Supernatural In Macbeth Essays (658 words) - Characters In Macbeth

Supernatural In Macbeth The supernatural plays a large role within the play Macbeth. This is seen in all of the scenes where the witches appear, the changes in nature during the night when Duncan was killed, in the apparitions of the prophecies, and with the air-drawn dagger that guides Macbeth towards his victim.The apparitions in act four are parallel to those in the beginning of the play. The helmeted head represents Macbeth, and repeats his fear of Macduff. The bloody child represents Macduff, so this give Macbeth assurance of his royalty. This is shown in the quote AThe power of man, for none of woman born shall harm [emailprotected] (Act four, scene one). Macduff=s birth was unnatural. The crowned child bearing a tree represents Malcolm. This too gave Macbeth a feeling of power because he would never be harmed until Birnam Wood would come to Dunsinane Hill.If Macbeth did not take the immediate interpretation of the first three predictions, and looked for an alter meaning then he may not have been over confident which led him to his self destruction. Now comes the most interesting of the supernatural contained within the novel. This is the witches. They are very closely associated with the number three. They are a group of three and there are three prophecies. They had the power to tell the future and create storms. These are still today thought to be truly fictious. They are also thought to have no appearance. This is told to us by Banquo when he mentions that they are women but are bearded. He also tells us that they are withered, their clothes are wild and careless, their hands are coarse and rough, Achoppy [emailprotected], and that their lips are [emailprotected] and colourless.These witches have a very strong relation to Macbeth. One of which is that they represent Macbeths evil ambitions. After Act 1, Scene 3, they are not seen by anyone but Macbeth, and in Act 4, Scene 2, they are not seen by Lennox when they leave the cavern. Even though they are tied strongly to Macbeth they do not guide him, they only represent his ambitions and dreams. After the first two predictions had come true, Macbeth commits murder in order to make the third one come true. In the latter half of the novel, there are three more prophecies that come true. These however are to bring about the ruin of Macbeth and the uprise of Macduff.The night that Macbeth goes to commit the murder there are many changes that happen to the weather. In those days it was thought that when there was bad weather that a king would be killed or harmed in some way. This just added to the plot and made it more intriguing to the reader. The floating dagger in Act 2, Scene 1, reveals Macbeths imagination. As he goes to grab the dagger it starts to float away from him, leading him to Duncan=s room. This floating dagger is fictious, and so Macbeth reaches and pulls out his own dagger. Macbeth calls this floating dagger a Afatal [emailprotected] He calls it this because it is the vision that will be fatal t o Duncan. There is more supernatural mentioned as it describes how Macbeth moves in the night like Aa [emailprotected] with Aravishing [emailprotected] the play Macbeth, there appears to be a lot of supernatural contained within. This is seen by the witches prophecies about Macbeth, which enables Macbeth to have the courage to murder in cold blood to become the King of Scotland. This is also seen by the environmental changes during the night of the death, and the imagery that gets Macbeth to the door of Duncan to perform the murder. The supernatural is what made Macbeth perform the horrible actions because he did not look deeper into the prophecies. It is also what had eventually led to his death from Macduff. Supernatural Issues

History of Globalization Great Depression Essays

History of Globalization Great Depression Essays History of Globalization Great Depression Essay History of Globalization Great Depression Essay The consensus about the causes of the Great Depression remains today very little. Through empirical testing, Fickler and Parker (1994) considered the main mono-causal theories and showed that none of them could explain on their own the depth, the length and the consequences of the Great Depression. This international crisis was a complex phenomenon which resulted from the combination of different occurrences. We shall then consider each of these parameters and evaluate the extent to which they contributed to cause the Great Depression. The Great Depression may firstly be considered as the result of structural Issues f the inter-war economy induced by World War l. Both political and economic structures were indeed deeply disrupted by the international conflict which tore the whole world up. Disruption of production during the war had permanent effects on trade patterns, trade politics and policy preferences. World War I may be an indirect cause of the Great Depression to the extent that it had profound consequences on international trade and investment flows. First of all, war-induced diversion of production(Horopito, 2004, 33) logically created a propitious context to the rise of protectionist measures. As a matter of fact, World War I had a deep Impact on the Inter-war real economy. The Inter-war period was marked by excess supply issues due to two mall mechanisms. Firstly, non- European primary production highly expanded owing to trade restrictions during the war. As the world economy returned progressively to freer trade after 1918, these new sources of supply induced an extra-offer and a downward pressure on prices. This harder competition reawakened a real demand for protectionist policies. Secondly, European heavy-industry over-expanded in order to sustain the war effort. This over-expansion led to post-war excess supply and contributed to the development of protectionist forces. This protectionist tendency is confirmed by the increase of post-war tariffs across the major trading countries. Protectionist measures depend on the scarcity of productive factors; that is to say that governments protect sectors for which the main factor of production is scarce. For example, Britain and France implemented high tariffs on capital-intensive manufacturing Industries, whereas the united States of America set protective tariffs on labor-Intensive manufactures. This shift In trade policy preferences may have averred the Great Depression. The rise of barriers and the increase of trade costs Down lea Inane to market Allegations, Down In terms AT volume AT trace Ana international capital flows (Haynes, Jacks and Recourse, 2009). Market disintegration is undeniably harmful to economic growth and global competitiveness, owing to the fact that it implies a strong tightening of outlets and a growing uncertainty in the global economy. In this way, World War I deeply affected the structures of trade policy preferences and entailed a shift in international cooperation. These consequences described above may have contributed to cause the Great Depression. Nevertheless, it seems that the sasss global crisis resulted not only from this international context but a greater number of economic parameters. Many scholars studied the Great Depression and its origins in the late 20th century. Certainly useful to understand current economic phenomena, the Great Depression arouses both academic and public interest. We shall then see which causes have been put forward and how convincing they each are. First of all, Anna Schwartz and Milton Friedman put forth the hypothesis of a monetary cause of the Great Depression. According to their analysis, movements in the real economy can be linked to the disruptions in the financial sector at that time. The Great contraction of the money supply (Friedman and Schwartz, 1963) may be an explanatory factor of the Great Depression to the extent that it worsened deflation. This hypothesis seems to be supported by empirical facts; money supply dropped by 35% in the United States, a great number of banks bankrupted, and prices decreased by approximately 33%. The banks failure induced a decrease of private wealth and a drop of money supply, which both contributed to exacerbate fellatio. The monetary explanation of the Great Depression implies a failure of the Federal Reserve in its role of lender of last resort. The simultaneity of deep deflation and continuous contraction in money supply reveals a systemic flaw. Schwartz and Friedman claim that the Federal Reserve had the ability to block deflation and therefore limit the damages of the crisis. As a matter of fact, the Federal Reserve did not lend to banks to avoid panics and did not implement a monetary expansion whereas the amount of gold allowed such a policy in the early sasss. The monetary lice of the United States may have in this way contributed to the strengthening of the Great Depression, but this hypothesis does not explain the reasons behind the behavior of the Federal Reserve and fails to explain the crisis on its own. The monetary hypothesis is not enough if considered as an isolated cause, especially since it cannot account for the unprecedented decline of output during the Great Depression (Brenan, 1983). In this perspective, financial disruptions other than shocks to the money supply also have an impact on the level of prices and level of output. The main argument supporting this non-monetary explanation is debt deflation and financial markets inefficiency. Firstly, over-indebtedness and deflation in the inter-war period led to a downward deflationary spiral which was detrimental to the global economy. Deflation created indeed an increase of real debt burdens for many countries, and therefore drove them to insolvency. To this phenomenon is added a decrease of aggregate demand, which contributes to worsen deflation in a villous clear mechanism (Hasher, 1 ) secondly, ten Atlanta panics enlarger markets efficiency. Financial disruptions of the recession period led to misinformation and inefficient allocation of funds from lenders to borrowers, which induced an increase in the cost of credit. As credit intermediation was getting more expensive, this non-monetary mechanism contributed to lower aggregate demand and therefore to make the recession even worse (Brenan, 1983). The combination of the monetary hypothesis and non-monetary financial disruptions seems to provide a satisfactory understanding of the phenomenon that contributed to turn the initial recession into the Great Depression. However, these approaches mainly account for the experience of the United States and do not entirely apprehend the international nature of the crisis. The main cause of the internationalization of the financial crisis remains in the major flaws induced by the gold standard, which provide a reasonable hypothesis to comprehend the Great Depression as an international economic cataclysm (Parker, 2002). Issues linked to the reconstruction of the gold standard during the inter-war period constitute the most important factor explaining the cause, the depth and the Engel of the Great Depression. It is here essential to go back to the premises of the gold standard in order to understand how its mechanisms combined with contextual conditions led to the Great Depression. During the 1870-1914 period, the gold standard operated as a fixed exchange rate system, that is to say that each national currency was convertible in gold at a fixed exchange rate. The success of the whole system is based on free flows of gold between countries involved and requires free international capital flows. The gold standard allows indeed an automatic adjustment f trade balances, known as the Home mechanism, which requires specific conditions to work efficiently. Countries experiencing a trade deficit lose gold to the benefit of their trading partners. In order to meet the gold standard rules, this phenomenon leads to a monetary contraction and to the rise of interest rates. The trade balance can progressively go back to equilibrium through an increase of foreign capital influx in countries losing gold. In addition to this mechanism, money contraction in these countries applies a downward pressure on prices. The improvement of imitativeness therefore contributes to re-establish the trade balance equilibrium. Such an adjustment mechanism requires a strong international commitment and a real cooperation within members in order guarantee smooth gold and capital flows on an international scale. Predictably enough, the gold standard was suspended during World War I but by the end of 1928, the United States, France, the United Kingdom and Germany had re- established the system of pegged exchange rates. If it worked between 1870-1914, the inter-war period was a completely different time, and the re-establishment of the old standard was doomed to failure. We can firstly underline a difference in terms of wages flexibility. Before World War l, wages were relatively flexible, and an adjustment was possible in case of a bad shock on the gold standard system. The rise of democracy, socialism and trade unions during the inter-war period made this adjustment more Doolittle to Implement. I Nils macerate progress also reluctance political costs of neglecting the internal balance. Because of electoral stakes, it became essential for governments to deal with unemployment rates, and internal affairs progressively overrode the gold standard necessity to maintain a sound external balance. As a result, the main conditions to ensure currency convertibility was often not observed, I. E. A domestic monetary policy based on long-term prices stability and a commitment to fiscal soundness (Hamilton, 1988). In addition to this, an other characteristic of the inter-war period was against the gold standard success. World War I left inter-allied debts and war reparations as a legacy, which favored non-financial disputes and damaged international cooperation. This contextual aspect partially explains the difficulty to get cooperation between central banks. The academic literature analyzing the structural flaws of the inter-war gold standard is very broad (Gingerers, 1986; Teeming, 1989; Brenan and James, 1991). Four main technical defects may however be considered as the cause of the gold standard collapse. Firstly, the lack of coordination between gold-losing countries and gold-gaining countries produced asymmetries in their responses. As described above, a lost in gold reserves must be followed by a decrease of money supply in order to meet the gold standard requirements. This condition was not observed during the inter-war period, and governmental behavior led to deflation and deeper recession. Countries experiencing gold influx did not implement monetary expansion and therefore corrupted the equilibrating mechanism. In the absence of this appropriate monetary policy, gold-gaining countries such as France and the United States kept extracting gold from the reserves of other countries and imposed even more deflation on gold-losing countries. In 1929, France and the United States indeed concentrated most of the world gold reserves and did not implement monetary expansion. Secondly, the system was widened so that national currency could be back not only by gold reserves but also by reserves of a foreign convertible currency. This new parameter introduced instability and risk as a great pressure was put on some countries. The United Kingdom, for instance, had to control its domestic money supply in accordance with its gold reserves, but also needed to closely follow the amount of currency possessed by foreign actors. Thirdly, the lack of power of central banks negatively impacted cooperation within members. For example, the Bank of France was not allowed to participate in open market operations, and the Federal Reserve failed to detect that a monetary expansion in the United States would benefit the whole world. Last but not least, each government fixed its own parity rate unilaterally when Joining the gold standard. Some countries over-valued their currency and others under-valued it, creating a situation in which the return to the equilibrium was nearly impossible. The system was in that way doomed to fail since it was biased from the very first moment it was re-established. It is obvious that the gold standard was highly corrupted in the inter-war period and that its dysfunctions intrinsically made it unsustainable. Empirical research has proven that the recovery of national economies was highly dependent on leaving the gold standard, which adds value to this hypothesis. By leaving the gold standard, governments were able to use monetary policy as an economic tool again. The obstinacy of political leaders to remain in this fixed exchange rate system explains ten Patten an ten rear Depression. The gold standard hypothesis appears to be a key explanation of the mechanisms that led to the Great Depression in the sasss. As a matter of fact, it allows to comprehend not only the flaws of monetary policies within trading countries, but also he deflationary spiral which significantly dropped the level of international output. Both the monetary hypothesis and the hypothesis of non-monetary financial disruptions seem to follow on from the major flaws of the gold standard. The latter performed as a policy constraint and prevented countries from using the monetary tool in order to revive their economy. This kind of mechanism is reminiscent of the situation encountered by the Euro-zone during the 2008 economic crisis. The requirements related to the common currency do not allow members to use monetary policies with the aim of adjusting their external balance. Even though the 2008 crisis and the Great Depression are assuredly different, bearing in mind historical precedents allows a sharper understanding of current events, in particular when it comes to strategic choices and policy preferences of the main political leaders and policy-makers. Bibliography Brenan, B. S. (1983), Monetary effects of the financial crisis in the propagation of the Great Depression, American Economic Review, June. Brenan, B. S. And H. James (1991), The Gold Standard, Deflation, and Financial Crisis in the Great Depression: An International Comparison, in R. G.

Forbes and the Power of LinkedIn for Job Seekers

Forbes and the Power of LinkedIn for Job Seekers Yet another article has come out in Forbes confirming the power of LinkedIn for job seekers. In LinkedIn Still Rules As The Top Job Search Technology Tool, Survey Says, Susan Adams reports on a new survey of North American job seekers, hiring managers, recruiters and HR executives. The word from Right Management, who conducted the survey, is that â€Å"almost 100% of job seekers use LinkedIn as their number one social media site for job hunting. Hiring managers also prefer Linked in over other sites by two to one.† Additional findings, some related to LinkedIn and some on other topics, include: 18% of job seekers say they have had video interviews in the past year – more than double the percent from a year ago. 45% of hiring managers say they expect video resumes to become more common. And 2/3 predict video interviews will spike in the next three years. 22% of job seekers use smartphone job search apps. Just 34% of job candidates report that they have a land line! (I seem to be living in the dark ages on this one). 94% of job seekers say they prefer LinkedIn as their chief job hunting tool, followed by Google+ then Twitter. Gen X candidates rank Facebook, Google+ and Twitter evenly. Hiring managers also rank LinkedIn first, followed by Facebook, then Google+, with Twitter in a distant fourth place. Social media sites like LinkedIn are the top way to search for candidates. Hiring managers and recruiters also still use company websites and employee referrals. In contrast, job boards and even recruiters themselves are on the decline, though 65% still use job boards. More than half use social media to post jobs and three quarters use it to find possible hires. Networking is still the best way to find success as a job seeker! This is one thing that doesn’t change over time. Don’t make the mistake of using technology to the exclusion of human contact. Ms. Adams emphasizes that â€Å"it’s essential to have an up-to-date LinkedIn profile so hiring managers and recruiters can find you. It can also be useful to hunt for openings using LinkedIn job listings or company sites. But it can †¦ be more effective to figure out what you want to do and where you want to work and to find a way in before a job is listed.† Ms. Adams’ recommendation and mine: If you see a job listing for a position of interest, use your networks, both online and off, to make human contact. It’s not unusual for a job seeker to submit hundreds of applications without receiving a single response. So pick up the phone and set up a face-to-face meeting. Talk to people, make a human connection, and find out more about the position before you apply. LinkedIn is still the place to start with your job search. But it’s not the place to finish.

Challenges in the Global Business Environment Essay - 5

Challenges in the Global Business Environment - Essay Example st, antibribery, international trade and antiboycott laws, government affairs and political involvement, operational excellence, competition laws, data privacy, information protection and intellectual property. The role and responsibility of Chevron include following the code of ethics. Chevron expects its employees and the whole Chevron community to be aware of their level of authority. This understanding helps everyone act within the limits. This approach helps to avoid conflicts over authority and hence improves the efficiency. In the event that any Chevron worker is not sure on what to do, it is at his or her mandate to seek guidance from the supervisors, managers or any other department within Chevron that has been mandated to provide guidance. Seeking guidance helps maintain Chevron high standards through making sure that employees are aware on their roles. Every employee of Chevron has a mandate to comply with Chevron codes of conduct (Chevron Corporation, 2014). Failure to do so leads to disciplinary actions. Discipline improves the image of Chevron as compliance with the law improves productivity and efficiency of workers. Within this code is the responsibility of every employee t o report a possible violation. The reporting of a possible violation that could lead to damage of Chevron reputation helps avert this predicament and build on loopholes that may lead to a similar wake. Chevron undertakes the Non-retaliation policy. Chevron does not retaliate on information provided by any employee in good faith (Chevron Corporation, 2014). Similarly, Chevron adopts a code of ethics regarding employees in specific. Chevron has invested in many parts of the world. It employs employees from all lifestyles. As such, Chevron respects diversity and it values the diverse cultures presented by its employees. It also provides equal opportunities to all. As such, Chevron avoids any form of discrimination in its providence of work opportunities and working conditions.

Final Exam Civil War Essay Example | Topics and Well Written Essays - 1000 words

Final Exam Civil War - Essay Example The Missouri contract of 1820 was a warning signal of the civil war that was looming. When Missouri applied for admission in the United States in 1918, people were awakening on the issue of slavery. At that time, the issue of slavery was very sensitive between the southern pro slavery states and Northern antislavery states. Consequently, the requirements set for Missouri’s’ admission suggested that it had to restrict slavery within its boundaries. Moreover, before its admission, the number of slave states and Free states in congress was equal. The admission of Missouri in either category would result in a shift in power. The admission of Maine as a free state, however, resulted in Missouri’s admission as a slave state with all the benefits that the other slave states enjoyed. Later on, the pro slavery Missouri state presented a law, forbidding legislature to free slaves against their masters’ wishes (McDevitt 121). The southern states felt threatened by the rapid growth of power of the Northern states politically and economically. They feared that the Northern states might stall slavery expansion as they had tried before the Missouri Comprise. The Northern legislators wanted to prevent the spread of slavery to the new states. However, Southern legislators wanted the new states to be allowed to carry out slavery (Burgan 6). This and other differences resulted in the civil War (Gallagher 239). As mentioned earlier, the south was predominantly agrarian. They produced tobacco, cotton and other products, which the north used as raw materials in their industries. Since the Northern States were industrialized, they manufactured most goods thereby benefiting most. They invested the revenues collected in economic expansion. On the contrary, the Southern states who were the producers paid high manufacturing tariffs and other shipping costs. They felt exploited by the North because 90% of their revenue at that time went into taxes

The Rhetorical Presidency Essay Example for Free

The Rhetorical Presidency Essay Jeffrey Tulis received his B.A. degree from Bates College, an M.A. from Brown, and a Ph.D. from the University of Chicago.   In 1996, he received the Presidents Associates Teaching Excellence Award.  Ã‚   He is currently writing a book on the problem of institutional deference, and he is co-editor of the Johns Hopkins Series in Constitutional Thought.   His thoughts in The Rhetorical Presidency are profound and worthy of discussion in any college setting.   His central claim concerns how the office of the president of the United States has changed from its conception created by our forefathers, especially in speech making. Presidential speeches were given to Congress, for the most part, and if there were speeches made to the public they were usually of a supportive nature bolstering courage concerning whatever might be facing the country at the time.   It wasn’t until after the civil war that public speech making became routine for the president.     Ã‚  We will cover that change from what the presidency used to be, and what it has become today by reviewing Tulis’ book The Rhetorical Presidency.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A political leader who gains power by appealing to people’s emotions and prejudices rather than their rationality is a fair description of where our understanding of the presidency is today.   It is interesting to note, however, that early legislation had been passed to thwart this very thing.   The fear, as Tulis explains it, of a demagogue during ‘normal’ times would be hard to control.   It would not be so terrible in war time, but if the president were to gain too much influence over the people under his leadership, it would be difficult to control the outcome. To elicit people’s emotional and prejudicial biases on an issue is very close to what we are experiencing today.   Never has America been in such a turmoil concerning leadership as it is in this present era.   More nation-wide polls concerning the ‘ratings’ of the president have been taken during the last two presidents than in all the history of America.   If fact, if we are to believe these polls, Clinton, who was elected by the narrowest margin of any president, and Bush never scored very high in public opinion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The founders of our country feared a popular president for this very reason, and instigated legislation so that decision making on a nation-wide level could not be done by one man.   Tulis describes it thusly, â€Å"demagoguery, republicanism, independence of the executive, and [the] separation of powers[1]†.   On the same page he also states, â€Å"for most federalists, ‘demagogue’ and ‘popular leader’ were synonyms, and nearly all references to popular leaders in their writings are pejorative.†    In one sense, I can see the dilemma, but sometimes, as Americans who can actually think for themselves, it would not be difficult to determine a correct course of action.   Our forefathers were not ignorant of this fact, and I believe there are still enough Americans with the same frame of mind to thwart an attempt to gain power by appealing to people’s emotions and prejudices.   A good example is Bush’s approval rating among the general public which wavers in the 30-40 percentile range.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the issues Tulis addresses is the use of speeches to gain the approval of the people in a given project affecting the United States.   One such project was the advent of the railroad.   It was during this era that presidential speeches went from mainly speaking to Congress to addressing the general public.   He also points out that this increase of speeches to the public was the precursor for â€Å"popular leadership† and the very thing the forefathers were trying to avoid in the presidency of the United States. Many of these speeches were simple ‘thank you’ remarks at public appearances where other speakers were featured prominently[2].   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One exception Tulis draws attention to is during Andrew Johnson’s administration.   The impeachment charges he faced were partly due to his â€Å"popular rhetoric violating virtually all of the nineteenth-century norms encompassed by the doctrine[3]†.  Ã‚   Influenced by the time era, he was made the butt of jokes and political cartoons that mocked him as a weak man.   Theodore Roosevelt’s presidency, however, is described by Tulis as a â€Å"series of rhetorical campaigns to secure passage of legislation to regulate the railroads[4]†. He truly believed that what he was doing was in support of the founding fathers and was an answer to the problems Congress was facing at the time.  Ã‚   To Roosevelt, the railroad problem was a crisis that required the temporary aid of a popular leader.   He felt after this issue was resolved things would return to normal again, at least as far as the presidency was concerned.   However, the role of demagogue was moved to permanence by Wilson, who was convinced that this separation of powers was the main cause of deficient leadership in America, and until it was changed America would not become the super power she capable of being.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wilson believed â€Å"The need for more energy in the political system is greater than the risk incurred through the possibility of demagoguery[5]†.   Even though Wilson was the only president to receive a doctoral degree (political science), and in spite of his published work, Constitutional Government in the United States, many were, and are, convinced that America can once again return to the leadership that was the very foundation of our nation as prescribed by our forefathers.   The fact that he represented one thing to the people and something quite different to Congress cost him his credibility, and his wavering in rhetoric was what eventually caused his failure as a president.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"The founder’s solution was to proscribe popular rhetoric always, hoping it would still be around if it was needed. Wilson’s solution was to prescribe it always, hoping that it would not be abused[6]†.   Abuse is the best description for it today.   Creating crises or pseudo-crises is what seems to be the norm for our political leaders.   Some still argue whether or not there were actually weapons of mass destruction in Iraq and further, many fear where this type of thinking will lead. As we learned from Lyndon Johnson’s â€Å"War on Poverty† rhetoric can get the nation into trouble.   When he declared â€Å"war† on poverty, he did so as a popular appeal to help those less fortunate people who were in desperate need of help.   It was the approach to the solution that caused it to fail.   Instead of addressing Congress with the need, and allowing them to produce legislation to support the idea, he made his appeal to the people, who were sympathetic to his cause, but because the proper channels were not followed, his idea was doomed to failure.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tulis ends his book with the concluding thoughts of reeducating Americans to the real purpose behind the office of presidency, and urges people to understand that a rhetorical president in ‘normal’ times is too risky for a balanced democracy.   His suggestions concerning the office of the president returning to what the forefathers intended is the strongest message he offers.   How America is going to do this, however, is quite another story.   Is the office of the President dangerously close to becoming a dictatorship?   I doubt it, but it is quite clear, as Tulis points out, that too much media attention leaves America with the feeling that the office of the President is becoming more like that of a king. Bibliography Tulis, Jeffrey K. 1987   The Rhetorical Presidency.   Princeton, New Jersey: Princeton University   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Press.

Rock Bands Essay examples -- Music, The Beatles, The Rolling Stones

Along with the Beatles, The Rolling Stones are one of the most famous English rock bands to influence America. Introducing teenagers to African American urban blues, and transforming the urban blues into something like high-energized rock and roll are just some of the things the Stones brought to America (Kallen 10-11). The original line-up of the band included; Bill Wyman, Charlie Watts, Brian Jones, Mick Jagger, and Ian Stewart (Kallen 8-9). They have come a long way to get where they are now, and to this day they are still playing their music around the world. The Rolling Stones are an English rock band, they have been around since the early 1960’s. The band was brought together by Keith Richards and Mick Jagger. Richards and Jagger were friends all throughout their boyhood until their families ended up moving away from each other. After that they went their separate ways until 1960 when they met up with each other at a train station in England. A month after their renewal they started up the band (Kallen17). During the time Richards and Jagger were getting their band started Brian Jones was working his way up the music chain. He sat in to play with a band named Blues Incorporated, they played together often in a Jazz Club in London (Kallen17). Eventually Jones decided he was ready to start his own band and he put out an ad in newspaper that he was looking for band mates (Kallen18). Ian Stewart was the first to respond to his ad, shortly after Richards and Jagger showed up to the auditions. That was the official start of t he band. They still went on playing gigs without an official name, until they finally decided to name themselves â€Å"Rollin’ Stones† after a Muddy Water’s song. Muddy Water’s was where The Stones ... ...he was just a temporary replacement. But finally Wood just became a member of The Rolling Stones. He fit perfectly into the band. His roots, and origins were the same as theirs and not to mention he looked mirror image to Keith Richards. His first full album that he contributed to was â€Å"Black and Blue† which was released in 1976 (The Rolling Stones Biography). Ronnie Wood was the last addition to the band. This creates the final line-up today of Mick Jagger, Keith Richards, Ronnie Wood and Charlie Watts. The Rolling Stones influenced America so much. They brought together so many types of music genres, and completely showed us a new side of rock and roll. Still today they are traveling around the world playing their music for so many people. Even after fifty years they just will not quit, they have established on of the most biggest fan bases out there.

Spartans and Special Forces

The Spartans were the Special Forces (SF) of their time. Now we have Delta Force, Navy SEALS, Green Berets, Marine Force RECON and Army Rangers. All are small elite groups of warriors trained to kill. How many of today’s warriors would equal one Spartan? Given the vast differences in technology and the way that battles are fought, who would come out on top? Spartan warriors are taken from their families at the age of seven to begin the training of a warrior. These boys where placed into groups also referred to as â€Å"packs† and sent to Agoge, what we today call boot camp.While in Agoge they became accustomed to hardship and given just minimal amounts of food and clothing to survive. By having just enough to get by they were encouraged to steal. If they where caught stealing they would be punished, not for stealing, but for being caught. The boys where also encouraged to compete in mock fights and games to promote unity. They learned songs of Spartan victories and how to read and write. They didn’t learn how to read and write for cultural purposes, but rather so that they could read maps. When the boys reached the age of 12 they became youths.Much more was demanded of youths than children. They began a more intensified physical training regime, were given extra tasks and discipline became harsher. They were forced to go barefoot and wear only a tunic in both summer and winter. When the boys reached the age of 18 they became young adults. They served as trainers for the youths. Also included in this category where the most promising youths. These elite boys where the ones that stood out among all others and chosen for possible leadership positions. When a Spartan turned 20 years of age he became eligible for service in the military.They joined a â€Å"messes† ( a group meal ) consisting of fifteen men of various ages. The ones who where not chosen for the messes where given a lesser citizenship. Only soldiers where of equal status an d rank. Until the age of thirty the Spartan soldiers spent almost all of their time in the barracks with the unit. This included even soldiers that where married. Spartans remained in the military until the age of sixty. Today, at the age of seven, children are in school and living with their families in a warm home. They have enough food and clothing provided that there is no need to steal.The only type of training they are receiving is basic schooling and fighting gets you in nothing but trouble. The only other type of military training a child can receive would be if they where sent to a military academy and only wealthiest of families can afford to do that. At the age of 12 what was expected of youths is a little more demanding than that of a child. You are expected to do more chores and the physical training is from playing with your friends or gym class at school. We definitely didn’t wear a tunic in both summer and winter and you are only barefoot if you want to be.We have plenty of clothes for all seasons and footwear to stay protected from the elements. Now we reach the age of 18 and you have either graduated from high school or received your GED. Then and only then you are allowed to join the military after meeting one of these two goals. For the most fortunate of this age group, they may go to college. For the ones who want to become leaders in the military they go to a military academy like West Point or The Citadel to become officers. For those who chose to just join the military, they go to basic training. This is nothing compared to what the Spartans have already been through.They have already been in training now for 12 years. Basic training only lasts eight weeks and then you go on to your military occupational specialty (MOS) school which could last up to a year. If you become and infantryman like a Spartan begins as, you have an additional 11 weeks of training to complete. In the Army you can apply for Special Forces Green Berets, and if you are chosen you now begin more intensified training. If you are one of the few enlisted men or officers chosen for Special Forces you now must complete the SF Qualification (Q) Course.The Q Course can last anywhere from 12 to 24 months depending on the MOS you choose. Special Forces soldiers have four MOS categories to choose from: Weapons Expert (18B), Engineer (18C), Medic (18D) and Communications (18E). When an officer trains for SF they are only given one MOS to choose from Career Management (18A). When you have completed your SF training you are then assigned to your unit and then to your team. At age 20 you have been in the military for two to three years and have moved up the ranks to at least a Specialist or Corporal in the Army.If you chose to go one of the military academies you are half way through your training and the process of getting your degree, which is required to be an officer in the military. Unlike Spartans though, today you are allowed to be at home wit h your family and only if you are single you are not committed to staying in the barracks with the unit. There are other daily rituals that you do while with your unit, such as physical training (PT), training with the unit at the range and cleaning your equipment. Those are only a few of the things that you do with the unit.Special Forces units, unlike Spartans, have what is referred to as a Real World Mission, meaning they can deploy to any part of the world within 24 hours. They are SF Teams deployed today in support of Operation Iraqi Freedom, Operation Enduring Freedom, the war on drugs in Central and South America and SF Teams in Africa on Peace Keeping missions. When you reach your 20 year mark in the military you have the choice of retiring or staying in longer. If I where to have stayed in for twenty years I would have retired at the age of 42.Being part of the military until the age of 60 is not required of any soldier today. Spartans, like the citizens of many other Greek States, where trained as soldiers and used the Phalanx formation in battle. The Phalanx formation was rectangular in design and the Spartans where the masters in the use of this formation. The traditional formation consisted of a strait line of men in a file 8 to 12 deep. This formation used pushing and required a lot of strength and stamina to endure long days of fighting. The Elite, as they are referred to, would take up the honorary right flank when fighting with their allies.When they broke through the line of the enemy, as they usually did, the Spartans would sweep left and roll through the enemy. The picture below is that of a Phalanx formation and shows the position of Elite forces on the honorary right side of the formation. [pic] [pic] The above picture is that of a Phalanx formation. The tactics of today’s soldier are vastly more superior because of the way battles are fought. Battles today are not fought by masses of men on one field of battle slugging it out with spears, swords and shields. Today, we rely heavily on technology to fight our battles.The Spartans didn’t have the luxury of a Tomahawk cruise missile or artillery barrage to soften a target before attacking the enemy. Special Forces soldiers are taught Small Unit Tactics, SERE (Survival, Evasion, Resistance and Escape) tactics, Combat Skills Training and Special Forces Field Craft Training. All of this training combined prepares the soldiers for their Unconventional Warfare Combat Exercise called â€Å"Robin Sage† at Fort Bragg, North Carolina. This exercise demonstrates the skills that the Special Forces soldiers have been taught over a 28 day period.For a Spartan to have achieved this type of training he would have been training for almost 14 years. The Spartan would have been much more refined in his combat skills than the average Special Forces soldier. Spartans wore hoplite armor which consisted of armor with flanged bronze cuirasses, leg greaves and a Corinthia n style helmet. The weapons they would have carried into battle would have been a bronze shield weighing up to 15 pounds known as a Hoplon, a 6 to 10 foot spear called a Sarissas for thrusting at advancing soldiers and a two foot long sword called a Xiphos for thrusting and cutting in close combat.All of this equipment was simple and yet very effective on the battlefield. Below is a picture of a Spartan soldier with all of his equipment needed for battle. [pic] The equipment of a Special Forces soldiers varies drastically from one combat theatre to the next. The basic equipment used consists of a uniform with boots, knee pads, elbow pads, protective eyewear, Interceptor Body armor with Ballistic plates to stop a hi-powered rifle round, a ballistic helmet. The weapons carried by Special Forces Soldiers also vary from mission to mission. The basic weapons carried on a mission for an SF soldier are an M-4 5. 6 millimeter Carbine, M-9 9 millimeter pistol, a bayonet, ammunition for both the pistol and rifle and hand grenades. Below is a group of Special Forces Soldiers posing for a photo in Iraq. [pic] In my opinion, the Spartans would be the toughest of the tough. They endured many more hardships over the span of their lifetime. They where taken from their families at the age of seven and spent their lives in the military. We, on the other hand, have all the luxuries one could ever want, and more. We are not brought up to be killing machines like the Spartans were. Thankfully most of us will never have to kill another human being in our lifetime.References Headquarters, Department of the Army, Field Manual (FM) 3-05, Army Special Operations Forces, September 2006 Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/Special_Forces_Qualification_Course Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/Exercise_Robin_Sage ABC News, Retrieved: December 12, 2009 from http://a.abcnews.com/images/International/ht_berets06_070530_ssh.jpg Wikipedia, the free encyclopedia Retrieved: November 11, 2009 from http://en.wikipedia.org/wiki/Sparta Wikipedia, the free encyclopedia Retrieved: November 11, 2009 from http://en.wikipedia.org/wiki/Spartan_Army Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/Phalanx_formation Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/File:Hop2.jpg Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/File:Greek_Phalanx.jpg Military Factory, website about ancient and modern weapons and armor Retrieved: December 13, 2009 from http://www.militaryfactory.com/ancient-warfare/spartan-hoplite.asp

International and Strategic Marketing Essay

The globalization of business markets from domestic to international has generated a unique competitive advantage for all the organizations whose products and services are being welcomed by the customers all around the world demanding mass marketing efforts. In this regard, marketing research in the international environment is having different methodology and complications with respect to geographical boundaries of a specific country in which penetration and development of a product is required. Therefore, an international market planning with strategic aligned goal, for development in the global world should be the objective of marketers to captivate international market leadership. Introduction The gravity of globalization in today’s modern era in the business world is increasing enormously due to faster means of communication, transportation, technology, and rapid financial streams. The product that is being produced in a specific region does not have limitations of boundaries. A Russian student can be wearing Italian T-shirt, driving in a German car going to meet his friend in a Chinese restaurant. This example is not astonishing because it is a general practice and nowadays everybody can illustrate the true meaning of world global market place. Hence, marketers are required to analyze this gravity of globalization and have to consider international marketing in their strategic goal of marketing plan. Marketing is the well known concept of anticipating customer need or demand then analyzing how marketers are going to fulfill that demand or need and finally satisfying customer need or demand. If the customer is really satisfied by gauging the ultimate benefit from that product or service provided by the marketer than it develops a sense of strong relationship between the customer and the organization, in which the organization give value to the customer and in return customer give value to them by building a strong profitable relationship (Kotler, & Armstrong, 2008). International marketing concept is also the same as the general defined concept of marketing but the methodology to enter and penetrate in the international market is not the same as it is in domestic marketing. Indeed the tools and skills to enter in the international market is same but their application differs due the factors which include economy, political and legal system, and most importantly culture and buying behavior of the nation. Hence, the ideology of international marketing can be gauged in this way that the organization which offers its products and services by planning, pricing, promoting, and distributing to more than one nation other than domestic market to earn higher profit   (Cateora et al., 2002). Internationalized Business Operations Many potential organizations tend to bring their operation on global level rather than national level. When the companies move to internationalization the complexity and sophistication of operations change enormously. The basic guidelines for the companies orienting in international market are described by EPRG framework (Wind, Douglas, & Perlmutter, 1973). This framework deals with four types of orientation of company going to international market which are: a. Ethnocentrism: In this type of orientation, top management is highly focusing on domestic market as compared to foreign market because its products have already stable and reasonable demand in domestic market. Company considers their foreign sales as surplus to their domestic sales. b. Polycentrism: It is the attitude which arises when the company recognizes that its multi domestic products strategies would not be successful in the host country if the orientation method is same as domestic orientation. Hence, a different marketing program to enter in the international market is required by the company. c. Regiocentrism: In these stages company identifies the similarities of the entire region and enters the regional market by developing integrated strategies of marketing. Such types of orientation capture geographically and economically integrated region such as NAFTA and European Union. d. Geocentrism: In this type of approach company consider the entire global market as its potential market place. This is one of the most important and critical type of approach when companies make single policies for the entire world market. The organizations should have prior focus on going globally because this approach has a great future. Hence, it is proved as well that organizations which are growing globally have gathered tremendous success in the past decades.   International marketing environment An optical company introduced eye glasses in Thailand by running advertizing campaign of cute animals wearing glasses. The advertisement featuring animal was a pathetic choice as in Thailand animals are considered to be the sign of low life and was not respectful for Thais to take that thing which was being used by animal due to which the company had to suffer a loss in spite of modern and unique design of their product (Payne, website). So the main fault was of the company’s marketing research team that they did not gathered   appropriate knowledge of Thai culture and have misjudged the society in which they are going to enter. They did not realize the fact that the marketing environment would be different from the domestic market in which they have achieved the strategic position. When the organization takes the decision of going beyond the domestic market then it needs to cater that there will be significant national differences which will create a different marketing environment than the one it is serving now. This reflects the very fact that the research is need to be conducted in those highlighting factors which will affect its strategic marketing goals. There are many ways by which research can be conducted out of which asking question is the most effective one by which an appropriate answer is obtained (Kumar, 2000). Marketing Research in Saudi Arabia If the analysis is conducted on the differences of factors in the international marketing environment of a country named as Saudi Arabia then it is observed that the main highlighting factors which are to be considered in doing research and which differentiate people of one nation to another are discussed below; a. Culture: Nation with different cultures has different traditional values and demand those products which are not vulnerable to their culture. Saudi Arabia is a Muslim country having Arabs traditional values, they will highly support and promote the product in Saudi market which will either promote their culture or at least accept their culture. b. Economic condition: The economic condition of the nation should be highly considered in marketing research because it defines the purchasing power of the customer which is the main origin of marketing. In Saudi market maximum companies offer luxurious and expensive products because the purchasing power of the nation is high because of rich government having vast amount of natural resources. c. Racial differences: It defines the different physical features of the nation. Like the cosmetic product would be different for the customers of Saudi Arabia as compared to the customers of U.S.A. It is located in such region of Asia in which people have generally different colored skin which is opposite to U.S. nation which do not have the same skin as Saudis’ have. In this regard, the marketing program for the Saudi nation for particularly cosmetic products would be different from that of U.S.A. d. Climate: It defines the different meteorological condition of the country because it has a great impact on the products which have seasonal demands. Saudi Arabia is considered as the hot climate country in which temperature normally rises to 55 0F. For such a hot weather country marketers have taken that as opportunity for them and have introduced such air conditioning system which can sustain the temperature of Saudi Arabia. There would be consider an immature marketing program if the products which are not suitable with the climate of the country are introduced because they are not compatible for that region neither they have market demand in that region. e. Religion: It does reflect in the marketing, in the sense that the product whose ingredients are controversial. In Saudi Arabia the concept of Halal food restricts the entire food manufacturers to penetrate in its markets that violate it and in the same way alcoholic drinks are also not allowed because of their religious jurisdiction. f. Language: In international marketing research, it is one of the most important aspects because it is the effective means of communication and if it is not used in appropriate manner, can cause reverse affect on marketing efforts. Arabic is the native language of Saudi nation and mostly they are unable to understand English, which is a universal language. So, the marketers have analyzed that their all promotion efforts should be translated in Arabic so that the customer really get to know that what the product all about is. Similarly, there are also other factors which marketers have to analyze in the international marketing research mode of environment it has targeted like market facilities and capabilities, political stability of the country, nation psyche etc.

Hiring employees from minority groups.

Hiring employees from minority groups. this is all I have to offer, Thank you for your help, I am despirate noneHiring MinoritiesIn recent years preferential hiring has become an issueof great interest. Preferential hiring, which was devised tocreate harmony between the different races and sexes, has dividedthe lines even more. Supporters on both sides seem fixed intheir positions and often refuse to listen to the other group'splatform. In this essay, the recipients of preferential hiringwill be either black or female, and the position in question willbe a professorship on the university level. The hirings inquestion are cases that involve several candidates, all roughlyequal in their qualifications (including experience, education,people skills, etc.), with the only difference being race and/orsex.What we have here is a case of predetermined preference.The two candidates in question are equal in all ways, except race.The black applicant is selected, not because of skills orqualifications (in that case the white man would have providedthe same result), but for his skin color.Martin Luther King, Jr.This seems to be blatantdiscrimination, but many believe it is justified. Some feelretribution for years of discrimination is reason enough, but thatissue will be discussed later. First, lets focus on why this isnot a solution to creating an unbiased society.Martin Luther King Jr. had a dream: 'I have a dream thatmy four little children will one day live in a nation where theywill not be judged by the color of their skin, but by the contentof their character.' He desired a world without discrimination,without prejudice, and without stereotypes. The fundamental lessonyears of discrimination should have taught is that to give anyonepreference based on skin color, sex, or religious beliefs is, inone word,

How to Actually Use Your ACT Math Formulas

How to Actually Use Your ACT Math Formulas SAT / ACT Prep Online Guides and Tips About 33% of the ACT math section requires you to know and use at least one math formula. This means that remembering your formulas and understanding how to utilize them is of paramount importance. We’ve put together all the ACT formulas you’ll need to know (prioritized in the order from greatest to least that you’ll see them on the test) as well as how to best use them for test-day. What Formulas Will You Need on the ACT? You will NOT be given any formulas on the ACT, so all of your formula knowledge will have to come from your own head. You will need to know and use a wide range of formulas, including algebraic, geometric, and trigonometric formulas, all of which are laid out in our guide to the 31 formulas you MUST know for the ACT. You’ll notice that we have prioritized them according to â€Å"need to know† and â€Å"good to know.† This is due to the fact that many ACT questions can be solved long-hand or via more common formulas, rather than forcing you to memorize the more obscure formulas. For instance, you can solve your sequence questions by either using the formula or by calculating your values long-hand. Though solving the question long-hand will take longer, it is still entirely possible to solve each and every ACT sequence question without the use of a formula. Thus we have classified sequence formulas as â€Å"good to know,† not â€Å"necessary to know.† If you feel rusty on any formula or math topic on the list, check out one of our individual math topic guides to see how the formula works (and even why it works), as well as how to recognize when to use it. We’ll also show you the alternatives to using formulas for many questions, including distance questions, sequence questions, and many more. There are many different "right" paths to solve questions in the ACT math section. How to Use Your Formulas Effectively So now that you know what your formulas are, how do you best go about using them? Let’s take a look. 1. Prioritize memorizing your most crucial formulas You will have to memorize every formula you’ll use on the ACT, but it’s best to go about this in a systematic and logical way. Spend most of your time and energy memorizing and practicing the most important (common) formulas and less time on the ones that show up rarely, if at all. Some formulas come up over and over again, while others show up sparingly at best. If you are pressed for time, nervous about memorizing so many formulas, or simply trying to map out your plan of attack, memorize your formulas in the order that they appear most often on the test. Of your â€Å"necessary† formulas, they appear on the test from greatest prevalence to least in roughly this order: Law: the sum of the interior degrees of a triangle is 180 Area of a triangle Law: the sum of the degrees of a straight line is 180 Area of a rectangle (or other quadrilateral) Pythagorean Theorem Finding slope of a given line (rise/run) Finding slope of line connecting two points Finding percentages Law: the number of degrees of arc in a circle is 360 Area of a circle Circumference of a circle Finding averages Sine, cosine, tangent (SOH, CAH, TOA) Area of a circle’s arc Circumference of a circle’s arc Finding probabilities Finding combinations Finding the midpoint of a line Volume of rectangular solid Volume of cylinder Area of a trapezoid Equation of a circle Rearranging logarithms Cosecant, Secant, Cotangent Of the â€Å"good to know† or â€Å"shortcut† formulas, you will need them roughly in this order: Special right triangle properties, 30-60-90 Special right triangle properties, 45-45-90 Arithmetic sequences Geometric sequences Distance formula $sin^2ÃŽËœ + cos^2ÃŽËœ = 1$ ${sinÃŽËœ}/{cosÃŽËœ} = tanÃŽËœ$ 2. Choose NOW which (if any) of your â€Å"good to know† formulas you want to memorize Remembering a formula incorrectly is worse than not remembering the formula at all, so make sure you know your limits when it comes to memorization. For some people, memorizing and using formulas is the easiest way to go. For others, the fewer formulas the better (even if it means taking another step or two to solve a math problem). There is no right answer in terms of how many formulas you memorize, only what is most comfortable for you personally. And when it comes to memorizing your formulas, different people do better with different memory techniques. If you're a visual learner, make yourself a set of formula flash cards. If you're a kinesthetic (movement) learner, practice drawing and/or writing them out on a separate piece of paper. And if you're an auditory learner, get a parent or a friend to help you drill your formulas aloud. Once you feel you've got your formulas down, practice using them on actual problems to help you both remember them and learn how to use a particular formula for a particular problem. (We'll give you the opportunity to practice using your formulas on real ACT math questions in the next section.) 3. Practice ACT math questions at home without looking up your formulas The only way you’re going to be able to remember your formulas for crunch time (and know which formulas to actually use for the individual problem) is to practice on real ACT math questions without the safety net. Once you feel that you’ve got your formulas nailed down tight, practice solving ACT math problems without looking up your formulas. We have a list of all the free ACT math practice you can find online (coming soon!) and you will be able to use any and all of these problems to not only test your formula knowledge, but also your math topic knowledge. Once you’ve gone through your practice problems without the benefit of being able to look up your formulas, you will be able to pinpoint your formula strengths and weaknesses. Did you repeatedly forget the Pythagorean Theorem? How about your trigonometry formulas? It’s better to understand where to shift your focus now than being blindsided on the day of the test. Divide your time between rote memorization and practice problems without the use of formulas, and you’ll be able to solidify the knowledge in your head most effectively. 4. When you reach the math section, immediately write down your formulas If you’re anxious about forgetting your formulas halfway through the test, or if you simply like the idea of a fallback option, it’s always a good idea to write down your formulas at the very beginning of your math test. Once you have them written down, you can concentrate on solving your problems without fear of remembering your formulas wrong or forgetting them entirely. So once you open up your math section, write down all your memorized math formulas and take a deep breath. Now you can move on and use them as a reference for the rest of your math section. 5. Don’t freak out if you forget a formula Most of all, don’t panic if you forget a formula (or three)! Most every ACT problem can be solved in a multitude of ways, including by means of plugging in answersor plugging in your own numbers. And if worst comes to worse, and you cannot solve a problem without a formula, you will still likely be able to eliminate at least one or two answer options. Rememberyou are not penalized for guessing on the ACT, so always take your chances. And if you can narrow down your options, even better! Let's look at an example of how to narrow down your answer choices if you forget a formula. For a question like this, you do not have to understand how trapezoids work or remember any triangle formulas in order to eliminate at least three answer choices. We are being asked to find the distance between our two parallel sides, so draw a straight, perpendicular line between them. This makes a right triangle. Again, without knowing your formulas, you can just take a stab in the dark and estimate how long the side is. Rememberall figures on the ACT are to scale unless noted otherwise, and this line looks about the same length (maybe more, maybe less) as 5 foot leg we are given. Without knowing any more information, we can eliminate answer choices D and E. Now maybe you stop here and pick between answer choices A, B, and C. This would give you a 33% chance of guessing the right answer, which isn't too bad at all. But if we go further, you may remember that the side opposite the right angle is the longest side of the triangle, which means that the distance between our parallel lines must be less than 5. We can therefore eliminate answer choice C as well. So we had a 1 in 3 chance of getting the right answer without any formula knowledge at all and now we have a 1 in 2 chance just by knowing a little bit about how right triangles work. And even now, we can make an educated (rather than a random) guess between our two remaining answer choices. Again, all figures on the ACT are to scale unless noted otherwise and, at a glance, the distance between our parallel bases looks to be longer than the third leg of the triangle. Maybe it is, maybe it isn't, but we have a 50% chance and answer choice B looks to be the best bet between the two. Without using formulas, we can reach a conclusion that the answer is probably B. [Note: just so you know, B is totally the right answer. Go you!] Now it's time to put your formula knowledge to work! ACT Math Practice Using Formulas Now that you’ve seen how to best use your ACT formulas, let’s look at a few real ACT math questions that are formula-necessary. 1. 2. 3. 4. 5. Answers: D, F, J, J, B Answer Explanations: 1. Because the dog can run on the leash 9 feet in any direction, this means that 9 feet is the radius of the circle in which the dog can run. Now we are asked to find the area of this circle. If we remember our circle formulas, we know that we find the area by using the formula: $a =Ï€r^2$ $a =Ï€9^2$ $a = 81Ï€$ $Ï€$ is approximately 3.14 (which we are given), so: $81(3.14)$ $254.34$ The closest answer to this value is answer D, 254. Our final answer is D, 254. 2. If we remember our trig formulas, we know our mnemonic SOH, CAH, TOA. The tangent of an angle is thus the opposite/adjacent. In this case, we are looking for the tangent of angle B. The adjacent side is the side that touches the angle that is NOT the hypotenuse. In this case, the adjacent side for angle B is 2, which means it is our denominator. This means we can eliminate answer choices H, J, and K. If we use the Pythagorean Theorem, we can find our missing side measure. $a^2 + b^2 = c^2$ $a^2 + 2^2 = 5^2$ $a^2 + 4 = 25$ $a^2 = 21$ $a =√21$ Our opposite side will be $√21$ and we have already established that our adjacent side is 2. Our final answer is F, $√21/2$ 3. We can solve this problem in one of two waysby using the more common triangle formulas, or by using a more obscure one. If we use the common triangle formulas, we know that the interior angles of a triangle will always add up to 180 degrees. This means we can find the missing angle measure by subtracting all of our known angles from 180. $180 - 72 - 57 = 51$ Now, we also know that every straight line is 180 degrees as well. We can therefore find the exterior angles by subtracting each of our given angles from 180. $y = 180 - 72$ $y = 108$ $x = 180 - 57$ $x = 123$ $z = 180 - 51$ $z = 129$ Now we can find the sum of $y$, $x,$ and $z$. $108 + 123 + 129 = 360$ Our final answer is J, 360. Alternatively, we can use our more obscure triangle, which is that every exterior angle is the sum of the two opposite interior angles. For instance, $z = 72 + 57$ $z = 129$ From here, we can solve the problem the same way we did above. $x = 72 + 51$ $x = 123$ $y = 51 + 57$ $y = 108$ $x + y + z = 129 + 123 + 108$ $= 360$ Either way, our final answer is J, 360. 4. If we remember our slope formulas, we know that the equation of a line is: $y = mx + b$ $m$ represents the slope of the line, and the bigger the $m$, the larger the slope. In our first given equation, $a$ stands in place of our $m$ and our slope. In our second equation, $c$ stands in place of $m$ and our slope. So if the slope of our first equation is larger than the slope of our second equation, then $a$ must be larger than $c$. Our final answer is J, $a c$. 5. Now our shape in the middle is a square, which means all of the sides are equal. The two sides of the square that make up part of the perimeter are $8 + 8 = 16$. Now we just need to find the part of the perimeter made up by the two half circles. If we put them together, we can one full circle circumference. We know that the circumference of a circle is: $c = Ï€d$ The dimeter of our circle is 8, so our full circumference will be $8Ï€$ Now let's put our two values together: $16 + 8Ï€$ Our final answer is B, $16 + 8 Ï€$ Whoo! You did it! Image: Sean MacEntee/Flickr The Take-Aways Knowing (and knowing how to utilize) your formulas is one of the foundational elements of doing well on the ACT math section, but it is still only one part. Though formulas are used in some capacity or another on approximately 33% of ACT math test, that still leaves 66% of your questions that do NOT require formulas at all. So do take care to understand (and memorize!) your most important formulas, but don’t think that's all you need to do to succeed on the ACT math section. You still must understand the ins and outs of all of the ACT math topicsthat you will see on the ACT, so don't neglect the rest of your ACT math study. A balanced study plan, a knowledge of your formulas, and a more-than-passing familiarity with all your ACT math topics will help get your math score to where you want it to be. What’s Next? Want to brush up on a particular ACT math topic? Check out our individual math topic guides for all your ACT math needs. Running out of time on the ACT math section? We'll show you how to beat the clock and maximize your score before time runs out. Been procrastinating on your ACT math study? Our guide will help you balance out your study time and beat back the urge to procrastinate. Aiming for a perfect score? Check out our guide to getting a 36 on the ACT math section, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. 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Theory of Endosymbiosis Essay Example | Topics and Well Written Essays - 1000 words

Theory of Endosymbiosis - Essay Example As they became more interdependent an obligatory symbiosis evolved." (Margulis, Live Chat, n.p.) The Theory of Endosymbiosis also states that eukaryotic undulipodia originated from spirochete bacteria. The term "undulipodia" is used to describe the eukaryotic motility organelles, flagella and cilia. Undulipodia are composed of microtubules in a specific configuration. Microtubules are comprised of several closely related proteins called tubulins. These structures are far larger and more complex than bacterial flagella, which are made of flagellin proteins. The Endosymbiosis Theory postulates that undulipodia may be derived from bacteria through motility symbioses. This idea is referred to as the exogenous hypothesis. The series of explanations that lead up to the detailed elaboration of the endobiotic origins of the flagellum and cilia point to several lines of circumstantial evidence. The argument emphasizes the biology of the organelles themselves, their distribution, and the occurrence of related and analogous structures. The Theory of Endosymbiosis significantly stimulated a variety of analytic approaches to the problem of organelle origins. Support for the endobiotic origin of mitochondria and chloroplast is very strong. Margulis included in her theory the proposition that the eukaryotic flagellum evolved from an endosymbiotic spirochete like prokaryote that became part of its eukaryotic protistan host. The major line of information in this regard has come from her studies of an unusual group of spirochetes that live on and in protists. These spiral bacteria depend for their locomotion on bundles of typical bacterial flagella, but some also have microtubules, which are not found in other prokaryotes but are ubiquitous in eukaryotic cells.(Avers, 124) There is a substantial amount of evidence within the theory itself to suggest that such a postulation of evolution of the eukaryotic cell is correct, with regard to the origins of mitochondria and chloroplasts. Much of this evidence is based on the differing features of the two types of cells, and similarities between mitochondria and chloroplasts and present day prokaryotes, the bacteria. The considerable substantiations, as elaborated above seem to indicate that the theory of serial endosymbiosis is correct. One such fact is that previously non-existing mitochondria or chloroplasts, if required to be freshly produced, cannot be synthesized in the body without the presence of an original organelle. The reason for this is that the nucleus inside the cell, which contains the genetic code for the rest of the cell, encoded onto DNA molecules, does not contain sufficient coding to account for all of the proteins present in the organelles. There are some proteins present in the organelles which are missing altogether in the DNA code of the nucleus and there are some which differ slightly from those present inside the nucleus. The "missing" DNA is accounted for by the loop of DNA present inside the organelle. This DNA is of the same form as is present in all prokaryotic cells. That is, the DNA is circular, and it lies free in the "cytoplasm" of the