Psychology of Business

Literature Review Situational Questionnaires While filling out the situation questionnaire, specific emphasis is placed on the analysis of situations the interviewees could face in various settings. At this point, Deinzer et al. (1995) assert that situation has a potent impact on the individual’s traits and behavior. Latent forms of expression and exposition, therefore, could be revealed by means of situational questionnaire.Advertising We will write a custom essay sample on Psychology of Business specifically for you for only $16.05 $11/page Learn More In addition, Isaksen et al. (2001) focuses on the role of situational outlook questionnaire in improving or hampering the creative thinking among learners. The findings have revealed that learners rely on their experience while presenting their attitude to an academic process. Behavioral Questionnaire Behavioral psychology has a long history because it allows the researchers to identify the main as pects of social cognition. Therefore, introducing behavioral questionnaires provides a greater understanding how individuals respond to certain factors (Rath et al., 2013). Introducing behavioral questionnaires to the participants of the study contributes to self-evaluation of performance and other characteristics. Analysis of spatial intelligence is also crucial for understanding which skills, experiences, and abilities could be measured by means of behavioral questionnaire (Eliot Czarnolewski, 2007). In particular, the fact that spatial intelligence influences human behavior is obvious because it allows the researchers to measure how participants could characterize and describe various objects. Great Man Theory According to the Great Man theory of leadership, people should have innate skills that will allow them to lead and manage the personnel. At this point, Cawthon, (1996) stresses that people should be born to be leaders although there is still the probability of acquiring ne w skills and experiences to become a good supervisor. In addition, understanding the main aspects of charismatic leadership provides new perspectives on successful management in a business setting (Wyner, 2009). Management Transactional Theory Efficient leaders should introduce specific programs for their subordinates to motivate and develop their self-interests. At this point, Othman et al. (2013) focus on the role of transactional management in enhancing organizational commitment of employees to prove that there is a positive correlation between those. Organizational performance is also among the aspects that directly relate to transactional leadership. In particular, Hargis et al. (2011) underscore the positive influence of transactional leadership on employees’ engagement and job performance. Therefore, the potential results of the participants can also depend on the researchers’ leadership qualities.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Qualitative research Credibility The credibility of the questionnaires under analysis relies on the availability and objectivity of the participants involved into the interview. Therefore, due to the fact that all the proposed questions and tasks have been accurately measured, the given study could be considered valid. Transferability The level of transferability of the interview results is significant because the interviewee distinguishes between theory and practice, as well as realizes how various theoretical frameworks could be applied. In addition, the interviewee is fully aware of experience received in the course of employees’ management. Dependability With regard to the repeatability of the study, the participant relates to accepted rules and common theories and, therefore, the answers can be used in a broader context. In particular, the participant’s outlook on leading and managing th e staff can be applied to improve the effectiveness of human resources management. Confirmability During the interview, the participant has managed to bring in a new perspective to the research, which also contributes to its theoretical and practical value. In particular, the interview refers to anecdotal situation taking place in the workplace. Resource analysis While listening to the interview record, it is possible to define the main goals, objectives, behavior and attitude of the participant. This is of particular concern to the job position, experience, motivation, and leadership skills. In particular, while asking the question, the researchers have focused on behavior and reaction of the interviewees to various leadership tasks that should be performed in a team. Although the participant possesses sufficient leadership skills, he/she is aware of the fact that listening is an inherent component of successful interaction between a supervisor and their subordinates. With regard t o the records and the questionnaire, it is possible to define the correlation between responses with reliance on behavioral and situational theory. In addition, the respondent is also concerned with the inborn skills that leaders should possess; at the same time, the participant adheres to transformational leaders must constantly learn to communicate with employees. According to the interviewee, being a leader means constant fulfillment and improvement, leading to professional growth and development.Advertising We will write a custom essay sample on Psychology of Business specifically for you for only $16.05 $11/page Learn More The results of the personality test have revealed that the interviewee is extravert, which is justified through the recorded interview. During the interview, the respondent was active and responded to each question in an elaborated way. Thinking patterns are also apparent, which is approved by the test, because the interviewee an swered questions logically and consistently. Analysis of situational and behavior questionnaires corresponds to the requirements and purposes of the qualitative research analysis. Nevertheless, the importance of behavioral analysis is emphasized because the questions have allowed the interviewers to identify the behavioral patterns. In general, the record provides an extensive overview of psychological and emotional analysis of the participant. References Cawthon, D. L. (1996). Leadership: The Great Man Theory revisite. Business Horizons, 39(3), 1-6. Deinzer, R., Steyer, R., Eld, M., Notz, P., Schwenkmezger, P., Ostendorf, F., Neubauer, A. (1995). Situational effects in trait assessment: the FPI, NEOFFI, and EPI questionnaires. European Journal Of Personality, 9(1), 1-23. Eliot, J., Czarnolewski, M. Y. (2007). Development of an Everyday Spatial Behavioral Questionnaire. Journal Of General Psychology , 134(3), 361-381. Hargis, M. B., Watt, J. D., Piotrowski, C. (2011). Developing Leaders: Examining the Role of Transactional and Transformational Leadership across Contexts Business. Organization Development Journal, 29(3), 51-66. Isaksen, S. G., Lauer, K. J., Ekvall, G., Britz, A. (2001). Perceptions of the Best and Worst Climates for Creativity: Preliminary Validation Evidence for the Situational Outlook Questionnaire. Creativity Research Journal, 13(2), 171-184.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Othman, J., Abdullahi Mohammed, K., Lawrence D’Silva, J. (2013). Does a Transformational and Transactional Leadership Style Predict Organizational Commitment among Public University Lecturers in Nigeria?. Asian Social Science, 9(1), 165-170. Rath, J. M., Sharma, E., Beck, K. H. (2013). Reliability and Validity of the Glover-Nilsson Smoking Behavioral Questionnaire. American Journal Of Health Behavior, 37(3), 310-317. Wyner, G. A. (2009). The â€Å"Great Man† Theory. Marketing Management, 18(1), 6-8. This essay on Psychology of Business was written and submitted by user Amanda Sefton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Grab Attention with LinkedIn GIFs, Images, Videos, and Emojis

Grab Attention with LinkedIn GIFs, Images, Videos, and Emojis This morning I woke up to what appeared to be the new face of LinkedIn. Instead of my profile as I’ve become accustomed to seeing it, with member photos nicely centered on the page, this new image appeared: You may have noticed this change as well. Sigh†¦ so much for all that careful placement of the background image! LinkedIn is at it again. I do like the menu on the right, where a member’s contact info is easy to access. In your own profile, you can click on â€Å"See connections† rather than hunt around for that option (note that in a different member’s profile, you will only see the number of connections, not a link to view them). The option to â€Å"Add a profile section† from your own profile is much easier to find as well. I also like that more of the summary is visible now than in the previous update. You have three lines instead of two to communicate your value proposition and entice people to read more. We all know that â€Å"the only thing that is constant is change† (Heraclitus), and this adage is especially true when it comes to social media platforms. Yet no matter how well we understand this truth, change still catches us off guard. This one gave me a bit of a shock, as it looks like I will need to replace the images in my book very soon. Other changes to the visual experience of LinkedIn have been afoot since my last update in December 2017. Here’s some of what’s been evolving on LinkedIn in 2018. Video in Groups and Posts LinkedIn has improved the sharing experience in groups and article posts by allowing videos. To post a video in a group, Start a conversation with your group by clicking in the details field and pasting in the URL of the video. You may need to add a space after pasting in the URL to see the video populate the preview field below. Once the preview is in place, you can delete the ugly URL and give your post a title and further details if you like. To post a video in an article, go to your home page, and then enter a URL in the box that says â€Å"Share an article, photo, video or idea.† Or, click on â€Å"Video† to attach a file from your computer. Images in Comments When you comment on an article, there’s now an option to increase visual appeal by adding a photo. An image can draw more attention to your comment, so go for it! Click on the camera icon and attach any photo from your files. Note that you cant post an image only; you must also leave a written comment. Here’s what your image might look like in a conversation: LinkedIn GIFs LinkedIn has for some reason implemented GIFs in their messaging. I personally am anti-GIF, and I don’t think they belong anywhere, much less on a business platform. However, there are many people who disagree with me, and if you want to use GIFs in more casual interactions on LinkedIn, have fun! Just click the GIF option below your message and type in a search term.      Ã‚   For more details on using LinkedIn GIFs, read LinkedIn Official Blogs article Make Conversations More Engaging with GIFs in Messaging. Emojis You can now use colorful characters in your Headline, as well as in most sections and titles in your LinkedIn profile. If you want to add some visual appeal, an appropriate emoji can be a bold addition. Note that not all symbols will render in color once youve updated, so you may need to experiment. Also, this function might not work on all computers or browsers, so some viewers may see an empty box instead of the symbol you chose. I would personally recommend sticking to Unicode characters to be safe. Have fun! Have you noticed any other changes to the visual face of LinkedIn? Do you have questions I can answer? Please share in the comments! If youd like live, personal feedback from me on your profile, I offer a 20-minute LinkedIn Profile Review special for just $75. I look forward to scheduling a call with you!

Kindergarten Bigger and Smaller Math Lesson Plan

Kindergarten Bigger and Smaller Math Lesson Plan Students will compare two objects and use the vocabulary bigger/smaller, taller/shorter, and more/less to describe their respective attributes. Class: Kindergarten Duration: 45 minutes each during two class periods Materials: Cereal (Cheerios or something else with similar pieces)Used pencils and/or crayonsManipulatives such as unifix cubes and/or Cuisenaire rodsPrepared booklets (see below)Pictures of cookies or fruit in various sizes Key Vocabulary: more than, less than, bigger, smaller, taller, shorter Objectives: Students will compare two objects and use the vocabulary bigger/smaller, taller/shorter, and more/less to describe their respective attributes. Standards Met:  K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has â€Å"more of†/â€Å"less of† the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Lesson Introduction If you want to bring in a large cookie or cake to divide among the class, they will be very engaged in the introduction! Otherwise, a picture will do the trick. Tell them the story of â€Å"You cut, you choose,† and how that is how many parents tell their children to divide things in half so no one gets a bigger slice. Why would you want a bigger slice of cookie or cake? Because then you get more! Step-by-Step Procedure On the first day of this lesson, show pictures to students of cookies or fruit. Which cookie would they want to eat, if this looks good to them? Why? Highlight the language of â€Å"bigger† and â€Å"smaller† - if something looks yummy, you’ll want the bigger portion, if it doesn’t look good, you’ll probably ask for the smaller portion. Write â€Å"bigger† and â€Å"smaller† on the board.Pull the unifix cubes out and let students make two lengths - one that is obviously bigger than the other. Write the words â€Å"longer† and â€Å"shorter† on the board and have students hold up their longer stack of cubes, then their shorter stack of cubes. Do this a couple of times until you are sure that they know the difference between longer and shorter.As a closing activity, have students draw two lines - one longer, and one shorter. If they want to get creative and make one tree that is bigger than another, that’s fine, but for some that don’t like to draw, they can use the simple lines to illustrate the concept.On the next day, review the pictures students did at the end of the day - hold a few good examples up, and review bigger, smaller, taller, shorter with the students. Call some student examples to the front of the classroom and ask who is â€Å"taller†. The teacher is taller than Sarah, for example. So that means that Sarah is what? Sarah must be â€Å"shorter† than the teacher. Write â€Å"taller† and â€Å"shorter† on the board.Hold out some Cheerios in one hand, and fewer pieces in the other. If you were hungry, which hand would you want?Pass out booklets to students. These can be made as easy as taking four pieces of paper and folding them in half and stapling them. On two facing pages, it should say â€Å"more† and â€Å"less†, then on two other pages â€Å"bigger† and â€Å"smaller† and so on, until you have filled the book. Students should take some time to draw pictures that represent these concepts. Pull students aside in small groups of three or four to write a sentence that describes their picture. Homework/Assessment: Have students and their parents add pictures to the booklet. Evaluation: The final booklet can be used to evaluate the understanding that the students have, and you can also discuss their pictures with them as you pull them in small groups.

Introduction to International Accounting Essay Example | Topics and Well Written Essays - 1500 words - 1

Introduction to International Accounting - Essay Example It had started its operation with single fleet and three flights per week and presently it spreads its span to 99 destinations over 39 countries. The organisation had commenced its business with the name of Malaysia-Singapore Airlines in the year 1947. After 25 years, in the year of 1972, the Airlines had split into two entities, named as Singapore Airlines and Malaysian Airline System. The Singapore Airlines was the first to provide the complimentary headsets and free drinks. In addition to it, their latest innovation of providing in-flight telecommunication services made them pioneer in this service. Eventually, it can be stated that the history of the organisation was the witness of the quality services (Singapore Airlines, 2011). The Singapore Airlines is a unit of Singapore Government. The holding company of the organisation is Temasek Holdings which acquires 54.5% of voting stock. The organisation has adopted an effective strategy of diversification. It has been diversified into related sectors and industries. Hence, it can be stated the organisation has gone for the horizontal diversification (Singapore Airlines, 2007). The financial statements of the organisation indicates that during the period of economic downturn the organisation was not managed properly as the profit had became negative in the financial year 2009. But there after, SIA has controlled the organisation effectively as drastic changes in the financial performance have been noticed. Report published by Statistical Commission (2008) had defined the concept of balance sheet. The report had considered the balance sheet as the statement which has drawn up the values of the assets owned and the liabilities owed by an organisation or a group of organisations, based on a particular point of time. A balance sheet is able to show the ways of best meeting the liabilities. Moreover, comparing the fixed assets and the current assets of a balance sheet, it can be determined

Journal of learning style Essay Example | Topics and Well Written Essays - 3000 words

Journal of learning style - Essay Example I decided to begin with a short ‘Study Skills Assessment’ questionnaire provided on-line by Columbia Basin University (Appendix 1), containing fifty-six questions; received feedback indicates that I could improve strategies used for reading as well as for concentration and memory. Thinking about this I wrote up a personal SWOT analysis in an attempt to find further evidence of my strengths and weaknesses. I found a downloadable example from Bristol Business School, belonging to the University of Western England (Appendix 2), which helped me with the questions I should ask myself. This exercise proved quite time consuming and needed much effort on my part to really think about and answer each question as fully and as honestly as I could; nevertheless I did persevere and ascertained my strengths as an outgoing, imaginative and very personable at a social level. My weaknesses include writing, especially long assignments or reports – this Journal assignment is not too difficult because it is broken into manageable sections, oral presentations and making decisions. The most useful aspect of this task was that it induced me to really think about my strengths and weaknesses, as well as any considered threats and how I intended to deal with them. Next I completed a learning approaches questionnaire (based on Approaches to Study Inventory (Tait & Entwistle 1996) and provided on-line by Bournemouth University (Appendix 3). Results indicate that I have a surface/passive approach to learning and that I tend to reproduce information and try to memorize subject matter rather than delving further or seeking to extend that information, that I keep closely to the syllabus provided by the lecturers and do not follow up interest of my own. At this point I wanted to know more, so because a discussion on learning styles is a component of this Learning Journal, I decided to spend time researching learning styles and

History of Plato Essay Example for Free

History of Plato Essay Plato was born around the year 428 BCE into an established Athenian household with a rich history of political connections including distant relations to both Solon and Pisistratus. Platos parents were Ariston and Perictone, his older brothers were Adeimantus and Glaucon, and his younger sister was Potone. In keeping with his family heritage, Plato was destined for the political life. But the Peloponnesian War, which began a couple of years before he was born and continued until well after he was twenty, led to the decline of the Athenian Empire. The war was followed by a rabid conservative religious movement that led to the execution of Platos mentor, Socrates. Together these events forever altered the course of Platos life. The biographical tradition is unanimous in its observation that Plato engaged in many forms of poetry as a young man, only later turning to philosophy. Aristotle tells us that sometime during Platos youth the philosopher-to-be became acquainted with the doctrines of Cratylus, a student of Heraclitus, who, along with other Presocratic thinkers such as Pythagoras and Parmenides, provided Plato with the foundations of his metaphysics and epistemology. Upon meeting Socrates, however, Plato directed his inquiries toward the question of virtue. The formation of a noble character was to be before all else. Indeed, it is a mark of Platos brilliance that he was to find in metaphysics and epistemology a host of moral and political implications. How we think and what we take to be real have an important role in how we act. Thus, Plato came to believe that a philosophical comportment toward life would lead one to being just and, ultimately, happy. It is difficult to determine the precise chain of events that led Plato to the intricate web of beliefs that unify metaphysics, epistemology, ethics and politics into a single inquiry. We can be certain, however, that the establishment of a government by Sparta (after the chaos of Athens final defeat in 404), and the events that followed, dramatically affected the direction of his thinking. Following the turmoil of the war, a short eight month oligarchical tyranny known as the Thirty Tyrants governed Athens. Two of Platos relatives, Critias (his mothers uncle) and Charmides (his mothers brother) played roles in this regime. Critias was identified as one of the more extreme members and chief advocate of the government, while Charmides played a smaller role as one of the Eleven, a customs/police force which oversaw the Piraeus. The oligarchy made a practice of confiscating the estates of wealthy Athenians and resident aliens and of putting many individuals to death. In an effort to implicate Socrates in their actions, the Thirty ordered him to arrest Leon of Salamis. Socrates, however, resisted and was spared punishment only because a civil war eventually replaced the Thirty with a new and most radical democracy. A general amnesty, the first in history, was issued absolving those who participated in the reign of terror and other crimes committed during the war. But because many of Socrates associates were involved with the Thirty, public sentiment had turned against him, and he now had the reputation of being profoundly anti-democratic. In what appears to be a matter of guilt-by-association, a general prejudice was ultimately responsible for bringing Socrates to trial in 399 on the charges of corrupting the youth, introducing new gods into the city, atheism, and engaging in unusual religious practices. During his trial, which is documented in Platos Apology, Socrates explained that he had no interest to engage in politics, because a certain divine sign told him that he was to foster a just and noble lifestyle within the young men of Athens. This he did in casual conversations with whomever he happened to meet on the streets. When Socrates told the court that if set free, he would not stop this practice, claiming that he must follow the voice of his god over the dictates of the state, the court found him guilty (though by a narrow margin), and he was executed one month later. This final sequence of events must have weighed heavily on Plato, who then turned away from politics, somewhat jaded by the unjust behavior of the Thirty, disappointed by the follies of the democracy, and forever affected by the execution of Socrates. At this point Plato left Attica with other friends of Socrates and spent the next twelve years in travel and study. During this period, he sought out the philosophers of his day. He met with the wise-men, priests, and prophets of many different lands, and he apparently studied not only philosophy but geometry, geology, astronomy, and religious matters. His exact itinerary is not known, but the earliest accounts report that Plato left Athens with Euclides and went to Megara from where he went to visit Theodorus in Cyrene. From there he went to Italy to study with the Pythagoreans (including Philolaus and Echecrates mentioned in the Phaedo), and then after Italy he went to Egypt. Whether or not Plato began to write philosophical dialogues prior to Socrates execution is a matter of debate. But most scholars agree that shortly after 399 Plato began to write extensively. Although the order in which his dialogues were written is a matter of strong debate, there is some consensus about how the Platonic corpus evolved. This consensus divides Platos writings into three broad groups. The first group, generally known as the Socratic dialogues, was probably written between the years 399 and 387. These texts are called Socratic because here Plato appears to remain relatively close to what the historical Socrates advocated and taught. One of these, the Apology, was probably written shortly after the death of Socrates. The Crito, Laches, Lysis, Charmides, Euthyphro, Hippias Minor and Major, Protagoras, Gorgias and Ion, were probably written throughout this twelve year period as well, some of them, like the Protagoras and Gorgias, most likely at its end. Plato was forty the first time he visited Italy. Shortly thereafter, he returned to Athens and founded the Academy, located nearly a mile outside the city walls and named after the Attic hero Academus. The Academy included a nice grove of trees, gardens, a gymnasium and many shrines including one dedicated to Athena herself, the goddess of the city. Plato created his own cult association, setting aside a portion of the Academy for his purposes and dedicating his cult to the Muses. Soon this school became rather well-known on account of its common meals and sympotic lifestyle, modified, of course, to suit a new agenda. Indeed, Platos Academy was famed for its moderate eating and talk as well as all the appropriate sacrifices and religious observances. Overshadowing all of that was, of course, its philosophical activity. It seems that over the next twenty six years Platos philosophical speculation became more profound and his dramatic talents more refined. During this period, what is sometimes called Platos middle or transitional period, Plato could have written the Meno, Euthydemus, Menexenus, Cratylus, Republic, Phaedrus, Symposium and Phaedo. These texts differ from the earlier in that they tend toward the grand metaphysical speculation that provides us with many hallmarks of Platonism, such as the method of hypothesis, the recollection theory and, of course, the theory of ideas, or forms, as they are sometimes called. In 367 Dionysus of Syracuse died, leaving his son as the supreme ruler of a growing empire. Dion, his uncle and guardian, persuaded young Dionysus II to send for Plato, who was to serve as his personal tutor. Upon arriving, Plato found the situation unfavorable for philosophy, though he attempted to teach the young ruler anyway. In 365, Syracuse entered into war, and Plato returned to Athens. (Around the same time, Platos most famous pupil, Aristotle, entered the Academy. ) In 361, Dion wrote Plato begging him to return. Reluctantly, Plato did so, setting out on his third and final voyage to Italy. But the situation had deteriorated beyond hope. Plato was soon spirited out of Syracuse from where he went back to Athens. We know little of the remaining thirteen years in Platos life. Probably sick of his wanderings and misfortunes in Sicily, Plato returned to the philosophical life of the Academy and, most likely, lived out his days conversing and writing. During this period, Plato could have written the so-called later dialogues, the Parmenides, Theatetus, Sophist, Statesman, Timaeus, Critias, Philebus and Laws, in which Socrates plays a relatively minor role and the metaphysical speculation of the middle dialogues is meticulously scrutinized. Plato died in 347, leaving the Academy to Speusippus, his sisters son. The Academy served as the model for institutions of higher learning until it was closed by the Emperor Justinian in 529 CE, almost one thousand years later.

Reptiles :: essays research papers

Reptiles are vertebrate, or backboned animals constituting the class Reptilia and are characterized by a combination of features, none of which alone could separate all reptiles from all other animals.The characteristics of reptiles are numerous, therefore can not be explained in great detail in this report. In no special order, the characteristics of reptiles are: cold-bloodedness; the presence of lungs; direct development, without larval forms as in amphibians; a dry skin with scales but not feathers or hair; an amniote egg; internal fertilization; a three or four-chambered heart; two aortic arches (blood vessels) carrying blood from the heart to the body, unlike mammals and birds that only have one; a metanephric kidney; twelve pairs of cranial nerves; and skeletal features such as limbs with usually five clawed fingers or toes, at least two spinal bones associated with the pelvis, a single ball-and-socket connection at the head-neck joint instead of two, as in advanced amphibian s and mammals, and an incomplete or complete partition along the roof of the mouth, separating the food and air passageways so that breathing can continue while food is being chewed. These and other traditional defining characteristics of reptiles have been subjected to considerable modification in recent times. The extinct flying reptiles, called pterosaurs or pterodactyls, are now thought to have been warm-blooded and covered with hair. Also, the dinosaurs are also now considered by many authorities to have been warm-blooded. The earliest known bird, archaeopteryx, is now regarded by many to have been a small dinosaur, despite its covering of feathers The extinct ancestors of the mammals, the therapsids, or mammallike reptiles, are also believed to have been warm-blooded and haired. Proposals have been made to reclassify the pterosaurs, dinosaurs, and certain other groups out of the class Reptilia into one or more classes of their own. The class Reptilia is divided into 6 to 12 subclasses by different authorities. This includes living and extinct species. In addition, a number of these subclasses are completely extinct. The subclasses contain about 24 orders, but only 4 of these are still represented by living animals.Of the living orders of reptiles, two arose earlier than the age of reptiles, when dinosaurs were dominant. Tuataras, of the order Rhynchocephalia, are found only on New Zealand islands, whereas the equally ancient turtles, order Chelonia, occur nearly worldwide. The order Crocodilia emerged along with the dinosaurs. Snakes and lizards, order Squamata, are today the most numerous reptile species.

Moped-Room 101

The irritating high pitched whining going on in the back of your ear, going back and forth like a mosquito that needs to be swatted. These are the crippling parasites of today’s modern transport system, loud, slow and pathetically small. These are the major corruptions in today’s youth, not drugs or alcohol, but mopeds, we get taught in school about what harm drugs and alcohol can do, but not mopeds, can a shot of vodka cause your brains to come out of your ears? The only people who really ride mopeds are ‘chavs’ because ‘chavs’ have no real conception of respect and self-humiliation.Mopeds are poorly designed; the majority of mopeds fail on style, speed, and respect. Mopeds should be replaced with motorcycles, motorcycles have brakes, they have proper engines, and most importantly, they have style, strength and agility. People who ride mopeds on roads, like children who ride bicycles on pavements, deserve to be run over, not for pure hatred, a lthough that subconsciously plays a part in it, but for fun, if they choose to use an incomplete motorcycle they should be duly punished.They are loud and inconvenient to other people, causing pain in the ears, and sound pollution. Don’t buy a moped when your 16, buy a bus pass, then stick with it until your 21, old enough to ride a proper motorcycle and not a hairdryer. Mopeds are insolent, toe dragging scooters, which derived from a bicycle rider who was too lazy to pedal, but not brave enough to go fast. Mopeds are normally defined by limits on engine displacement, speed, power output, or transmissions, or by a requirement for pedals.In some countries, the legal driving age for a moped is lower than for larger motorcycles, and consequently mopeds are popular among the youth. Typically, mopeds are restricted to 30–85 km/h (18–53 mph) and engine displacement less than 50 cc. Any modification to the engine size to make it larger will cause it to be classified as a motorcycle, which will then increase tax, and allow the user to be criminally charged for driving without a license.Ask yourself this, do you respect moped owners? The answer will most likely be no, unless you own one yourself. If you were to be confronted by both a motorcyclist and a ‘mopeder’ who would you listen to, and move out the way for, 99% of` the time it would be the motorcyclist, this very simple question depicts the realistic social hierarchy from riding a moped. Helmets were designed to prevent injuries to the head, however, statistics say that most high speed rashes consist of a rider fatality, this is often at a speed of over 50mph and hit by a car going over 50mph also, thus theoretically meaning the crash was at 100mph. But, unfortunately, even though this is a sad statistic, all moped fatalities happen at under 53mph, and in the UK, 30mph. most are actually below that, more around the 5mph figure, where they attempt to do stunts, and end up falling off and breaking their necks. The other minorities are from being hit by another vehicle.

Similarities in the Epic of Gilgamesh and Siddhartha as Portrayed by an Unknown Author and Herman Hesse

Similarities in The_ Epic of Gilgamesh_ and Siddhartha As portrayed by an unknown author and Herman Hesse Both Siddhartha and Gilgamesh believe in themselves, they do not let others define them or make decisions for them. Siddhartha demonstrates that he has strong will from the very beginning of the novel. He is taught by the Samana even though the teachings he received up to this point in his life say that the Samana’s wayis the wrong religion. â€Å"It is not fitting for a Brahmin to speak angry and violent words/But indignation moves my heart/I do not wish to hear that request a second time from your lips†(Hesse, 9). Siddhartha wants to make his own decision to study with the Samana, therefore, he needed to go against his father’s judgment and demand leave to travel with the Samana. This clearly shows Siddhartha’s strong will by wanting to study with the Samana strongly enough to disobey his father. Siddhartha also demonstrates determination when he does not fall prey to the temptations of Sublime ones teachings. Siddhartha believes you do not need a teacher or scriptures to be taught how to achieve Nirvana. He abandons the Buddha and also his friend with hope of finding the way to Nirvana on his own. Gilgamesh on the other hand is the ruler of Uruk. In order to be able to keep his people alive he needs to be level headed and strong willed. Gilgamesh is so strong willed he seems arrogant, he believes he is one of the Gods and immortal and forgets that he is only 2/3 God. The villagers of Uruk say that â€Å"[Gilgamesh’s] arrogance has no bounds by night or day†(tablet 1, 62). Although his strong will is mistaken for arrogance on numerous occasions, Gilgamesh changes through the course of the novel. After meeting Enkidu he seems less arrogant to the people of Uruk and becomes their hero. Gilgamesh’s strong will helps him through the trials he must face to reach immortality. He faces the battle with Hambaba, the death of his friend, he passes through the mountain pass, rows across the waters of death and then return to his people. Gilgamesh did not give up during his journey because he did not want to let the people of Uruk suffer an illfate. The thought of his people gives him courage and his strong will is what allows him to continue. Gilgamesh and Siddhartha are two men from different times but they still share the same quality of being strong willed. The importance of loyalty is conveyed through Siddhartha’s and Gilgamesh’sloyalty to their friends. Siddhartha is loyal to every person he meets during his journey, but his most trusted friend is Govinda. They start their journey together; Govinda is in love with Siddhartha and therefore follows all his wishes. After meeting the Sublime One Siddhartha feels as though he has wronged his friend by bringing him along on his journey, because they have not found Nirvana: Govinda, my friend, now you have taken this step, now you have chosen this path. Always, oh Govinda, you've been my friend, you've always walked one step behind me. Often I have thought: Won't Govinda for once also take a step by himself, without me, out of his own soul? Behold, now you've turned into a man and are choosing your path for yourself. I wish that you would go it up to its end, oh my friend, that you shall find salvation! Siddhartha wants only the best for his friend so he waits for Govinda to decide to leave him instead of sending him away. Siddhartha wishes Govinda well, even though he knows later on he will feel lonely without his friend. Siddhartha and Govinda meet each other after they depart on two other occasions. On each meeting they speak as though they had never left one another’s side. Friendship thus plays a key role in Siddhartha as well. Gilgamesh initially does not seem like a loyal person because of his arrogance, however, when he meets Enkidu, Gilgamesh becomes a loyal friend. At the beginning of their relationship, Gilgamesh’s loyalty seems questionable, but after the death of Enkidu the reader can see the great love he has for his friend. â€Å"[. . . ] seven days and seven nights he wept for Enkidu† (Tablet, 96). Following the death of his friend, despite Gilgamesh’s vow to walk with him in the neverlands (valley of death), he leaves on a journey to find immortality because he does not want his people to suffer the way he has. Despite his journey to find immortality Gilgamesh comes to realize that immortality will not bring his friend back from the dead. He discovers that he must live his life the way Enkidu would have wanted him to; without grief. Gilgamesh decides to stay loyal to his friend and walk in the neverlands with him after his own death. Gilgamesh and Siddhartha are loyal to their closest friends and they only wish the best for them. Through their loss they were able to achieve impossibilities. Siddhartha and Gilgamesh never truly experience grief until the death of the ones they love. Their experience with grief is similar because it helps them evolve as people and it changes their lives. After the death of Kamala, Siddhartha is enlightened and is able to experience the grief of this world as well as see the grief he inflicts on his father the day he leaves. Kamala’s death leaves Siddhartha with the responsibility of raising his son, who hates living as a ferryman. His son wants to return to the town but his father does not let him. â€Å"I hate you you’re not my father/even if you were her lover ten times over. † (Hesse,108). Siddhartha feels grief at that moment for not being loved by his son, but it is through grief that he can understand Nirvana. Gilgamesh has everything he has ever wanted and he has never had an occasion to understand or feel grief. He would have never felt grief if he did not enjoy the company of Enkidu. The death of Enkidu is the turning point in The Epic of Gilgamesh, because Gilgamesh, in order to forget his grief, sets out on his journey to find immortality, in his attempt to resurrect Enkidu, also to shelter his people from grief. For Gilgamesh and Siddhartha, grief is the turning point in their lives, because it helps them move forward. Siddhartha discovers Nirvana and Gilgamesh finds that you can’t escape reality with immortality. While writing Siddhartha and The_ Epic of _Gilgamesh the authors would have been influenced by the beliefs of the society in which they lived. Siddhartha follows the Buddhist belief that you can find Nirvana through teachings and meditation. Nirvana is a state of mind which is completely at peace and with complete clarity and lucidity without thoughts of volitional formation (Bhikkhu Bodhi). Herman Hesse wrote the novel Siddhartha during his time in India and China, where the central religion is Buddhism. It is unknown to this day who the author of The Epic of Gilgamesh really was. First the story was found on tablets years after it was written and secondly the tablets state that Gilgamesh himself had written the novel. The reason people do not believe it was Gilgamesh who wrote this novel is because it is written in the third person. But we do know that The Epic of Gilgamesh is influenced by the Babylonian’s beliefs of dream interpretation and the cosmic. Since the epic is found in Babylonian ruins, archeologists assume that the epic is written by the Babylonian’s who also believed in astrology. The novel states that it is written during the age of the Taurus, also Gilgamesh sacrifices a bull, which is a custom among the Babylonians (Tony Crisp). Both novels are influenced by the place they were written but also during the era they are written in. Siddhartha is written in 1922 by a German named Herman Hesse who studied the Buddhist religion during 1910-1922. Around the time that Hesse wrote Siddhartha, his wife was suffering from mental instabilities and his son was seriously ill. Hesse stayed positive and strived for spiritual self-realization. Hesse states that â€Å"There is no reality except the one contained within us†(Hesse, 1919), this is a concept found within the novel Siddhartha. The difficulties and trials Hesse has to face helped make his novel one that’s praised around the world. The Epic of Gilgamesh has no official author because it is written on stone tablets that were discovered in the mid nineteenth century by Austen Henry Layard. They believed the tablets to be written around 2000 BCE but the actualdate is still argued. The tablets were found in ancient Mesopotamia, where they discovered 12 incomplete tablets. More tablets with a Syrian script have been found as far away from Mesopotamia as Syria and Turkey. Richard Hines) Both novels were written as a work of fiction but in reality they are both written using the name of an actual historical figure. Siddhartha of Gautama is known as the â€Å"Awakened one† or the Buddha throughout Asia; Hesse’s story does not follow closely to that of the Buddha. The journey they follow is different but the path they take to find Nirvana is the same. They both end up finding Niravan through medi tation and self teachings. the tablets on which The Epic of Gilgamesh is written tell the true tale of the historical figure, Gilgamesh, fifth king of Uruk. Water is the sign of purity and rebirth, but in order to be reborn in water you must emerge from its’ depths. (Didier Coiffard) During Siddhartha’s attempt to escape his life as a merchant, he runs away and decides to commit suicide near a river bank. While under the water he sees the word OM in front of him and finds himself unable to commit suicide. He emerges from the water a renewed man with renewed knowledge. â€Å"The new Siddhartha felt a deep love for this flowing water and decided that he would not leave it again so quickly† (Hesse, 81). He then meets the ferryman and becomes his apprentice in order to study the water and relearn his skills as a Brahmin and Samana. Siddhartha learns to listen to the river and becomes friends with it. With the help of the ferryman and the river Siddhartha finds Nirvana. He also relearns his skills of fasting, thinking and waiting. It is with the help of the river that Siddhartha is able to become a renewed and awakened person. Gilgamesh was also fortunate enough to find rebirth near water. Gilgamesh ends his initial quest near the river of death and retrieves a magic plant. In order to reach the plant Gilgamesh needs to submerge himself in the river. Once he emerges from the water he finds new hope in the magic plant, knowing that he could help his city. On his way back to UrukGilgamesh falls asleep and a snake steals the magic plant. For whom have I labored? For whom have I journeyed? For whom have I suffered? I have gained absolutely nothing for myself, I have only profited the snake, the ground lion! Gilgamesh goes back to Uruk to be with his wife and children, he realizes that he is only human and will keep his promise with Enkidu and walk in the neverlands with him. Both Siddhartha and Gilgamesh follow higher powers during their lives. Buddhists do not believe in a high power so Siddhartha follows the idea of spiritual awakening and a spiritual leader within himself . Siddhartha hears from his spiritual being when he leaves the Buddha and meets a woman that he desires but â€Å"[. . . ] upon hearing his innermost voice, and the voice said, no† (Hesse, 47) He immediately gives up on the woman and leaves her. He hears from his guide more than once through his journey. He hears the voice at the river and sees the word OM which is what gives him emotionalstrength. Like Siddhartha, Gilgamesh also follows a spiritual guide except for Gilgamesh believes in the gods. Until having met Enkidu, Gilgamesh has given his respect to the gods by sacrificing women and animals as well as building temples and shrines. After meeting Enkidu, he takes his fate into his own hands and kills Hambaba, but Enkidu dies by the will of the gods because he was not suppose to kill Humbaba. Gilgamesh has been touched by the gods since birth as his father, Utnapishtim is a god, which would make him 2/3 God and 1/3 man. The lives of Siddhartha and Gilgamesh are touched by a spiritual presence that helps them through their journey to find the meaning of life. In the beginning Siddhartha and Gilgamesh do not understand the meaning of life because they have never experienced anything outside of their cities. Siddhartha does not understand all aspects of life and therefore cannot experience nirvana. So his spiritual voice sends him on a journey to find and experience life. Through his journey he finds that there is no such thing as time, â€Å"Nothing was, nothing will be, everything has reality and presence† (Hesse, 87). Without his journey into life he would have never found this wisdom and with knowing and understanding that time is irrelevant, he would have never found Nirvana. Gilgamesh is much like Siddhartha because he has not experienced anything outside of Uruk. After the death of Enkidu he realizes that he is not immortal and will die one day. This realization scares Gilgamesh so he sets out on his journey to find immortality. After meeting his father, Gilgamesh realizes that becoming immortal is impossible, so Gilgamesh acknowledges that one day he will die because he is only human. With this knowledge he goes back to Uruk and strives to be a good king for the rest of his life. Siddhartha learns that only through life experiences can the spiritual self be understood and Gilgamesh learns that even though one day everything will die, you have to do what youcan at the present time. Herman Hesse and the Babylonian text are stories that will always be loved by many readers. They are stories that can be passed down to future generations and taught for years to come because they show the true meaning of existence. Gilgamesh learns to appreciate his life as a human being as opposed to a god, and not wish for immortality. He also finds that he is only capable of so much. Siddhartha learns that life is meant to be experienced in order to find nirvana and be at complete peace. The stories tell the reader that they do not have to be perfect or have everything to be truly happy with the life they have. Siddhartha and Gilgamesh are two fictional characters very similar in nature, despite having been written in two different times; ancient history and the twentieth century. The morals and ideas that these books hold true to this day, in order to find our spiritual selves we need to go on a journey to the depths of our souls and find the peace with us. Tomb of Gilgamesh believed found. † BBC News. 23 April 2003. Water a source of inspiration. Cite expos l’eau pour tous. 9 January 2008. â€Å"Nirvana. † Wikipedia: The Free Encyclopedia. 7 January 2008 â€Å"Babylonian Dream Beliefs. † Dream Hawk. Mesopotamia. 6 June 1999. World Civilizations, Richard Hines. 8 January 2008 < http://w ww. wsu. edu/~dee/MESO/GILG. HTM> â€Å"Free Siddhartha Essays: Themes in Siddhartha. † 123HelpMe. com. 04 Jan 2008 http://www. 123HelpMe. com/view. asp? id=10368.

Biology 12 Independent Study Unit Essay

Biology 12 Independent Study Unit Essay Biology 12 Independent Study Unit Essay ISU- Phase 1: Outline of Study The topic I chose is the Effects of Smoking and Second Hand Smoke on the Lungs. I believe this topic is important to study because we encounter smoking on a daily basis. If one is not smoking themselves, then they are exposed to second hand smoke in their environment. Smoking in today’s society is the norm and cigarettes are easily attainable. This prevents people from being cautious of the damage caused by smoking cigarettes since they believe the misconception that illegal drugs are worse than cigarettes for your health. Many believe that there are few consequences of second hand smoke; however the continuous exposure to these chemicals shows long term effects on the human body. It is important to be aware of one’s surrounding and the possible repercussions of second hand smoke. I feel this is an important topic because due to the drastic increase in cancer in our world today (either hereditary or caused by the environment), we must be made aware of ways to avoid preventable cancers such as lung cancer. I aim to learn more about how my grandfather’s excessive smoking in his 40’s for 15 years contributed to his lung cancer and as a result, his death. I have been informed that the lack of technology and qualification of the doctors in Pakistan may caused the cancer to be overlooked in its early stages which may have prevented his death. I also aim to learn more about protecting myself from second hand smoke, specifically since my tenants smoke in the house and I am exposed to the chemicals from the cigarettes that travel through the heating system. The limits within which I will investigate this topic is the early diagnosis of lung cancer using modern technology, the treatments that follow the diagnosis, and the preventative measures that can be taken to reduce the chance of getting this type of cancer altogether. The biological impacts on the body as a result of smoking and second hand smoke and find stats talking about how the chance of disease increases Phase 2: Review of Literature and Bibliography cancercare.ns.ca/site-cc/media/cancercare/smoking%20in%20canada.pdf Author: The Canadian Partnership Against Cancer Year: December 2010 Title: Smoking and Lung Cancer in Canada Publishing

Historical SAT Percentiles New SAT 2016, 2017, and 2018

Historical SAT Percentiles New SAT 2016, 2017, and 2018 SAT / ACT Prep Online Guides and Tips If you took the new SAT in 2016, 2017, or 2018, you might be wondering what percentile your score is in. Is a 700 on Math in 2016 the same as a 700 in Math in 2018? How much do percentile scores change from year to year? In this article, I'll explain what new SAT percentile scores are and how they've changed over time. I'll also provide percentiles for SAT combined and section scores for 2016, 2017, and 2018. What Are SAT Percentile Scores? Your SAT percentile score tells you how well you did compared to other students who took the SAT. If you scored in the 97th percentile, then you scored higher than 97% of the people who took the test. If you scored in the 50th percentile, you did better than 50% of the people who took the test. Every year, the College Board determines that year's SAT percentile scores based on how college-bound high school seniors that year scored on the SAT. The higher the percentile your SAT score is in, the better you scored compared to other high school seniors. Special Note: Nationally Representative Sample Percentiles vs. SAT User Percentiles On your score report, you'll see information about two different kinds of percentiles: Nationally Representative Sample Percentiles and SAT User Percentiles. For this article, when we talk about percentiles we'll be exclusively referring to SAT User Percentiles, which are based on only actual SAT scores of students in the classes of 2016-2018 who took the new SAT. Read this article to find out more about the differences between the two percentile types on your SAT score report. Do Percentile Scores Change? In the past, SAT scores stayed pretty much at the same percentile, year over year. For instance, on the old SAT, a score of 1880 was in the 87th percentile for 20, 2012, 2013, 2014, and 2015. That SAT percentile scores haven't changed much over time is intentional- the whole idea behind the SAT scoring system is that colleges can know that a student who got a 1880 SAT score in 2010 performed about the same as a student who got a 1880 SAT score in 2006 or 2015. If an 1880 was in the 80th percentile in 2010 and the 95th percentile in 2015, the scores would be meaningless for comparison purposes on their own. Because the SAT in its current format has only been administered for a few years, however, new SAT scores aren't quite as tied to specific percentiles. As an example, a 1280 new SAT score was in the 83rd percentile in 2016, 86th percentile in 2017, and 84th percentile in 2018. The biggest differences changes in percentiles on the new SAT happened for students who scored between 860 and 1200, with the same score differing by as many as six percentile points between 2016 and 2018 (for instance, a 950 was in the 25th percentile in 2016 and 31st percentile in 2018). As the new SAT is administered to more students over more years, these differences will no doubt shrink, making it easier to compare the same scores. For now, though, if you're scoring in the 860-1200 range, you can expect the percentile of your score to shift by up to six percentile points compared to past years. How Should You Use This Info and Why Does It Matter? Because the same SAT scores have had such varying percentiles in the last couple of years, your percentile score is the easiest way to figure out how well you did on the SAT. If you scored higher than 50 percent of test-takers, then you're above average; if you scored higher than 75 percent of test-takers, then you did very well indeed. When you apply to college, however, you're not being compared to all students who took the SAT, but to all students who took the SAT and are applying to that school. To help students figure out how they stack up against past successful applicants, colleges usually publicly post 25th and 75th percentile scores of admitted students. If you want to be a competitive candidate for a school, your target SAT score should be around or above a school's 75th percentile score. On a section level, percentiles can help you put your scores in context. It might seem like you're doing about equally well on Evidence-Based Reading and Writing and Math if you get a 690 on ERW and a 640 on Math. However, a 690 ERW score is in the 93rd percentile, while a 640 Math score is in the 83rd percentile. Raising each section score by 100 points would raise your Math percentile ranking by 13 points and your ERW percentile ranking by only 6+ points. If you're thinking about retaking the SAT and trying to figure out where you should focus your studying efforts, your percentile scores can help identify how you can improve the most. Finally, percentile scores also tell us that a small increase in your composite score can have a large impact on your percentile score, particularly if you're scoring around or even a little below the middle of the pack. For instance, in 2018 an SAT score of 1050 was at the 49th percentile, but a score of 1210 was at the 76th. Increasing your score by just 160 points can take your score from below average to the top quarter of all SAT scores. Composite Score Percentiles, 2018, 2017, and 2016 SAT Composite Score 2018 Percentile 2017 Percentile 2016 Percentile 1600 99+ 99+ 99+ 1590 99+ 99+ 99+ 1580 99+ 99+ 99+ 1570 99+ 99+ 99+ 1560 99+ 99+ 99+ 1550 99+ 99+ 99+ 1540 99 99+ 99 1530 99 99+ 99 1520 99 99 99 1510 99 99 99 1500 99 99 98 1490 98 99 98 1480 98 99 98 1470 98 98 98 1460 97 98 97 1450 97 98 97 1440 96 97 96 1430 96 97 96 1420 95 96 95 1410 95 96 95 1400 94 95 94 1390 94 95 94 1380 93 94 93 1370 92 94 92 1360 92 93 91 1350 91 92 91 1340 90 91 90 1330 89 90 89 1320 88 90 88 1310 88 89 87 1300 87 88 86 1290 86 87 85 1280 84 86 83 1270 83 85 82 1260 82 83 81 1250 81 82 80 1240 80 81 78 1230 79 80 77 1220 77 78 76 1210 76 77 74 1200 74 76 72 90 73 74 71 80 72 73 69 70 70 71 67 60 68 69 65 50 67 68 64 40 65 66 62 30 63 64 60 20 62 63 58 10 60 61 57 00 58 59 55 1090 56 57 52 1080 54 55 50 1070 52 53 48 1060 51 51 46 1050 49 49 44 1040 47 47 42 1030 45 45 40 1020 43 43 38 1010 41 41 36 1000 39 40 34 990 37 38 32 980 36 36 30 970 34 34 29 960 32 32 27 950 31 31 25 940 29 29 24 930 27 27 22 920 26 26 20 910 24 24 19 900 23 22 18 890 21 21 16 880 20 19 15 870 18 18 14 860 17 17 13 850 15 15 12 840 14 14 830 13 13 10 820 12 12 9 810 8 800 10 9 7 790 9 8 7 780 8 8 6 770 7 7 5 760 6 6 4 750 5 5 4 740 4 4 3 730 4 4 3 720 3 3 2 710 3 3 2 700 2 2 2 690 2 2 2 680 1 1 1 670 1 1 1 660 1 1 1 650 1 1 1 640 1 1 1- 630 1- 1- 1- 620 1- 1- 1- 610 1- 1- 1- 600 1- 1- 1- 590 1- 1- 1- 580 1- 1- 1- 570 1- 1- 1- 560 1- 1- 1- 550 1- 1- 1- 540 1- 1- 1- 530 1- 1- 1- 520 1- 1- 1- 510 1- 1- 1- 500 1- 1- 1- 490 1- 1- 1- 480 1- 1- 1- 470 1- 1- 1- 460 1- 1- 1- 450 1- 1- 1- 440 1- 1- 1- 430 1- 1- 1- 420 1- 1- 1- 410 1- 1- 1- 400 1- 1- 1- Sources: SAT Understanding Scores 2016, SAT Understanding Scores 2017, SAT Understanding Scores 2018 Section Score Percentiles Evidence-Based Reading and Writing Score 2018 Percentile 2017 Percentile 2016 Percentile 800 99+ 99+ 99+ 790 99+ 99+ 99+ 780 99+ 99+ 99+ 770 99+ 99+ 99 760 99 99 99 750 99 99 99 740 98 98 98 730 97 98 97 720 97 97 96 710 96 96 95 700 94 95 94 690 93 94 92 680 92 92 91 670 90 91 89 660 88 89 86 650 86 87 84 640 84 85 81 630 81 82 78 620 78 79 75 610 75 77 72 600 72 73 69 590 69 70 66 580 66 67 63 570 63 64 60 560 59 60 56 550 56 57 52 540 52 53 49 530 49 49 45 520 45 46 42 510 42 42 38 500 38 39 35 490 35 35 31 480 31 32 28 470 28 28 25 460 25 25 22 450 22 22 20 440 19 19 17 430 16 16 15 420 14 14 13 410 12 400 9 10 9 390 8 8 7 380 6 6 6 370 4 5 5 360 3 4 3 350 2 3 3 340 2 2 2 330 1 1 1 320 1 1 1 310 1 1 1 300 1- 1 1- 290 1- 1- 1- 280 1- 1- 1- 270 1- 1- 1- 260 1- 1- 1- 250 1- 1- 1- 240 1- 1- 1- 230 1- 1- 1- 220 1- 1- 1- 210 1- 1- 1- 200 1- 1- 1- Sources: SAT Understanding Scores 2016, SAT Understanding Scores 2017, SAT Understanding Scores 2018 Math Score 2018 Percentile 2017 Percentile 2016 Percentile 800 99+ 99+ 99+ 790 99 99 99 780 98 99 98 770 98 99 98 760 97 98 98 750 96 97 97 740 96 97 96 730 95 96 95 720 94 95 95 710 93 94 94 700 92 94 92 690 91 92 91 680 89 91 89 670 88 89 88 660 86 88 87 650 85 86 86 640 83 84 83 630 81 82 81 620 79 81 79 610 77 78 76 600 75 76 73 590 72 73 70 580 69 70 67 570 66 67 64 560 64 65 60 550 61 61 57 540 57 58 53 530 53 54 49 520 49 49 45 510 44 45 40 500 40 40 34 490 37 37 30 480 34 34 27 470 31 32 24 460 28 29 21 450 25 25 18 440 22 22 16 430 20 20 14 420 17 17 12 410 15 14 10 400 13 12 8 390 10 7 380 9 8 5 370 7 7 4 360 6 5 3 350 4 4 3 340 3 3 2 330 2 2 1 320 1 1 1 310 1 1 1 300 1 1 1 290 1 1- 1- 280 1- 1- 1- 270 1- 1- 1- 260 1- 1- 1- 250 1- 1- 1- 240 1- 1- 1- 230 1- 1- 1- 220 1- 1- 1- 210 1- 1- 1- 200 1- 1- 1- Sources: SAT Understanding Scores 2016, SAT Understanding Scores 2017, SAT Understanding Scores 2018 What's Next? How do you compare to other students in your state? Find out with our regularly updated list of average SAT scores by state. Where does your SAT essay score fit into all this? Learn more about SAT essay scoring and what the average SAT essay score is here. Would you be able to score in a higher percentile on the ACT? We help you figure out if the ACT or SAT is a better test for you with this foolproof method. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Managing Essay Example | Topics and Well Written Essays - 2750 words - 4

Managing - Essay Example He argues that power cannot be easily repressed because it has productive aspect. Power cannot be seen only in terms of economic determination though it can be exercised for economic utility on human subjects. He examined the creation of modern disciplines, their principles of order and control, and how they tends to disindividualize power, making it appear as if power exists in the institution rather than the people. He used the Panopticon model by Bentham to explain the way institutions function in that the modelmakes power automatic and disindividualized. He held that the principles of power were concentrated on a distribution of bodies rather than one person. In The Subject and Power, he explained that modern-day disciplinary organizations allow a large number of people believed to be specialist to exercise control over a smaller number. He says power exists only when it is put into action and it does not mean a renunciation of freedom or transferring of rights of majority to few. In a power relationship, power involves actions executed based on another person’s actions and reactions. In this understanding,Freedom is a condition for the exercise of power and is exercised over free subjects, but only in as far as they are free. Foucault believes that power is productive, it is not a property of the state and it operates all social relations among persons. He views the mechanisms of power to produce different types of knowledge which collects information on people’s activities and existence in order to further reinforce the exercise of power. Other than the disciplinary power, Foucault describes pastoral power as ultimate power where people discipline themselves.it applies to the everyday life of an individual and imposes a law of truth on him making him a subject. Power produces subjects but not conformity; it ensures the individuality of all persons with their differences and deviances being