Affirmative Action1 essays

Affirmative Action1 essays I. We didnt land on Plymouth Rock, my brothers and sisters Plymouth Rock landed on us! Malcolm Xs observation is brought out by the facts of American History. Snatched from their native land, transported thousands of miles in a nightmare of disease and death and sold into slavery, blacks were reduced to the legal status of farm animals. Even after emancipation, blacks were segregated from whites in some states by law, and by social practice almost everywhere. American apartheid continued for another century. In 1954 the Supreme Court declared state-compelled segregation in schools unconstitutional, and it followed up that decision with others that struck down many forms of official segregation. Still, discrimination survived, and in most southern states blacks were either discouraged or prohibited from exercising their right to vote. Not until the 1960s was compulsory segregation finally and effectively challenged. Between 1964 and 1968 Congress passed the most sweeping civil rights legislation since the end of the Civil War. It banned discrimination in employment, public accommodations (hotels, motels, restaurants, etc.), and housing; it also guaranteed voting rights for blacks in areas suspected of disenfranchising blacks. Today, several agencies in the federal government exercise sweeping powers to enforce these civil rights measures. But is that enough? Equality of condition between blacks and whites seems as elusive as ever. The black unemployment rate is double that of whites, and the percentage of black families living in poverty is nearly four times that of whites. Only a small percentage of blacks ever make it into medical school or law schools. Advocates of affirmative action have focused upon these differences to support their argument that it is no longer enough just to stop discrimination. Liberal Democrats feel that ...

ACT Comparison - PrepScholar 2016 Students Encyclopedia

SAT / ACT Comparison - PrepScholar 2016 Students' Encyclopedia SAT / ACT Prep Online Guides and Tips Colleges that require the SAT or ACT as part of their application procedures accept either test equally. Both the SAT and ACT are meant to measure academic ability and college readiness, but they differ in format, content, and overall structure. Note: this article is a series in the PrepScholar2016 Students' Encyclopedia, a free students' and parents' SAT / ACT guide that provides encyclopedic knowledge. Read all the articles here! Historically, students who lived on the East and West coasts tended to take the SAT and students in the Midwest took the ACT. Now the number of students who take these tests is approximately equal, with the number of ACT test-takers surpassing that of SAT test-takers for the first time in 20. Since colleges consider both tests to have equal validity, students benefit from choosing the one on which they can gain the stronger score. To determine which test better suits their abilities and test-taking styles, students can familiarize themselves with the differences between the SAT and ACT. Additionally, students can take official practice tests and use them to predict their probable score range. Differences in Format The SAT has three main sections, Critical Reading, Writing, and Mathematics. These sections are divided into 10 subsections, which are interspersed in various order between test administrations. Each subsection is 10, 20, or 25 minutes long. There aretwo 25 minute sections and one 20 minute section in SAT Critical Reading. There aretwo 25 minute sections and one 20 minute section in SAT Math. There isone 25 minute section for the essay and one 25 minute and one 10 minute section ofmultiple choice in SAT Writing. There is one 25 minute SAT experimental section. This section is unscored and could be Critical Reading, Mathematics, or Writing. The SAT consists of a total of 3 hours and 45 minutes, plus additional time for instructions and three 5 minute breaks. While the SAT is divided into tensubsections, the ACT tests its four subjects in four long sections. Once a section is complete, students will not return to it during the test. The ACT has four main sections: English, Mathematics, Reading, and Science. Students may also choose to take an optional 30 minute essay. While the order of SAT sections is unpredictable, ACT sections are always presented in this order, with the optional essay given at the end of the test. The sections are timed as follows: ACT English is 45 minutes. ACT Mathematics is 60 minutes. ACT Reading is 35 minutes. ACT Science is 35 minutes. The optional essay is 30 minutes. Unlike the SAT, there is no experimental section on the ACT. It comprises2 hours and 55 minutes, or 3 hours and 25 minutes with the essay. While the multiple choice questions on the SAT have five options and a 0.25 point deduction for wrong answers, ACT questions have four answer choices and no penalty for incorrect responses. For students deciding between the SAT and ACT, the above mentioned differences in format may be important factors in their choice. Students who prefer to focus on one subject at a time may benefit fromthe structure of the ACT, while those who feel energized switching between topics may prefer the experience of taking the SAT. Since anxiety is common around these admissionstests, students mayalso consider which exam structure helps relieve their stress. Some may prefer to divide the test into shorter sections that are finished in less time, as on the SAT. Others may benefit from the predictable nature of the ACT and dislike the variables, such as order of passages and the experimental section, that are part of the SAT. Both the SAT and ACTare similar in that they are strictly timed. Students may not return to a section afterthe allotted time has come to an end. The following information suggests a general amount of time per question. However, the actual time given to each question likely varies by each question's difficulty level, with easy questions taking less time and difficult questions requiring more. SAT Critical Reading: 54 seconds per question SAT Math: 67 seconds per question SAT Writing: 43 seconds per question ACT English: 36 seconds per question ACT Math: 60 seconds per question ACT Reading: 53 seconds per question ACT Science: 53 seconds per question Students typically report havingmore difficulty with timing on the ACT. Students who struggle to answer questions at a fast pace may perform better on the SAT. Since the ACT features four long sections, students have reported that they have a difficult timerecovering if they encounter time management problemswithin a particular section.Timing and pacing are additional considerations for students when determining the suitability of the SAT and ACT for their college planning. Differences in Content and Skills Both the SAT and ACT purport to measure the skills of problem solving and literacy needed for college level courses, but they do so in different ways. The SAT has three main sections, the Critical Reading, Mathematics, and Writing, while the ACT has four: Reading, Mathematics, English, and Science. The SAT Critical Reading is comparable to the ACT Reading, SAT Math is similar to ACT Math, and SAT Writing is analogous to ACT English. The ACT Science section is unique and has no counterpart onthe SAT. While the aforementioned sections test similar skills, they have key differences in content and question types. By familiarizing themselves with these differences, students can further determine the fitof each test withtheir testing style and academic goals. SAT Critical Reading and ACT Reading Comparison Both the SAT Critical Reading and ACT Reading sections test students' reading comprehension and understanding of vocabulary. Both sections feature passage-based questions that ask students to analyze prose, make inferences, interpret details, glean the meaning of vocabulary in context, and determine author tone and perspective. Preparation for these sections includes review of literary terms, like theme, symbol, and simile, and practice with skimming text for key information and details. The main difference between the SAT and ACT in their reading sections is the SAT's emphasis on high level vocabulary words. The SAT features 19 sentence completion questions, which often require students to understand the meaning of difficult vocabulary. The ACT, on the other hand, asks questions that focus on vocabulary in context. These types of questions, which also appear on the SAT's passage-based questions, ask about relativelycommon words that may have multiple meanings in various contexts. Students with a strong vocabulary or who enjoy studying high level words may prefer the SAT, while students who respond to straightforward wording may perform better on the ACT. The SAT Critical Reading is divided into two 25 minute sections and one 20 minute section, with the possibility of an additional 25 minute experimental section. Each section begins with 6 to 8 sentence completions, followed by passage-based questions. The ACT Reading is one 35 minute section that features four passages, or five with a paired passage exercise. The passages always come from prose fiction or literary narrative, the social sciences, the natural sciences, and humanities, in that order, and are followedby 10 questions. As with the overall structure of the ACT, its Reading section is consistent and predictable, a feature that mayreduce test-taking anxiety for somestudents. SAT Mathematics and ACT Mathematics Comparison Both the SAT Math and ACT Math test concepts in pre-algebra, algebra, geometry, probability, and statistics. The ACT additionally tests trigonometry, as well as, occasionally, matrices, complex numbers, and conic sections.Both SAT Math and ACT Mathask students to solve single and multi-step problems, often by combining concepts from multiple fields of study, and to interpret data from charts and graphs. In addition to testing more advanced math concepts, the ACTrequires students to memorize any needed formulas or facts. The SAT, on the other hand, presents students with formulas to measure area, volume, and circumference, as well as several facts related to geometry at the beginning of each math section. Both SAT and ACT Math sections allow the use of calculators. The SAT Math asks 44 multiple choice questions and 10 student-produced questions, while the ACT Math asks 60 multiple choice questions. The SAT is divided into two 25 minute sections and one 20 minute section. ACT Math is presented in one 60 minute section. Students who consider math to be their strength and have progressed into high school trigonometry may prefer the ACT, because it both tests more advanced concepts and requires stamina over one longer section. For students who feel uneasy about 60 multiple choice questions in a row, the SAT may be a better choice. SAT Writing and ACT English Comparison Both the SAT Writing and ACT English test students' understanding of the rules of English grammar and the organization of ideas within paragraphs. SAT Writing includes a mandatory 25 minute essay, which accounts for about 30% of students' Writing score. On the ACT, the essay is optional and does not get factored into the English section or composite score. SAT Writing asks 49 multiple choice in one 25 minute section and one 10 minute. ACT English asks 75 multiple choice questions in one 45 minute section. Its questions always refer to five passages, while the SAT asks about a combination of individual sentences and paragraphs. Both sections require an understanding of grammar, usage, diction, punctuation, parallel structure, and number agreement. Students must be able to identify errors within sentences and to choose appropriate revisions to correct them. Both sections also ask students to rearrange sentences within paragraphs to improve the flow and sequencing of ideas. The ACT, in particular, focuses on these skills of organization and grammar within the context of longer passages. It does not ask about individual sentences, like the SAT does, but instead focuses its questions around paragraphs and passages. The SAT, on the other hand, asks "identifying sentence errors" and "improving sentences" questions that are entirely focused on individual sentences. Only its "improving paragraphs" questions resemble the ACT's passage-based grammar questions. Given these differences, students can determine where their strengths lie, whether they be in identifying grammar rules based on a single sentence or in rearranging the structure of and ideas within longer passages. ACT Science Only the ACT features a Science section, though the SAT Critical Reading may have a passage derived from the field of natural sciences. The ACT Science section is 35 minutes long and features seven passages. Three of these passages feature data representation, three present research summaries, and one discusses conflicting viewpoints. The scientific concepts tested on the ACT Science are generally basic and may refer to biology, earth science, chemistry, or physics, along with some elementary math. ACT Science questions often ask students to interpret data, compare scientific opinions, and understand and evaluate experimental designs. While the questions are related to scientific opinions and experiments, they are said to test skills of reading comprehension more so than specific content knowledge of science. While students who excel in science may prefer the ACT over the SAT because of this section, they would benefit from understanding that manytest experts liken ACT Science to a reading test rather than to a traditional science test. SAT Essay and Optional ACT Essay Comparison Besides the presence of a Science section on the ACT, the essay is another major difference between the SAT and ACT. The 25 minute SAT essay is mandatory and always comes at the beginning of the exam. The 30 minute ACT essay is optional and, if selected, is administered as the last section. While the SAT essay is part of a student's Writing and composite score, the ACT essay score is not factored in. Prompts for the SAT essay are often abstract, philosophical, and/or related to a social issue. They generally begin with a quote or excerpt from a work of prose, followed by a question to elicit the test-taker's opinion. Test-takersare asked to present their point of view and support it with examples from their reading, studies, experience, or observations. Most SAT expertsadvise students to use a 5 paragraph structure, provide three distinct examples, and choose a strong position, rather than a neutral one, in order to gain a high score. SAT essays are graded by two readers and receive a score between 2 and 12. Sample SAT Essay Prompt The ACT essay also asks test-takers to develop and support their point of view, but the prompts are generally considered to be less abstract than SAT prompts and more grounded in students' experience. ACT prompts are frequentlyrelated to students' experience in school and may elicit test-takers' thoughts on education and learning. Sample ACT Essay Prompt Students who consider writing to be their strength may appreciate that the SAT essay is a part of their overall score. At the same time, theymust consider what date they plan to takethe SAT, as the redesigned SAT, set to begin in March of 2016, will feature a significantly different essay section. Deciding Between the SAT and ACT By researching the differences in content, structure, and question types between the SAT and ACT, students can gain insight into which test better aligns withtheir skills and test-taking style. Since colleges giveboth tests equal consideration, students benefit from choosing the one on which they can achieve a higher score. Students can retake either test several times to improve their scores. Colleges differ in their policies towards test scores and score reports. Some may require that students send all of their results fromeverytesting date, while others allow students to select which score reports are sent. A number of selective colleges require SAT Subject Tests along with the general SATor solely the ACT, a policy which may constituteanother important practical consideration for students when deciding between the two. By researching the differences between the two tests and the standardized testing policies of their colleges of interest, along with taking official SAT and ACT practice tests, students can determine which admissions test better suits their academic strengths and overall approach to the college application process. Redesign Alert The SAT has undergone major revisions and will debut a redesigned version in March of 2016.The new SAT will resemble the ACT in several ways. For one, the SAT essay will be made optional and relocated to the end of the test. Instead of the current 25 minutes, the essay sectionwill be 50 minutes and will ask students to analyze an argument made bya provided passage. Like the ACT, the new SAT will ask about grammar and vocabulary within the context of passages. Sentence completion questions will be eliminated, and vocabulary questions will focus on easy and medium level words within the context of paragraphs and passages. The new SAT will also resemble the ACT by having four answer choices on multiple choice questions instead of five and by using rights-only scoring that does not deduct points for incorrect answers. The ACT is also undergoing some changes, although not as dramatic as the SAT. Its essay section will be lengthened to 40 minutes and will ask students to evaluate various perspectives on an issue and develop their own argument. Like the SAT, the ACT Reading will feature paired passages, which students will be asked to compare and contrast. On the ACT Science, some students will encounter six passages, while others will find the usual seven. Most ACT experts that the test has been getting more challenging and fast-paced in recent years. Because of this apparent increase in the level of rigor, students may find the best representation of the official ACT in practice tests derived from recent years. Read more from theSAT Encyclopedia! Further Reading What Are the Differences Between the SAT and ACT? Complete Comparison Charts: ACT vs. SAT Is the ACT Easier Than the SAT?

First National Federal Bank Case Study Example | Topics and Well Written Essays - 1500 words - 2

First National Federal Bank - Case Study Example In business today, the old adage about honesty is the best policy still holds true and it is more important than ever. Problem – this case deals with an ethical issue regarding the business practices of the First National Federal Bank located in the state of Wyoming. Loan officers are now required by the bank to adhere to changes implemented after the savings and loan debacle with regard in particular to ethical business practices. This emphasis on ethics is to avoid those problems that arose due to unsavory policies and procedures concerning the approval of bank loans. In this particular case, the issue at hand is whether to let a loan applicant pay for the cost of the officers out of town trip purposely to inspect the hard collateral offered by a client for his loan. It is a standard practice in the banking industry to require collaterals in exchange for a loan. A bank requires collateral as a guarantee for repayment because a loan client would rather not be in a position of abandoning his hard-earned collateral and lose it through foreclosure if a loan turns sour (bad). There is also ambigu ity between what is legal and what is ethical (moral). Inputs - the issue that bothered Shelby Grant the most was the question of whether to let one of their potential loan clients (Mr. Doug Whitton) pay for their trip to a ranch he owns as part of the bank's due diligence process of conducting an on-site evaluation (appraisal) of the offered collateral. At this point, it may seem unethical to let a client shoulder the expenses since there is no assurance the loan would be granted. Besides the collateral, there are factors that may work against loan approval such as credit history and repayment capacity (source of income to pay back the loan). If the two loan officers, Shelby Grant and Ben Garrison, would allow or accept the clients offer to pay for their trip, it may appear a bit awkward for them.

Critical analysis of Nursing scenario Essay Example | Topics and Well Written Essays - 1000 words

Critical analysis of Nursing scenario - Essay Example This paper will discuss a particular nursing workplace conflict scenario and suggest potential solutions to address the situation using an effective conflict resolution tool. Critical Analysis The given scenario clearly reveals that there are numerous issues existing in the workplace, the key reason leading to frequent sick calls, tardiness, and lack of productivity. The conversation between Susan Barnes and Shawna Hayes clearly indicates that team formation and job distribution is poorly managed and this situation in turn results in weak employee satisfaction. Due to pitfalls in team formation, members of Team 2 experience increased work stress whereas Team 1 members obtain a more relaxed worksite environment. In addition, some nurses always manage to work with Team 2 to avoid workload and the resulting job stress. Evidently, this situation is severely affecting team collaboration and the spirit of team work and this is most likely to end up in poor quality patient care. Finally, in adequate remuneration is also a major reason causing poor staff satisfaction; employees are greatly discouraged because they are not paid proportionate to the workload they bear. While analyzing the given case context, it is clear that the conflict situation is organizational because it is caused by improper management practices. It is necessary for the nursing manager to exercise due care while addressing an organisational conflict situation. According to Kelly and Crawford, there are mainly seven conflict resolution techniques such as avoiding, accommodating, competing, compromising, negotiating, collaborating, and confronting. In the words of Coburn (n.d.), under avoiding strategy, the conflict is simply ignored whereas the accommodating strategy implies that one side gives in to the other side to resolve the conflict. Ogunyemi et al (2010) state that the tool of competing forces the parties involved in the conflict to compete for the goal, while compromising tool encourages each side to give up something and gain something. In the view of Sontor (2009), the manager uses the negotiating tool to organize high level discussion that seeks agreement but not necessarily consensus. According to Khanaki and Hassanzadeh (2010), the collaborating tool persuades both sides to work together so as to develop the optimal outcome whereas the confronting approach takes immediate and obvious efforts to stop conflict at the very start (p.na). In the current situation, tools like avoiding, accommodating, competing, compromising, collaborating, or confronting may not be effective because the issues are well rooted, and hence need stronger and more extensive resolution approach. Therefore, it is advisable for the nursing unit manager to employ the negotiating tool to address the conflict situation identified. The major advantage of using this conflict resolution tool is that the solution developed will be permanent â€Å"for a variety of reasons, such as a union of contract, a permanent change in policy or governance, or career or life changes† (Kelly & Crawford, p.304). In the view of Lewicki, Hiam, and Olander, â€Å"there are five basic approaches to negotiating: collaborative (win-win), competitive (win at all costs), avoiding (lose-lose), accommodating (lose to win), and compromise (split the difference)† (as cited Kelly & Crawford, p.304). It would be better to employ the compromise-negotiating tool to

Of Personal Development, Critical Thinking and Enhanced Quality of Care Essay Example for Free

Of Personal Development, Critical Thinking and Enhanced Quality of Care Essay In this reflection paper, I would like to relate some unforeseen events during the course as well as my experience of being assessed. The medical practitioner assigned to me was a consultant of medicine for geriatric patients. The fact that he is not a physiotherapist may be considered an unforeseen occurrence. I did not really expect him to come from a different field. The similarity in language and way of thinking of practitioners from the same field would have facilitated the process. At first, similar to my feelings in collaborating with my nurse classmates, I had the same feeling of hesitation in associating with my DMP. However, as the course progressed, I realized that he could be a very good mentor. He patiently guided me throughout all the pertinent tasks that I had to carry out. I attended the clinic with him at Saint Pancrase Hospital for the morning Clinic, which finished at twelve o’clock, then the Ward round from two o’clock at Saint Pancrase hospital for two hours. I then went to University College London Hospital for My OSCE after four o’clock at the T10 ward. For the last fifteen years I have been working in a community, this is my first time to examine a patient thoroughly in a hospital, not only to examine the patient but also to perform my Objective Structured Clinical Examination (OSCE). Since he wanted to examine me on COPD patient with some complications, he was right that it was hard on me. Yet I did it and enjoyed the experience despite the situation under pressure. It was very long observation from my DMP, which again for long time I did not observe, was indeed a complicated but a true learning experience. I am grateful to my DMP and the way he taught me. I enjoyed his teaching, his approach, and his skills as a consultant were excellent. I will miss his teaching. My experience with him made me see the value of having a competent mentor regardless of the field that one is interested in. The presence of a coach and mentor made learning easier because it made me confident that I can rely on someone who is an expert and possesses a learning attitude, as well as one who is willing to help me out in the process. Admittedly, there were some difficulties in relating with him at the beginning because we were from different fields of study. But again, this experience is a test of flexibility in adjusting to the demands of the situation. I my best to work with him and follow the guidelines and advice which he gave me. In the course of our interaction, I have learned to become more comfortable in dealing with him. There is value in having a good working relationship with one’s superiors and colleagues; it makes the learning journey so much easier. I also feel that I should further develop a mentoring relationship with an expert in this field to be able to reach my full my potential. Empirical research from both educational and industrial settings suggests that students and employees both have increased probability of success if they have had a mentor. While mentors are effective for everyone, sometimes organisations implement mentoring programs to support particular parts of their populations, often newer employees. And while mentoring programs are always established with the best of intentions, their results are often mixed (Werner, 2004). To make the most of my clinical exposure, I hope to establish a strong mentoring relationship with a doctor or a medical allied professional who will be able to coach me on increasing competence in my clinical practice. I have realised that coaching and mentoring are very effective ways of developing my leadership potential because it does not only develop me in terms of technical expertise, but it will also allow me to actually experience how these experts undergo the coaching and mentoring exercise. I have also realised that a novice in any medical allied field acquires clinical judgment and skill over time. Knowledge is refined through actual clinical experience; this moves her from a rule-based, context-free stage to a more analytical, logical and intentional pattern of thinking (Benner, Tanner, Chelsea, 1996). To effectively provide a conducive learning environment, these medical professionals need venues for examining and developing their problem solving and reasoning skills towards making clinical judgments (Miller, 1992). I realised that such venues transpire through numerous learning experiences. In particular, I am contemplating about being able to practice in a large hospital to permit such comprehensive clinical exposure. I have also realised that participating in varied learning experiences offers the chance to apply classroom theory in the clinical setting. This was a point that was shared with me by my DMP. Clinical experiences enable the formation of meaningful related information on the basis of what the nurse has learned in the classroom. There is an expectation that with more experience, this novice can move from the level of advanced beginner to the level of competence by program completion. Clinical judgment is defined as nursing decisions about which areas to assess, analyzing health data, prioritizing which task to do, and who should carry it out (Carnaveli Thomas, 1993). For clinical judgment to be assessed as sound, it should be arrived at using critical thinking and logical reasoning, that will enable the deduction of valid conclusions, and the decisions that may be borne from these. I am thankful for this experience as they have given me profound insight on the areas that I could further develop to become a more competent professional in this field.

The Holocaust in Night by Elie Wiesel Essay -- essays research papers

Author: Elie Wiesel Do you see that chimney over there? See it? Do you see those flames? Over there- that's where you're going to be taken. That's your grave, over there. Haven't you realize it yet? You dumb bastards, don't you understand anything? You're going to be burned. Frizzed away. Turned into ashes. The Holocaust lasted from 1939-1942. During these tough and traumatic years Hitler killed over 6,000,000 people, mostly Jews, but the retarded, homosexual, and handicapped were also murdered. But the Jews did make it through these rough times. They survived only on courage, dreams, and hope. Before World War II, Elie Wiesel led an ordinary life for a teenage Jew at the time. He went to synagogue and he went to school, (which at the time not many people went to), and that was a normal day for him up until the Germans came and took them away to the concentration camps. He liked having long discussion with a homeless person named Moshe. One day Moshe moved to a different town. When he came back to Sighet, Transylvan...

Imported Medicines: A Strategic Shift in Human Thinking Essay

Internet and online businesses gradually change our lives. What used to be impossible two years ago now has turned into a matter of daily performance. With Internet, we are no longer limited in our activities and can broaden the scope of all major operations that have previously been unachievable. Healthcare and medicines are not exceptions, and where Internet works to provide us with additional opportunities for communication, we have finally been given a chance to reconsider the costs of all healthcare services and medical preparations. Online medical markets have produced an irreversible change in the structure of healthcare services and human thinking. With the advent of the new technological age and the growing globalization, customers have become more attentive to what they buy and how much they pay for it. Imported medicines purchased online offer a competitive alternative to brand-name drugs. Simultaneously, imported drugs are not always licensed and may create serious health risks. In this situation, the state should actively work to impose severe price restrictions on the major brand-name drugs and to develop effective monitoring systems with regard to the imported drugs that are sold online, to guarantee that customers are given a viable choice and are not limited in their access to quality healthcare services and medical preparations. True, the growing customer commitment to imported medicines is the result of the national pharmaceutical markets’ being largely non-regulated. Americans typically pay the highest prices for brand-name drugs because, unlike Canada and many other countries, the United States does not impose price controls on pharmaceutical companies† (Colliver). The growing number of online pharmacies reflects the misbalanced nature of the price strategies, to which present day pharmaceutical companies adhere. Despite the fact that brand-name drugs are sold with significant discounts, the majority of healthcare insurance plans does not cover them and does not make them affordable for consumers. The current economic crisis makes Americans more attentive toward their expenditures, and online pharmaceuticals offer an excellent opportunity to obtain the needed list of medical preparations for a much lower price. â€Å"If the government doesn’t get its act together, and with 47 million who are uninsured, there is a marketplace for alternative supply of some of these drugs† (Colliver). It appears that in the current system of healthcare services customers are not given any relevant choice. With the absence of price restrictions, pharmaceutical companies feel free to establish prices as high as they deem necessary, making customers seek effective alternatives elsewhere. That is why imported drugs as such, and online imported drugs in particular have caused a strategic shift in human thinking, giving people a chance to resolve their health issues at a lower cost. With the growing number of Internet users and given the cost-effectiveness of imported drugs, customers are no longer willing to stick to traditional purchasing practices and choose a technological way of resolving their health issues. More and more people realize the benefits of online pharmaceutical marketing. Many of them enjoy the freedom of choice and convenience they are offered by online pharmaceuticals. â€Å"More Americans appear willing to take a calculated risk in the absence of prescription drug coverage† (Colliver). In other words, when health and life are at stake, customer will not think twice before ordering an affordable imported medical preparation from online suppliers. For many of them, imported medicals offer the most attractive and acceptable option; that is why online companies gradually grow to cover larger shares of online markets even without any specific advertising. Unfortunately, ordering imported drugs online is not always safe. Despite the fact that technology has forever changed the direction of human thinking and has made the process of purchasing imported drugs fast and convenient, imported drugs are associated with substantial risks. Customers cannot always be confident that they buy an authentic drug from an authentic foreign manufacturer. Some Web sites hawk controlled substances without a prescription or falsely purport to get drugs from a Canadian pharmacy or other more trustworthy source. While operators try to separate themselves from such operations, it’s tough to tell the difference† (Colliver). Even if the government imposes strict limitations on pharmaceutical prices, the shift that has already occurred in customer attitudes will require time to be reversed. The problem is not in imported drugs; given the growing globalization trends, imported drugs will keep conquering larger shares of pharmaceutical markets. The problem is that for customers to purchase imported products is a matter of â€Å"no other choice†. Many of them are no longer willing to return to conventional medical practices. As a result, and taking into account that online businesses will further work to conquer the minds and spirits of the American customers, the state should develop effective monitoring systems that will impose price restrictions and will control imported drugs sold online, to provide customers with a reasonable choice and to give them another chance for recovery. Conclusion Imported drugs and Internet have produced an irreversible change in customer attitudes toward healthcare. Beyond broader access to imported medical products, customers are given an opportunity to reduce their costs and to purchase medical products in fast and convenient manner. Given the threats which imported non-licensed products may produce on human health, and taking into account the growing customer commitment to purchasing imported medicines online, it is the state’s responsibility to develop effective regulatory and monitoring strategies that will not limit customer choice but will guarantee safety of all imported medical products.

The Birth of Complex Cells

Having more understanding of how the process of scientific inquiry works, t he more I felt that science is a result Of efforts made by scientists through the accumulation of time. For example, in order to provide an evidence that the SST art of a complex cells begins with having an ancestral cells hosting other living cells, scientists first need to search for an evidence that that living cell did exist.The n, they have to provide an evidence HOW did the host cells symbiosis with the living c Hence, being able to see how science is conducted, I really appreciate all the perseverance and patience the scientists put into a research just to find ONE evidence to support/overthrow a theory. 2. The osmosis and strawberry DNA extraction lab allows me to understand h owe our cell membrane works and what it is made for. With the osmosis lab I understood odd how water follows from low concentration to high, and this experiment is important NT to how he nutrients are transported in and out of o ur cell through osmosis.From the strawberry DNA extraction lab, we first added detergent to dissolve the outer membrane causing the strawberry DNA to isolate from the rest of the residua product. This allows us to know that membranes are made of lipids, which dish solve in detergent, giving us more clue on how did our ancestral cells â€Å"endoscopies NT† another living cell by making its way through the membrane. After reading this article I still wonder, in the beginning when the complex c alls are forming, why didn't the ancestral cell tell the living cell apart from itself?Why our ancestral cell didn't just eat and dissolve that living cell, instead symbiosis with I t? 4. 1 like the way the article discuss not only about the different possibilities of how a cell might have formed, but also the point of views the scientists have now an d then. Another thing I really enjoy reading about this article is that it carefully written out all the steps a scientist did to conduct a n experiment, including the challenges a d the outcome he received.Yet, on the other hand, I feel like this paragraph contain s way too much information needed for a beginner in biology to understand, include ding all the definitions of biological terms. 5. Yes, this paper really allows a student in biology to understand the origin of a cell, and how we became to be. Yet, I WOUld recommend this project to be assign eater on in the class because it contains great amount of information, and students wow old learn better corresponding to the knowledge they have.

William Sidney Mount Paintings essays

William Sidney Mount Paintings essays During the mid-nineteenth century, the United States was undergoing many cultural changes. Towns were becoming cities, mass production was becoming prevalent, and many variations of people were coming to live. This made for major changes in social structure. There seemed to be a high class, the elites, and the lower class. However, this spawned a need for changes in this structure, something to bridge the gap. William Sidney Mount, captured this bridge of sorts in his paintings. His depictions of American life with subjects of an elite status intermingled with subjects of a lower class were cause of his praise as educator and moral critic, propounding freedom by individual example and arguing through his art for the establishment of a new order based on an emerging middle-class consciousness or ideology (Oedel, Gernes, 129). Mounts use of basic artistic techniques made it easy for viewers to relate and understand the meanings in his works. His works were viewed by the America n public as deceptively elementary. . . original, comprehensible, nationalistic, forceful, and timely (Oedel, Gernes, 128). Mount bridged the gap masterfully in nearly all of his works, employing elements of the two predominant social classes. He did so in the work that he is most famous for, The Painters Triumph, which he painted in 1838, at the age of 31. The painting shows a painter triumphantly showing his piece to a farmer, both men indicative of their respective social classes. The farmer has a whip in his hand, and is hutched over as if in awe. The painting shows that the farmer has started from repose, both physical and intellectual, having risen from his chair to lean forward in attention (Oedel, Gernes, 137). The painter, meanwhile, has his arms open, as a sign of enthusiasm. The greater the extension of the arms. . . the more they express. . .energy of sentim...

Master SAT Reading 5 Types of Passages

Master SAT Reading 5 Types of Passages SAT / ACT Prep Online Guides and Tips The College Board wants the world to think that the SAT is detached from real-world trivia, a pure test of reasoning and skill. But, of course, this is essentially impossiblehence the scores of SAT prep options out there (of which we are one). As an attempt at a useful reference buoy in the SAT ocean, this post is an outline of the categories of writing that SAT Reading passages always fall into. Many students are frustrated by the opacity of many SAT reading passages, torn as they are from any meaningful context. The SAT gives a tiny preface to some of the more arcane passages, but mostly they just throw students in and let them sink or swim. The best way to prepare for SAT Reading is to do some realistic practice tests, but that might seem like a daunting first step. This article provides a good stepping stone of giving examples of passage types. We hope some students out there find this useful; the high school-to-college transition is a stressful time, and we’re in the business of making it less so. So, without further ado, the main types of passages you’ll see on the SAT Reading section. To give you a feel for each type of passage, we’re going to include a snippet from each that represents the typical style of that passage type. Okay, one bit of further ado: the categories are listed in order of frequency on the test. Now let’s go. #1: Science Culture Since the SAT is supposed to test students’ readiness for college-level academic work, the College Board loves passages like this. Topic: Language acquisition Sample: We know that adult language is intricately complex, and we know that children become adults. Therefore something in the child's mind must be capable of attaining that complexity. Any theory that posits too little innate structure, so that its hypothetical child ends up speaking something less than a real language, must be false. Topic: Evidence in scientific research Sample: It was disturbing to me to see anyone so facilely blur the distinction between observations and interpretations and then even go so far as to make numerous deductions without the slightest shred of evidence. When I was very young and did not "see"  what seemed obvious to adults, I often thought I was stupid and unsuited for science. Now I sometimes wonder if that is why I make progress. I see the ability to invent interconnections as no advantage whatsoever where the discovery of truth is the objective. #2: History History passages give the SAT a chance to test your understanding of specific meaningful events or evolution of ideas over long periods of time. These are situations in which outside knowledge is (a) most likely to occur, especially for students in AP History courses, and (b) most detrimental: remember, only draw your answers from the material on the page. Topic: The evolution of the meaning of bohemianism Sample: In 1843 when Michael William Balfe's once famous opera The Bohemian Girl premiered in London this meaning was still widely current. A Bohemian had come to mean any wandering or vagabond soul, who need not have been associated with the arts. It was the malnourished Parisian poet, Henry Murger, who was responsible for clinching the term's special association with the life of artists. Topic: Joan of Arc Sample: The report of a supernatural visitant sent by God to save France, which inspired the French, clouded the minds and froze the energies of the English. The sense of awe, and even of fear, robbed them of their assurance. Upon Joan's invocation the spirit of victory changed sides, and the French began an offensive that never rested until the English invaders were driven out of France. #3: Personal Narrative This and the categories below point more squarely at liberal arts topics, but mostly maintain the neutrality and of the Science and History passage types. Topic: Evolution and captive breeding Sample: The rationale for breeding endangered animals in zoos is nevertheless compelling. Once a species falls below a certain number, it is beset by inbreeding and other processes that nudge it closer and closer to extinction. If the animal also faces the wholesale destruction of its habitat, its one hope for survival lies in being transplanted to some haven of safety, usually a cage. In serving as trusts for rare fauna, zoos have committed millions of dollars to caring for animals. Many zoo managers have given great consideration to the psychological health of the animals in their care. Topic: An American’s visit to Paris in the 1960s Sample: The architectural space of Paris is an astonishment to me because its scale so accurately attunes inhabited earth to sky that I can actually walk in a work of art. I feel in some subtle way eased. I find myself in a world ordered by people of like mind to my own, in a companionship rendered visible. As if for the first time in my life I could be content to be human without having to forego, because of that limitation, my intuition of divine order. #4: Arts Commentary These are slightly less common than the above categories, but they’re still worth mentioning. They’re written much like other discussions of art or literature, and so a great way to prepare (and learn some good vocabulary) is to read some high-quality art and literature reviews, which have their own style and language that extends to the SAT Reading passages. Topic: Vermeer’s The Girl with the Pearl Earring Sample: Snow describes the girl’s gaze as a stew of unresolved contradictions, which only leaves the captivated viewer all the more guilty and confused. Surprise, bewilderment, yearning, acceptance, understandingin sequence, or all at onceher glance seems to convey all of these. â€Å"Suddenly, the most personal responses, drawn from the most private, well-protected regions of the self, are required.† #5: Literature Passages from this category show up less frequently on the SAT (thus, only one sample) and have a slightly different feel: they’re difficult not because of scientific terminology or historical references, but mainly because of antiquated language and totally unfamiliar subject matter (e.g. the descriptions below, or a character’s concerns about her upcoming marriage). Source: An old-timey novel about a ship Sample: The youngest man on board (barring the second mate), and untried as yet by a position of the fullest responsibility, I was willing to take the adequacy of others for granted. They simply had to be equal to their tasks; but I wondered how far I should turn out faithful to that ideal conception of one’s own personality every man sets up for himself secretly. A Few Further Notes Overall, SAT Reading passages should be similar to some of the material in your high school textbooks. If you’re curious about how the SAT relates to high school academics, see this blog post about the correlation between achievement in the two areas. Also, don’t be surprised if you see passages that combine two of the above passage types: the essay about evolution and captive breeding, for example, is also a personal narrative. Ready to take the next step and dive into the wonderful world of SAT Reading? Start by reading our guide on how to get a perfect score on SAT Readingit's chock-full of great advice. Like what you read? Get our FREE EBOOK Guide:

Capital Punishment in the United Kingdom Research Paper

Capital Punishment in the United Kingdom - Research Paper Example The elimination of the death penalty in all circumstances eventually took place in 1998. Similarly, the 13th Protocol to the European Convention on Human Rights in 2004 outlawed the restoration of the death penalty, provided that the United Kingdom continued to be a party to the convention. History of Capital Punishment in the United Kingdom Hanging used to be the chief mode of execution in the United Kingdom since the 5th Century; other practices included drawing, quartering, beheading, burning at the stake, shooting, drowning, and hurling from cliffs. In 1196, the first person was hanged at Tyburn as a punishment for sedition. From 1351, the capital offences that attracted the death penalty included treason, witchcraft, murder, rape, piracy, robbery, arson, embezzlement of master properties, and theft (Davies 2007, p. 107). Efforts directed at the abolition of the death penalty had been ongoing since the late 1700s. In 1770, Sir William Meredith challenged parliament to consider pr oportionate punishments rather than capital punishments. Nevertheless, the proposal failed; however, it opened up the debate. Every year, there were over thousand death sentencing, although only a sizeable number of executions took place (Levinson 2002, p.155). In 1810, Sir Samuel Romilly remarked that United Kingdom had the most offences according to law to be punished by the death penalty. At its height, the criminal law, otherwise labeled as the â€Å"Bloody Code,† had categorized 220 crimes punishable by death. Sir Samuel Romilly attempted to convince parliament to de-capitalize minor offences, especially much of the Act of King William (Block & Hostettler 1997, p.109). Execution for crimes such as murder, robbery, and burglary were frequent; however, capital punishment for minor offenders were mainly not carried out. Nevertheless, in some instances, children could be executed for crimes such as stealing. A death sentence could be commuted on the grounds of benefit of cle rgy, official pardons, or execution of military duty (Stearman 2008, p.47). Statistics indicate that, between 1770 and 1830, close to 35,000 death sentences were handed out, out of which about 7,000 executions happened. At the time, prisons comprised of small, crowded, and badly run institutions, a situation that led to incorporation of punishments like transportation of offenders to distant lands such as America and Australia. During the 1830s, the masses had started to express doubts on the punishments (Block and Hostettler 1997, p. 110). Many more prisons were built while the old ones were extended to avail a fresh mode of punishment. The overriding notion centered on making prisons unpleasant places to stay in order to discourage people from committing crimes. Reform In Europe, reforms on the subject of the death penalty, championed by academics, started around 1750. Year 1808 witnessed abolishment of capital punishment for pickpockets and lesser offenders. This set the onset fo r the reform process perpetuated over the next fifty years. Nevertheless, capital punishment remained operational even though the government occasionally commuted the death penalty. The Judgment of Death Act 1823 awarded power to judges to commute the death penalty excluding cases of treason and murder (Levinson 2002, p.156). The Punishment of Death Act 1