Acting Adrenaline Essays - Concession Stand Food, Free Essays

Acting Adrenaline Essays - Concession Stand Food, Free Essays Acting Adrenaline The thrill of being on stage, the thrill of making people laugh, the thrill of giving joy to the audience member waiting in their seat for the show to start. Acting on stage is like being able to be a whole new person without having to worry about anything for a while. Sometimes I can hardly contain myself when I'm on stage doing what I love most. When the spot light is on me my eyes shimmer like diamonds. The lights are blinding but beautiful. The smell of concession stand food is enlightening. The night before the show is like having the weight of the world on your back. When I first get on stage my hands start shaking, my heart starts pounding, I start blinking repeatedly. Acting is the art of being a performer and acting is truly that an art form. A life without the ability to act would not be a life worthwhile. The thrill I get when I am on stage is un-imaginable by an outsider. The feeling of being on stage brings more adrenaline to your body then a heart patient waiting for the shot he must get to save his life. Acting brings me what I need to feel alive and make me feel normal. Acting brings a feeling me a feeling of happiness. I may not have been blessed with the ability to play sports, or the ability to be a successful billionaire at the age of 17 but one thing I was sure blessed with is the ability to act. Acting is my adrenaline rush that makes me feel like I can walk on water without any complications. Acting is my bridge to terabithia that lets my mind and body wonder all over the place in front of hundreds of people without feeling like I am being laughed at. The feeling I get before I get on stage is the same feeling of having a 15 pound baby kick me in the stomach. That all goes away as soon as I get on stage, the feeling just drops. I am now able to be myself in an environment I am use to. There are no bullies to torture me to laugh at me for being different; everyone is now laughing with me for being funny and me being me. There is no other feeling in the world that can compare to the way I feel when I am acting on stage. The way I feel for acting has no comparison.

Deciding What I Want to Be

Deciding What I Want to Be Since the first flight at Kitty Hawk the flight industry has developed far beyond our imagination. Even with undoubted hazards of flying it still remains a popular means of transportation. This creates a huge demand for labor and wide variety of skills related with the industry. When I was little I was amazed at the sight of over fifty tons floating in the air. This led to curiosity that is embedded in me to this day, which has always made me wanting to become either a pilot or an airplane technician. I still have not decided which trade I would take up when I become graduated.Being a pilot would be an adventurous, risky, exciting and fun life; in simple no two days would be the same. There is a great deal of risk involved from the moment of take off to landing, making it exciting and adventurous. When flying, especially a commercial airliner, the same risk puts a great amount of responsibility in the hands of the pilot.Aviators 4In case of a technician, life would be drastically les s interesting and practically there would be nothing challenging at all, with the exception of completing deadlines. A technician can be sitting in the same desk, in the same terminal, doing the same machinery or drawing the same plan for years. Although on positive terms it is far too less risky, thus making it a lot less liable.On social aspects, piloting is considered as a prestigious occupation, throughout the globe. To be precise sometimes pilots are honored as much as crusaders or gallant sailors and explorers of the colonial centuries. Scarcity of their talent, their responsibilities as well as the dangers they face bring in pilots mammoth paychecks that can be shadowed by few other professions. Technicians only earn...

Law of Contract Coursework Example | Topics and Well Written Essays - 2250 words

Law of Contract - Coursework Example In the understanding of contract law, an ‘invitation to offer’ is defined as follows: â€Å"An invitation to the offer is a pre-determined proposal which is intended to generate an offer from the bidder of goods for a consideration, in order to effectuate an agreement.† In the case of British Car Auctions v. Wright1, we can further understand the definition of ‘invitation to offer’ in the context to the situation at hand: â€Å"There is no offer to sell, but always an offer to buy.† From this definition, we can analyse the effect of the email sent by Computerland to Cwmfelin University. Applying the definition in the case, the email sent by Computerland was not an offer, since there cannot be an offer to sell, but only an offer to buy. The actions on the part of Computerland further describe that it was a pre determined act, which intended to generate an offer from the buyer of the goods, Cwmfelin University in this context. Therefore, it can n ow be concluded that the mail sent by Computerland, having the intentions to generate an offer from Cwmfelin, was in fact an invitation to offer. The invitation was sent by Computerland, enticing Cwmfelin University to offer them a consideration for the delivery of Computers to the University. The fact that Computerland invited to an offer has now been established as a precedent which shall be followed to solve all the three problems given in Task 1 of the paper. In the first problem, we figure out that Cwmfelin University, after having accepted the offer to invitation from Computerland, offered to buy 50 Avocado machines at the price of 220 Pounds each, which shall be delivered to the University by the 15th September, at the latest. This was the offer made by Cwmfelin University to Computerland. After having received the offer, Computerland replied in this fashion: â€Å"â€Å"Thank you for your fax, which is receiving attention.† An agreement requires two ingredients to be fulfilled in order to be binding on the parties to enter into a contract. These are: a) Offer b) Acceptance of an Offer An ‘Acceptance to the Offer’ is defined as follows: â€Å"The act of communicating the offeror, informing him on the acceptance of the offer made by him, in exactly the same way the offer was made, and abiding by the conditions laid out in the offer.: Applying the law to the facts, we can infer from the statement made by Computerland does not amount to the acceptance of the offer which was delivered to them. The fact that the offer is still receiving attention implies that the offer is being considered either for a counter offer, for the acceptance of the offer or for the declination of the offer. There is no acceptance at this stage of time, and a decision as to what needs to be done is yet to be taken. Therefore, understanding from the principles of law and facts, it should be assumed that there was no agreement between Computerland and Cwmfelin Un iversity. The offer was still under negotiating terms, and Computerland had not made up its mind on the acceptance of the offer. Finally, Cwmfelin revoked the offer from Computerland, asking them not to send the computers. However, Computerland, without communicating its acceptance, did deliver the computers. It involves the performance of a contract which did not exist at the stage of actual performance. Cwmfelin University is safe under this situation, and the act of revocation of the offer stands valid, as

Discussion- CH5 Coursework Example | Topics and Well Written Essays - 250 words

Discussion- CH5 - Coursework Example Bank loans are not accompanied by any ownership condition. In addition, the bank personnel are not involved in the running of the business (Sloman and Sutcliffe, 104). The disadvantage of loan is that they are difficult to obtain and also the borrowers need to provide their personal guarantees. The pros of equity financing include no payment of interest. The investors are not paid interests though they will owe the entrepreneur some portion of profit. Equity financing has no liability. The entrepreneur is not liable and in case of failure, the investor takes the risk. No monthly payments are needed in equity financing. This allows for more money in the business to keep things running. Con associated to equity financing include giving up ownership. This is due to investors owning part of the business (Sloman and Sutcliffe, 303). Pros for stock include them being considered being having potential for higher returns as compared to other types of investments that are used by companies. Stock is considered to pay dividends. Extra income can be used to buy more shares for the company. Cons for stock include dramatically rise and fall that occur in stock price (Sloman and Sutcliffe, 167). Stack is seen also to have no guaranteed return. I agree with you that the most common types of financing for small entrepreneurs would be equity financing and debt financing. This is due to unavailability of ready finances. Debt financing allows using the finances and later pay to the lenders. Selling of shares is convenient to them as the money need not to be repaid. I equally agree with you that there are so many important skills that managers should have in order to drive success towards the company. The skills that are needed by the managers including ability to be a leader, positive relationship with employees, proper planning, proper delegation of duties, effective

Scientific and Critical Management Theories Article

Scientific and Critical Management Theories - Article Example The slaves were simply organic tools fed just like cows or horses in order to create more tools or goods. Through coercive compulsion, subjugation is attained; through cultural conditioning, subjugation is maintained. These few examples show that while the Homo Sapiens create and command tools, they also possess the uncanny instinct to exchange and thereby evaluate their own kind as tools. That notion of human beings considered as tools and valued more for his or her productivity than anything else is the compelling force behind Critical Management Studies (CMS). Its is hinged on the overarching framework of Critical Studies, which seeks to dismantle hegemonic structures in society by first stripping them of their seemingly-benign coverings. Critical legal studies (CLS), for instance, a branch of Critical Studies, does away with the all-too-convenient givens of a legal system - that there is but one set of "correct" rules and that legal decisions are but logical outcomes of tested principles that are empirically-replicable (Altman, 1986). It aspires to expose the ideological content of the law obscured by layers upon layers of social conditioning by demonstrating how the large areas of legal indeterminacy provide fertile ground for the cooptation of the legal system to reinforce existing power arrangements. In like manner, Critical Management Studies attempts to unmask and expose the ideological agenda behind traditional management structures, obscured and sterilized by such terms such as "scientific" and "objective". Such school of thought in the words of Grey and Willmott is nothing more than "a recycled version of the thinking of elite groups institutionalized as received wisdom." (2005) The crux of Scientific Management Theory (SMT) is that the interests of labor and capital are one and the same, and that any antagonism between the two could only result in detriment for production. To quote Frederick W. Taylor (1911), "No one can be found who will deny that in the case of any single individual the greatest prosperity can exist only when that individual has reached his highest state of efficiency; that is, when he is turning out his largest daily output." This paper will analyze these two divergent schools of thought - Critical Management Theory and Scientific Management Theory - in terms of how it affects the hegemonic structures of organizations and society with an end in view of determining which school of thought can provide the better lens by which society at large can be viewed, analyzed and, it is hoped, reformed. Ontology and Epistemology of Scientific Management Theory "Scientific Management Theory" was coined in a social milieu wherein the benchmark of success of a business organization was the size of its assembly line. Work was

Tpm In Japan Industry Management Essay

Tpm In Japan Industry Management Essay It can be argued in Japan it is strongly believed that the success of a country depends on the brilliance of its production ability. Japanese commitment to continuous technical innovation in manufacturing industry, in which allowed them to become a leading economic power. Many Japanese manufacturing companies believe that there are two key feature needed to create a reasonable benefit: one is attractive products and strong manufacturing potential. Japan has made a concerted effort to strengthen its manufacturing capability over the last three decades, however to accomplish this success many Japanese factories implemented TPM. Manufacturing industries which retain production plants in Japan, concentrate on improving output by implementing TPM. (Yamashina,  1995) 3.2 Why TPM It can be argued there are many reasons why TPM has stretched so quickly in Japanese industry and also companies outside worldwide are interested. The main reason for expanding of TPM is provide remarkable results, first transforms the work place evidently and elevates the knowledge in production and maintenance team. Companies practicing TPM consistently achieve reduce in equipment break downs, minor stoppages, reduction quality defects, cutting accidents and promoting employees confidence. TPM increases workers roles in the decision making process. TPM increases roles in providing input and in making tactical decisions. Empowering the workforce is the main goal of TPM. TPM helps operators appreciate their equipment and expands the range of maintenance and other tasks they can handle. It allows workers to make new finding, obtain fresh knowledge and enjoy new skill. It strengthens motivation, prompt interest in their work and concern for equipment and furthers the desire to preserve equipment in top good condition. (chokotei in Japanese) 2.3 TPM Implementation In order to implement a successful TPM structure of the firms need to be studied. unacceptable organization structure can guide to the failure of TPM implementation. A typical organizational structure for TPM implementation is as shown in Figure below: Figure 14: TPM Structure According to (McBride, 2004) TPM needs effectual management from higher level, without successful leadership TPM efforts to the business, worker, equipment performance and consistency will keep on to decline. Also TPM is a long range program which can take more than few years to implement there for is more reasonable for firms to have a person responsible of implementing TPM. 3.1 TPM Implementation Nakajimas 12 Steps Total productive maintenance TPM was developed by  Seiichi Nakajima, Vice Chairman of the Japan Institute of Plant Maintenance, and below are the 12 famous steps for implementing TPM: Step 1: TPM management declaration This step requires top management support for TPM introduction. Lacking the support of management, doubt will execute the proposal. TPM aims need to be highlighted clearly in companys newspaper, newsletter and magazine. Step 2: TPM education This step will allow and teach all the employees about TPM. Managers provide data and presentation, in other hand this step of implementing TPM also include collection of data about TPM and to appreciate how it works. Step 3: Create Organizations to Promote TPM This team will encourage and continue TPM activities once they started. One of the tasks of this group to include individual from every level of the organization from each department in the firms, this structure will allow good communication between each departments to achieve same goals. Step 4: Establish Basic TPM Goals In this step existing conditions need to be analyzed and set of goals needed to be sets. The established TPM policies and goals should be very simple and obvious to everyone concerned in TPM implementation. Step 5: TPM Development Master Plan In this stage full master plan for implementation of TPM is all set and suggestion given to management. This task can be done by a consultant, with a plant visit to study production operations, equipment problems and losses, maintenance operations, and cleanliness in the plant, and talk to employees to determine their motivation and attitude. The consultant can then come up with proposal plan (Hartmann, 2000) Step 6: TPM kickoff In this stage visible study will establish a base dada, against which TPM results and progress can be calculated. Also teams needed to include OEE explanation and calculations of important equipment. The study will assess the condition of these equipments, maintenance activities and personnel skill. Then viability study results are presented to management team. Hartmann (2000) Step 7: Improve Equipment Effectiveness In this steps TPM guide installation should cover between %25 percent overall equipment, need of different teams to insure carry on of the installation. All employees in the stage must get TPM training. Step 8: Establish an Autonomous Maintenance Program Program need to be drawn for how to manage maintenance effectively, Maintenance that is performed by the machine operator rather than the maintenance staff Step 9: Introduction inspection: Inspection needs to be carryout and by checking TPM fundamentals are done correctly. . Step 10: Conduct Training This stage highlights the importance of training the worker to achieve high standard performance from the equipment. Step 11: Certification: The stage is very important because certificate is to show to the client that equipment and product quality have been improved and maintained from equipment. Step 12: TPM Award: The final stage is reward for TPM installation is. By gaining award it shows the improvement in the firms also carrying out individual reward to boost worker morale. 3.5 TPM and Training It can be argued team approach training will help development of worker individual skills. The aim of training is to have multi-skilled and refreshed employees with high morale, who are keen to perform all the required functions. By correctly formulate teams create an environment where employees know the benefits of training and the correct method of operating their equipment, research shown that motivation is misplaced because the workers not last long enough at specific workplace to seek basic equipment problems (Kennedy, 2006). Company normally motivated independent small teams activities with the aim of matching with company goals and constant training which includes formal daily basis knowledge about equipment and maintenance issues (Kister et al., 2006). 3.6 TPM and Autonomous Maintenance (Jishu Hozen) Autonomous maintenance is the procedure in which operators recognize and share responsibility within maintenance area to check the performance of the equipment. According to (Robinson and Ginder 1995) the idea of Autonomous Maintenance is the creation of skilled equipment workers for protecting equipment maintenance. In other hand (AM) can be a keystone of TPM activities. (Komatsu 1999) according to the writer in this Autonomous Maintenance environment, the maximum requirements for operators to have the ability to notice nonstandard with relation to equipment The goals of Autonomous Maintenance are following (Suzuki 1994): Prevent equipment decline . Bring equipment to its ideal state. Establish the basic conditions needed to keep equipment well maintained. 3.7 TPM and Planned Maintenance It can be defined as a planned maintenance system in which rising production without no failures, no defects and improving the quality of maintenance methods by increasing machine availability. Implementing this activity powerfully help decrease input to maintenance activities. Also planned Maintenance supports the concept of zero failures (Shirose 1996), also the aim of TPM activities is to support company structures by eliminating losses through the achievement of zero defects. 3.8 Kobetsu Kaizen Kaizen is a Japanese word in which means (improvement), this methods objective is to improvement a number of small improvements to reach and maintain zero losses. The key feature of kaizen is that it is an ongoing improvement approach process through eliminating losses using all techniques for kaizen and by shifting the operation process to make the job more productive. The Kobetsu kaizen 10 steps development are showing in the figure below: Figure 15: Kobetsu kaizen 10 steps Development 3.9 TPM and Quality Maintenance Quality maintenance can be described a establishment of circumstances that will prevent the incidence of defects and control of such circumstances to reduce defects to zero. According to (Japan institute of plant maintenance 1996) can be accomplished by establishing environment for zero faults, inspecting and monitoring conditions to eliminate disparity, and carry out blocking actions in advance for equipment failure. It can be argued the key thought of quality maintenance is focusing on preventive action before it happens rather than reacting after it happens. Quality maintenance, like (MP), structured to develop within the focused Improvement, Autonomous Maintenance, PM, and (MP) all are TPM support. Quality maintenance helps implementing TPM by make certain equipment are functional up to high standard. (Schonberger 1986) (Pomorski, 2004). 3.10 TPM and Office Office TPM is another important part of whole package of TPM and it need to implement in correct way to improve productivity, efficiency from administration side and also eliminating of losses. This includes analysing processes and procedures for increased office efficiency. Office TPM demonstrates twelve major losses (Venkatesh, 2007): Processing losses; Cost losses include accounts and marketing sales Communication losses Office equipment breakdowns Communication breakdown Time depleted on recovery of information Supply eminence non- accessibility Customer complaints emergency purchases precision loss Setup loss Idle loss 3.11 TPM and Environmental, Health and Safety The TPM safety and environmental support is important as well as other aspect mention before, no TPM program is significant without focus on safety and environmental issues. According to (Suzuki 1994) describes ensuring equipment consistency, stopping human error, and eliminating disaster and toxic waste are the key aims of TPM. The operators must be trained to execute risk evaluation to build self-assurance and hazard maps should be available to stay away from needless exposure. According to (Heinrich 1980) shows for every 500,000 safety issues there are 300 are near neglects, 29 injuries, and 1 death ash showing in figure below. In recent years environmental safety is attracting more focus for when implementing TPM. Many argue manufacturing management currently will be less efficient without environmental safety. In todays manufacturing environment, environmental safety includes decrease of energy use, elimination of toxic waste, and decrease of material raw material use (Pomorski, 2004). http://kaizenrms.files.wordpress.com/2012/01/heindrich2bprinciple.jpg http://www.tpmconsulting.org/images/EngV/concept_pic26.jpg Figure 16 The Heinrich Principle

Assessing Organizational Culture Essay

Almost every organization, whether public or private, on paper or in practice, has a culture that fairly dictates its everyday functioning. The term culture has many definitions but in this discussion it is defined as shared beliefs, values, symbols, and behaviors. Culture binds a workforce together and is its control mechanism, or purpose, to facilitate its functioning. These items are powerful driving forces in the success of an organization and their value to the community they serve whether it is a public or private entity will affect the success of any organization. While cultures are found in some organizations more prominently than in others, there are those organizations where the culture of that specific organization’s ideal stands out above others. Police departments, military units and religious organizations all have a strong, centralized culture that forms its base and permeates its entire existence. Many times people outside of those professions do not understand the mentality or job commitment a person from one of these career fields shares with his/her co-workers. An example would be the duty and honor commitment of a United State Marine, especially when considered by a person who was anti-military; the Marines belief or core value system is not understood. The medical profession and more specifically hospitals, demonstrate a common goal that simply stated, is the care and healing of the sick or injured. For the most part, the medical staff employed at a hospital is there for that specific purpose. The medical field brings together a vast array of individuals from different backgrounds and cultures. But once they become a doctor, hospital nurse, surgical technician, etc. they take on a new life and thereby absorb a new culture into their lives. Subcultures, as defined by organizational theorists John van Maanen and Stephen Barley, are â€Å"a subset of an organization’s members who interact regularly with one another, identify themselves as a distinct group†¦and routinely take action on the basis of collective understandings unique to the group† (Cheney, 2011, 78-79) The organizational culture in a hospital is based on the premise that the hospital is there to provide a place for the care and healing of the sick or injured. Organizational theorist Mary Jo Hatch puts forth that there are five (5) â€Å"Degrees of Cultural Integration and Differentiation† (Cheney, 77) identified as follows: Unitary, Diverse (Integrated), Diverse (Differentiated), Diverse (Fragmented) and Disorganized (Multi-cephalous) (Hatch, 1997, 210). A hospital in its purest form would be well represented as a Unitary culture because the staff as a whole all have the same values or beliefs. But individual staff or even medical units may fall into any of the other cultures identified as well. A particular unit, i. e. cardiac telemetry floor, may be a Diverse (Fragmented) unit due to a group of nurses who do not view their critical task requirements in the same way and as a result the level of patient infections or deaths rises, causing unrest among the staff, supervisors, patient families and resulting in legal ramifications thereby fragmenting the staff’s solidarity. Social psychologist Edgar Schein formulated a theoretical model that shows an organization’s culture is built on three levels: artifacts, values and norms, and assumptions and beliefs. Artifacts are usually the most common and visible sign of a specific culture. Schein puts forth that things such as nursing uniforms, terminology, surgical protocols and more, actually and accurately represent the basic aspects of organization’s culture. The values and norms aspect of his theory, while not always visible, can be seen through behavior of the individual or group; it reveals what is important to the group and how they treat each other within their organization. Each aspect of the profession may have an operating procedure or environment nique to that area of specialization, but still have the same values and norms for their actions. In a surgical room, sterilization of the environment is much more important than it would be in a patient’s room on a medical/surgical floor, but they still have the same belief in keeping an open wound as clean as possible. While values in the medical profession do not vary as a whole, values do define accepted behavior and action. Genuine assumptions and beliefs are nurtured by a persons or organizations values and norms. Values vary only slightly in the various medical professions and facilities. Depending on the medical specialty area, operational norms and methods may differ according to training priorities, equipment and environment unique to that specialty. For instance, the hospital in-patient wound care team may have the same desire to treat a patient’s wounds as a home health nursing team, but the methods of treatment or medications used may be different. Differences begin to surface when a patient is sent home on a negative pressure wound therapy system, i. e. a wound V. A. C.  ®, that aids in the healing of wounds via suction (http://www. kci1. com/KCI1/vactherapy). Many home health nurses does not know how to properly change the intricate dressing or fully understand this equipment or the damaging results that can occur if not changed properly. Faulty assumptions are therefore made based on the beliefs of the home health nurse of what should be done for the patient. When that happens, problems arise in this particular scenario that could result in the patient being brought back to the hospital for a further period of hospitalization due to a breakdown of their wounds or even the creation of new wounds as a result of improper V. A. C.  ® placement. The overriding culture of the medical field is based on the Physician’s Creed of â€Å"First, do no harm† (author uncertain but it is based on the Hippocratic Oath which states â€Å"to abstain from doing harm†). This belief echoes throughout the medical field all over the world. And while there are individual exceptions or exceptions in areas such as animal research for the betterment of mankind or the ethical issue of abortion, the creed has gone unchanged since the time of the ancient Greeks and before. Schein’s three (3) levels of artifacts, values and norms, and assumptions and beliefs, are evident in every clinical setting. With further exploration, Hatch’s five (5) Degrees of Cultural Integration and Differentiation will also be found, albeit not everyone will be seen on every hospital floor or unit. Medical facilities are a kaleidoscope or a microcosm of many subcultures under the roof of the main culture of being a place for the care and healing of the sick or injured. Without that organizational culture giving guidance to all of the subcultures involved in this humanitarian career field, the death rate for minor injuries and diseases would compound exponentially.

Reinhard Heydrich Essay

When we remember or hear of the holocaust, the common names that follow , Anne Frank, Oscar Shinler, Hitler and so on, but has anyone hare Hitlereard of Reinhard Heitritch? Reinhard Heitritch is a man who played a very large role in the developement of the holocaust, he was the achitect who implemented the solution to the â€Å"Jewish Question†. He started out by joining the SS in 1931, and formed an organization for gathering information, the SD (Sicherheitsdienst), or SS Security Service. This organization was created to organize and gather information on those who were any threat to Hitler and all members of the Nazi Party as well. It started out small, with a single typewriter but it was not long before many others joined and expanded onto the organization. Because of the SD or SS security Service and it’s success, ReinHard Heydrich was sent the direction of his own personal success, power, and role in the hollocaust. From joining the SS as an ordinary SS member, to being promoted as SS Major by Dec. 1931 (the same year he joined), SS Colonel in 1932, and SS Brigadier General in 1933. In this highest position, Heydrich was now arresting, instead of gathering information on those who were any threat to Hitler. The number of people Reinhard Heydrich arrested was massive and lead to many being put into Dachau for there was no room left in the prisons. In between the arrests, Heydrich began using greater punishment to anyone against Nazism. Such as murdering and torturing suspect who he selected without careful judgement. As his power increased, along with the power of the Nazis, so did the darkness inside of him as a Nazi. Reinhard Heydrich had slowly become more and more involved in the developement of the first steps of the hollocaust, and also the seconf world war. As the Nazis took over Austria in March 1938, Heydrich opened an office there for Jewish Emigration. It’s purpose was to give permits to Jews who wanted to leave Austria, and an estimate of 100, 000 emigrated. Reinhard Heydrich had also been part of Kristallnacht, what some say was the very start of the hollocaust. After the attack of the jews, 25, 000 Jewish men were ordered by Heydrich to be sent to concentration camps In 1941, Reinhard Heydrich had made the calls that killed a massive number of people. The half a million jews who died from starvation and murder in Ghettos such as Warsaw and Krakow were ordered by Heydrich to be sent there. By 1939, he was given complete control over the Reich Main Security Office (RSHA). This final group he’d gained power over, involving the SD, Criminal Police and Gestapo was the group responsible for the unthinkable amount of deaths in Europe. While leader of this organization, he’d now been attending important Nazi conferences. While at a conference on January, 20, 1942, Reinhard Heydrich declared the final solution to the Jewish question The usage of Zyklon-B had then been decided for the extermination of Jews at death camps after being deported to the east. The first camp that this methode began at was Auschwitz, where three million had been killed, most from gas chambers. That was Reinhard Heydrich’s rise to power, his role and impact on the developement on the holocaust. Froming joining the SS to announcing the â€Å"final solution† at a Conference, it’s absolutely scary how simple it was for a man to reach the positions he did, and leave such an inconceivable mark in the history of the world. What is also just as terrifying and inconceivable is that Reinhard Heydrich also had a family that he loved very much and he played a very peaceful instrument. When learning that Heydrich had a gentle, innocent and loving side to him outside of his work, it’s very difficult to think he had it, while knowing what this man did. This is why i created this model, to demonstrate the two opposite sides to him, and my wonder (Like Mr. Jarvis talked about before) how he could switch his mind and heart when coming home to a normal life with his family, after designing a plan to kill an unthinkable amount of people. People who could have been almost identical to the people he loved at home. At the back, this is a picture of the car he’d been assassinated in. The constant power he’d been gaining along the way to the position where he declared the â€Å"final solution†, made him over confident, arrogant and stubborn. He one day decided to leave his house in his car without any security, and was assassinated by Czech underground agents who threw a bomb at his car. The bomb injured him badly and he died days later in the hospital from blood poisoning, he died on June 4 1942.

Reflecting Popes in Pieces of Art essays

Reflecting Popes in Pieces of Art essays The three pieces discussed in this essay are all closely related to popes of the Roman Catholic Church. Michelangelo's "The Last Judgment," Raphael's "School of Athens" and Pietro da Cortona's "Glorification of the Reign of Urban VIII" not only have their relation to a particular pope in common, but also are very good reflections of the artistic movements and historical events of the time in which each work was done. Raphael's "The School of Athens" was a work done on one wall of the Stanza della Segnatura, a former meeting room of the papal tribunal and Julius II's then current private library, at the request of Pope Julius II. Julius II had other artists working on the room when he saw some of Raphael's work. He then had the other artists stop work and called for Raphael to do the room instead. Raphael took over in 1508 (the same year Michelangelo was commissioned on the Sistine Chapel) and had completed the job in 1511. This piece is most significant in its reflection of the historical period. It was in this time during the Renaissance that the Medici family redefined business and people like Machiavelli brought about new political ideas in books like "The Prince." A new wave of thinking and reason was spreading. "The School of Athens" brings together all the ancient philosophies and their famous representatives while leaving out any reference to Christian themes. Tyhe painting personifie s the popular trend of the time. The painting is also completely representative of the High Renaissance style. The attention is completely on realistic, naturalistic portrayal of the figure. Notably the painting displays portraits of his contemporaries, Leonardo da Vinci (Plato) and Michelangelo (Heraklitos). The Leonardo portrait is assumed to pay tribute to his role as a thinker and artist in establishing the High Renaissance style. After returning back to Rome from Florence on the order of Pope Paul III, Michelangelo began work on "The...

The 9 Reasons You Miss ACT Science Questions

The 9 Reasons You Miss ACT Science Questions SAT / ACT Prep Online Guides and Tips No one likes to make mistakes. However, you cannot ignore the questions you miss, or you will not improve. In this article, I will help you figure out the mistakes you are making on ACT Science questions, and I will give you some ACT Science tips and ACT Science strategies to fix your mistakes. Here are the 9 reasons you're missing ACT Science Questions: Misreading the visuals Not understanding a trend Not understanding the setup of the experiment Misreading the passage Not knowing a science fact Calculation error Careless error Not understanding a viewpoint Not understanding how viewpoints are related I've developed these core reasons after many hours of tutoring students on the ACT Science section. I'll go into more detail on each reason below. Reason #1: Misreading the Visuals This is one of the most common mistakes since it's easy to do, and it applies to a lot of questions in ACT Science. If you read our article on the 3 types of ACT science passages, this mistake is usually connected to factual questions, calculating questions, and interpreting experiments questions. Did you not read the graphs, tables, scatterplots or diagrams correctly? If so, what did you misread? What did you not understand? Make sure to drill this skill, as it is the most tested on the ACT Science section. Here is an ACT Science practice question, more specifically an example of a factual question: There are several mistakes you can make when misreading graphs. Did you look at the wrong figure entirely? Example: Did you accidentally use the top graph of the percent of captured finches from Island A? You should have used the two bottom graphs that covered the percent of captured finches from Island B and C. Did you misread the values along the x: Did you think it said 8 instead of 10? Did you misread the labels along the x: Did you think beak depth was measured along the y-axis? Did you not notice a key? Example: Many visuals will have a key with them. Keys are usually very important. Do not ignore them. You'll recognize these mistakes when your answer choice is very different from the correct answer. If you think you may have misread the visual, start by analyzing the question. Did it refer to a specific figure? Did you look at Figure 2 when it said Figure 1? If it did not refer to a specific figure in the question, did the answer choices have numbers? For example, in question 1 above, the answers A, B, C, and D all have numbers: 8 mm, 9 mm, 10 mm, etc. If the answer choices contain numbers, it is a safe bet that you either needed to read a visual or understand a trend to answer the question correctly. I'll explore understanding a trend mistakes next. ACT Science Tip: If You Think You Struggle to Understand Visuals, You Need to Focus on Improving This Skill Since It Is the Most Tested Skill on the ACT Science Section. In order to improve, I'd recommend taking a few untimed ACT Science sections. Take as much time as you need to answer each question and dissect the visuals provided. Write out the control and variable(s). Write out the values at each data point. By doing this seemingly tedious step, you will be making sure you understand the information the visual is trying to convey. Also, read how to read graphs, tables and data. After reaching an acceptable score when taking untimed sections, I'd start taking timed sections immediately. You'll need to nail the 5-minute per passage timing to succeed on the ACT Science section. There are other reasons connected to data that you miss questions: Reason #2: Not Understanding a Trend If you read our article on the 3 types of ACT science passages, this mistake is usually connected to interpreting trends questions and calculations questions. Were you not able to describe the relationship of the data? Increasing, decreasing, direct, indirect? Here is an ACT Science practice question, more specifically an example of an interpreting trends question: Answering this question requires understanding what caused small seeds or large seeds to be more abundant. In this case, this graph below and the two sentences directly above it provide the information you need. If you misread the graph or mixed up these sentences, you may have gotten the answer wrong. According to the two sentences, small seeds are abundant during wet years. According to the graph, 1984 was a wet year, so J. 1984 is the correct answer. ACT Science Tip: I'd Recommend the Same Approach to Fixing This Problem As With Misreading the Visuals. Take untimed practice sections. Try to draw on the visuals the extrapolation of the data. Draw the line as if it went out further. Follow the table. Put up and down arrows for if the data is going up from point to point or down from point to point. Once you start excelling at these interpreting trends and calculations questions, go back to the 5-minute per passage pace. Understanding trends is key, but you need to understand the experiment to answer in order to answer several questions, which we will discuss next: Reason #3: Not Understanding the Setup of the Experiment If you read our article on the 3 types of ACT science passages, this mistake is usually connected to experimental design/research intent questions and hypothetical experimental questions. Did you not understand the researcher’s intent? Did you not understand the experiment’s design? Did you not know the control versus variables? Here is an ACT Science practice question, more specifically an example of an experimental design question: Answering this question requires understanding what the titrant and sample solution were. In this case, the passage defines what a titrant is and what a sample solution is, but if you misread the passage, it's easy to mix it up, especially since it's just a bunch of liquid being mixed together anyway. Be sure to skim the passage for this information if you cannot figure it out from the visuals alone. Again, I would recommend slowing down, taking untimed sections. Make sure you read the passage carefully, and then, once you get to a better score, work on the timing. If you still need help figuring out the variables in an experiment or understanding the scientist’s intent, read our article on experimental design questions. In order to understand the experimental design, you need to read the passage carefully, which bring us to our next reason: Reason #4: Misreading the Passage Did you miss key information from the passage needed to answer the questions? Make sure you read carefully. If you are not 100% sure what the answer is, go back and skim if you have the time. Try to be 100% sure before you move on to the next question. Regarding the question in Reason #2, it would be easy to misread the two sentences you need to answer the question correctly. If you were reading too quickly, you may think that the small seeds were abundant during dry years and answer incorrectly. ACT Science Tip: Take Your Time and Make Sure You Understand What You Read, so You Get the Correct Answer. Again, try taking untimed sections. Circle and underline key information as you read the passage to make sure you do not misread it. Sometimes reading the passage and visuals to answer the questions is just not enough. There are rare cases where you need outside knowledge to answer the question. Reason #5: Not Knowing a Science Fact If you read our article on the only actual science you need to know for ACT Science, this mistake is on those questions. These questions only appear about 4 times per test and require outside science knowledge. To make sure the mistake is because of a lack of outside knowledge, re-read the entire passage and make sure they do not give you the information you need to answer the question. If you still think it is an outside knowledge question, make a flashcard with the information you didn’t know. Below is an ACT Science practice question, more specifically an example of a question that requires outside knowledge: The question expects you to know that protons are positively charged, electrons are negatively charged, like charges repel each other, and opposite charges attract each other. Nowhere in the passage is this property of charges stated- you just have to know this from your science class experience. Knowing what you do, you can eliminate F and H. In this case, the passage stated the reaction uses protons, so the answer is G. ACT Science Tip: Study the Flashcards, so You Get the Scientific Information Down. You should make flashcards for all of the topics from the only actual science article and drill yourself. Also, be sure to do some additional light research to refresh your memory of that concept. It is not necessary to read a book on the subject, but just be sure you have a basic understanding of the concept. Because there are 13 topics mentioned in that article and only around 4 used per practice test, it is possible you may not come across all of them in your studies. You do not want to be surprised the day of the test, so make flashcards and make sure you know them! NOTE: Knowing this material is the only way to get a score between 31 and 36. If you are aiming for a score of 30 or below on the ACT Science section, you do not need to spend as much time focused on these questions, since they only account for about 4 questions per test. In addition to outside science knowledge, you need some basic math knowledge to answer certain questions. If your math skills are off, you may miss questions for this reason: Reason #6: Calculation Error These errors are only on Calculation Questions, in which you need to use math to answer the question. You are not allowed to use a calculator on the ACT Science section, so make sure you are still able to do basic math in your head. Did you make a small calculation error in question that requires basic math? Did you do the wrong math calculation? Find the average incorrectly? Here is an ACT Science practice question, more specifically an example of a calculations question: For this question, you need to interpolate (fancy word for find the in between numbers). You need to find the value of average change in AGTB at 75 m from the center of the plot to the nearest clearing. After examining the scatterplot, I see there are points marked at 70 and 80 m from the center of the plot to the nearest clearing, but not at 75 m, this gap in data is what makes this an interpolation question! You have the data that surround the point, but you need to figure out what the point is. What mathematical calculation could you do (using the data you do have) to find the approximate average change in AGTB at 75 m from the center of the plot to the nearest clearing? Perhaps, averaging the average change in AGTB for 70 m and 80 m from the center of the plot to the nearest clearing? At 70m from the center of the plot to the nearest clearing, the average change in AGTB is about -3.1. At 80m from the center of the plot to the nearest clearing, the average change in AGTB is -2.2. Now, calculate using the average formula: Sum of the values / (divided by) the number of values: ((-2.2) + (-3.1)) / 2 = -5.2 / 2 = -2.6 Then, compare it to the answer choices. So, the answer is G. It would be easy to make a small mathematical error here. Did you subtract instead of add? Did you multiply instead of divide? ACT Science Tip: Make Sure You Apply the Correct Calculation (Typically Average Formula) and That You Didn’t Make Any Sort of Careless Math Mistake. Which leads us to our next topic: Reason #7: Careless Error Did you misread the question? Did you not see a NOT or EXCEPT? Make sure to read the questions closely and circle or underline the NOT or EXCEPT so you don’t miss it. It would be very easy to read this too fast and think the question is asking which of the following is true. I have watched many of the students I tutor make that mistake, and I have made that mistake myself. Try to read carefully to avoid these careless mistakes. ACT Science Tip: Circle the NOT or EXCEPT to Make Sure You Do Not Forget It. The next two reasons are from the Conflicting Viewpoints Passage. Read more about this type of passage in the 3 types of ACT Science passages article. Reason #8: Not Understanding the Point of View If you read our article on the 3 types of ACT Science passages, this mistake is usually connected to understanding of viewpoints questions. NOTE: This mistake will only occur on the Conflicting Viewpoints Passage. ACT Science Tip: If You Continue to Struggle With These Types of Question, Circle and/or Underline As You Read the Passage to Make Sure You Remember the Point of View of Each Student/Scientist. What is their argument? What do they believe? Write yourself a three word or fewer summary after reading the paragraph i.e. â€Å"pro-comet theory,† â€Å"anti-comet theory.† Answering this question requires understanding Student 2's point of view. In this case, Student 2 said that Algol B became a part of the Algol system because Algol B intersected orbits with the original Algol system. So, the original Algol system exerted a gravitational force on Algol B. Therefore, the answer is H. If you did not understand Student 2's argument, then you would get this question wrong. There is only one other kind of mistake you can make on the Conflicting Viewpoints Passage. Reason #9: Not Understanding the Differences and Similarities in the Points of View If you read our article on the 3 types of ACT science passages, this mistake is usually connected to comparing viewpoints questions. NOTE: This mistake will only occur on the Conflicting Viewpoints Passage. Were you able to differentiate between the two scientists/students? How were their viewpoints similar? Answering this question requires understanding both Scientist 1's and Scientist 2's point of view and knowing the similarities between them. In this case, both agreed the object exploded at 8 km above the Earth, so we can eliminate B, C, and D. Therefore, the answer is A. If you did not know this key similarity between them, you probably would have answered incorrectly. Recap There are 9 reasons you miss questions, and there are several ACT Science strategies to fix them! Misreading the visuals Take untimed sections until you get your score where you want it. Read our other article on Factual Questions: How to Read Graphs, Tables, and Data for more practice on these questions. Not understanding a trend Take untimed sections until you get your score where you want it. Read our other article on Interpreting Trends for more practice on these questions. Not understanding the setup of the experiment Take untimed sections until you get your score where you want it. Read our other article on Experimental Design Questions for more practice on these questions. Misreading the passage Take untimed sections until you get your score where you want it. Practice with one of the many free ACT tests available. Not knowing a science fact Create flashcards after reading our other article on the only actual science you need to know for ACT Science. Study the flashcards until you have them down. Calculation error Take untimed sections until you get your score where you want it. Read our other article on Calculation Questions for more practice. Careless error I know these are frustrating, but just try to take your time. Circle and/or underline NOT or EXCEPT, so you do not miss it. Not understanding a viewpoint Write brief notes to yourself after reading each viewpoint, so you remember their argument. Read our other article on Attacking Conflicting Viewpoints Passages and Questions for more practice on these questions. Not understanding how viewpoints are related Again, try to write brief notes for yourself to help you identify the main difference between the viewpoints. Read our other article on Attacking Conflicting Viewpoints Passages and Questions for more practice on these questions. Conclusion: Practicing and Noticing These Mistakes You should practice using real ACT Science Practice Tests; check out our upcoming articles for more information on where to find them. After taking an ACT Science practice test, you should always review. This is the most important step in your study process as it is how you learn. Read more about review and how to study and practice for ACT Science in our other article. When reviewing your missed questions from your practice tests, categorize your missed questions into 1 of the 9 categories above. Tally up the number of mistakes in each category. If most of your mistakes fall into 1 or 2 categories, focus on improving that particular skill by working on the related question type (factual, calculation, interpreting trends, understanding viewpoints, etc.). Find more information on each question type in our other ACT science articles. What’s Next? I recommend continuing your reading by learning about the 3 types of ACT Science passages. Also, understand the reasons you make mistakes. Learn the hardest ACT Science questions and strategies to solve them. Also, learn the best ways to study and practice for ACT Science. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Science lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice 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:

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