Effects Of Social Media On Mental Health - 1206 Words

In 1971 the first email was sent. This was the beginning of social media. Social media is a form of electronic communication through which users create online communities to share information, ideas, personal messages, and other contents. Social media sites are like fads where people eventually stop using them and move on to the next one. This essay will be about the effects of social media on the mental health of the main users of social media. The age group that uses social media the most is 12-17 but the majority of people who use it all together are under the age of 30. 42% of adults online use social media and 97% of teens online use social media. Three in four teens access the internet on cell phones, tablets, and other mobile devices. Ironically, even though it is called social media, it actually causes a lot of people to become less connected with other people in real life. Steven Strogatz of Cornell University says â€Å" social media sites can make it more difficult for us to distinguish between the meaningful relationships we foster in the real world, and the numerous casual relationships formed through social media. By focusing so much of our time and psychic energy on these less meaningful relationships, our most important connections will weaken.† What this means is that we spend a lot of our time and energy online trying to create relationships with people online that distracts from real life people and social situations. Sure, social media is good for connectingShow MoreRelatedThe Effects Of Social Media On Mental Health1580 Words   |  7 Pageshazards of social media. The relationship between an individual’s social media habits and mental health is complex. In this report many concepts will be explored thoroughly such as, the effects of social media on mental health, how it is concerned with substance abuse, the advantages and disadvantages of social media and which social media site is cyberbullying occurred on the most. Firstly, there have been significant links between our online presence and other aspects of our mental health, whichRead MoreEffects Of Social Media On Mental Health1498 Words   |  6 PagesEffects of social media on mental health Overview Social media is described, by the Merriam-Webster dictionary (2015), as â€Å"forms of electronic communication (as Web sites for social networking and microblogging) through which users create online communities to share information, ideas, personal messages, and other content (as videos)†. As few as 10 years ago the term social media was yet to be coined, but within that decade the use of these blogs, websites and sharing platforms has increased exponentiallyRead MoreThe Effects Of Social Media On Mental And Emotional Health1357 Words   |  6 Pages Off the Grid Social media seems to be one of the many hot topics of discussion recently, and consequently many people have the false sense of security that they have a profound knowledge on how it affects the health of the teenage population. A sedentary lifestyle, decreased sleep, as well as other physical health conditions seem to come to mind when one links health and social media. However, there is a much bigger problem that can go unnoticed because it can be impossible to see: the impact itRead MoreSocial Media Effect Our Mental Health2401 Words   |  10 Pagesthe egocentric side of social media to even realize the reality of my life. Is it just me, or are the morals of today declining due to social media? I am absolutely guilty of obsessing over social media, and I am confident I am not the only one. We, as a society, often beg the question: Does social media do more good or harm? Or both? How often do we think of its consequences? How much time do we spend on social media every day? How does social media effect our mental health, our psychological stateRead MoreNegative Effects Of Instagram1439 Words   |  6 PagesSocial media: a blessing or a burden? It gives the ability to like, comment and interact with any person at any time. A platform with recent growth and popularity, Instagram, reaches copious amounts people. Expectedly so, controversy has arisen from the decade of social media and this form in particular. Research has found Instagram to have the highest overall negative effect on mental health (Cramer Inkster, 2017). Through analyzing human psyche and critiquing data, this paper will seek to explainRead MoreSocial Media s Influence On Mental Health And Overall Quality Of Life1707 Words   |  7 PagesSocial media usage by adolescents must be limited in order to improve mental health and overall quality of life. Adolescent social media activity continues to grow, creating technology dependence in younger generations. Technology remains in its prime throughout the twenty first century with advancements in internet and smartphone capabilities. As technology becomes more accessible to younger generations, minors continue to spend more of their day trapped in a cyber universe and disconnected fromRead MoreThe Impact Of Mass Media On Body Image1255 Words   |  6 Pagesor other health related images and videos on social media, online magazines/blogs, and mass media in general. Mass media has caused an enormous amount of controversy within the last few years concerning body image and what is politically correct. However, mass media’s impact on health can be beneficial if it is used the correct way. The social media aspect of mass media has become something that is involved in most people’s everyday lives; and it’s not going away anytime soon. Mass media posts needRead MoreSoc ial Medias Impact On Mental Health1082 Words   |  5 PagesSocial Networking Sites (SNS) are most popularly used today on the Internet. SNS such as Instagram, Twitter and Facebook are one of the most common social interactive sites used by adolescents. Connecting with friends, expressing oneself, and scrolling through personal profiles has never been easier before. Depending how SNS are used, it can play a huge role in the daily lives of many. According to Hugues (2015), SNS have been used to cope with loneliness and depression, boost self-esteem and well-beingRead MoreSocial Media Disadvantages1246 Words   |  5 PagesSocial media is a way for people to communicate anywhere and at any time. Some people think that it is beneficial to have in society. Although, many people are starting to see negative effects arise from the use of social media as well. These negative effects are increasing and becoming more problematic every day. The disadvantages of social media far outweigh the advantages. Social media effects everyone in society, especially teenagers by negatively impacting their lives, face-to-face interactionsRead MoreMedia Negative Effects850 Words   |  4 PagesSocial media alone, on average, will consume five years and four months of a person’s life, and that does not account for any other aspect of the internet (Asano). Merriam Webster Dictionary defines social media as â€Å"forms of electronic communication through which users create online communities to share information, ideas, personal messages, and other such content.† Facebook, Snapchat, Instagram, Twitter, etc. are some of the more popular social media sites. As with anything, there are side effects

The Return Nightfall Chapter 3 Free Essays

Later that day Caroline was sitting with Matt Honeycutt, Meredith Sulez, and Bonnie McCullough, all listening to Stefan on Bonnie’s mobile phone. â€Å"Late afternoon would be better,† Stefan told Bonnie. â€Å"She takes a little nap after lunch – and anyway, it’ll be cooler in a couple hours. We will write a custom essay sample on The Return: Nightfall Chapter 3 or any similar topic only for you Order Now I told Elena you’d be coming by, and she’s excited to see you. But remember two things. First, it’s only been seven days since she came back, and she’s not quite†¦herself yet. I think she’ll get over her – symptoms – in just a few days, but meanwhile don’t be surprised by anything. And second, don’tsay anything about what you see here. Not to anyone.† â€Å"Stefan Salvatore!† Bonnie was scandalized and offended. â€Å"After all we’ve been through together, you think we’d blab?† â€Å"Not blab,† Stefan’s voice came back over the mobile, gently. But Bonnie was going on. â€Å"We’ve stuck together through rogue vampires and the town’s ghost, and werewolves, and Old Ones, and secret crypts, and serial killings and – and – Damon – and have we ever told people about them?† Bonnie said. â€Å"I’m sorry,† Stefan said. â€Å"I just meant that Elena won’t be safe if any of you tells even one person. It would be all over the newspapers right away:GIRL RETURNS TO LIFE . Andthen what do we do?† â€Å"I understand about that,† Meredith said briefly, leaning in so that Stefan could see her. â€Å"You don’t need to worry. Every one of us will vow not to tellanyone .† Her dark eyes flicked momentarily toward Caroline and then away again. â€Å"Ihave to ask you† – Stefan was making use of all his Renaissance training in politeness and chivalry, particularly considering that three of the four people watching him on the phone were female – â€Å"do you really have any way to enforce a vow?† â€Å"Oh, I think so,† Meredith said pleasantly, this time looking Caroline directly in the eyes. Caroline flushed, her bronzed cheeks and throat turning scarlet. â€Å"Let us work it out, and in the afternoon, we’ll come over.† Bonnie, who was holding the phone, said, â€Å"Anybody have anything else to say?† Matt had remained silent during most of the conversation. Now he shook his head, making his shock of fair hair fly. Then, as if he couldn’t hold it back, he blurted, â€Å"Can we talk to Elena? Just to say hi? I mean – it’s been a wholeweek .† His tanned skin burned with a sunset glow almost as brightly as Caroline’s had. â€Å"I think you’d better just come over. You’ll see why when you get here.† Stefan hung up. They were at Meredith’s house, sitting around an old patio table in the backyard. â€Å"Well, we can at least take them some food,† Bonnie suggested, rocketing up from her seat. â€Å"God knows what Mrs. Flowers makes for them to eat – orif she does.† She made waving motions to the others as if to raise them from their chairs by levitation. Matt started to obey, but Meredith remained seated. She said quietly, â€Å"We just made a promise to Stefan. There’s the matter of the vow first. And the consequences.† â€Å"I know you’re thinking about me,† Caroline said. â€Å"Why don’t you just say so?† â€Å"All right,† Meredith said, â€Å"I’m thinking about you. Why are you suddenly interested in Elena again? How can we be sure that you won’t go spreading the news of this all around Fell’s Church?† â€Å"Why would I want to?† â€Å"Attention. You’d love to be at the center of a crowd, giving them every juicy detail.† â€Å"Or revenge,† Bonnie added, suddenly sitting down again. â€Å"Or jealousy. Or boredom. Or – â€Å" â€Å"Okay,† Matt interrupted. â€Å"I think that’s enough with the reasons.† â€Å"Just one more thing,† Meredith said quietly. â€Å"Why do youcare so much about seeing her, Caroline? The two of you haven’t gotten along in almost a year, ever since Stefan came to Fell’s Church. We let you in on the call to Stefan, but after what he said – â€Å" â€Å"If you really need a reason why I should care, after everything that happened a week ago, well†¦well, I would think you’d understand without being told!† Caroline fixed shining cat-green eyes on Meredith. Meredith looked back with her best no-expression expression. â€Å"All right!† Caroline said. â€Å"She killed him for me. Or had him called to Judgment, or whatever. That vampire, Klaus. And after being kidnapped and – and – and – used – like a toy – whenever Klaus wanted blood – or – † Her face twisted and her breathing hitched. Bonnie felt sympathy, but she also was wary. Her intuition was aching, warning her. And she noticed that although Caroline spoke about Klaus, the vampire, she was strangely silent about her other kidnapper, Tyler Smallwood, the werewolf. Maybe because Tyler had been her boyfriend until he and Klaus had held her hostage. â€Å"I’m sorry,† Meredith said in a quiet voice thatdid sound sorry. â€Å"So you want to thank Elena.† â€Å"Yes. I want to thank her.† Caroline was breathing hard. â€Å"And I want to make sure that she’s okay.† â€Å"Okay. But this oath covers quite a bit of time,† Meredith continued calmly. â€Å"You may change your mind tomorrow, next week, a month from now†¦we haven’t even thought about consequences.† â€Å"Look, we can’tthreaten Caroline,† Matt said. â€Å"Not physically.† â€Å"Or get other people to threaten her,† Bonnie said wistfully. â€Å"No, we can’t,† Meredith said. â€Å"But for the short term – you’re a sorority pledge this coming fall, aren’t you, Caroline? I can always tell your prospective sorority sisters that you broke your solemn vow about somebody who is helpless to hurt you – who I’m sure doesn’twant to hurt you. Somehow I don’t think they’d care for you much after that.† Caroline’s face flushed deeply again. â€Å"You wouldn’t. You wouldn’t go interfering with my college – â€Å" Meredith cut her off with two words. â€Å"Try me.† Caroline seemed to wilt. â€Å"I never said I wouldn’t take the vow, and I never said I wouldn’t keep it. Just try me, why don’t you? I – I’ve learned a few things this summer.† I should hope so.The words, although nobody said them aloud, seemed to hover over all of them. Caroline’s hobby for the entire last year had been trying to find ways to hurt Stefan and Elena. Bonnie shifted position. There was something – shadowed – behind what Caroline was saying. She didn’t know how she knew; it was the sixth sense that she’d been born with. But maybe it just had to do with how much Caroline had changed, with what she had learned, Bonnie told herself. Look how many times she’d asked Bonnie in the last week about Elena. Was she really all right? Could Caroline send flowers? Could Elena have visitors yet? Whenwould she be all right? Caroline really had been a nuisance, although Bonnie didn’t have the heart to tell her that. Everyone else was waiting just as anxiously to see how Elena was†¦after returning from the afterlife. Meredith, who always had a pen and paper, was scribbling some words. Now she said, â€Å"How about this?† and they all leaned forward to look at the pad. I swear not to tellanyone about any supernatural events relating to Stefan or Elena, unless given specific permission to do so by Stefan or Elena. I will also help in the punishment of anyone who breaks this vow, in a way to be determined by the rest of the group. This vow is made in perpetuity, with my blood as my witness. Matt was nodding his head. â€Å" ¡Ã‚ ®In perpetuity’ – perfect,† he said. â€Å"It sounds just like what an attorney would write.† What followed was not particularly attorney-like. Each of the individuals around the table took the piece of paper, read it aloud, and then solemnly signed it. Then they each pricked a finger with a safety pin that Meredith had in her purse and added a drop of blood beside their signatures, with Bonnie shutting her eyes as she pricked herself. â€Å"Now it’s really binding,† she said grimly, as one who knows. â€Å"I wouldn’t try to break this.† â€Å"I’ve had enough of blood for a long time,† Matt said, squeezing his finger and looking at it gloomily. That was when it happened. Meredith’s contract was sitting in the center of the table so all could admire it when, from a tall oak where the backyard met the forest, a crow came swooping down. It landed on the table with a raw-throated scream, causing Bonnie to scream, too. The crow cocked an eye at the four humans, who were hastily pulling back their chairs to get out of its way. Then it cocked its head the other way. It was the biggest crow any of them had ever seen, and the sun stroked iridescent rainbows from its plumage. The crow seemed, for all the world, to be examining the contract. And then it did something so quickly that it made Bonnie dart behind Meredith, stumbling over her chair. It opened its wings, leaned forward, and pecked violently at the paper, seeming to aim at two specific spots. And then it was gone, first fluttering, and then soaring off until it was a tiny black speck in the sun. â€Å"It’s ruined all our work,† Bonnie cried, still safely behind Meredith. â€Å"I don’t think so,† said Matt, who was closer to the table. When they dared to move forward and look at the paper, Bonnie felt as if someone had thrown a blanket of ice around her back. Her heart began to pound. Impossible as it seemed, the violent pecking was all red, as if the crow had retched up blood to color it. And the red marks, surprisingly delicate, looked exactly like an ornate letter: D And under that: Elena is mine. How to cite The Return: Nightfall Chapter 3, Essay examples

Attributes of entrepreneur free essay sample

Confidence positive thlnklng is a major step In the direction of success 5. Positive thinker entrepreneur are positive thinkers. Wealth does not always come to the most intelligent or the most ambitious individuals. Patience -when one owns who his business, there will be times when feels like the roof of craving-in. 7. Decisiveness one should go with his intuition and trust that he is doing the right thing 8. Experience component for growth as a key 9. Information seeking entrepreneur should seek information with client and competitors, seek advice. 10. Perseverance must be willing to persevere during rough times 11. Drive needs to be totally committed 12. Risk taking prefer tasks, which provide them some challenges 13. Innovation creative, they do things in new and different ways 14. Opportunity-seeking readily identifies opportunities for going into or to improve his business 15. Demand for efficiency and quality entrepreneur always strives to find ways to do things better, faster and at a lower cost 16. We will write a custom essay sample on Attributes of entrepreneur or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Systematic planning and monitoring introduces some system in achlevlng his goals by breaking this goal Into short term and long term goals 11. Persuasion and networking easy establishes a network or personal and business contacts around them

Iphone vs android free essay sample

Over the years technology has been improving in terms of entertainment, social media, and communication. Today, smart phones are a verification of this improving technology, but how do we decide which one is the better device? IPhone and Android are the latest most powerful operating systems out on the market. There are advantages and disadvantages to both cellular devices, and the ongoing competition will improve the smartphones for years to come. Affordability and durability are the two key factors when it comes to purchasing a smart phone. Apple and Google have gone head to head on competing for the best products. Most people assume that the expensive device has better durability and can be used longer. Price wise the Android phones ranges anywhere from one hundred to three hundred dollars. In contrast, the iPhone price range is between two hundred to six hundred dollars. Most Android users report that they have dropped their phone multiple times and have not had major damage to their phone. We will write a custom essay sample on Iphone vs android or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On the other hand, iPhone users state that the front screen display can be shattered easily because of the front screen glass like display, and replacing the screen can often cost more than the phone itself. There is a wider range of android phones as they are made by a variety of manufactures. Android gives you the flexibility to choose from many different colors, sizes or distinct features. The iPhone is restricted and limited to one model each year, but recently Apple has now developed two phones with different colors to match your personal preference. Nonetheless, Apple phones have the same features. While these phones are more powerful and fun than any other smartphone, that fun comes with a price. Any smartphone user will recharge their phone almost  every couple of hours. The cellular data network on each phone drains the battery the most, because we use it daily either for social networks or important information for homework. A smartphone without applications is nothing but an ordinary dull phone. The applications are the hub of the operating system. Both the iPhone and Android have app stores which are the Apple App store for iPhone and the Google Play Store for Android. According to recent news, each store now has about 700,000 apps. Many of the apps are free for both stores, but Apple on the other hand has a reputation for being pricey. Its also worth noting that Android is still the second option for big companies developing applications. Many applications exist for both devices. It’s logical that the main focus is on releasing and updating the paid applications before the free ones. Each operating system has voice activated assistants which is an app on the android called S-Voice app and the well-known Siri for the iPhone. Siri is admired and amazingly beneficial to all the iPhone users. The voice activated assistants on each device, is an automated assistant that responds when one speaks to it, as if you were speaking to a person. There is also a free Android app called Robin, which pursues to rival Siri. Both of these devices contain a guided navigation system which help in getting around the local area. Apple Maps which is an app for the iPhone and Google Maps for Android. Google Maps allows the use of Googles Street View; Apple Maps does not. When using the GPS on the iPhone there have been complaints on how the GPS guides them to an unusual location rather than the original destination. The GPS for Android users is accurate and more reliable to use especially when going on road trips. Web Browser on Apple Safari for the iPhone and Google Chrome are both fine choices which work well on a mobile screen and offer touch screen capabilities, zooming in for instance is an example. In comparison the two phones have incredibly fast internet and it is basically like having a computer in your pocket at all times. Adobe Flash is available on the Android, and it aids in website where a user interface is needed and here is where Android has the advantage. A function that many people can’t seem to live without is the ability to text message. Both of these phones contain the ability to text, not just with one’s fingers but by just by talking to the phone’s speaker. This function is beneficial, because instead of a phone call that might take up your time, you can just send a message within  seconds. IPhone and Android phones are currently the latest, in demand phones. Some people wonder what the difference between the two is, or if they are just the same. Technology changes every day and there’s always new and different phones on the market. Ultimately it’s the user’s preference on which device they would like to purchase.

buy custom Joint Ventures essay

buy custom Joint Ventures essay Joint venture refers to a situation where an organization or company makes an investment in collaboration with another one so that they can take advantage of an opportunity. The companies that enter a joint venture will share equally the profits and losses that come through the venture. There are factors that determine the formation of a joint venture rather than an organization taking the business wholly as an independent venture. Some of these factors include government policies, sharing of resources and market share, to share costs and risks, and also to diversify product and service delivery to consumers and customers. This essay seeks to show processes that take place before a joint venture is formed, the advantages and disadvantages of the venture and also the evaluation of the venture. Brookfield properties Corporation, a company that is based in the North America entered into a joint venture with another company in London, Bishopsgate. One of the reasons for the joint venture, as indicated in the introductory part is that it is a way of expanding the company and its market share. In forming a joint venture with a company in London, Brookfield now controls a certain percentag of market share abroad; something that is facilitated by the goodwill and relationship of Bishopsgate with its customers. It is important to keep in mind that there is always the threat of entry to a market that any chief executive of the company must look at and even avoid. By going into a joint venture with Bishopsgate, Brookfield is now rid of the threat of entry. There are so many reasons why the two companies decided to come together and form a joint venture. One of these reasons is to allow the companies to access market share and take advantage of each companys profile mutually. This means that before a decision transpired to the formation of the joint venture, the companies must first carry out research on the history and endeavors of each other and therefore make a conclusive decision that they can work together to make a certain objective. As can be seen from Brookfield Corporation, the company is a giant in construction and management of properties. The portfolio indicates that the company has a wide financial base and stability and therefore is in a position to undertake a project without hustles. On the other hand, Bishopsgate holdings have a site that can bee developed and managed to create many rentable spaces in the city and therefore great returns to the investors. The joint venture therefore becomes an important part of the deal and the two companies come to an agreement. It is worth mentioning that in the case of Brookfield and Bishopsgate, the two companies sealed a deal of 50:50 joint ventures. Sometimes the percentage will depend on what each individual company is putting into the business and it is therefore important to keep in mind the fact that it is not by default that companies coming to a joint venture will give a 50: 50 % profit and loss sharing. Decisions for entering into a joint venture are sometimes a hard one to make. However, it is at times necessary as a strategic planning and management practice to put companies into competitive advantage. By entering into a joint venture with Bishopsgate, Brookfield blocks the possibility of Bishopsgate entering in the property management practice as much as it blocks its competitors into brokering a deal with Bishopsgate. It can thus be said that the move to form a joint venture is a brilliant and strategic move towards maintaining competitive advantage over other companies. Buy custom Joint Ventures essay

The Difference Between Discreet and Discrete

The Difference Between Discreet and Discrete The Difference Between Discreet and Discrete The Difference Between Discreet and Discrete By Maeve Maddox discreet adj. Showing discernment or judgement in the guidance of ones own speech and action; judicious, prudent, circumspect, cautious; often esp. that can be silent when speech would be inconvenient.  Ã‚  Ã‚  Ã‚   discrete adj. Separate, detached from others, individually distinct. Opposed to continuous. Both discreet and discrete derive from the same Latin word discretus, separated, distinct. Old French discret meant discreet, sensible, intelligent, wise. In the 17th century, the spelling discreet became attached to the sense of careful or prudent. The spelling discrete, used in such disciplines as philosophy, medicine, and music, retained the original Latin meaning of separated. Examples of the incorrect uses of discreet and discrete: †¦ but if this brief and discrete affair ever really happened it was never in the public eye†¦ I just arrived in Dubai and was wondering if anyone knows of a discrete internet cafe, ideally with private rooms†¦ Ive always thought about breaking down ICs back to their discreet components Examples of correct uses of discreet and discrete: Sometimes people need to be discreet when it comes to the contacts in their iPhones. Having a discreet affair isnt easy. †¦designed to help a nursing mother have a bit more privacy and to be able to nurse discreetly†¦ The Times claims these scores can validly peg the discrete effect of each teacher on their students growth. A statistical distribution whose variables can take on only discrete values†¦ Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Driver License vs. Driver’s License12 Misunderstood and Misquoted Shakespearean Expressions

Medicine Essay Example | Topics and Well Written Essays - 2000 words

Medicine - Essay Example The practice of medicine has been shaped through the years by advancement and refinement of existing techniques of that era. As per N.D Jewson the concept of sick man was found to disappear from medical cosmology in two related sense of period ,1770 to 1870. Medical cosmology is basically meta physical and attempts to circumscribe and define the universal nature of medical disease ( Althruser and Bailbar, 1970 ). Three distinct period in history of medicine are associated with three different places and three different thoughts of diagnosis. From middle age- 18th century BED SIDE Medicine ( BM ) was widely prevalent, then by 1794 to 1848 came the era of HOSPTIAL MEDICINE ( HM ). And from the time forward it was Laboratory Medicine ( LM ) that ruled the medical world. The Laboratories contribution to the medicine has been recently recognized by the historians as something more than addition of knowledge, but as an seat of medicine which helps clinicians to account what they observe in patient. The first medical diagnosis made by human race was based on observations made with eyes and ears by ancient physicians. The Greek attribute all diverse reactions and diseases to bodily fluid called humor. Ancient Egypt's and Mesopotamian clinicians made diagnosis and treatment based primarily on observation of clinical symptoms as palpitations, acultation, etc. Other less scientific diagnosis that was widely prevalent in that time was spiritual sacrifice of animal and examination of those animals organs, being correlating to the patient's stage. Aptly described as the father of medicine ,Hippocrates in 300 BC attributed all diseases to body fluids. Later Gallen ( AD 131 to 101 ) who is called as the founder of experimental physiology combines Hippocrates and Pythogras theorem, holding four elements earth, fire, water and air contributing to four elements blood, bile, phlegm and black bile. In the middle age, in Europe early Christians considered diseases sin or punishment and diagnosis were based on symptoms, pulse, excreta ( especially urine). The concept of uroscopy was introduced and testing of urine for all diseases was made mandatory. The 17th century saw the descriptive work of medicine, as the medical journals started evolving and there was more ground work done for diagnosis and therapy of diseases. Many inventions as blood circulation, microscope, uroscopy, gravimeter analysis, experiments on blood transfusion, and attempt to use pulse rate and temperature as health indicator were followed. 18th century was considered to be the golden age of medicine as text book of medicines and laboratory medicines evolved. Blood pressure measurement and heart beat measurement and coagulation concepts were established in this century. The 19th century saw the growth of sophistication in technology in labs, transformation of society, introduction of the concept of bacteriolo gy, stethoscope, opthalmoscope, layrngoscope, x-ray, microscope, etc.( Starr, 1982). The three concepts in medicine At the beginning of medical cosmology, Bedside Medicine was widely predominant, mainly in the last 3rd of 18th century. The ideology was centered around University of Edinburg and in certain parts of England (Jewson, 1974). The BM treats patients as the patrons and physicians as

The United States Constitution Essay Example | Topics and Well Written Essays - 750 words

The United States Constitution - Essay Example The constitution is composed of a preamble, the main body, and amendments (www.enchantedlearning.com, The Constitution of the United States). This very important body of laws sets up the United States with a federal government as the national government plus state governments and specifies the state as a republic, with an elected President, a bicameral congress and a system of courts headed by the Supreme Court (www.enchantedlearning.com, The Constitution of the United States). With all these laws and specifications, we need to know what are behind the minds of the framers who came up with the law of the land. It is important to know how the framers of the Constitution balance the competing claims of local self-government, sectional interests, and the national authority. The Competing Claims of the Local Self-Government We can really see that there is a diversity of the people in the United States. Thus the framers of the Constitution aimed to create a strong government that is receptive and open to the will of the people. But unknown to the people, the concept of the self-government did not begin with the Americans but started in England. To address the issues on diversity of the people, the Articles of Confederation tried to unite these self-governing states. The Constitution was made to balance the claims of these self-governing states. ... They made sure that the powers are not in incongruity with the needs and welfare of the nation as a whole. The framers clarified that the states will continue to possess their powers to matters such as education, public health, business organizations, work conditions, marriage and divorce, local taxation and ordinary police powers. Thus the Constitution was able to provide and address the differences of the states (Targonski, 2000). The Competing Claims of Sectional Interests In a large and diverse country such as the United States, there is no way that there is unity among the interests of the people. Thus there exists faction, groups, organizations, political parties to address there united and common interests among them. These groups are said to endanger the rights of others thus the framers of the Constitution gave their best to mediate and balance these competing sectional interests. The best way to address this problem is to have a proper form of government that must be able t o prevent any faction, whether minority or majority, from imposing its will against the general good. The republican or representative form of government is the best protection from diverse and sectional interest. The best way to mediate and balance these claims is to have them represented to the government. In this way, the sections or factions will not think that they are left out and not given importance by the government. The republican state adheres to the principle of pluralism which is said to address the issues on conflicting passions and interests (Targonski, 2000). The Claims of National Authority It is really difficult for the Unites States to administer and govern a lot of citizens given the 13 states.

Qualitative Data Essay Example for Free

Qualitative Data Essay VOCABULARY – I consider vocabulary as the easiest because with the use of context clues, I can easily understand the meaning of the word. – 7 respondents have the same reason. I consider vocabulary as the easiest because you only have to be familiar with words. – 2 respondents have the same reason. I consider vocabulary as the easiest because I’m a wide reader at a young age. – 2 respondents have the same reason SENTENCE/SYNTAX I consider Sentence/Syntax as the easiest because you just have to familiarize grammatical rules. 2 respondents have the same reason GETTING THE MAIN IDEA I consider Getting the Main Idea as the easiest because by understanding the passage, you can get the whole idea. 9 respondents have the same reason I consider Getting the Main Idea as the easiest because there are no rules on understanding the passage I consider Getting the Main Idea as the easiest because it is mainly asking what the text is all about. 2 respondents have the same reason I consider Getting the Main Idea as the easiest because it is mostly found at the beginning of the paragraph. COMPREHENSION I consider Comprehension as the easiest because by simply reading. I can comprehend what the paragraph is all about. DIFFICULT: VOCABULARY – I consider vocabulary as the hardest because I have limited words stocks. – 4 respondents have the same reason. I consider vocabulary as the hardest because I still need to consult the dictionary to know the meaning of the. – 2 respondents have the same reason. I consider vocabulary as the hardest because I have a poor memory to retain word meanings. I consider vocabulary as the hardest because I’m not a wide reader. SENTENCE/SYNTAX I consider Sentence/Syntax as the hardest because it’s hard to analyze sentence structures and grammatical rules. 2 respondents have the same reason GETTING THE MAIN IDEA I consider Getting the Main Idea as the hardest because it’s hard to deal with the writing styles of the author and confused if I have to dwell with my own understanding. – 2 respondents have the same reason I consider Getting the Main Idea as the hardest because words are confusing. I consider Getting the Main Idea as the hardest because it is requires comprehension and focus. 2 respondents have the same reason I consider Getting the Main Idea as the hardest you have to identify the specific details of the story. COMPREHENSION I consider Comprehension as the hardest because there are articles that are difficult to understand. 3 respondents have the same reason I consider Comprehension as the hardest because you have to check the deeper meaning of the text. I consider Comprehension as the hardest because you have to consider everything (sentence structure, grammatical rules, vocabulary etc.) to get the meaning. I consider Comprehension as the hardest because it’s difficult to retain everything I’ve read. 2 respondents have the same reason I consider Comprehension as the hardest because of the unfamiliar words. I consider Comprehension as the hardest because it requires prior knowledge. I consider Comprehension as the hardest because of the author’s ambiguous ideas. I consider Comprehension as the hardest because it needs fast digestion of the contexts. 3. What possible intervention could have been done to help you develop your reading skills at the point of your education? The following are recommended reading interventions: to become a wide reader 19 respondents have the same suggestion study more vocabulary words 6 respondents have the same suggestion involve in more reading activities 12 respondents have the same suggestion watch more films 2 respondents have the same suggestion teachers should stimulate motivation 3 respondents have the same suggestion teachers should conduct more tutorial 3 respondents have the same suggestion teachers should unlock difficulties before starting the lesson proper practice reflective reading COMPREHENSION I consider Comprehension as the hardest because I’m having a hard time to understand texts heard. – 2 respondents have the same reason I consider Comprehension as the hardest because I consider myself as a visual learner. I consider Comprehension as the hardest because I easily lose focus 3. What possible intervention could have been done to help you develop your listening skills at the point of your education? The following are recommended reading interventions: get acquainted with correct pronunciation through practice – 3 respondents have the same suggestion learn different kinds of accents watch more films 3R’s- Read, Read or Read stay focused and listen keenly – 6 respondents have the same suggestion engage in more listening activities– 14 respondents have the same suggestion tele-conferencing with someone who has a different accent educators should encourage developing listening skills

Heart Of Darkness :: essays research papers

Each person has a different definition of what the term ‘remarkable’ means; each unique definition, holds a significant link to the other. This link is that the term is always given to a person that holds certain characteristics that are superior to the average individual. The set of characteristics that are observed tend to subscribe to the specific set of values of the person issuing the remark. Marlow, the main character in Joseph Conrad’s Heart of Darkness is able to assert that Mr. Kurtz was a remarkable man. This is true because of the unique values that Marlow possesses, which allow him to assert Mr. Kurtz as a remarkable individual. Through the actions and words of Mr. Kurtz, and other individuals Marlow encounters, Marlow is able to gain an overall perception of how characteristics of Mr. Kurtz deem him remarkable. Through the development of the narrative, Marlow establishes that Mr. Kurtz does not want to return to society, he does not want to return to the world were people judge one another based on social issues. â€Å"Kurtz had apparently intended to return himself, the station being by that time bare of goods and stores, but after coming three hundred miles, had suddenly decided to go back, which he started to do alone in a small dugout with four paddlers, leaving the half-caste to continue down the river with the ivory.† (Conrad Pg. 52) Instead Kurtz returns to the wilderness and is able to judge himself. â€Å"I went no more near the remarkable man who had pronounced a judgement upon the adventures of his soul upon the earth.† (Conrad Pg. 118) Marlow looks upon these two actions as remarkable feat. Kurtz, through Marlow’s eyes was able to pronounce a judgement based upon his own actions rather than having society dictate them to him. Marlow realizes that in order for Kurtz to pass judgement on himself, Kurtz must have been courageous, a value that Marlow lacked. â€Å"I was within a hair’s breadth of the opportunity for pronouncement, and I found with humiliation that probably I would have nothing to say.† (Conrad Pg. 119) Marlow clearly illustrates that on his own deathbed he would not be able to express his own judgement, despite the opportunity to speak, he would just hide like a coward. Thus Marlow is able to pronounce that Kurtz is a remarkable individual because he has a value, courage, that Marlow and many other individuals do not posses.

Major differences between the two theories Essay

The obviously notable difference between Bandura’s social cognitive theory and Beck’s cognitive theory is the bias that each has towards behavior. For instance, Bandura’s model is more behavioral, whereas Beck’s model is inclined towards psychotherapy or seems to provide psychological solutions to problems. The social cognitive theory (by Bandura) is presented in an agentic perspective. It explains why people exhibit differences in self-organization, being proactive, participation in self-reflection, and in self-regulation (Bandura, 1986). In essence, the theory does not just show that human beings have different capabilities, it also shows that other factors such as the environment play a major role in shaping behaviorism (Bandura, 1986). The theory further describes human beings as producers as well as products of what they make (the proverb manners maketh man should be true). Bandura’s theory also gives the socio cognitive aspects of human beings, for example, why they act in particular manners and what elicits such behavior. Additionally, the theory also gives reasons why the human nature is vast in terms of capabilities and how humanity is fashioned by direct and observational experience that is integrated in a variety of forms. In contradistinction, Beck’s theory gives a picture of the phenomena underlying dysfunctional beliefs (Beck, 1976). This theory does not just describe personality, but provides solutions to psychological problems. This is achieved by the model’s blow-by-blow analysis of the casual agents of depression and how depression can be remedied (Beck, 1976). Beck’s theory seems to give mediation approach in solving psychological problems by encouraging patients to be participants of the problem solving process rather than passive and helpless respondents. Another difference between the two theories is the triad used in each of the theories, which forms the basis of the entire illustrations and discussions. Bandura’s model is a triad with behavior, environmental factors and personal determinants as the main elements. On the other hand, Beck’s cognitive model consists of behavior, antecedent events and consequences (Beck, 1976; Beck, 1998). The triads may seem to portray a similarity between the two models but in real sense they exhibit differences since the explanation of how the elements in the triads affect each other or act on their own is slightly different. For instance, in Bandura’s theory, the description of how the factors in the triad affect each other revolves around cause and effect. One of the factors, such as the environment is implied to be a cause (or a factor that determines) of behavior. Thus, there is emphasis on reciprocal determinism. On the other hand, Beck’s triadic illustration of the factors that shape personality and character is influenced by the person (self), the world and the future. In this context, it is evident that personality is affected not just by behavior but also by other events that occur in life. In fact, Beck (1976) describes the person (self) as the main source of ideas to solve depression problems with reference to the world and anticipation of a better future. Conclusion Bandura’s Cognitive Theory and Beck’s Cognitive Theory seem to have more similarities in that they describe personality and the factors shape it. Many elements described in each theory’s triad show convergence in meaning. Major differences between the two models lie in the description of the models. While Bandura’s model is inclined towards behaviorism, Beck’s model provides an explanation of psychological dysfunctions and possible remedies. References Bandura A. (2006). Psychological modeling: Conflicting theories. Chicago: Aldine Transaction. Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W. H. Freeman Company Bandura, A. (1986).Social foundations of thoughts and action: A social cognitive theory. New Jersey: Prentice Hall Professional Technical. Bandura, A. (1976) Social learning theory. New York: Prentice Hall Bandura, A. (1971). Psychological modeling: Conflicting theories. Chicago: Aldine- Atherton. Beck, A. (1979). Cognitive therapy of depression. New York: Guilford Press Beck, A. (1976). Cognitive therapy & emotional disorders. NY: International Universities Press. Beck, A. (1998). The Integrative Power of Cognitive Therapy. New York: Guilford Press.

Manila and Jose Rizal Essay

1. What is the importance of Rizal’s Life, Works and Writings? The importance of Rizal’s Life, Works and Writings should be treasured foremost by the Filipinos, since he is â€Å"The Greatest Man of the Malay Race†. Rizal inspired the Filipinos of Republic in Asia. And in order us to know, understand and appreciate what is the life, works and writings of our greatest hero as Filipino citizens. 2. Why Jose Rizal is our National hero? The greatest hero of the Philippines was a â€Å"many-splendored† genius. He was richly dowered by God with superb intellectual, moral and physical qualities and he does many things in our country that anyone can’t do. 3. Who made Jose Rizal the foremost hero of the Philippines? The parents of Dr. Jose Rizal was the one who made him the foremost hero, also one of the contributors that made Rizal a hero is her relatives, mentors and friends. 4. What is the Republic Act. 1425? Republic Act. 1425 known as a law mandates all educational institution in the Philippines to offer courses about Jose Rizal’s life, works and writings include in the Curriculum of all Public and Private schools, colleges and universities courses. 5. Why Dr. Jose Rizal was executed in Bagong Bayan field on December 30. 1896? It is called the â€Å"executioners place† there were many who were executed but Jose Rizal was the most controversial. Early morning of December 30, 1896 was executed.

Is AP US History Hard Expert Discussion

Is AP US History Hard Expert Discussion SAT / ACT Prep Online Guides and Tips AP classes are typically more challenging than regular high school classes, but some are harder than others. Based on testing statistics and an examination of the curriculum, we can come up with accurate assessments of the true difficulty level of each AP class. In this article, I'll analyze AP US History exam scores, student testimonials, and course content to give you a clear picture of how hard the class really is! What Factors Go Into Determining the Difficulty of an AP Class? There are five factors that we will consider when deciding whether AP US History is a difficult class compared to other APs. I'll give you a quick rundown on all of them before we dive into answering our main question: isAP US History hard? Factor #1: Passing Rate This is the percentage of students who earn a 3 or above on the exam.Lower passing rates may indicate a more difficult class.However, sometimes, passing rates in the hardest subjects are unexpectedly high because only the most dedicated students take those classes.A smaller group of more serious students makes for a larger percentage of passing scores overall. Factor #2: Five Rate The 5 rate is the percentage of students who earn 5s (the highest possible score) on the AP test.If the 5 rate is on the lower side, it may indicate that the material is more difficult to master.A low 5 rate can also sometimes happen with very popular classes.The proportion of students who are prepared for an AP test tends to decrease as the total number of students taking it increases. Factor #3: Content Difficulty This boils down to the amount of material the course covers and how advanced that material is.Some courses have high 5 and passing rates because their content is extremely challenging, and only very driven students will take them, not because they are easy classes. Factor #4: Student Testimonials What do students say about the class? There should be some consistency based on the fact that everyone learns essentially the same curriculum, and everyone ends up taking the same test.Student feedback can provide more information about the day to day challenges of the class and the nature of the workload. Factor #5: Timing of the Class A final factor to consider is when students usually take the class.Classes that students take later in high school will be more difficult overall, although some students perceive them as being easier than other AP classes that they took when they had less experience.The reverse is true of classes that students take as underclassmen. When you've taken too many AP testsin your time. What Do Statistics Say About the AP US History Exam? To start off, I’ll examine the statistics for passing and 5 rates on the AP US History exam in 2015. Passing Rate The 2015 passing rate was 50.7 percent.Only three other tests have lower passing rates: AP US Government and Politics, AP Environmental Science, and AP Physics 1.This comparatively low passing rate would suggest that the test is difficult, but we can’t say that for sure yet. AP Environmental Science, for example, is a test with an even lower passing rate, but that class isn’t considered particularlydifficult.It’s low because more people who have little to no experience with other high-level classes tend to take AP Environmental Science as a one-off AP for their transcripts.A high volume of under-preparedstudents skews the passing rate lower, so the low passing rate means less about the difficulty of the class in this case. For AP US History, since it’s one of the most popular AP classes (the number of students enrolled was second only to English Language and Composition in 2015), the passing rate may likewise be skewed slightly lower because there are so many students at different levels of preparation who take it.However, students who take AP US History also tend to be students who are better prepared and have probably taken other AP/honors classes as well.The low passing rate might be slightly illusory because of the sheer number of people taking the test, but students who take it are (overall) high-achieving, so the data still points to the test being pretty hard.This fact is strongly linked to the difficulty of the content and intensity of the workload in AP US History, which I'll describe in more detail later in this article. Five Rate The 5 rate for AP US History in 2015 was 9.3 percent.Only seven other AP assessments had lower 5 rates than AP US History, as compared to the 27 with higher 5 rates.This would again suggest that the test is more difficult compared to other AP tests.However, five rates can also be skewed high or low depending on the popularity of the class and the types of students who take it. Some objectively difficult classes have high five rates because they’re less popular, and the students who do take them are more well-prepared and dedicated to the subject (Chinese Language, for example).AP US History is a popular class, so there may be a wider spectrum of preparedness amongstudents, bringing down the five rate.But, as I mentioned in the first part of this section, it’s also a class that is usually taken by the most high-achieving students, so there shouldn’t be wide-ranging problems with a lack of preparation.The low five rate combined with the types of students who take AP US History suggest that it is a difficult test. So far, based on testing statistics, we’re leaning towards the conclusion that AP US History IS hard.Let’s take a look at the otherfactors to see if they line up. Besides being the best AP score, five is also the ideal number of fingers for a human. What a kooky koincidence! Is the APUSH Content Difficult? AP US History covers the past few hundred years of history in this country, so there’s a lot to remember for the exam.However, memorization isn’t the main challenge.Throughout the test, you’re asked to analyze historical documents, demographic and other charts, and political illustrations from various periods in history.You have to apply your background knowledge to these sources and draw conclusions by blending skills of factual recall and deeper analysis. The free-response section is particularly challenging in this regard.Writing a coherent, well-supported argumentative essay on such a high-pressure test isn’t easy.And for the document-based question, you also have to incorporate at least six of the seven sources into your essay while using outside knowledge to bolster whatever point you’re making. I would argue the content is challenging because of the way you’re asked to synthesize what you’ve learned and relate it to themes that span multiple periods in history.These types of assessments are usually reserved for college classes because of the high-level thinking skills required.You have to look beyond the facts to draw larger informed conclusions. You want me to synthesize the what now? Do Students Think AP US History Is Hard? History was my best subject in high school, but I definitely didn’t think AP US History was an easy class.The tests were always challenging because my teacher had us take them with the same time constraints as the real AP exam.We would have one 50-minute class period to answer a bunch of multiple-choice questions and write a long essay.I remember the tests being stressful, but most people did well on the AP test because they knew what to expect. APUSHwas time-consuming outside of class because of the number of textbook reading assignments and other outside projects.We had â€Å"seminars† every couple of weeks where we were assigned to different sides of a historical issue and had a class-wide debate.We had to do write-ups of each seminar and were graded for participation during the debate.There were also quizzes on the nightly readings at the beginning of every class, so your grade would suffer if you didn’t do the homework. The consensus among other students (based on what I’ve seen in online forums) is reflective of my experiences.Most say that AP US History is a lot of work. Not all of it is difficult, and much of it is interesting, but it will take up a big chunk of your time.You have to be prepared to put in the effort, especially if you prefer science and math to the humanities,and the type of work you do in the course doesn’t come as naturally to you. I'd also like to consider briefly the last of the five factors I mentioned in the first section, which is when students tend to take this class.AP US History is typically taken later in high school (during junior or senior year).Many students have already experienced other AP classes, and all are familiar with the high school workload. Still, they find AP US History to be challenging in comparison to other classes.Our theory in the section on testing statistics has held true here as well - seems like this is a tough class from any angle. You're required to use authentic study materials and methods from each period. Sorry, electricity didn't go mainstream until the 1920s. Will AP US History Be Hard for YOU? It seems like APUSH is a hard class overall, but every student is different.You may have to do more research and self-reflection before you decide definitively whether this class will fit comfortably into your schedule.Here are a couple of measures I’d recommend taking if you want to get a clearer picture of what your experience with APUSH might be like: Ask Teachers and Past Students About the Class The most reliable way to decide whether AP US History will be difficult for you is to ask students and teachers who are familiar with it to give you their perspectives.If you know any older students who have similar academic records to you, ask them what they thought of the class and the workload.You can also ask your current history teacher if he or she thinks you’ll be able to handle AP US History based on your performance this year.You can even ask your guidance counselor what his or her opinion is of the class based on the performance of past students. Every AP US History class is slightly different because teachers have the freedom to design their own curriculum within the course framework. Be Aware of Your Academic Strengths and Weaknesses Which subjects challenge you the most? If you’re better at quantitative subjects like math and science and struggle with subjects that require lots of reading, writing, and memorization of facts, you can assume that AP US History will be difficult for you.On the other hand, if you prefer subjects that incorporate critical reading skills and essay writing (and have some interest in history), the class will probably be much easier. Keep in mind that this might be different from other history classes you took earlier in high school. Lower-level history classes are about factual recall, whereas the skills you need for AP US History are more analytical.It’s about applying your knowledge rather than just restating it. Check Your Class Schedule AP US History is a time-consuming class, so you should consider your schedule to make sure you aren’t overloading yourself by adding it into the mix.If you’re taking other challenging AP classes at the same time, you should be prepared for a daunting workload. Don’t take on too much, or you'll end up sacrificing your sanity and/or GPA. Pay attention to warning signs that your eyes may be bigger than your academic stomach. Conclusion: So, Is AP US History Hard? Based on all the factors I’ve examined in this article, AP US Historyis a hard class compared to most other APs.It has low passing and 5 rates, the content is challenging, students testify to a heavy workload, and most people don’t take it until junior or senior year.You should think carefully before you decide to enroll, but don’t underestimate yourself.Even if it’s a challenge, most students also think it’s an engaging and interesting class, and you’ll learn valuable analytical skills that will come in handy later in your academic career! What's Next? Looking for resources to help you get through this class with minimal suffering?Check out our list of the best review books available for AP US History this year. You can also read my ultimate study guide for AP US History for advice and links to tons of online practice questions! US History is on the more difficult end of the AP spectrum. Are there any easy AP classes to balance out your schedule? Read this article to find out which AP classes will be easiest for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Factual Questions in ACT Science How to Read Graphs, Tables, and Data

Factual Questions in ACT Science How to Read Graphs, Tables, and Data SAT / ACT Prep Online Guides and Tips Reading graphs is like reading in a foreign language. It comes easy to some and is very difficult for others.If you struggle tounderstand graph, tables, and other visuals for ACT Science questions, this article containing tips, strategies, and practice questions is perfect for you. If you're a â€Å"fluent† pro, this article will be a good review to make sure your skills are on point.Even if you are a pro, the ACT Science section often tests the basic skill of reading visuals in new and challenging ways, so this article will make sure you have strategies forboth easy and hard questions. Here is an overview of what we'll cover in this guide: Understanding the core elements of a graph The importance of labels How to use axes What to do with units of measure Mastering the different types of graphs on the ACT Science section Reading bar graphs Analyzing scatter plots Using line graphs Pulling data from tables Deciphering tricky graphs Reading Graphs and Other Visuals Is the Key to Success on the ACT Science Section Factual Questions Ask You to Evaluate Visuals and Just Relay Information. These questions simply ask you to relay factual information that is presented in the passage.To answer these questions, you need to read the graphs, tables, and/or scatterplots. For the simplest type of ACT Science practice questions that we'll be covering here, you'll need to pull out specific data points without further calculation/inferences. These Types of Questions Are Typically Found in Data Representation Passages. These passages are similar to those found in science journals and text.They present you with a short paragraph or two as well as 1-4 visual representations of data (such as graphs, tables, and/or scatterplots). The passages will mention specific studies and label sections as Study 1/2/3.Each Data Representation Passage has 5 questions, often using the skills we'll be covering here. If you want to learn more about the types of passages and questions on the ACT Science section, check out our article on the 3 Types of ACT Science Passages. In the PrepScholar ACT Program, we categorize the questions for Data Representation into 3 categories (not everyone categorizes them the same way). Factual questions or â€Å"pure data† questions is one of the three types. Here is a sample Data Representation Passage from an ACT practice test: Here is an example of a factual question from the above passage: There may be more advanced versions of these questions in which you are asked to look at a weird graph. Such as this one: Does this graph look crazy to you? Don’t fret! You will master this crazy graph and all others by the end of this article. Core Elements of a Graph Let's start off with basic ACT Science tips about the basic components of graphs, and strategies on how to interpret them. The Importance of Labels Labels are SUPER IMPORTANT on the ACT Science section.Each visual is labeled with Figure plus a number. So if there are 3 visuals, they will be labeled Figure 1, Figure 2, and Figure 3.See below: Why are they labeled?So you will refer to the correct one (though many students still don’t look at the right visual). The question will often specifically tell you which figure to look at such as this one: In Figure 2, what percent of captured finches from Island C had a 10 mm beak depth? To correctly answer this question, you need to check the labels and make sure you look at Figure 2.Then, identify the graph that shows the finches from Island C.In this case, you need to use the bottom graph.I see the beak depth is along the x-axis.At 10 mm beak depth, I follow the bar up and see it is just short of 35%, so probably about 34%. The first step in most ACT Science questions is to read the label, and if you get this step wrong, you will get the answer wrong.So make sure you check the label to ensure you are looking at the correct visual for the question. How to Use Axes Axes are the lines at the side(s) and bottom of a graph.Axes are useful to figure out the control and the variable(s) in the experiment.I will go into detail on this topic in the examples below. Graphs by definition have an x-axis and y-axis. The x-axis is the horizontal line (typically at the bottom of the graph).The y-axis is the vertical line (typically on the left side of the graph, though more challenging graphs on the ACT Science will have one on the left and one on the right). Let’s take a look at this simple graph for practice: In this graph, the x-axis doesn't measure anything (it only lists animals).In this graph, the y-axis measures the animals’ weights.The animals’ weights would be considered the variable in the research.The researchers did not know what the weights would be exactly until they measured the weights.We can use this graph to compare the 4 elements of only one data set: the weights of animals. If the passage had asked you, What isthe weight of a dog? First, we need to find dog on the axis that defines the type of animal, which is the x-axis. Next, we look on the y-axis for the value of the dog's weight and see that it reads 10 kg. Now, for practice, let’s take a look at a slightly more complicated scatterplot with measurements on both axes: In this graph, the x-axis measures the distance from the center of the plot to the nearest clearing.In this graph, the y-axis measures the average change in AGTB (it is not important to understand what AGTB is). The average change in AGTB would be considered the "dependent variable" in the research.The researchers did not know what the average change in AGTB would be exactly until they measured it.We can use this graph to compare the distance from the center of the plot to the nearest clearing TO the average change in AGTB. If the passage had asked you, What is theaverage change in AGTB at a distance of 50 m from the center of the plot to the nearest clearing? To do so, we first need to find 50 on the axis that defines the distance from the center of the plot to the nearest clearing, which is the x-axis. Next, we look on the y-axis for the value of the average change in AGTB and see that it reads 5 t/yr. We will evaluate this graph further in the next portion: What to Do With Units of Measure On graphs on the ACT Science section, they will present units of measure for each axis next to the label. Don't try to understand what the units mean.The ACT Science section throws in these crazy, weird units that you won’t have seen unless you studied very high-level Physics or Chemistry.You do not need to know exactly what they referto in order to answer the questions.Take for example the graph we just discussed: While you probably know that m is meters, you may be unfamiliar with t/yr, yet you had no problem answering the question above.For the ACT Science section, when the units are listed in the answer choice, they match up to the units shown in one of the visuals or mentioned in the passage (such as in the example above).So, there is no need to dwell on them or stress over them. In all of the practice sections I’ve ever done or that I’ve ever seen or given to students, I have NEVER seen an ACT Science question ask you to convert the units from one form of measure to another.You most likely were taught this in Math and/or Science classes.Set those skills aside.You do not need them for this test. Why do the ACT makers include these units if you don’t need them?To make the graph more challenging or to test your ability to sort information that you may not know. Ignore what you don’t need and find the information to answer the question.Focus on what you can identify, which lead us to our next topic: The Different Types of Graphs The ACT will show you a variety of graphs. Most of these are predictable. The hardest graphs are graphs that you will never have seen before and have to interpret on the fly. Thankfully, with the clear step by step structure I present below, you'll be able to tackle even the hardest graphs. Bar Graph Bar graphs tend to be one of the easier visuals used by the ACT Science section.They are easier because there will only be one variable shown.Let’s examine the example practice question below: In this graph, the x-axis lists the years (in 1-year increments from 1976-1985). The y-axis measures the average beak depth, the variable in this research. We can use this graph to compare the year to average beak depth. If the passage had asked us, What isthe average beak depth in 1983? First, we need to find 1983 on the x-axis. Next, we look on the y-axis for the value of the average beak depth and see that it reads 9.6 mm.Bar graphs are really easy, so long as you make sure you have identified the correct bar, you will find the data you need. Scatter Plot Scatterplots are graphs of plotted points that show the relationship between two sets of data.We looked at one earlier, but here is another from the same passage: In this example, each dot represents the measure of the average cumulative percent change in AGTB in a specific year. Let's attempt this practice question: What wasthe average cumulative percent change in AGTB during Year 2? To answer this question, we firstneed to find Year 2 on the x-axis. Follow that up to the Year 2 point on the scatterplot. Next, we look on the y-axis for the average cumulative percent change in AGTB and see that it reads 6%. Scatterplots can be slightly more challenging if they ask you a question about a point not marked.Let’s say they had asked you instead: What was the average cumulative percent change in AGTB during Year 9? F. 0%G. 6%H. 10%J. 14% Well, there is no point for Year 9, but you can see the downward trend.In order to answer this question, I recommend drawing on the graph provided.See my example: Connect the dots you have to create a curve.Sorry for my less than perfect drawing, but you don’t have to be perfect.You can clearly see the curve is much closer to 14% than any of the other options, so the answer is 14%.When answering these trend questions, try whenever possible to draw out the curve on the graph you are given and then use process of elimination. When in doubt, draw it out. Which our next graphs happen to do for you! Also, check our ourarticles on calculating questions and interpolations questions! Line Graphs Line graphs are one of the harder types of visuals used in the ACT Science section.The reason they are more difficult is that they show essentially an infinite number of data points, and you need to be precise about which data point you're looking at.There are so many values since each point on the line is a new value. Also, the ACT Science section often uses line graphs to show 2 entirely different sets of data, one on the left and one on the right with a key to differentiate between the two lines such as in this example graph: Let’s break this graph down.2 lines represent 2 independent groups of information. Each line has its own range of measurements. The x-axis shows time in increments of 5 years.So if you were asked the practice question, What is the RCRF in January 1990? You must first notice the correct line. The solid line represents RCRF according to the key. Match it up to the measurement on the right or left. The right side represents RCRF in %.It may help to use the edge of your paper or a pen or pencil to create a straight line to find the point of intersection.See my example: Then, find the point of intersection between that solid line and the January 1990 mark, which is around 7-7.5% so that is the answer. So the key ACT Sciencestrategiesto remember with line graphs are: Identify the correct line Match it up to the correct measurement on the left or right Draw the point of intersection Now that we’ve conquered one of the hardest graphs on the ACT Science section, let’s take a break with a simple visual: Tables Tables are one of the easier types of visuals provided.There are a number of columns, and each entry in a column corresponds to the entry directly to the right or left of that entry in the same row.For example, the below table is typical: A sample question about a table may look like this: Based on Table 1, 0.001 ml of titrant added produced a reaction time of? The answer would be 12 seconds. To find this, you look up 0.001 in the left column representing "Amount of titrant added," and look to the corresponding value on the right, "reaction time." For tables, the key points are Identify the correct column in question Find the correct data point in question Look to the right or left of it in the same row to find the matching data point Some tables on the ACT Science section will have many rows and columns of data, but the technique is always the same. Finally, now that we have grasped most visual concepts, let’s take a whack at: Tricky Graphs You should be very close to visual reading â€Å"fluency.†Let’s check out a graph that is not what it seems: A lot of lines with confusing labels. Let’s say we asked a question: Which of the following absorbed the most light across all wavelengths? White S Orange S Red S Brown S First, let's take a look at the graph. There are 5 lines here, and each one represents a different color of light plus Sulfur Oxide (which we do not need for this question, as it's not one of the answer choices). Each graph represents the reflectance at each wavelength. The question is asking us for which substance absorbed the most light across all wavelengths. Let's break down this question.First, "absorb the most light" means the opposite of reflectance. Reflectance is what is graphed. Second, "across all wavelengths" means we're not just looking at one point on the x-axis; we're looking across all points. The unprepared or rushed student would answer White S because they see it reflects the most light across all wavelengths, of the options in the answer choices. However, knowing that absorbance is the opposite of reflectance and looking across all wavelengths, I see that Brown S is reflecting the least across all wavelengths.Therefore, it is absorbing the most, so the answer is Brown S. Rules to remember with graphs: always compare what you are being asked to what the graph actually shows.That way you don’t get tricked! Let’s check out another tricky graph: This graph is even more complex. There are intersecting lines of weird shapes, and labels for each of the regions enclosed by lines. But just like every other table, we can attack it one by one. Let’s say the practice question asked you: Which of the following would most likely NOT be found at a pressure of 10 kb? Facies A Facies C Facies G Facies E First, let's take a look at the graph. There are 7 Facies identified (facies is a geology term for a body of rock with specified characteristics - this info would be given in the passage). The graph shows the pressure, depth, and temperature at which these 7 Facies appear. The question is asking us for which of the following is NOT found at a pressure of 10 kb. Let's break down this question.First, pressure means we need to use the left y-axis.Second, we need to find 10 kb. Next, because the question asks what is likely NOT found at a pressure of 10kb,we need to draw a line across it,as inmy example: Now, you can see that Facies C, G, and E all are found out 10kb, but Facies A is not, so A is the correct answer. The unprepared or rushed student might choose Facies C, G, or E as the answer if they missed the NOT, or that student might accidentally look at a depth of 10 km on the right instead of pressure and get the answer entirely wrong. What to learn from this, Always make sure you have found the correct axis in question Be extra careful when you see a NOT or EXCEPT This way you avoid getting tricked by referring to the wrong data piece or answering the wrong question! Recap If you've ever had trouble with interpreting graphs, hopefully, you found this guide useful. Most graphs on the ACT will be of the more simplistic types, but now you should feel confident to tackle even the most complicated graphs the ACT throws at you. Here's a breakdown of the steps you should take: Read labels very carefully.Make sure you'relooking at the correct Figure. Remember the basics - what the axes represent, how the data points are depicted, how to go step by step to the value you need. All of the same rules apply to tables, bar graphs, scatterplots, line graphs, and tricky graphs. Don't try to understandthe units of measure. Practice practice practice to make sure you have these skills down. What’s Next? I hope you feel like a visual reading pro!As your next steps in studying for the ACT Science section, you should learnthe best way to study and practice for ACT Science. Not sure where you’d like to go to college? Figure out how to find your target school. Interested in attending a top college? Check out our guides to getting into Harvard and Stanford! Struggling with your college application? Learn how to write your personal statement and how to write about extracurriculars. 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 Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. 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(Not sure about that) this is a critical project report from the Essay

(Not sure about that) this is a critical project report from the module of issues in accounting research, - Essay Example A critical review of its content is thus relevant even now. Watts and Zimmermann The impact of Watts and Zimmermann's paper is immense: A Google Scholar search finds 1035 citations of it, and Watts' (1990) ten year retrospective article has 3041! Published in The Accounting Review, a major journal, the paper not only introduced positive accounting as a concept but began to focus on the role of regulatory boards and politics. The papers' primary research question is simple: Why would firms spend valuable assets resisting accounting standards (Watts and Zimmermann, 1978, 131)? Empirically, they had done so numerous times. A superficial analysis might point to corruption or to trying to protect against malfeasance, but Watts and Zimmermann's research indicates that there is a more complex structural reason. Their research indicated several trends: 1. Larger companies, ceterus paribus, will support less complex accounting measures like General Price Level Accounting more often than small er companies: This is theoretically supported by the notion that a large company would be more likely to be a target of government interference or auditing and thus has more of a stake, proportional to their size. Firm size is the largest factor in their analysis. 2. Direction of change in earning is vital: Companies that are earning less than in previous years and thus experiencing negative growth or at risk of reporting losses unsurprisingly resist accounting changes that might a) further depress their costs by requiring more administrative overhead and paperwork and b) might require more complex reporting of the firms' difficulties. The paper also pointed to complex government-economic interaction forces. Even the mere effect of requiring different accounting standards could have multiple impacts on firm behavior. â€Å"Investment-production† decisions could end up changing as firms' accounting overhead increases, with firms picking either less costly or less risky investm ents to shield them from the risk (Watts and Zimmermann, 1978, 131). This would be indicated by a lower beta on common stock, which was found in those firms supporting GPLA. They also found that there was a â€Å"decline in systematic risk as firm size increases and as government intervention costs rise†. The benefits of improved accounting might be eclipsed by the cost for larger and larger companies. This in turn begs a question: Might larger firms have larger accounting overhead in general due to the number and complexity of their transactions? There are implications for policy as well, both for NGO accounting standards boards like the FASB and for national and provincial governmental regulation like the SEC. Corporate lobbying has historically had a major freezing effect on actions taken by regulators, including the SEC arguably having chosen the AICPA as their â€Å"scapegoat† so as to avoid the difficult task of crafting regulatory standards themselves (Watts and Zimmermann, 1978, 132). To avoid resisting corporate lobbying, regulators may wish to choose accounting standards that improve firms' fidelity of financial information without incurring substantial overhead. Of course, in light of recent events in the global