Sensory Perceptions Essay Example | Topics and Well Written Essays - 500 words - 12

Sensory Perceptions - Essay Example This brief overview will examine the sensory perceptions and the factors that affect the authenticity and believability of information from the sensory nerves. Several reasons make people trust their sensory information and believe this information to be true. For instance, in the event that one places his hand on a hot charcoal or pot, the feeling sense sends an impulse to the brain, and one removes the hand from the hot object before it is badly burnt (Miller, 2008). Further, the sense of smell is always accurate, and one can rely on that information to make informed decisions. The smell of smoke can indicate that an item is burning or that there is a fire burning somewhere. There is no reason for one to question the accuracy of the sense of smell. Furthermore, human sense of sight provides reliable information concerning the nature and appearance of the environment that surrounds people (Chaudhuri, 2011). For instance, if an individual sees a person running in the field, there is no doubt that indeed that person is running. Further, one cannot be doubtful of the fact that his eyes can see that there is a heavy down pour in the neighborhood. On the contrary, sensory information can be inaccurate in several ways. For instance, past experiences influence the interpretation of the sensory information and end up giving wrong information to the person who is observing a situation (Chaudhuri, 2011). It is possible for a person with past unpleasant experience of infidelity to misunderstand a woman she notices speaking to her husband. Further, the sensory nerves do not perceive hidden things, and if people rely on this information, they might end up in danger. For instance, the eyes might not spot a thug hiding behind a tree, and one might make wrong judgments that one can walk in the street at night safely (Miller, 2008). The final reason that makes sensory information inaccurate is that people never interpret data from the sensory organs accurately

Care Of The Older Adult Questions Essay Example for Free

Care Of The Older Adult Questions Essay a. Define Baby Boomers-(those born from 1946–1964) reach retirement age (as of 2011). They will make up the world’s largest part of society. In addition, the boomers will be the largest cohort of retirees ever. Also, the boomers may become the most-engaged cohort of older adults. The boomers will be the healthiest cohort of older adults. The boomers will be the best-educated cohort of older adults. First, the boomers will be the longest-lived cohort of older adults. b. List some of the age related changes that can affect communications-vision loss, hearing loss. Physical processes include listening, speaking, gesturing, reading, writing, touching, and moving. The psychological aspects involve cognitive processes such as attention, memory, self-awareness, organization, and reasoning. Vision, hearing, touch, smell, taste, movement, speech, c. Define AAC and the patients that would benefit from it. System is â€Å"an integrated group of components, including symbols, aids, strategies and techniques used by individuals to enhance communication†. Patients who have the ability to effectively use a prescribed communication system. d. What is the most commonly used hearing aid? Behind the ear hearing-aide e. Which hearing aid covers the entire range of hearing loss? Behind the ear hearing-aide f. What are the two major types of assistive devices used to improve hearing? Assistive listening devices and hearing aids. g. What are the four major types of assistive listening devices? Personal frequency modulation systems, infrared systems, induction loop systems, and one-to-one communicators. BTE (behind the ear) BTEs are about 1 inch long and worn behind the outer ear. A small tube connects with the amplification device behind the ear and delivers amplified sound into the ear canal. The device has an adjustable volume control and is battery powered. It is the most common style of hearing aid. These devices are suitable for the entire range of hearing loss. OTE (over the ear) This is a new style that is very small and sits on top of the outer ear. ITE (in the ear)  ITEs are custom-fitted devices molded to the contour of the outer ear. The device has an adjustable volume control and a battery; however, both are much smaller than ones used in a BTE device. Some users have difficulty  seeing or manipulating the control and battery. These devices are used for mild to moderate hearing loss. ITC (in the canal) ITCs are tiny devices that fit into the ear canal and are barely visible. They are customized to fit the size and shape of the ear canal. Although cosmetically appealing, their small size is a drawback for some individuals. CIC (completely in the canal) CICs are the smallest type of device in the in the ear class. The entire device fits within the canal. Although cosmetically flattering, the small size is a true disadvantage because of difficulty handling and positioning the device. This device is the most expensive model of hearing aid. Understand what can cause difficulties with communications-Physiological changes associated with aging or secondary to chronic illness and disease can pose a barrier to communication. Common physiological changes associated with aging that interfere with communication include high-frequency hearing loss, loss of dentition, reduced vital capacity, and reduced oral motor function. Chapter 6 provides more detailed information about these changes. Understand the environment that facilitates therapeutic communication-inviting (An invitation says to the other person that you are interested in them and sharing time with them.) Arranging the environment (The environment should be comfortable, provide privacy, and minimize distractions that could be barriers to communication, such as noise or poor lighting.) Maximize communication (The third principle is to use communication strategies that maximize the individual’s ability to understand the message. Communication is critical in health care, yet many consumers have difficulty understanding the language of health care due to language barriers, illiteracy, or limited literacy.) Maximize understanding (The next principle is to maximize understanding. The most important skill to help maximize understanding is to learn to listen. Learning to listen is essential to good communications. It is much easier to hear than it is to listen. Listening requires not only hearing the words spoken, but also understanding their meaning and the context in which they are spoken.) Following through (The final principle is to follow up and follow through.  Words backed by actions help develop trust. A relationship built on trust and concern for the welfare of others is critical to optimal health outcomes. These simple techniques can be applied to all of our communications.) What are the five As to tobacco cessation: The 5 As Ask about smoking status at each health care visit. Advise client to quit smoking. Assess client’s willingness to quit smoking at this time. Assist client to quit using counseling and pharmacotherapy. Arrange for follow-up within one week of scheduled quit date. What are the five Rs to tobacco cessation: The 5 Rs Relevance: Ask the client to think about why quitting may be personally relevant for him or her. Risks of smoking are identified by the client. Rewards of quitting are identified by the client. Roadblocks or barriers to quitting are identified by the client. Repetition of this process at every clinic visit. Most people who successfully quit smoking require multiple attempts. What is the criterion for the pneumococcal vaccine: Older adults, especially those with chronic illnesses or who live in nursing homes, are susceptible to pneumococcal pneumonia, which results in death in over one-third of clients over 65 years of age who acquire the disease. The emergence of drug-resistant strains of pneumococcal pneumonia underscores the importance of acquired immunization against the illness. Pneumococcal vaccine is given once for clients who are 65 years of age or older. In most cases of elder abuse who is the perpetrator: a family member In any situation where you suspect abuse, what is the first step: 1) report abuse and neglect to adult protective services or other state-mandated agencies; 2) ensure that there is a safety plan and assess safety; 3) assess the client’s cognitive, emotional, functional, and health status; and 4) assess the frequency, severity, and intent of abuse.

Inaccurate View of the Legal System Essay -- Law Jury System

Although often interpreted differently by individuals, legal rights, human rights and the jury system are essential features of the legal system. Nielsen believes that the main purpose of rights is to protect individuals, while Hajjar portrays the objective of the legal system as recognizing and respecting certain inherent human rights. Further, Dooley understands the jury system as essential for ensuring a democratic and fair trial procedure. As rights and the jury system are viewed according to these varying objectives, it seems there is a general assumption that the legal system is intended to protect individuals from the power of the government. However, individuals’ abstract idea of how the law works can be contrary to the actual workings of the legal system. Rights and the jury system create the expectation in people that they will be protected from the power of the government, and yet these expectations often remain unfulfilled, creating a disconnect between the idea of protection and the reality of the legal system. In her article â€Å"The Work of Rights and the Work Rights Do,† Laura Beth Nielsen asserts that â€Å"legal rights are important for protecting individual autonomy and resisting the arbitrary or tyrannical imposition of state power† (Nielsen 63). In the case of traditionally disadvantaged groups, rights have provided a sense of power as a direct result of their nature. Nielsen explains, â€Å"’Rights’ are said to apply equally to everyone, they are ‘neutral,’ and are backed by the legitimate authority of law and the state,† and that â€Å"Rights are often thought of as naturally inhering in persons† (66, 68). Because many minority groups view rights as inalienable, absolute, and supported by the government, they... ...ermining the very ideal that rights seem to stand for. The inconsistency between expectations and individuals’ lived experiences seems to show that rights and the jury system are fundamental to our democratic society, but only when the government feels they should be so. Works Cited MLA Citation Dooley, Laura Gaston. â€Å"Our Juries, Our Selves: The Power, Perception and Politics of the Civil Jury.† Before the Law: An Introduction to the Legal Process. Ed. John J. Bonsignore., et. al. Boston: Houghton Mifflin Company, 2006. pp. 450-453. Hajjar, Lisa. â€Å"Human Rights.† Reader: 55-62. Margulies, Joseph. â€Å"A Prison Beyond the Law.† The Virginia Quarterly Review. Reader: 119-128. Nielsen, Laura Beth. â€Å"The Work of Rights and the Work Rights Do: A Critical Approach.† Reader: 45-79. Toyosaburo Korematsu v. United States, 323 U.S, 214 (1944). Reader: 91-102.

Review of related literature about billing system Essay

Create editable sequence diagram with Rational Software Architect Create editable sequence diagrams with Rational Software Architect What’s new in Rational Software Architect 8.5 and Design Manager 4 beta Notice the wording in my statement above: â€Å"Adopted 2.0 Draft Specification of UML.† It is true that the specification is still in draft status, but the key is that the Draft Specification has been adopted by OMG, a consortium that does not adopt new standards until they become pretty solid. There will be some changes to the specification before UML 2 is completely adopted, but these changes should be minimal. The main changes will be in the internals of UML–involving features typically used by software companies who implement UML tools. The main purpose of this article is to continue our focus on the essential UML diagrams; this month, we take a close look at the sequence diagram. Please note, again, that the examples provided below are based on the new UML 2 specification. The diagram’s purpose The sequence diagram is used primarily to show the interactions between objects in the sequential order that those interactions occur. Much like the class diagram, developers typically think sequence diagrams were meant  exclusively for them. However, an organization’s business staff can find sequence diagrams useful to communicate how the business currently works by showing how various business objects interact. Besides documenting an organization’s current affairs, a business-level sequence diagram can be used as a requirements document to communicate requirements for a future system implementation. During the requirements phase of a project, analysts can take use cases to the next level by providing a more formal level of refinement. When that occurs, use cases are often refined into one or more sequence diagrams. An organization’s technical staff can find sequence diagrams useful in documenting how a future system should behave. During the design phase, architects and developers can use the diagram to force out the system’s object interactions, thus fleshing out overall system design. One of the primary uses of sequence diagrams is in the transition from requirements expressed as use cases to the next and more formal level of refinement. Use cases are often refined into one or more sequence diagrams. In addition to their use in designing new systems, sequence diagrams can be used to document how objects in an existing (call it â€Å"legacy†) system currently interact. This documentation is very useful when transitioning a system to another person or organization. Back to top The notation Since this is the first article in my UML diagram series that is based on UML 2, we need to first discuss an addition to the notation in UML 2 diagrams, namely a notation element called a frame. The frame element is used as a basis for many other diagram elements in UML 2, but the first place most people will encounter a frame element is as the graphical boundary of a diagram. A frame element provides a consistent place for a diagram’s label, while providing a graphical boundary for the diagram. The frame element is optional in UML diagrams; as you can see in Figures 1 and 2, the diagram’s label is placed in the top left corner in what I’ll call the frame’s â€Å"namebox,† a sort of dog-eared rectangle, and the actual UML diagram is defined within the body of the larger enclosing rectangle. Figure 1: An empty UML 2 frame element In addition to providing a visual border, the frame element also has an  important functional use in diagrams depicting interactions, such as the sequence diagram. On sequence diagrams incoming and outgoing messages (a.k.a. interactions) for a sequence can be modeled by connecting the messages to the border of the frame element (as seen in Figure 2). This will be covered in more detail in the â€Å"Beyond the basics† section below. Figure 2: A sequence diagram that has incoming and outgoing messages Notice that in Figure 2 the diagram’s label begins with the letters â€Å"sd,† for Sequence Diagram. When using a frame element to enclose a diagram, the diagram’s label needs to follow the format of: Diagram Type Diagram Name The UML specification provides specific text values for diagram types (e.g., sd = Sequence Diagram, activity = Activity Diagram, and use case = Use Case Diagram). Back to top The basics The main purpose of a sequence diagram is to define event sequences that result in some desired outcome. The focus is less on messages themselves and more on the order in which messages occur; nevertheless, most sequence diagrams will communicate what messages are sent between a system’s objects as well as the order in which they occur. The diagram conveys this information along the horizontal and vertical dimensions: the vertical dimension shows, top down, the time sequence of messages/calls as they occur, and the horizontal dimension shows, left to right, the object instances that the messages are sent to. Lifelines When drawing a sequence diagram, lifeline notation elements are placed across the top of the diagram. Lifelines represent either roles or object instances that participate in the sequence being modeled. [Note: In fully modeled systems the objects (instances of classes) will also be modeled on a system’s class diagram.] Lifelines are drawn as a box with a dashed line descending from the center of the bottom edge (Figure 3). The lifeline’s name is placed inside the box. Figure 3: An example of the Student class used in a lifeline whose instance name is freshman The UML standard for naming a lifeline follows the format of: Instance Name : Class Name In the example shown in Figure 3, the lifeline represents an instance of the class Student, whose instance name is freshman. Note that, here, the lifeline name is underlined. When an underline is used, it means that the lifeline represents a specific instance of a class in a sequence diagram, and not a particular kind of instance (i.e., a role). In a future article we’ll look at structure modeling. For now, just observe that sequence diagrams may include roles (such as buyer and seller) without specifying who plays those roles (such as Bill and Fred). This allows diagram reuse in different contexts. Simply put, instance names in sequence diagrams are underlined; roles names are not. Our example lifeline in Figure 3 is a named object, but not all lifelines represent named objects. Instead a lifeline can be used to represent an anonymous or unnamed instance. When modeling an unnamed instance on a sequence diagram, the lifeline’s name follows the same pattern as a named instance; but instead of providing an instance name, that portion of the lifeline’s name is left blank. Again referring to Figure 3, if the lifeline is representing an anonymous instance of the Student class, the lifeline would be: † Student.† Also, because sequence diagrams are used during the design phase of projects, it is completely legitimate to have an object whose type is unspecified: for example, â€Å"freshman.† Messages The first message of a sequence diagram always starts at the top and is typically located on the left side of the diagram for readability. Subsequent messages are then added to the diagram slightly lower then the previous message. To show an object (i.e., lifeline) sending a message to another object, you draw a line to the receiving object with a solid arrowhead (if a synchronous call operation) or with a stick arrowhead (if an asynchronous signal). The message/method name is placed above the arrowed line. The message that is being sent to the receiving object represents an operation/method that the receiving object’s class implements. In the example in Figure 4, the analyst object makes a call to the system object which is an instance of the ReportingSystem class. The analyst object is calling the system object’s getAvailableReports method. The system object then calls the getSecurityClearance method with the argument of userId on the secSystem object, which is of the class type SecuritySystem. [Note: When  reading this sequence diagram, assume that the analyst has already logged into the system.] Figure 4: An example of messages being sent between objects Besides just showing message calls on the sequence diagram, the Figure 4 diagram includes return messages. These return messages are optional; a return message is drawn as a dotted line with an open arrowhead back to the originating lifeline, and above this dotted line you place the return value from the operation. In Figure 4 the secSystem object returns userClearance to the system object when the getSecurityClearance method is called. The system object returns availableReports when the getAvailableReports method is called. Again, the return messages are an optional part of a sequence diagram. The use of return messages depends on the level of detail/abstraction that is being modeled. Return messages are useful if finer detail is required; otherwise, the invocation message is sufficient. I personally like to include return messages whenever a value will be returned, because I find the extra details make a sequence diagram easier to read. When modeling a sequence diagram, there will be times that an object will need to send a message to itself. When does an object call itself? A purist would argue that an object should never send a message to itself. However, modeling an object sending a message to itself can be useful in some cases. For example, Figure 5 is an improved version of Figure 4. The Figure 5 version shows the system object calling its determineAvailableReports method. By showing the system sending itself the message â€Å"determineAvailableReports,† the model draws attention to the fact that this processing takes place in the system object. To draw an object calling itself, you draw a message as you would normally, but instead of connecting it to another object, you connect the message back to the object itself. Figure 5: The system object calling its determineAvailableReports method The example messages in Figure 5 show synchronous messages; however, in sequence diagrams you can model asynchronous messages, too. An asynchronous message is drawn similar to a synchronous one, but the message’s line is drawn with a stick arrowhead, as shown in Figure 6. Figure 6: A sequence diagram fragment showing an asynchronous message being sent to instance Guards When modeling object interactions, there will be times when a condition must be met for a message to be sent to the object. Guards are used throughout UML diagrams to control flow. Here, I will discuss guards in both UML 1.x as well as UML 2.0. In UML 1.x, a guard could only be assigned to a single message. To draw a guard on a sequence diagram in UML 1.x, you placed the guard element above the message line being guarded and in front of the message name. Figure 7 shows a fragment of a sequence diagram with a guard on the message addStudent method. Figure 7: A segment of a UML 1.x sequence diagram in which the addStudent message has a guard In Figure 7, the guard is the text â€Å"[pastDueBalance = 0].† By having the guard on this message, the addStudent message will only be sent if the accounts receivable system returns a past due balance of zero. The notation of a guard is very simple; the format is: [Boolean Test] For example, [pastDueBalance = 0] Combined fragments (alternatives, options, and loops) In most sequence diagrams, however, the UML 1.x â€Å"in-line† guard is not sufficient to handle the logic required for a sequence being modeled. This lack of functionality was a problem in UML 1.x. UML 2 has addressed this problem by removing the â€Å"in-line† guard and adding a notation element called a Combined Fragment. A combined fragment is used to group sets of messages together to show conditional flow in a sequence diagram. The UML 2 specification identifies 11 interaction types for combined fragments. Three of the eleven will be covered here in â€Å"The Basics† section, two more types will be covered in the â€Å"Beyond The Basics† section, and the remaining six I will leave to be covered in another article. (Hey, this is an article, not a book. I want you to finish this piece in one day!) Alternatives Alternatives are used to designate a mutually exclusive choice between two or more message sequences. [Note: It is indeed possible for two or more guard conditions attached to different alternative operands to be true at the same  time, but at most only one operand will actually occur at run time (which alternative â€Å"wins† in such cases is not defined by the UML standard).] Alternatives allow the modeling of the classic â€Å"if then else† logic (e.g., if I buy three items, then I get 20% off my purchase; else I get 10% off my purchase). As you will notice in Figure 8, an alternative combination fragment element is drawn using a frame. The word â€Å"alt† is placed inside the frame’s namebox. The larger rectangle is then divided into what UML 2 calls operands. [Note: Although operands look a lot like lanes on a highway, I specifically did not call them lanes. Swim lanes are a UML notation used on activity diagrams. Please refer to The Rational Edge’s earlier article about Activity Diagrams.] Operands are separated by a dashed line. Each operand is given a guard to test against, and this guard is placed towards the top left section of the operand on top of a lifeline. [Note: Usually, the lifeline to which the guard is attached is the lifeline that owns the variable that is included in the guard expression.] If an operand’s guard equates to â€Å"true,† then that operand is the operand to follow. Figure 8: A sequence diagram fragment that contains an alternative combination fragment As an example to show how an alternative combination fragment is read, Figure 8 shows the sequence starting at the top, with the bank object getting the check’s amount and the account’s balance. At this point in the sequence the alternative combination fragment takes over. Because of the guard â€Å"[balance >= amount],† if the account’s balance is greater than or equal to the amount, then the sequence continues with the bank object sending the addDebitTransaction and storePhotoOfCheck messages to the account object. However, if the balance is not greater than or equal to the amount, then the sequence proceeds with the bank object sending the addInsuffientFundFee and noteReturned Check message to the account object and the returnCheck message to itself. The second sequence is called when the balance is not greater than or equal to the amount because of the â€Å"[else]† guard. In alternative combination fragments, the â€Å"[else]† guard is n ot required; and if an operand does not have an explicit guard on it, then the â€Å"[else]† guard is to be assumed. Alternative combination fragments are not limited to simple â€Å"if then else† tests. There can be as many alternative paths as are needed. If more alternatives are needed, all you must do is add an operand to the  rectangle with that sequence’s guard and messages. Option The option combination fragment is used to model a sequence that, given a certain condition, will occur; otherwise, the sequence does not occur. An option is used to model a simple â€Å"if then† statement (i.e., if there are fewer than five donuts on the shelf, then make two dozen more donuts). The option combination fragment notation is similar to the alternation combination fragment, except that it only has one operand and there never can be an â€Å"else† guard (it just does not make sense here). To draw an option combination you draw a frame. The text â€Å"opt† is placed inside the frame’s namebox, and in the frame’s content area the option’s guard is placed towards the top left corner on top of a lifeline. Then the option’s sequence of messages is placed in the remainder of the frame’s content area. These elements are illustrated in Figure 9. Figure 9: A sequence diagram fragment that includes an option combination fragme nt Reading an option combination fragment is easy. Figure 9 is a reworking of the sequence diagram fragment in Figure 7, but this time it uses an option combination fragment because more messages need to be sent if the student’s past due balance is equal to zero. According to the sequence diagram in Figure 9, if a student’s past due balance equals zero, then the addStudent, getCostOfClass, and chargeForClass messages are sent. If the student’s past due balance does not equal zero, then the sequence skips sending any of the messages in the option combination fragment. The example Figure 9 sequence diagram fragment includes a guard for the option; however, the guard is not a required element. In high-level, abstract sequence diagrams you might not want to specify the condition of the option. You may simply want to indicate that the fragment is optional. Loops Occasionally you will need to model a repetitive sequence. In UML 2, modeling a repeating sequence has been improved with the addition of the loop combination fragment. The loop combination fragment is very similar in appearance to the option combination fragment. You draw a frame, and in the frame’s namebox the text â€Å"loop† is placed. Inside the frame’s content area the loop’s guard is placed towards the top left corner, on top of a  lifeline. [Note: As with the option combination fragment, the loop combination fragment does not require that a guard condition be placed on it.] Then the loop’s sequence of messages is placed in the remainder of the frame’s content area. In a loop, a guard can have two special conditions tested against in addition to the standard Boolean test. The special guard conditions are minimum iterations written as â€Å"minint = [the number]† (e.g., â€Å"minint = 1†) and maximum iterations written a s â€Å"maxint = [the number]† (e.g., â€Å"maxint = 5†). With a minimum iterations guard, the loop must execute at least the number of times indicated, whereas with a maximum iterations guard the number of loop executions cannot exceed the number. Figure 10: An example sequence diagram with a loop combination fragment Larger view of Figure 10. The loop shown in Figure 10 executes until the reportsEnu object’s hasAnotherReport message returns false. The loop in this sequence diagram uses a Boolean test to verify if the loop sequence should be run. To read this diagram, you start at the top, as normal. When you get to the loop combination fragment a test is done to see if the value hasAnotherReport equals true. If the hasAnotherReport value equals true, then the sequence goes into the loop fragment. You can then follow the messages in the loop as you would normally in a sequence diagram Back to top Beyond the basics I’ve covered the basics of the sequence diagram, which should allow you to model most of the interactions that will take place in a common system. The following section will cover more advanced notation elements that can be used in a sequence diagram. Referencing another sequence diagram When doing sequence diagrams, developers love to reuse existing sequence diagrams in their diagram’s sequences. [Note: It is possible to reuse a sequence diagram of any type (e.g., programming or business). I just find that developers like to functionally break down their diagrams more.] Starting in UML 2, the â€Å"Interaction Occurrence† element was introduced. The addition of interaction occurrences is arguably the most important innovation in UML 2 interactions modeling. Interaction occurrences add the  ability to compose primitive sequence diagrams into complex sequence diagrams. With these you can combine (reuse) the simpler sequences to produce more complex sequences. This means that you can abstract out a complete, and possibly complex, sequence as a single conceptual unit. An interaction occurrence element is drawn using a frame. The text â€Å"ref† is placed inside the frame’s namebox, and the name of the sequence diagram being referenced is pl aced inside the frame’s content area along with any parameters to the sequence diagram. The notation of the referenced sequence diagram’s name follows the pattern of: sequence diagram name Two examples: 1. Retrieve Borrower Credit Report(ssn) : borrowerCreditReport or 2. Process Credit Card(name, number, expirationDate, amount : 100) In example 1, the syntax calls the sequence diagram called Retrieve Borrower Credit Report and passes it the parameter ssn. The Retreive Borrower Credit Report sequence returns the variable borrowerCreditReport. In example 2, the syntax calls the sequence diagram called Process Credit Card and passes it the parameters of name, number, expiration date, and amount. However, in example 2 the amount parameter will be a value of 100. And since example 2 does not have a return value labeled, the sequence does not return a value (presumably, the sequence being modeled does not need the return value). Figure 11: A sequence diagram that references two different sequence diagrams Figure 11 shows a sequence diagram that references the sequence diagrams â€Å"Balance Lookup† and â€Å"Debit Account.† The sequence starts at the top left, with the customer sending a message to the teller object. The teller object sends a message to the theirBank object. At that point, the Balance Lookup sequence diagram is called, with the accountNumber passed as a parameter. The Balance Lookup sequence diagram returns the balance variable. Then the option combination fragment’s guard condition is checked to verify the balance is greater then the amount variable. In cases where the balance is greater than the amount, the Debit Account sequence diagram is called, passing it the accountNumber and the amount as parameters. After that sequence is complete, the withdrawCash message returns cash to the customer. It is important to notice in Figure 11 that the lifeline of theirBank is hidden by the interaction occurrence Balance Lookup. Because the interaction occurrence hides the lifeline, that means that the theirBank lifeline is referenced in the â€Å"Balance Lookup† sequence diagram. In addition to hiding the lifeline in the interaction occurrence, UML 2 also specifies that the lifeline must have the same theirBank in its own â€Å"Balance Lookup† sequence. There will be times when you model sequence diagrams that an interaction occurrence will overlap lifelines that are not referenced in the interaction occurrence. In such cases the lifeline is shown as a normal lifeline and is not hidden by the overlapping interaction occurrence. In Figure 11, the sequence references the â€Å"Balance Lookup† sequence diagram. The â€Å"Balance Lookup† sequence diagram is shown in Figure 12. Because the example sequence has parameters and a return value, its label —lo cated in the diagram’s namebox—follows a specific pattern: Diagram Type Diagram Name Two examples: 1. SD Balance Lookup(Integer : accountNumber) : Real 2. SD Available Reports(Financial Analyst : analyst) : Reports Figure 12 illustrates example 1, in which the Balance Lookup sequence uses parameter accountNumber as a variable in the sequence, and the sequence diagram shows a Real object being returned. In cases such as this, where the sequence returns an object, the object being returned is given the instance name of the sequence diagram. Figure 12: A sequence diagram that takes the parameter of accountNumber and returns a Real object Figure 13 illustrates example 2, in which a sequence takes a parameter and returns an object. However, in Figure 13 the parameter is used in the sequence’s interaction. Figure 13: A sequence diagram that uses its parameter in its interaction and returns a Reports object Larger view of Figure 13. Gates The previous section showed how to reference another sequence diagram by  passing information through parameters and return values. However, there is another way to pass information between sequence diagrams. Gates can be an easy way to model the passing of information between a sequence diagram and its context. A gate is merely a message that is illustrated with one end connected to the sequence diagram’s frame’s edge and the other end connected to a lifeline. A reworking of Figures 11 and 12 using gates can be seen in Figures 14 and 15. The example diagram in Figure 15 has an entry gate called getBalance that takes the parameter of accountNumber. The getBalance message is an entry gate, because it is the arrowed line that is connected to the diagram’s frame with the arrowhead connected to a lifeline. The sequence diagram also has an exit gate that returns the balance variable. The exit gate is known, because it’s a return message that is connected from a lifeline to the diagram’s frame with the arrowhead connected to the frame. Figure 14: A reworking of Figure 11, using gates this time Figure 15: A reworking of Figure 12, using gates this time Combined fragments (break and parallel) In the â€Å"basics† section presented earlier in this paper, I covered the combined fragments known as â€Å"alternative,† â€Å"option,† and â€Å"loop.† These three combined fragments are the ones most people will use the most. However, there are two other combined fragments that a large share of people will find useful à ¢Ã¢â€š ¬Ã¢â‚¬Å" break and parallel. Break The break combined fragment is almost identical in every way to the option combined fragment, with two exceptions. First, a break’s frame has a namebox with the text â€Å"break† instead of â€Å"option.† Second, when a break combined fragment’s message is to be executed, the enclosing interaction’s remainder messages will not be executed because the sequence breaks out of the enclosing interaction. In this way the break combined fragment is much like the break keyword in a programming language like C++ or Java. Figure 16: A reworking of the sequence diagram fragment from Figure 8, with the fragment using a break instead of an alternative Breaks are most commonly used to model exception handling. Figure 16 is a  reworking of Figure 8, but this time Figure 16 uses a break combination fragment because it treats the balance < amount condition as an exception instead of as an alternative flow. To read Figure 16, you start at the top left corner of the sequence and read down. When the sequence gets to the return value â€Å"balance,† it checks to see if the balance is less than the amount. If the balance is not less than the amount, the next message sent is the addDebitTransaction message, and the sequence continues as normal. However, in cases where the balance is less than the amount, then the sequence enters the break combination fragment and its messages are sent. Once all the messages in the break combination have been sent, the sequence exits without sending any of the remaining messages (e.g., addDebitTransaction). An important thing to note about breaks is that they only cause the exiting of an enclosing i nteraction’s sequence and not necessarily the complete sequence depicted in the diagram. In cases where a break combination is part of an alternative or a loop, then only the alternative or loop is exited. Parallel Today’s modern computer systems are advancing in complexity and at times perform concurrent tasks. When the processing time required to complete portions of a complex task is longer than desired, some systems handle parts of the processing in parallel. The parallel combination fragment element needs to be used when creating a sequence diagram that shows parallel processing activities. The parallel combination fragment is drawn using a frame, and you place the text â€Å"par† in the frame’s namebox. You then break up the frame’s content section into horizontal operands separated by a dashed line. Each operand in the frame represents a thread of execution done in parallel. Figure 17: A microwave is an example of an object that does two tasks in parallel While Figure 17 may not illustrate the best computer system example of an object doing activities in parallel, it offers an easy-to-understand example of a sequence with parallel activities. The sequence goes like this: A hungryPerson sends the cookFood message to the oven object. When the oven object receives that message, it sends two messages to itself at the same time (nukeFood and rotateFood). After both of these messages are done, the hungryPerson object is returned yummyFood from the oven object.

The success of A Tale of Two Cities

The art of historical fiction requires from its creator the scrupulosity of selection. This relates to the selection of theme, characters and their roles, pace of narration and time sequence supported by the language embodied into certain literary devices to make a story unique and popular through centuries. This requirement is perfectly achieved by Charles Dickens in his novel A Tale of Two Cities.The success of A Tale of Two Cities can be attributed to Dickens's artful setting of a touching human story against the background of the world-shaking events of the French Revolution, and to the themes related with these events. Among these themes, one of the most important is the theme of sacrifice, as the way to self-fulfillment.An accompanying are the themes of retribution and human loyalty – kind and sympathetic in the case of the Manettes, father and daughter, and Miss Pross; appalling though understandable in the case of Madame Defarge, who can never forget what the Evrà ©mo ndes did to her family. Another theme is the resemblances and parallels Dickens wants us to see between London and Paris. The two cities represent opposed mindsets that are personified by contrasting female characters.Dickens refers first to the London carts and coaches, in which â€Å"pale travellers set out continually on a violent passage into the other world† from the criminal court and prison of Old Bailey (Dickens, ii 2). Later, before he depicts the mob in Paris, he gives us a London crowd, which â€Å"in those times stopped at nothing, and was a monster much dreade† (Dickens, ii 14).Dickens’s most memorable characters tend to be the eccentrics, the droll fellows. In A Tale of Two Cities there are few of these: Miss Pross and Jerry Cruncher are the two most notable. As a contrast to them there is the pushing Stryver; he is not really entertaining.The rest of Dickens’s characters do not hold much of the reader's interest. Thus, Sydney Carton, Charle s Darnay, Lucie Manette, the good Doctor Manette, and Jarvis Lorry all seem relatively normal people, who in other circumstances would not be very interesting.The same might even be true of the Defarges, husband and wife. Had they not had a revolution to fight, their lives might have been routine, and not worth investigating. But in this novel, the driving force is an impersonal one. Its impact on character is felt most strongly when we consider the two principal antagonists: Sydney Carton and Madame Defarge.Sydney Carton is a case of a spoiled man who has somehow lost his nerve and his self-respect and bitterly knows it. He gets the chance to do a noble thing and, in doing it, redeems his wasted life. But, had there been no such opportunity, we must suspect that he would have gone on in his downward track, drinking more and enjoying it less, and at some point being cast off by the now affluent Stryver – the man who has used him to his own great benefit – when he needs him no longer.

Hume Essays - Arguments For The Existence Of God, Free Essays

Hume Essays - Arguments For The Existence Of God, Free Essays Hume "I was from the beginning scandalised, I must own, with this resemblance between the Deity and human creatures." Philo David Hume wrote much about the subject of religion, much of it negative. In this paper we shall attempt to follow Hume's arguments against Deism as Someone knowable from the wake He allegedly makes as He passes. This kind of Deism he lays to rest. Then, digging deeper, we shall try our hand at a critique of his critique of religion, of resurrecting a natural belief in God. Finally, if there's anything Hume would like to say as a final rejoinder, we shall let him have his last word and call the matter closed. To allege the occurrence of order in creation, purpose in its constituent parts and in its constituted whole, regularity in the meter of its rhythm and syncopations, and mindful structure in the design and construction of Nature is by far the most widely used and generally accepted ground for launching from the world belief in an intelligent and omnipotent designer god. One does not have to read for very long to find some modern intellectual involved in the analysis of some part of Nature come to the "Aha!" that there's a power at work imposing order, design, structure and purpose in creation. Modern religious piety salivates at the prospect of converting scientists and will take them any way it can. From Plato to Planck the problematic lion of religion must be rendered safe and tame. Religion must be reasonable, for, after all, we are reasonable "men." Einstein writes that the scientist's "religious feeling takes the form of rapturous amazement at the harmony of natural! law, which reveals an intelligence of such superiority that, compared with it, all the systematic thinking and acting of human beings is an utterly insignificant reflection." We have been struck dumb, however; we can no longer be incautious with such temptations to believe, with such sirens sounding for sensible, systematic sureness. The Design Argument has been mortally wounded by David Hume. The god arrived at by arguments on the one-way street of effect to the cause is dead; we should never have allowed him to live. In Section XI of the Enquiry, and throughout the Dialogues Hume subjects the Argument from Design to searching and searing philosophical analysis, to the point in his mind that it is forever dead, and to the point in our minds that we wonder why the world has not yet received the obituary. Why did it not die from the exposure to which Hume subjected it? Who resurrected this false phoenix? Has the Design Argument been forever altered by Hume? Can it render service in post-Hume discussions? These are the questions we should confront. David Hume's philosophy of religion is fatal to the natural revelation of Deism. His arguments the camp of unbelief have appropriated. It is an argument against any inductive proof for God's existence. What Hume seeks to show is the failure of this argument to establish the type of deity that belief in a particular providence or divine action must require one to assert. This he sets out first and in preliminary fashion in Section XI of the Enquiry and with more plethoric attention in the Dialogues. In both books he employs the dialogue form to embody his attacks. The argument of the former is mistitled. Fourteen of the seventeen pages have nothing to do with immortality or "particular providence." Hume's argument here is from the particular effect to the existence of a cause sufficient for its production. Causes are to be known from effects alone; to ascribe to it any superfluous qualities goes beyond the bounds of strict logical reasoning. The imagination must be philosophically bridled. When ten ounces are raised in a balance one can surely surmise a counterbalance exceeding ten ounces, but one can hardly offer any justification for the counterbalance to weigh 100 ounces. Transferred to philosophical theology, it is impos-sible to derive legitimately from a natural theology any relevancy in conclusions arrived at over and above what can be independently and directly supported by empirical study of the universe. Such innocuous-sounding, even camouflaged assertions by Hume were in actuality a D-Day invasion on the

A Home in Fiction Essay Example

A Home in Fiction Essay Example A Home in Fiction Essay A Home in Fiction Essay The Idea of Home Audience: Immediate audience were those listening to the Borer Lectures Lectures broadcast on the Abss Radio National on Sydney afternoons The audience is intelligent and well-informed audience with an interest in the areas of science, books, religion, social history, the arts and current affairs. Brooked lecture: those who are lovers of fiction and those who seek to be familiar with recent intellectual/ academic ideas. Purpose of lectures is to nurture the intellectual and cultural life of this country, and to be a vital element of the anthropometry Australian conversation Structure: Effective link to mathematician, ends with a reference of Henry James, reassuring the power words Context: Discovery of how words are power and the key to knowledge Literature was written a long time ago has influenced people in different ways throughout different periods of time The power of literature stood the test of time and still influenced generations after generations. Julia Gaillardia was Prime Minister D feminist, hence build female protagonist Personal context ; as her being a writer, relevant to audience on educations Purpose: To convey how mathematics is like poetry Explore the role of fiction writers in contributing to society Reflects her life in journalism and as a fiction writer, the role of facts in fiction The craft of the creative writing process Key Ideas: Examines the complexity of English words and all the hidden depths of meaning they can contain Fiction has its origins in fact and it has power and value on our society The power and value of fiction, power of knowledge to uncover realities An author, like a mathematician, is searching for truth, which is quest-like Like Atwood and Leasing, she talks about the power of engage as a vehicle for exploring social issues and timeless human concerns of equality. Universal idea of learning Significance of literature in answering the large questions of who we are and how we should live Blowing dust recurring theme, signifying hopelessness Hear voices from the past which she uses to give life to her writing, reveals history as a basis to fiction Learning (universal); the way we learn about the world around us Relationship between fact and fiction and its power to share ideas Techniques: Quote Technique Effect Shaft Of light Metaphor Reveals how from the lecture, Brooks is unexpectedly engaged, and the adapter reveals her stepping into an unknown world and seeing things differently, as new knowledge is obtained. Uprising open the heavy door, just a crack Anti-thesis Between negative expectation and her ignorance towards her renewed engagement with the topic of mathematics and finding new understanding resulting in a renewed purpose. This reveals the significance of knowledge in influencing the ideas of an individual, hence knowledge has power. L et us gather facts In order to have ideas Literary quote She uses a literary quote Let us gather facts In order to have ideas to illustrate how facts are the foundations of fiction. Materials that started assembling with from the time I became literate Throughout my career into journalism and into fiction Recurring motif of building She creates an image of struggle through the motif of building, but highlights the power gained from it. Reinforces Leggings view of educational knowledge is key to success but you must build your Way with words to obtain this knowledge. Knowledge is power and literary key to communication. Portrays literature as knowledge of the world, directly reflecting her career as a journalist, where she is constantly finding new information about the world. You come back the next day and you cannot bear to look at it Second Person Words are stones, and the book is a wall. Brooked uses the metaphor of building, which directly refers to having to choose the right stone to be able t build a wall, and conveys how literature directly reflects this as you require the appropriate words to create a novel. Through the use of second person, draws the audience into the experience of writing and on the journey of creation. This allows the audience to experience building a wall and the struggles of it in regards to the struggles of writing a novel. Often, the voices hat speak to me are the voices of the unheard. Enhances the idea of how narratives and fiction are captured through history and as a writer, Brooks has the power to communicate these ideas. Again, it refers to how words are power. She as a women, is getting a crook deal Colloquial Language Reinforcement of injustice, positioning the audience to reflect on the groups in society who are without power to share their experience. She is using her experiences to create fiction. l believe fiction matters. I know it has power. Brooks states that she knows this because people in power are afraid of fiction. Uses anecdotal style to create an image on her lack of interest on attending a mathematics lecture D leads to new perspective as she sees the speakers earnest desire to communicate their vision and their knowledge D universal Holistically: The speech links quite well with Margaret Tattoos speech, this speech talks about the diverse sources of inspiration that results in great fiction, and blurring the lines between non-fiction and fiction, in that they are actually not as different as we may initially think. For example, the characters in a fictional novel, particularly for one set in a particular context, s often based on a large amount of non-fictional historical research, personalities that the author has met/ known in real life coupled with a dose of imagination. Reveals how boring experiences of reporting statistics for the races can allow individuals to gather great insights into the craft of writing. The speech teaches us that everything is about perspective. When you transform your perspective of the potential significance of your experiences, regardless what stage of life you are at, you are ready to transform the world through your writings. Speech to the Israeli Knees -? Inward Sad President of Egypt 20 November 1977 Context: War between Egypt and Israel The statement to the Knees (the Israeli Parliament) is highly charged with the Context Of the events about Sadists life Hes on a mission to establish peace with Israel and achieve a recognition by each of others territorial boundaries Speech was success in that the agreement with Israel was reached and a treaty signed in 1 979, leading to his assassination two years later Speech was translated from Hebrew so it may well seem stilted, even somewhat awkward, to the ear of a native English speaker Audience/ Purpose: Aim to achieve world peace Draws on wider international appeal to move away from the enlarging focus of the Arab-Israeli conflict. Thus, appeals to the audience He focuses on the commonalities to unite them rather than focusing on regional and cultural differences Trying to break the divide between the Arab nations and Israeli Nation Inward Sad is a prophet of peace and beacon of knowledge. He presents himself as someone trustworthy to give an opinion on land issues by showing his neutrality ETHOS Sad doesnt speak as a humble beggar, or from a position of weakness or estimation but as an equal, an opponent to be reckoned with- As stressed by him warning his audience not to believe that certain things are negotiable; alerts his audience that he is promoting real change Narks shock value of taking initiative while we are still in the state of war is partly why his mission has such a diplomatic impact. He stresses that this is the real solution for lasting peace, rather than a temporary ceasefire. Peace must be based on justice and frank exchange Values: Belief that all humanity is entitled to a homeland 0 Religious belief (or uniting once) that you should fight for your land Seeking a commonality for peaceful resolution(as Ghanaian was seen as a symbol of peace) Peace is universal Value of equality He appeals to our basic human rights 0 humanity Value of life It appeals to human needs of love (care and compassion)from our filial relationships C Universal C Concern that was is destructive Justice is the foundation of peace Structure: Introduction: Beings speech by acknowledging God as the Gracious and Merciful and then Peace and Mercy of God Almighty be upon you and may peace be for us all, God Willing. Therefore positions himself as an equal who earaches for peace and is an utter subject to the will of God. Body: Arguments for purpose of the speech which is to convince the Knees that a peace based on mutual respect for each others sovereignty and boundaries is both possible and desirable. Towards the ending of the body, he uses Rhetoric very constantly as he uses the rhetoric technique of repetition to really convince and draw his audience to the idea of peace and happiness. Furthermore also repeating permanent peace based On justice for further emphasis to his ideas on peace. Conclusion: He ends the speech as he begins n terms of being an utter subject to Gods will. Techniques: peace and the mercy of God Almighty be upon you and may peace be for us all, God willing Religious allusions He uses religious allusions to introduce the context behind this speech, which is that, religion is one of the main factor of this speech families are still moaning under the cruel pains of widowhood and bereavement of sons, fathers and brothers Dramatic emphasis To identify and acknowledge the pain of war Persuades the audience to sympathies and act upon it innocent children and every child born on the land Imagery Refers to new life symbol of innocence, which Sad implies thats what he wants for the nation. A fresh start. why dont we repeat together from the Psalms of David and Why dont we believe the wisdom of God conveyed to us by the Proverbs of Solomon Anaphora of rhetorical question and religious allusion The religious allusion allows audience to remember the importance of peace which is a key element in their religious beliefs Holistically: As well as the sp eech still maintains its relevance as it still is able to relate to the continuing strained relations of Middle Eastern countries and their trudge for peace. This speech was a ground breaking speech in terms of transforming all agreements of political diplomacy, and should be considered and evaluated in light of the various two-sided conflicts that Israeli and Egypt has been involved with each other over the previous decades. Speech should be valued for its emphasis on achieving justice on fair terms as well as establishing a basis for international peace. Use of a circular structure, the speech starts with religious reference and concludes with a religious reference. Uses various repetition to reinforce the main thematic concerns of peace and justice. The abundant use of religious references is another attempt by Sad in a context where both countries were highly religious to unite individuals together and compel them to look over past prejudices and hatred. It is still winter at home William Deane, Governor General of the Commonwealth of Australia On the occasion of an ecumenical service for the victims of the cannoning tragedy 5th August 1 999 Deane as G of Australia- representing Australia at the memorial service in Switzerland (Interlayer) for the twenty-one victims of the cannoning accident, fourteen Of whom were Australian. Tragedy given media profile due to introversion circumstances surrounding the deaths- yet the speech only given 10-15 second bits on national Australian news. Person of Deane (ethos) brought dignity/ formality to occasion. Purpose: To commemorate the cannoning tragedy on July 99, where 21 (14 Australians) cannoning tourists were killed in a sudden flood Mourn victims of accident, therefore emotional speech C] appeals to pathos Uniting Nations Mainly the attended gathering- family, friends, officials. Tragedy is worsened by the fact that the people died overseas, away from their homeland Commemoration, unity, remembrance, loss, identity, loyalty, commonality, faith, sorrow, collective loss Structure: Clearly defined phases, a formal prepared speech from an experienced orator C] tight structure Opening phase establish purpose/ audience and Australian national significance Middle phase theme of unity developed- diplomacy between people and countries; what can be gained through loss and tragedy Closing phase- logical and religious Techniques: Great sadness to molar the deaths Emotive language Appeals to pathos, and presents the issue to be depressing and a tragedy. For us, the tragedy is somehow made worse Died so far away from homes, he families, the friends Inclusive emotive language It creates unity through the shared loss, creating empathy for those who are directly affected by the tragedy. It enhances a shared emotion of grief. Two thirds of those who died came from Australia Statistical reference It shows significance of loss for Australian people. It provides an increased awareness of the issue and further enhances the empathy shared by the community. Shock and sorrow Alliteration It imitates pain as ongoing, building sense of the ongoing sorrow experienced. Very emotional reminder of a tragic event.

ACT Test Day What to Expect and How to Prepare

ACT Test Day What to Expect and How to Prepare SAT / ACT Prep Online Guides and Tips Are you taking the ACT soon? This complete guide will go over exactly what to expect on test day, from when to arrive at your testing center to when it’s safe to turn your cell phone back on. Beyond the logistics, we’ll discuss what you can do in the days and weeks leading up to the test to fully prepare and feel confident. Read on to learn what to expect on ACT test day when you arrive, take the test, and finish up, alongside the most useful tips for doing your best throughout the day. ACT Test Day: Arrival The doors to your test center are open for just a fifteen-minute window of time, between 7:45 and 8 AM. A closed door means you won't be allowed in, so it’s absolutely essential that you arrive on time. There may be a line of students waiting outside the test center. When doors open, you should be greeted by helpers that check you in and direct you to your testing room. In the rare instance that there aren’t enough helpers, you should be able to find your locationby consulting lists outside each room. Typically, students are assigned to a room alphabetically. After you check in with your ID and admission ticket, you’ll put your bags, jacket, and any other belongings in adesignated area. This area may be a locker or simply under your desk. Seats are usually assignedin alphabetical order, so you’ll take your seat according to the test proctor’s instructions. Once everyone’s packed away their things and taken their seats, the proctor will start to pass out testing materials, namely the test booklets and answer sheets. You can’t open any of these materials until told to do so and will spend the next half hour to an hour listening to instructions and filling out identifying information, like your name, email, and address. All of this should be a highly structured process, but there are a few ways you can approach the morning to make sure everything goes smoothly. Read on for tips around your arrival to your ACT testing center. Doors close at 8, so don't be late! No amount of rhyming will help fix your timing. Tips for Arrival It’s essential that you arrive on time to your ACT testing center, as latecomers won’t be admitted to the test. I’d suggest planning to be there around 7:30, or a little earlier if you’re concerned about logistics like parking. Arriving much earlier could mean you turn into a nervous wreck waiting around outside the school; much later and you’re rushing to get in after students have already started to enter. Right around 7:30 is the sweet spot. So how can you set the conditions that will enable you to arrive on time? First, you should prepare everything you need the day before, a checklist I’ll elaborate on below. You should at least try to get to sleep early, as well as get up when your alarm goes off rather than adding an extra half hour via the snooze button. Leave yourself enough time to get ready in the morning, and plan out your clothes and breakfast the night before so you don’t waste time searching for clean clothes or discovering that you just ran out of your favorite granola. In addition to preparing the day before, you should also familiarize yourself with the route before test day if you’re testing somewhere other than your usual high school. On a similar note, you should consider what traffic conditions will be like to account for any unusual delays. Underestimating the time it takes to get there would be a highly stressful way to start your day. When you enter the testing center, make sure you know where your belongings are supposed to be and double check that your cell phone is turned off. ACT, Inc. is strict in prohibiting any technology that makes sound or could possibly record testing materials, so a mistake here could result in your test getting cancelled. Finally, make sure to listen to all the proctor’s instructions and follow them to a T. The whole process is rather rigid, and you need to fill out everything correctly to make sure your test scores don’t get delayed. Plus, just as a ringing cell phone could result in your scores getting cancelled, so too could opening and looking at the test booklet before the test officially begins. The proctor will instruct you when to start, so wait for her green light before commencing on your first section. Once you’ve gotten through this morning process, you’ll finally start in on the main event: taking the ACT. Proctor says, get started! By the way, if your proctor's a Bordeaux mastiff, you should be eligible for a makeup test. ACT Test Day: Taking the Test There’s no exact time when you’ll start in on your first section of the ACT. Instead, it depends on how long it takes everything to get settled and to get through the first round of instructions. If you get through the preliminaries fast, then you’ll start around 8:30. If your group takes its time, then you’ll start around 9:00. Most test-takers will start somewhere in between. The ACT consists of four sections, or five if you opt to take the essay. These sections are always in the same order: English, Math, Reading, Science, and optional Writing. Once you start testing, the next few hours will look like this: Begin with the 45-minute English section. When instructed, move immediately onto the 60-minute Math section. Take a 5-minute break. Touch your toes, have a snack, use the restroom. Then return to your desk to complete the next two sections. Take the 35-minute Reading section. When your proctor tells you to do so, move right onto the 35-minute Science section. Gather your things and leave quietly if you’re not taking theWriting section. Enjoy a 5-minute break if you will be writing the essay. After you complete this 40-minute section, you’ll be all finished with the ACT! If you’re not writing the essay, then you’ll be finished around 12:15, perhaps a little earlier or later depending on when you started testing and how strict your proctor was about limiting the breaks to five minutes. If you do write the essay, then you’ll finish around 1:00 in the afternoon. Just as the proctor will lead you through the morning steps with instructions, so too will she tell you when to start and stop each section. She may also give you a five or ten-minute warning when the section’s about to end, perhaps writing the time left on the board. While you’ve done everything you can at this point to prep for taking the ACT, is there anything extra you can do as you test to ensure that everything goes smoothly? Prep with timed practice tests to help you win your race against the clock. Clocks don't have legs, so you're a crowd favorite for first place. Tips for Taking the Test As you’re taking the test, your prep and planning should kick in, helping you with time management strategies and the concepts you studied for the ACT. You should also have familiarized yourself with the order and timing of the test, so that you know exactly what to expect going in. Of course, you should still listen carefully to your proctor’s instructions, but ideally you already know exactly what she’s going to say. You also have to make sure to resist the temptation of flipping forward or backward in your test booklet. Getting a preview of a future section is strictly prohibited, as is going back to fill in an answer or double check a question from a section that’s already concluded. This strict structure is all part of ACT’s confidentiality thing; make sure you don’t look at any section except the one currently open, as shuffling through could result in, you guessed it, score cancellation. This rule also means that you should direct your focus on the task at hand. If you struggled with the English section, try to push it out of your mind and concentrate next on math. Try not to let one section or passage trip you up for the others. You can practice sharpening your focus and mindfulness in the months leading up to the test. In between test sections, you should also definitely take advantage of your designated breaks. The ACT is a long and demanding test that requires a lot of energy. Physically moving around and stretching will get your blood flowing and re-energize you for the sections to come. Looking away from your test will also help reduce eye strain that comes from focusing up close for a long time. Take a walk, stretch, drink water, have a snack; all of these little behaviors will help you recharge and take on the rest of the test. Finally, just as you should be familiar with the structure of the ACT, you should also be aware of your rights as a test-taker. You’re entitled to afive-minute break, or twoif you’re taking the essay. You should get a quiet testing space free of disruptions. The unfortunate reality is that not all testing centers have equal conditions, and many students have had to deal with distracting noise problems, like construction outside their window. Testing environment inequities are one more way that the ACT may not test students on such an equal playing field as it likes to claim. However, you can ensure the best possible testing conditions by being aware of your rights and speaking up if they’re not honored. If your test proctor skips over your designated break, speak up and make sure you get that time to move around and recharge. If you prepare totake the test, focus on the sections at hand, and take advantage of your break times, then you’ll be able to maximize your performance on test day. As for after the test, what do you need to know about finishing up for the day? Tip #1 for finishing up: don't start your 70s-style disco party until you've passed in your test and left the testing center. ACT Test Day: Finishing Up As you read above, your exact end time will vary depending on when you started testing and whether or not you’re taking the essay section at the end. Any discrepancies in break times could also have a small effect on end time. For the most part, students taking the ACT without Writing will be finished around 12:15, while those staying for the essay will be done around 1:00. When you’re finished, the proctor will ask all students to close their test booklets. The proctor will instruct you about any last minute tasks and finally, collect all the testing materials. When you get the green light, you can leave the testing center. Once you’re outside, you can turn your cell phone back on, call for a ride or head home, and enjoy the rest of your day! Tips for Finishing Up While you may feel like turning your cell phone on and sharing with the rest of the world that you finally finished the ACT, I’d advise waiting until you leave the testing center. Especially if you’re not taking the essay section, you should respect that people are still in testing mode and leave quietly so as not to break their concentration. All students should refrain from discussing specific test questions with one another or writing about them online. Just as ACT, Inc strictly prohibits technology, so too does it forbid the sharing of specific test questions. Basically, you should think of your test as being preserved in a big orange envelope with â€Å"Confidential† stamped across it, like a file in the Pentagon. Who knew standardized tests came with such high stakes? Once you leave the testing center, though, feel free to throw your hands up and celebrate all your hard work! Congratulations, you finished the ACT. You’ll get your scores back in about two weeks (and your essay score about two weeks after that). Now that you know the ins and outs of test day, let’s move beyond logistics to discuss what else you can do to prepare yourself for the challenge of test day. What steps can you take to tie up any loose ends and boost your confidence before the big test? How can you channel a lion, nature's most confidentand well-coiffed animal? How to Feel Confident on ACT Test Day There are several strategies you can use to feel calm, cool, and collected for test day. Some are operational, like packing your bag, while others have to do with promoting your physical, mental, and emotional well-being. Let’s go over the most important ones that will help you manage your time and stress and feel your best for the ACT. Pack Your Bag the Night Before Nothing can start the day off on a stressful foot quite like losing your admission ticket. Take this possibility off the table by preparing everything you need the night before. The essential materials are your printed admission ticket, an acceptable photo ID, No. 2 pencils (with erasers), and a calculator. Beyond these necessities, you should probably also bring nutritious snacks and a hydrating drink, like water or Gatorade. You might also bring a watch, as long as it’s silent, to keep track of time. If a watch is just distracting, though, then leave it home. Finally, you could bring along backup batteries for your calculator, just in case! Make sure you don’t have any prohibited materials, like technology with audible alarms or recording capabilities (or, if you do, that they’re turned off and don’t leave your bag). You can’t bring these out at all during the test, not even during break times. Pack your bag in an organized way so that you can easily access everything you need. As long as you put everything together the night before, you can rest easy with the knowledge that the only thing you need to do the next morning is tograb your bag on the way out the door. Prioritize Self-Care Taking care of your well-being should always be a top priority, and it becomes perhaps even more important during times of stress and pressure. Taking the ACT, along with the whole college admission and planning for your future process, certainly qualifies as one of those times. By taking care of your mental, emotional, physical, and perhaps, spiritual state, you can stay healthy and happy and meet these challenges with confidence and self-awareness. How you go about self-care varies by individual, but you should set time aside to engage in activities that you enjoy and that bring you peace of mind. Some of these may include spending time outside, listening to music, doing yoga, practicing meditation, spending time with friends and family, or writing in a journal. Time management techniques might also help you reduce stress in your day to day life and divide up your responsibilities in a manageable way. Self-care is about listening to your internal voice and being kind to yourself. Seek out environments that make you feel good (or clean up the one you’re in). If you haven’t recently, drink a big glass of water. Little gestures of self-care may make you feel better, stronger, and prepared to meet the challenges coming your way. Exercise can also play a big part in the self-care equation. As we learned from Elle Woods (or, at least, my generation did), "Exercise gives you endorphins. Endorphins make you happy. Happy people just don't [crash and burn during the ACT]." (Legally Blonde/MGM/EOnline) Harness the Power of Exercise Exercise is another great way to take care of your physical health, and it can significantly improve your mental and emotional health too. Being active can boost your endorphins, which are neurotransmitters that boost happiness and reduce stress. Getting immersed in exercise can also serve as a sort of meditation, clearing your mind of its typical chatter and allowing you to lose yourself in the present moment. Overcoming physical challenges, furthermore, can make you feel even more capable oftackling other challenges that come along, like taking the ACT. If you play on a sports team, then great; you’ve likely already got a routine of exercise, plus you can enjoy the benefits that come from being part of a team. If exercise isn’t a big part of your schedule, try to make room for walking, running, dancing, swimming, or even an at-home yoga practice. Start at least a month before the ACT, at least for half an hour three times a week, and see if it has any effect on your mood and outlook. If you’re prone to test-taking anxiety or just want to boost your confidence before test day, throwing on your running shoes or rolling out your yoga mat might just be the game-changer you need. Set the Conditions for Quality Sleep Sleeping a peaceful, uninterrupted eight hours the night before a big test mightbe more aspirationthan reality for you, but you can, at least, set the conditions to maximize your sleep before the ACT. Sleep will help you feel positive and alert, plus it’s essential for meeting that early morning wake up call before your 7:30 AM testing center arrival. So how can you try your best to sleep well? There are a few methods you can use. One, you should use the day before your test to relax. You might do a light review, but don’t worry about last-minute cramming - at this point, you’ve done all the studying you can to prepare. In the hour or two before bed, you should try a calming activity, like reading or writing. Screens just stimulate your brain, so try to put away your cell phone or computer before you want to sleep. Researchers also suggest that "blue light" can wreck your sleep, so try dimming the lights or even usinga blue light-blocking app to set sleep-conducive lighting conditions. Calming music can help, as well as sleep-boosting foods like yogurt, milk, bananas, oats, and herbal tea. Just like in our discussion of self-care above, you can consider a holistic approach to getting a good night’s sleep, considering your environment, food, and activities before you go to bed. Bananas have been shown to make people happier. So has looking at pictures of cute animals. So eating a banana while looking at this picture of a squirrel eating a banana has got to be the ultimate happy experience. Fuel Your Brain and Body with Nutritious Snacks The ACT requires a lot of brainpower, and all that power needs to be fueled by an energy source. Wholesome foods and water will sustain you as you work your way through a long morning. Plan out what you’ll eat for breakfast, ideally opting for something with protein and whole grains. Avoid foods that are primarily sugar, as they’ll just give you a spike of energy followed by a big crash. Eat breakfast before you leave, and bring a supply of snacks and drinks to reenergize during breaks. Avoid a mid-morning grumbling stomach so you can focus all your energy on taking the test. Wear Comfy Layers Just as an empty stomach would be distracting, so too would feeling cold, hot, or uncomfortable. Wear layers to prepare for unpredictable classroom temperatures, and choose clothes that are comfortable and make you feel confident. Pick these out the day before to help you get ready faster and easier the morning of the ACT. Think Positive! Have you ever heard about the power of positive thinking? Or of looking at a glass like it’s half-full instead of half-empty? Thinking optimistically can be a choice, to some extent, and it can both reduce stress and improve your performance on high-pressure endeavors, like taking the ACT. To be able to think positively, you have to understand the concept of self-talk. We often have a narrative running through our heads, drawing conclusions, shaping our perceptions, and causing our feelings. Someone who talks very negatively about herself and her surroundings will probably have a harder time succeeding in something like a big test, or, at least, will experience a good deal of stress. Someone who talks more positively about her circumstances and personal abilities may have a heightened chance of success, as well as experience lower levels of stress. Of course, people have all different experiences and circumstances, and some are more naturally prone to pessimism or optimism. Regardless of other variables, though, you can still cultivate awareness of your thoughts and how they impact your feelings and performance. By becoming more aware, you can try to challenge the thoughts that are holding you back and replace them with ones that are more likely to help you feel confident, focus, and succeed. Consider the words of encouragement you’d give to a best friend if she were nervous about the test or doubting her own abilities. Then consider giving that same pep talk to yourself. Focus on your strengths, rather than worrying about your weaknesses. Practice the power of positive thinking and be proud of yourself for taking this step toward the world of higher education! Celebrate all your fabulousstrengths, and feel proud of your commitment to higher education! To Sum Up... The ACT’s a challenging test, and you should do everything you can to prepare for test day. Empower yourself by learning exactly what to expect, and eliminate any unnecessary confusion or surprises on ACT test day. Prepare your bag, lay out your clothes, and figure out your breakfast and snacks the day before. Strike a balance with all your hard work, and prioritize self-care by making time for activities that you enjoy and that leave you feeling good. Finally, embrace the power of positive thinking when it comes to performing your best. As with all of your endeavors, you can continuously improve if you keep putting forth effort and persistence. What's Next? We’ve compiled our best content and strategy guides in one place to help you study for the ACT. Check out our ultimate guides to ACT English, ACT Math, ACT Science, and ACT Reading. Are you taking the ACT with Writing? If so, check out this expert guide to learn how to write an ACT essay, step by step. Do you have any questions about exactly how the ACT is scored? This article will explain the ACT scoring system section by section while also providing scoring charts that show your raw scores get converted to the scale between 1 and 36. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Theory and Development-M1A2 Q2 Essay Example | Topics and Well Written Essays - 250 words

Theory and Development-M1A2 Q2 - Essay Example In addition, firms realized that motivation contributes towards productivity and eventual profits because motivated employees possess satisfaction in their work. Besides, companies invest in motivation because satisfied employees are an ideal brand to a company. Motivational strategies of today stretch beyond monetary rewards. Modern organizations, however, ensure that employees attain monetary benefits that are commensurate to the responsibilities they handle. In addition, impressive pay is a key retention factor in a contemporary organization. Building a consultative environment is a way of making modern employees feel as a part of an organization (Gagne & Deci, 2005). Organizations currently invest in staff training as a way of making employees feel competent in their work. Besides, organizations establish autonomous human resource departments that ensure there is constant communication between the employees and management in an organization. Motivation continues to be a challenge to today’s organizations. Technology has altered the expectations of employees. This suggests that traditional methods of motivation have to adapt to technological attitudes of modern employees. In addition, intrinsic motivation is a current issue that challenges contemporary firms. In turn, organizations strive to create the environments that encourage intrinsic motivation (Michie & Gooty, 2005). Companies, therefore, have to ensure that employees engage in responsibilities that synchronize with their

Sustainable Deficit Essay Example | Topics and Well Written Essays - 1500 words

Sustainable Deficit - Essay Example Productivity affects the current account when investment occurs in order to increase future output. According to Economic Review, First Quarter 2001, â€Å"economic theory predicts that if a country experiences an investment boom as a result of increased productivity, while its trading partners do not, its current account deficit should widen.† Catherine Mann suggests that current account deficit can indicate that a nation is â€Å"living beyond its means,† or that a country is attracting global foreign investment due to higher returns and less risk. In the Economic Review article, Jill Holman defines current account as â€Å"the change Over time in the sum of three components: the trade account, the income account, and The transfer account.† Trade account is the difference in value of imports and exports. Income account is the difference in income payments made to foreigners versus payments Received from foreigners. Transfer account is the difference in value of private and government payments to and from other countries. The explanation on page 8 of the Economic Review summarizes a trade deficit that must be financed by borrowing from abroad. How this borrowing affect the U.S. current account deficit is more complicated than the trade deficit. The U.S. trade deficit has been widening since the late 1990s as we demand and consume more foreign goods. As we borrow from abroad, we must also make payments to foreign investors. Overall, deficits in both accounts are the result of U.S. participation in a global marketplace.

Stakeholder Analysis Essay Example | Topics and Well Written Essays - 500 words

Stakeholder Analysis - Essay Example This faction of the stakeholders feel that alternative measure of undertaking scientific experiments for medical development and other reasons are feasible. Winning in this debate has the gain of conscience satisfaction that animals should be taken care of like human beings. They seek to achieve the goal of human moral responsibility to be in charge of the other creatures. Winning this debate also presents a desirable outcome in terms of general perception of animals as being close relatives of man and the cruelty against them are uncalled for. There are various reasons as to why the proponents would want to win. They will assert the moral obligation of man to be a fair steward of nature. The animals are considered to experience pain but lack express vocal ability to show this. It is therefore disadvantageous to them and this raises ethical concern from the perspective of humanity. Another critical aspect of the gain concerns winning the conscience of people towards fair treatment of animals and minimizing chances of their elimination through waste control experiment. Financial support to shift to alternative experiment methods rather than sacrificing animals sounds more human and promotes ethics. Sanctity of life is likely to be upheld by the society and this will be a remarkable outcome in the entire campaign of the religious fraternity. Opponents still stand by the relevance and convenience attached to use of animals for scientific experiment. There is significant propensity of professional inadequacy should the pro-animal activists gain. Besides, alternative experiment procedures that may not use animals are seen as either expensive or inaccurate. There are several experiments that are in progress or already enlist the need for animals. In the event that use of animals is banned, the investment and commitment already put towards such experiments would go to vain and become discouraging. In essence, there has been

Your Rights in the Workplace Essay Example | Topics and Well Written Essays - 750 words

Your Rights in the Workplace - Essay Example Most of these individuals have problems affiliated with their work environment, which they wish to address, allowing them to operate efficiently and effectively in their places of work. For instance, I have come across situations whereby some people are not selected for certain jobs just because of their race or because they have some form of disability. In other instances, employers tend to promote having fewer skills to address certain positions and leaving the qualified candidates without work. Some individuals are forced to work for long hours without being awarded overtime, while others are denied leave to take care of their loved ones. I believe also that when most employees are laid off, they are unaware as to whether they have any rights to claim their jobs back or seek unemployment for the time they have been unemployed. Furthermore, some workers do not know whether they have rights to evaluate the jobs offered to them and request better policies. These kinds of unjust pract ices in organizations are inappropriate and the law condemns them. Based on the diverse malpractices that organizations embark on, which subject employees to hardships in the workplace, it is ideal to note that these issues prevail because a large number of employees are unaware of the legal approaches they should follow to cope with such situations. Most employers also take advantage of these situations without wanting their employees to understand the laws that safeguard their interests in the workplace.

Organizational culture Assignment Example | Topics and Well Written Essays - 250 words - 1

Organizational culture - Assignment Example rtaken in this  process  include lectures, video materials, prints, formal meetings, or orientations to introduce new employees to their  respective  work  and firms, based on the computer.  According to research by Schein (2010), socialization methods project towards positive outcomes for the recently employed workers such as  superb  job  performance,  superior  organizational commitment, greater job satisfaction and  tremendous  reduction in stress levels.  These results are  vital  to a  firm  that looks to  retain  its competitive  advantage  in ever increasing  portable  and globalized personnel. Fast growing organizations like AIT Laboratories employ strategies of conducting  excellent  onboarding. These companies  base  on four  critical  factors of  culture  as well as  leadership. These factors include Mission, Consistency, Involvement and Adaptability. Corporate culture is a  mixture  of the values, symb ols, rituals, beliefs, taboos and myths that  develop  overtime in all companies.  The video corporate culture shows how cultures of different organizations develop overtime.  It also shows how these cultures carefully implement and  nurture  its values. With the new Vice President, the situation will lead to a raise in the productivity of the  firm  because only the best  get  picked. There is a high probability of the chosen employee being creative and  inventive  because the recruiting  system  focusses on those issues. If I were the Vice President, I would  communicate  in person through giving a speech to the employees after a team building  day  that I would have

Climate change drivers Term Paper Example | Topics and Well Written Essays - 1750 words

Climate change drivers - Term Paper Example Climate change effects have severely affected numerous activities and patterns. First, temperature has not been able to retain its conventional pattern almost in every part of the world. Abrupt changes have not allowed weather and temperature to experience a steady change and natural cycle transformation throughout the world. For example, higher temperatures have numerous ramifications for California water systems as they put effect on Sierra snowpack accumulation and snowmelt along with other hydrologic factors (Kiparsky and Gleick 5). Based on this description, it can be easily deduced that the rise in the temperature does not affect in a single manner. For example, in the mentioned quotation, it is evidently clear that Sierra snowpack accumulation and snowmelt are being affected by the change in the weather patterns and climatic change as well. PrecipitationCalifornia’s unique and different landscape affects precipitation patterns in the state (Carle 4).   The climate cha nge studies have been carried out for last many decades in California and other parts of world in which the environmental scientists have been conducting various environmental tests through observations and experiments. However, till this point of time, the scientists have not been able to accurately provide the impact of climate change on the precipitation. However, it has been highlighted that California receives around 200 million acre-feet of precipitation (Carle 8). Water vapor, water temperature, are those factors that affect the water quality.

Organizational culture Assignment Example | Topics and Well Written Essays - 250 words - 1

Organizational culture - Assignment Example rtaken in this  process  include lectures, video materials, prints, formal meetings, or orientations to introduce new employees to their  respective  work  and firms, based on the computer.  According to research by Schein (2010), socialization methods project towards positive outcomes for the recently employed workers such as  superb  job  performance,  superior  organizational commitment, greater job satisfaction and  tremendous  reduction in stress levels.  These results are  vital  to a  firm  that looks to  retain  its competitive  advantage  in ever increasing  portable  and globalized personnel. Fast growing organizations like AIT Laboratories employ strategies of conducting  excellent  onboarding. These companies  base  on four  critical  factors of  culture  as well as  leadership. These factors include Mission, Consistency, Involvement and Adaptability. Corporate culture is a  mixture  of the values, symb ols, rituals, beliefs, taboos and myths that  develop  overtime in all companies.  The video corporate culture shows how cultures of different organizations develop overtime.  It also shows how these cultures carefully implement and  nurture  its values. With the new Vice President, the situation will lead to a raise in the productivity of the  firm  because only the best  get  picked. There is a high probability of the chosen employee being creative and  inventive  because the recruiting  system  focusses on those issues. If I were the Vice President, I would  communicate  in person through giving a speech to the employees after a team building  day  that I would have

Scientific Writing Essay Example | Topics and Well Written Essays - 500 words

Scientific Writing - Essay Example Innate immunity comprises mainly of the skin and mucosal surfaces. The main function of this immune is to prevent entry of specific non-self antigens. In many cases, compromising of innate immunity occurs and consequently pathogens gain entry into the body. The remedy then is the acquired immunity, which comprise the cellular immunity, (lymphocytes, macrophages, natural killer cells, and antigen-presenting cell) and humoral immunity (mediated by macromolecules). It works by recognizing disease causing pathogens and triggering mechanisms that destroy them. (Weinstein 40) Many diseases that kill people in this century originate from stress as opposed to improper diet, and pathogen resistance to drugs. More investment on in making people less stressed than in pharmaceutical firms it to be considered by any nation that want healthy and effective citizens. An immune system in its right condition is able to keep pathogens at bay and maintain the body health. Stress remarkably interferes the immune system by altering its functioning. It suppresses the immune system function and over time causes tearing down of this important system. Stress is the feeling of inability to deal with a life-threatening situation. It leads to emotional, psychological, and physical problems. The physical problems include heart disease, high blood pressure, chest diseases, and heart rate abnormalities (Harrington 26). The adrenal glands release adrenaline when someone is under stressful conditions. It responds well to short term stress through fight or flight response. Adrenaline stimulates the heart rate, contracting blood vessels’ dilating air passages thus increasing a subsequent flow of blood to the muscles and the amount of oxygen intake in the lungs (Weinstein 43). These responses affect the digestive system by inhibiting the digestion. If stress is prolonged, the production of

The Inspector in An Inspector Calls Essay Example for Free

The Inspector in An Inspector Calls Essay The play was written in 1945 but surprisingly, J. B. Priestley decided to set it in 1912, as capitalism is the strongest before the war and poor people have to rely on charities; due to the class system. Priestley is trying to convey to the audience a message that we are all equal and we have to look after each other in order to survive. He gave us a clue before he departed, he said if we dont learn it now, we will have to learn it in fire, blood and anguish. This is a hint to us for what is going to happen in the future, this is also dramatic irony as we knew the fire and blood is from the soon coming war. Dramatic Irony is also used again when Mr Birling said the Titanic she sails next week forty six thousand eight hundred tons forty six thousand eight hundred tons New York in five days and every luxury and unsinkable The truth is the Titanic has sinked, and as a audience we know this whilst the narrator or the characters dont. Also, by repeating the weight of the ship we can interpret that Mr Birling is extremely proud of his country and this new ship, during that time, this is common as many people are nationalists then. In 1945, much of the capitalism and class discrimination has gone because of the war, and because we know this its emphasis the proud and great feeling Mr Birling has for his country. The play begins as a simple and thrilling detective play, but it unfolds eventually. Due to the crimes and the responsibility the characters learnt to take, the plays unfolds into a mortality play and teaches us something. This is the struggle of Good and Evil. The Inspector reflects Priestleys ideas and thoughts and voice them out, Priestly himself is a socialist even before he has fought in the two major world wars and realises the importance of everyone and life. At the end of the play, the Inspectors final comment warns Mr Birling,because of his nature, the Inspector wanted him to change and to respect everyone and treat them equally. The name Goole Inspector Goole sounds mysterious and a bit sinister, this is supported by the fact he seems to know a wide variety of things and all these knowledge and understanding is the truth, which makes it even more sinister.