and probably rock at getting your peers to buy in. 3–7 yes answers Right now is the perfect time for change! Saddle up and get it done. 8–9 yes answers Panic. It was time to change yesterday but today is good too. You got this  Ã°Å¸ ¤Ëœ #2. Start With The Problem To Get Team Buy In Next,  to overcome change aversion with your peer managers, start with the problem you’re trying to solve and the benefits your solution offers to them. Yes I’m encouraging you to market change to marketers. #inception Software has more to teach us, here. Intercom recently revamped the design of their products inbox - a place their customers spend a lot of time in. The new interface looks like Evernote and Intercom had a baby And its one cute baby. They got ahead of change aversion by focusing on problem their change was geared at solving. Often, change is resisted with statements like this: We dont need to change for changes sake! If you begin with the problem, though, you sidestep this as an issue altogether. When theres a genuine problem to be solved, you arent changing for changes sake. Your changing for growths sake. Huge difference. Trying to influence positive change within your marketing department? Start with the problem first. Start With The Problem First, specifically outline the problem you want to solve and the harm its causing. Outline the problem as specifically as you can: Right now, were using six different tools to manage our marketing. Because of the constant shuffle, details are getting lost, were dropping balls, and not hitting deadlines. Outline Your Solution Propose your solution, address the cost of switching, and focus on the benefits: If we consolidate our tools, these problems will evaporate. We each lead talented, competent teams. So its a simple thing to give them a better way to do their jobs. Yes, this will mean adapting our workflows to a fresh way of doing things. And it will mean a new way of collaboration among our teams. But the gain in productivity and organization will pay dividends in results, reduce stress, and improve communication. When you focus on the problem, your proposed change isnt the focal point. Admittedly, Im assuming the change you want to lead is truly an issue. If it is, you can position any resistance to be against the benefits your solution offers. This keeps the conversation focused on, How do we solve this  real problem. #3. Script The New Actions The Change Requires To Get Team Buy In A third way to  get your peer managers to buy in comes from Chip and Dan Heaths fantastic book,  Switch: How To Change Things When Change Is Hard. Its a way to get ultra-specific about what needs to happen next. The catchphrase analysis paralysis turns out to be a real thing. It even happens to LeBron James. When people are presented with too many options, we get stuck. When people are presented with too many options, we get stuck.Analysis Paralysis Is A Real Thing In the book  Switch, the authors share how this same phenomenon happens to doctors. A medical doctor and a psychologist devised a test to see how well the average doc make choices. The test involved two similar groups asked to make a decision on the same case. The only difference was that Group A made a choice between two options. While Group B had three. Check out the scenario The patient in the test was an older gentleman with hip trouble. Group A had to decide between a hip-replacement surgery and a simple medication that hadnt yet been tried. Almost 50% of the doctors from Group A chose the non-surgical path. Group B had a similar choice. Only instead of one non-surgical option, there were two. Thats it. That was the only variable. These doctors had to decide on surgery, medication 1, or medication 2 Logically, two non-surgical options seem even better than one, right? Well, only 28% of Group B docs opted for the non-surgical option. ^^^ This is analysis paralysis at work.