The Nice Guy Essay - 1330 Words

Case Analysis: The Nice Guy Introduction This case study begins with Paul Kennedy on a slow morning commute in Cleveland. During his drive, he’s worried about his wife and family, his boss, his associate, a stranger in a nearby vehicle, and even about the state of the Cleveland Browns. He is also excited about his plans to expand Daner Associates into the European market and his impending promotion to CEO. But when Paul meets with his boss, Larry, that afternoon, he discovers that he has been misreading signals. Larry is actually considering Paul for the number two role in the company and considering promoting another Daner executive, George, into the CEO position. Background Paul has been with Daner Associates for ten†¦show more content†¦In his interactions with Larry, it seems that Paul has been hearing only what he wants to hear. Paul has apparently misread Larry’s intentions, resulting in misaligned expectations. Paul and Larry have very different leadership styles and attitudes on people management. This disparity in their styles is a core part of their communications issues. Paul’s self-referent criteria have prevented him from effectively listening to what Larry has been telling him about his leadership skills and potential to be promoted to CEO. It seems that George has an advantage over Paul in being able to relate easily to Larry. Larry and George have a similar philosophy on people management, which gives George an advantage on effective communications with Larry. Larry immediately empathizes with George’s perspective, because it is similar to his own. This puts the onus on Paul to get outside of his own frame of reference to examine himself from Larry’s perspective. The nice-guy disorder is having a negative effect on Paul’s ability to make choices. His decision-making ability is impaired when he gives away his power to others, including George and Larry, denying his own goals and desires. When he feels strongly about an issue, as he does in the case of breaking intoShow MoreRelatedStephen Blackpool : Nice Guys Finished First2053 Words   |  9 PagesMalcolm Hamilton Professor English 203 10, July 2014 Stephen Blackpool: Nice Guys Finish First Charles Dickens’ â€Å"Hard Times† is a revolving plot line based on characteristics of many beliefs and values. Stephen Blackpool, a Hand in Bounderby’s factory, is a man of great honesty, compassion, and integrity. The backlash on Blackpool starts whenever he refuses to join the workers’ union because he believes that striking is not the best way to improve relations between factory owners and employeesRead MoreWho Is The Best Friend?945 Words   |  4 Pagesfunny, with a nice job, and even be extremely attractive to the opposite gender, but sometimes they are just not going to be into you. Sounds harsh, but it’s the reality. Not everyone is as appealing as Spongebob to a 7 year old. For example, I have a friend who is a very gorgeous girl. She’s a smart girl with an amazing smile, who could probably have any guy she so might choose. But, she friend-zoned almost everyone who showed any attraction towards her. Sometimes, these were guys t hat all the otherRead MoreNo More Mister Nice Guy1115 Words   |  5 Pages No More Mister Nice Guy The United Nations peacekeeping started 1948 to oversee the Armistice Agreement between Israel and Palestine. Their mission is mentioned clearly on their main department website, stating that â€Å"United Nations Peacekeeping helps countries torn by conflict create the conditions for lasting peace. 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It can be seen throughout society quite easily that one can be a first-class citizen without having to dive into theRead MoreAnalysis Of The Details Of Why Nice Guys Finish Last By Julia Serano1339 Words   |  6 PagesRozik Jemyan Philosophy 101 Monday Night Upon reviewing the details of Why Nice Guys Finish Last, the author Julia Serano emphasizes that with society being the way it is, men tend to become â€Å"bad boys† because society and culture is brought up to believe that the way to win a womans heart and attention is by being sexually aggressive. Julia Serano argues that in order to recognize rape culture, we must first learn to understand the predator / prey mindset. In this essay, I will argue that in orderRead MoreNice Guys Can Finish First : The Success Story Of Jim Sinegal2928 Words   |  12 PagesJim Sinegal 1 2 2 Jim Sinegal Jim Sinegal Nice guys can finish first Adam Rhinehart University of Louisville Dr. Carpenter ELFH 490-91 May 14, 2015 Nice guys can finish first, the success story of Jim Sinegal This paper is an attempt to capture the unique leadership style of Jim Sinegal, the CEO and co-founder of Costco and how his approach to managing one of the world?s largest retail stores has made him so successful. We will take a look at his humble upbringing as the son of a steelRead More A Smile Is Worth So Much More Essays689 Words   |  3 Pageslooked in there eyes. Each person, as different as they were had said that I am â€Å"too nice.† This trait does not seem to me as large of an issue as my friends think that it is. nbsp;nbsp;nbsp;nbsp;nbsp;Although they say I am â€Å"too nice,† I feel that I am not â€Å"nice,† just pleasant. I do not understand how a person can be â€Å"too nice.† I never found it a burden on anyone’s personality to be nice. Of course being nice has its advantages and it’s disadvantages, as do any other personality traits thatRead MorePeople Judge Appearances Essay1208 Words   |  5 PagesSome people know me as the â€Å"Nice guy† In fact; I am not always nice; erratically I am mean. Alas, not a soul actually knows who I am! I do make mistakes just as others. Back to Farmers high school, I often asked my friends of a personal characteristic that best suits me; I received the same response from them all. The overwhelming feeling shared by each individual person showed how I looked in his or her eyes. Each person, different as they were had said that I am too nice. This trait does not seemRead MoreA Guide On Rejecting Unwanted Atte ntion919 Words   |  4 Pagesorientation week with other girls when I barely knew them, but also constantly with my best friends. 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The Vampire Diaries The Struggle Chapter Four Free Essays

â€Å"But he’s got to have a doctor. He looks like he’s dying!† said Bonnie. â€Å"He can’t. We will write a custom essay sample on The Vampire Diaries: The Struggle Chapter Four or any similar topic only for you Order Now I can’t explain right now. Let’s just get him home, all right? He’s wet and freezing out here. Then we can discuss it.† The job of getting Stefan through the woods was enough to occupy everyone’s mind for a while. He remained unconscious, and when they finally laid him out in the back seat of Matt’s car they were all bruised and exhausted, in addition to being wet from the contact with his soaking clothes. Elena held his head in her lap as they drove to the boarding house. Meredith and Bonnie followed. Elena gently eased Stefan’s head down and slipped out of the car, and saw one of the windows in the house brighten as a curtain was pushed aside. Then she saw a head and shoulders appear at the window, looking down. â€Å"Mrs. Flowers!† she called, waving. â€Å"It’s Elena Gilbert, Mrs. Flowers. We’ve found Stefan, and we need to get in!† The figure at the window did not move or otherwise acknowledge her words. Yet from its posture, Elena could tell it was still looking down on them. â€Å"Mrs. Flowers, we have Stefan,† she called again, gesturing to the lighted interior of the car. â€Å"Please!† â€Å"Elena! It’s unlocked already!† Bonnie’s voice floated to her from the front porch, distracting Elena from the figure at the window. When she looked back up, she saw the curtains falling into place, and then the light in that upstairs room snapped off. It was strange, but she had no time to puzzle over it. She and Meredith helped Matt lift Stefan and carry him up the front steps. Inside, the house was dark and still. Elena directed the others up the staircase that stood opposite the door, and onto the second-floor landing. From there they went into a bedroom, and Elena had Bonnie open the door of what looked like a closet. It revealed another stairway, very dim and narrow. â€Å"Who would leave their – front door unlocked – after all that’s happened recently?† Matt grunted as they hauled their lifeless burden. â€Å"She must be crazy.† â€Å"Sheis crazy,† Bonnie said from above, pushing the door at the top of the staircase open. â€Å"Last time we were here she talked about the weirdest – † Her voice broke off in a gasp. â€Å"What is it?† said Elena. But as they reached the threshold of Stefan’s room, she saw for herself. She’d forgotten the condition the room had been in the last time she’d seen it. Trunks filled with clothing were upended or lying on their sides, as if they’d been thrown by some giant hand from wall to wall. Their contents were strewn about the floor, along with articles from the dresser and tables. Furniture was overturned, and a window was broken, allowing a cold wind to blow in. There was only one lamp on, in a corner, and grotesque shadows loomed against the ceiling. â€Å"What happened?† said Matt. Elena didn’t answer until they had stretched Stefan out on the bed. â€Å"I don’t know for certain,† she said, and this was true, if just barely. â€Å"But it was already this way last night. Matt, will you help me? He needs to get dry.† â€Å"I’ll find another lamp,† said Meredith, but Elena spoke quickly. â€Å"No, we can see all right. Why don’t you try to get a fire going?† Spilling from one of the gaping trunks was a terry cloth robe of some dark color. Elena took it, and she and Matt began to strip off Stefan’s wet and clinging clothes. She worked on getting his sweater off, but â€Å"Matt, could you – could you hand me that towel?† As soon as he turned, she tugged the sweater over Stefan’s head and quickly wrapped the robe around him. When Matt turned back and handed her the towel, she wound it around Stefan’s throat like a scarf. Her pulse was racing, her mind working furiously. No wonder he was so weak, so lifeless. Oh, God. She had to examine him, to see how bad it was. But how could she, with Matt and the others here? â€Å"I’m going to get a doctor,† Matt said in a tight voice, his eyes on Stefan’s face. â€Å"He needs help, Elena.† Elena panicked. â€Å"Matt, no†¦ please. He – he’s afraid of doctors. I don’t know what would happen if you brought one here.† Again, it was the truth, if not the whole truth. She had an idea of what might help Stefan, but she couldn’t do it with the others there. She bent over Stefan, rubbing his hands between her own, trying to think. What could she do? Protect Stefan’s secret at the cost of his life? Or betray him in order to save him? Would it save him to tell Matt and Bonnie and Meredith? She looked at her friends, trying to picture their response if they were to learn the truth about Stefan Salvatore. It was no good. She couldn’t risk it. The shock and horror of the discovery had nearly sent Elena herself reeling into madness. If she, who loved Stefan, had been ready to run from him screaming, what would these three do? And then there was Mr. Tanner’s murder. If they knew what Stefan was, would they ever be able to believe him innocent? Or, in their heart of hearts, would they always suspect him? Elena shut her eyes. It was just too dangerous. Meredith and Bonnie and Matt were her friends, but this was one thing she couldn’t share with them. In all the world, there was no one she could trust with this secret. She would have to keep it alone. She straightened up and looked at Matt. â€Å"He’s afraid of doctors, but a nurse might be all right.† She turned to where Bonnie and Meredith were kneeling before the fireplace. â€Å"Bonnie, what about your sister?† â€Å"Mary?† Bonnie glanced at her watch. â€Å"She has the late shift at the clinic this week, but she’s probably home by now. Only – â€Å" â€Å"Then that’s it. Matt, you go with Bonnie and ask Mary to come here and look at Stefan. If she thinks he needs a doctor, I won’t argue any more.† Matt hesitated, then exhaled sharply. â€Å"All right. I still think you’re wrong, but – let’s go, Bonnie. We’re going to break some traffic laws.† As they went to the door, Meredith remained standing by the fireplace, watching Elena with steady dark eyes. Elena made herself meet them. â€Å"Meredith†¦ I think you should all go.† â€Å"Do you?† Those dark eyes remained on hers unwaveringly, as if trying to pierce through and read her mind. But Meredith did not ask any other questions. After a moment she nodded, and followed Matt and When Elena heard the door at the bottom of the staircase close, she hastily righted a lamp that lay overturned by the bedside and plugged it in. Now, at last, she could take stock of Stefan’s injuries. His color seemed worse than before; he was literally almost as white as the sheets below him. His lips were white, too, and Elena suddenly thought of Thomas Fell, the founder of Fell’s Church. Or, rather, of Thomas Fell’s statue, lying beside his wife’s on the stone lid of their tomb. Stefan was the color of that marble. The cuts and gashes on his hands showed livid purple, but they were no longer bleeding. She gently turned his head to look at his neck. And there it was. She touched the side of her own neck automatically, as if to verify the resemblance. But Stefan’s marks were not small punctures. They were deep, savage tears in the flesh. He looked as if he had been mauled by some animal that had tried to rip out his throat. White-hot anger blazed through Elena again. And with it, hatred. She realized that despite her disgust and fury, she had not really hated Damon before. Not really. But now†¦ now, shehated. She loathed him with an intensity of emotion that she had never felt for anyone else in her life. She wanted to hurt him, to make him pay. If she’d had a wooden stake at that moment, she would have hammered it through Damon’s heart without regret. But just now she had to think of Stefan. He was so terrifyingly still. That was the hardest thing to bear, the lack of purpose or resistance in his body, the emptiness. That was it. It was as if he had vacated this form and left her with an empty vessel. â€Å"Stefan!† Shaking him did nothing. With one hand on the center of his cold chest, she tried to detect a heartbeat. If there was one, it was too faint to feel. Keep calm, Elena, she told herself, pushing back the part of her mind that wanted to panic. The part that was saying, â€Å"What if he’s dead? What if he’s really dead, and nothing you can do will save him?† Glancing about the room, she saw the broken window. Shards of glass lay on the floor beneath it. She went over and picked one up, noting how it sparkled in the firelight. A pretty thing, with an edge like a razor, she thought. Then, deliberately, setting her teeth, she cut her finger with it. The pain made her gasp. After an instant, blood began welling out of the cut, dripping down her finger like wax down a candlestick. Quickly, she knelt by Stefan and put her finger to his lips. With her other hand, she clasped his unresponsive one, feeling the hardness of the silver ring he wore. Motionless as a statue herself, she knelt there and waited. She almost missed the first tiny flicker of response. Her eyes were fixed on his face, and she caught the minute lifting of his chest only in her peripheral vision. But then the lips beneath her finger quivered and parted slightly, and he swallowed reflexively. â€Å"That’s it,† Elena whispered. â€Å"Come on, Stefan.† His eyelashes fluttered, and with dawning joy she felt his fingers return the pressure of hers. He swallowed again. Those green eyes were dazed and heavy, but as stubborn as she had ever seen them. â€Å"No,† Stefan said, his voice a cracked whisper. â€Å"You have to, Stefan. The others are coming back and bringing a nurse with them. I had to agree to that. And if you’re not well enough to convince her you don’t need a hospital†¦Ã¢â‚¬  She left the sentence unfinished. She herself didn’t know what a doctor or lab technician would find examining Stefan. But she knew he knew, and that it made him afraid. But Stefan only looked more obstinate, turning his face away from her. â€Å"Can’t,† he whispered. â€Å"It’s too dangerous. Already took†¦ too much†¦ last night.† Could it have been only last night? It seemed a year ago. â€Å"Will it kill me?† she asked. â€Å"Stefan, answer me! Will it kill me?† â€Å"No†¦Ã¢â‚¬  His voice was sullen. â€Å"But – â€Å" â€Å"Then we have to do it. Don’t argue with me!† Bending over him, holding his hand in hers, Elena could feel his overpowering need. She was amazed that he was even trying to resist. It was like a starving man standing before a banquet, unable to take his eyes from the steaming dishes, but refusing to eat. â€Å"No,† Stefan said again, and Elena felt frustration surge through her. He was the only person she’d ever met who was as stubborn as she was. â€Å"Yes. And if you won’t cooperate I’ll cut something else, like my wrist.† She had been pressing her finger into the sheet to staunch the blood; now she held it up to him. His pupils dilated, his lips parted. â€Å"Too much†¦ already,† he murmured, but his gaze remained on her finger, on the bright drop of blood at the tip. â€Å"And I can’t†¦ control†¦Ã¢â‚¬  â€Å"It’s all right,† she whispered. She drew the finger across his lips again, feeling them open to take it in; then, she leaned over him and shut her eyes. His mouth was cool and dry as it touched her throat. His hand cupped the back of her neck as his lips sought the two little punctures already there. Elena willed herself not to recoil at the brief sting of pain. Then she smiled. Before, she had felt his agonizing need, his driving hunger. Now, through the bond they shared, she felt only fierce joy and satisfaction. Deep satisfaction as the hunger was gradually assuaged. Her own pleasure came from giving, from knowing that she was sustaining Stefan with her own life. She could sense the strength flowing into him. In time, she felt the intensity of the need lessen. Still, it was by no means gone, and she could not understand when Stefan tried to push her away. â€Å"That’s enough,† he grated, forcing her shoulders up. Elena opened her eyes, her dreamy pleasure broken. His own eyes were green as mandrake leaves, and in his face she saw the fierce hunger of the â€Å"It isn’t enough. You’re still weak – â€Å" â€Å"It’s enough foryou. † He pushed at her again, and she saw something like desperation spark in those green eyes. â€Å"Elena, if I take much more, you will begin to change. And if you don’t move away, if you don’t move away from meright now †¦Ã¢â‚¬  Elena withdrew to the foot of the bed. She watched him sit up and adjust the dark robe. In the lamplight, she saw that his skin had regained some color, a slight flush glazing its pallor. His hair was drying into a tumbled sea of dark waves. â€Å"I missed you,† she said softly. Relief throbbed within her suddenly, an ache that was almost as bad as the fear and tension had been. Stefan was alive; he was talking to her. Everything was going to be all right after all. â€Å"Elena†¦Ã¢â‚¬  Their eyes met and she was held by green fire. Unconsciously, she moved toward him, and then stopped as he laughed aloud. â€Å"I’ve never seen you look like this before,† he said, and she looked down at herself. Her shoes and jeans were caked with red mud, which was also liberally smeared over the rest of her. Her jacket was torn and leaking its down stuffing. She had no doubt that her face was smudged and dirty, and sheknew her hair was tangled and straggly. Elena Gilbert, immaculate fashion plate of Robert E. Lee, was a mess. â€Å"I like it,† Stefan said, and this time she laughed with him. They were still laughing as the door opened. Elena stiffened alertly, twitching at her turtleneck, glancing around the room for evidence that might betray them. Stefan sat up straighter and licked his lips. â€Å"He’s better!† Bonnie caroled out as she stepped into the room and saw Stefan. Matt and Meredith were right behind her, and their faces lit with surprise and pleasure. The fourth person who came in was only a little older than Bonnie, but she had an air of brisk authority that belied her youth. Mary McCullough went straight over to her patient and reached for his pulse. â€Å"So you’re the one afraid of doctors,† she said. Stefan looked disconcerted for a moment; then, he recovered. â€Å"It’s sort of a childhood phobia,† he said, sounding embarrassed. He glanced sideways at Elena, who smiled nervously and gave a tiny nod. â€Å"Anyway, I don’t need one now, as you can see.† â€Å"Why don’t you let me be the judge of that? Your pulse is all right. In fact, it’s surprisingly slow, even for an athlete. I don’t think you’re hypothermic, but you’re still chilled. Let’s get a temperature.† â€Å"No, I really don’t think that’s necessary.† Stefan’s voice was low, calming. Elena had heard him use that voice before, and she knew what he was trying to do. But Mary took not the slightest notice. â€Å"Open up, please.† â€Å"Here, I’ll do it,† said Elena quickly, reaching to take the thermometer from Mary. Somehow, as she did so, the little glass tube slipped out of her hand. It fell to the hardwood floor and smashed into several pieces. Uh, I’m sorry! you’re not dangerously ill. I can’tmake you go to the clinic. But I’d strongly suggest you get a checkup tomorrow.† â€Å"Thank you,† said Stefan, which, Elena noticed, was not the same as agreeing. â€Å"Elena,you look as if you could use a doctor,† said Bonnie. â€Å"You’re white as a ghost.† â€Å"I’m just tired,† Elena said. â€Å"It’s been a long day.† â€Å"My advice is to go home and go to bed – and stay there,† Mary said. â€Å"You’re not anemic, are you?† Elena resisted the impulse to put a hand to her cheek. Was she so pale? â€Å"No, I’m just tired,† she repeated. â€Å"We can go home now, if Stefan’s all right.† He nodded reassuringly, the message in his eyes for her alone. â€Å"Give us a minute, will you?† he said to Mary and the others, and they stepped back to the staircase. â€Å"Good-bye. Take care of yourself,† Elena said aloud as she hugged him. She whispered, â€Å"Why didn’t you use your Powers on Mary?† â€Å"I did,† he said grimly in her ear. â€Å"Or at least I tried. I must still be weak. Don’t worry; it’ll pass. â€Å"Of course, it will,† said Elena, but her stomach lurched. â€Å"Are you sure you should be alone, though? What if – â€Å" â€Å"I’ll be fine. You’re the one who shouldn’t be alone.† Stefan’s voice was soft but urgent. â€Å"Elena, I didn’t get a chance to warn you. You were right about Damon being in Fell’s Church.† â€Å"I know. He did this to you, didn’t he?† Elena didn’t mention that she’d gone searching for him. â€Å"I – don’t remember. But he’s dangerous. Keep Bonnie and Meredith with you tonight, Elena. I don’t want you alone. And make sure no one invites a stranger into your house.† â€Å"We’re going straight to bed,† Elena promised, smiling at him. â€Å"We won’t be inviting anybody in.† â€Å"Make sure of it.† There was no flippancy in his tone at all, and she nodded slowly. â€Å"I understand, Stefan. We’ll be careful.† â€Å"Good.† They kissed, a mere brushing of lips, but their joined hands separated only reluctantly. â€Å"Tell the and Meredith could go back with Elena. Mary was still clearly suspicious about the night’s goings-on, and Elena couldn’t blame her. She also couldn’t think. She was too tired. â€Å"He said to say ‘thanks’ to all of you,† she remembered after Matt had left. â€Å"He’s†¦ welcome,† Bonnie said, splitting the words with an enormous yawn as Meredith opened the car door for her. Meredith said nothing. She had been very quiet since leaving Elena alone with Stefan. Bonnie laughed suddenly. â€Å"One thing we all forgot about,† she said. â€Å"The prophecy.† â€Å"What prophecy?† said Elena. â€Å"About the bridge. The one you say I said. Well, you went to the bridge and Death wasn’t waiting there after all. Maybe you misunderstood the words.† â€Å"No,† said Meredith. â€Å"We heard the words correctly all right.† â€Å"Well, then, maybe it’s another bridge. Or†¦ mmm†¦Ã¢â‚¬  Bonnie snuggled down in her coat, shutting her eyes, and didn’t bother to finish. But Elena’s mind completed the sentence for her.Or another time. An owl hooted outside as Meredith started the car. How to cite The Vampire Diaries: The Struggle Chapter Four, Essay examples

A Day When Everything Went Wrong Essay Example For Students

A Day When Everything Went Wrong Essay It was raining heavily early in the morning. I could hardly get up from the bed after spending the whole night trying to finish my assignment. How I wish I could have a little more rest. I took a glance at the alarm clock and was shocked that it was already 6. 30 in the morning. Definitely, I will be late and I quickly got up, and managed to get myself dressed up. At the same time, waking my two children up and urging them to wash up and dress up as quickly as possible. We did not have time for breakfast and went straight to school. Due to the heavy down pour, the traffic movement was very slow and I was anxious during the jam which lasted for quite a while. By the time I reached school, it was already 7. 45 in the morning. I was already late for 20 minutes. I was so mad when I heard my two children murmuring among themselves that I was not able to wake them up earlier and thus causing them to be late to school. I did not bother much because I was rushing to enter the class which suppose to start at 725a. m. The headmaster was standing outside his office staring at me angrily and it reminded me an on incident the day before. He has actually asked me to attend a week-long course which I refused. The reason is because I had just finished a mathematics course of ten days. There are so many younger teachers where he should ask them to attend to. He seems to be very dissatisfied with me and more over I was late. As I enter the classroom, I could hear the students whispering among themselves about me being late to school. I pretended that nothing had happened and start to teach my class as usual. I felt uncomfortable during the whole lesson but it did not last long as I was saved by the bell and next was my free period. I intend to take my breakfast because I was starving. Just then our GPK I Madam Wong came holding a stack of document telling me, â€Å"You need to enter this data into the computer system. It is very urgent and I hope you can finish it as soon as possible. † I was very angry because such work can be done by a school clerk. I was thinking why I need to deal with so much paper work where I have student’s examination paper to mark, input students score to the system, reporting student learning progress online. I was fully occupied until I do not even have time to do my own household chores properly and to supervise my children’s homework. But, anyway I still have to comply because it is an order. I had a very quick breakfast and started to deal with the document for an hour when the bell rang. It was time for me to go to a standard 3 mathematics class. Just when I enter the classroom, the class monitor reported to me that a girl was not feeling well. I found out that she was having a fever and as I was trying to help her up and bring her to the restroom, she vomited onto my dress. I was in a mess and thought what a bad day and so unfortunate. I brought her to the restroom and contacted her parents. After a while they came to bring her back home. Then only I had time to clean up myself. Finally the bell rang and it is time to go home. As I was packing up and preparing to meet my children, my colleague, Miss Lim came rushing to me telling me my son fell from the stairs, hurting his head. I rushed for my son and found out that he was crying and his head was bleeding. Together with my other children, we went straight to the hospital, where the doctor attended and gave him a few stitches. .ub5d99e03ae7775f124cfa26c15623208 , .ub5d99e03ae7775f124cfa26c15623208 .postImageUrl , .ub5d99e03ae7775f124cfa26c15623208 .centered-text-area { min-height: 80px; position: relative; } .ub5d99e03ae7775f124cfa26c15623208 , .ub5d99e03ae7775f124cfa26c15623208:hover , .ub5d99e03ae7775f124cfa26c15623208:visited , .ub5d99e03ae7775f124cfa26c15623208:active { border:0!important; } .ub5d99e03ae7775f124cfa26c15623208 .clearfix:after { content: ""; display: table; clear: both; } .ub5d99e03ae7775f124cfa26c15623208 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub5d99e03ae7775f124cfa26c15623208:active , .ub5d99e03ae7775f124cfa26c15623208:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub5d99e03ae7775f124cfa26c15623208 .centered-text-area { width: 100%; position: relative ; } .ub5d99e03ae7775f124cfa26c15623208 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub5d99e03ae7775f124cfa26c15623208 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub5d99e03ae7775f124cfa26c15623208 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub5d99e03ae7775f124cfa26c15623208:hover .ctaButton { background-color: #34495E!important; } .ub5d99e03ae7775f124cfa26c15623208 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub5d99e03ae7775f124cfa26c15623208 .ub5d99e03ae7775f124cfa26c15623208-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub5d99e03ae7775f124cfa26c15623208:after { content: ""; display: block; clear: both; } READ: Male vs. Female Offenders EssayBy that time, it was already three oclock in the afternoon. I was driving home when my car collided with another car. The other driver was asking me to compensate him because I had accidently damaged the back of his car. With no choice I paid him RM100. By the time everything was settled, I was very tired and drove back home. Before long, my husband came home. When he found out that his son was injured and the car was damaged, he was angry. He blamed me for not taking good care of our children. I argued back that it was an accident and I need to attend to my work too. He misunderstood the whole situation and put the blame on me. I was really hurt. I have just enrolled in a university long-distance course, to comply with the Ministry of Education, to enhance all primary school teachers to university status. There is a lot of assignment waiting to be completed and lots of book to read. Am I able to finish my university course? Can I work out a way to strike a balance between family and career? Oh! What an unlucky day! Everything seems to be not right. I hope that the clock could move faster so that I can say goodbye to this unfortunate day.

Teaching Emotive Language

Introduction Regardless of the audiences, public speakers and writers use â€Å"some form of emotive language to grab the attention of the listeners† (Carnine, 2007, p. 347). The speakers use captivating words like â€Å"tyranny† and â€Å"savagery† to trigger a reaction from the audience. The primary objective of using emotive language is to elicit an emotional response, thus making the audience more amenable to what is being said.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More Humans have a tendency to endorse or censure things based on emotional attachment. Thus, for one to win the approval of the audience, they have to be calculative in choosing their words. Besides, the speakers have to be cautious of the connotation. They have to avoid using ambiguous words that the audience might misconstrue and result in squabbles. Summary of Obse rvation Notes The tone plays a significant role in emotive language. The tone of the speaker determines the level of attention of the audience. Tone entails numerous factors that include pitch and the speed of the speaker’s voice. Tone does not â€Å"necessarily correlate to the message, and if the speaker is not careful, their delivery can result in a confused audience† (Carnine, 2007, p. 349). Debbie O’Connell’s tone is apposite for the target audience. She uses a low tone and does not shout to the audience. Such a tone does not startle the learners, therefore ensuring that they pay attention. Apart from using a low tone, the teacher does not speak very fast. O’Connell uses a moderate pace when talking to the learners. The primary objective of using an average speed is to ensure that the learners get every word that comes from her mouth. With such a rhythm, it is easy for the students to understand what the instructor is saying as well as interna lize it. To stir the emotions of the audience, a speaker has to demonstrate confidence and be friendly. O’Connell exudes a lot of confidence in what she is saying. Her voice and pronunciation are clear, therefore ensuring that the students understand everything that she teaches. Besides, she does not use sarcastic terms or phrases that might confuse the learners. Word choice is of great importance in emotive language. Speakers must choose words that are easy to understand and attract attention (Carnine, 2007). The speakers must ensure that they use words with favorable connotation. O’Connell uses words that are not only easy to comprehend but also have favorable connotation. For instance, she uses the term â€Å"jagged† to describe the nature of the rocks. The word helps the learners to visualize and understand the environment or the habitat of the lion. Besides, she uses the term â€Å"innocent† when describing the cab as a way to evoke sympathy. By usin g the term â€Å"innocent†, she manages to trigger the emotions of the learners and make them commiserate with the cab.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In so doing, the students understand the meaning of a sentence. Speakers are supposed to use words that communicate a feeling. For instance, O’Connell uses the phrase â€Å"staring hungrily† to signify the strong attachment between the lion and its cab. In return, the students can figure out why a lion guards its cabs fiercely. Nonverbal communication like gestures is vital in emotive language. Gestures not only help to keep students attentive but also understand what the instructor is teaching (Kinnucan-Welsch, 2007). Debbie uses gestures to describe the nature of rocks as well as the lion. The gestures act as a teaching aid to make the learners understand. Debbie pauses as she reads the sentence to all ow the students understand how they can use better words to make a sentence understandable. By the time she finishes the lesson, the students can identify the ordinary words that if replaced may lead to an appealing sentence. The students apply the thinking aloud technique that enables them to follow what the teacher is saying and understand. The primary objective of the lesson is to help learners understand the importance of replacing ordinary words in a sentence with better words. Moreover, the teaching aims at nurturing creativity in students by inspiring their imagination. Reflection From O’Connell’s video, it is clear that for one to give instructions effectively, they must adhere to certain principles. One has to purge all possible interruptions that might distract the audience. Besides, it is imperative to maintain eye contact when giving instructions. Maintaining eye contact helps to ensure that the audience remains attentive. Failure to maintain eye contact ma y lead to the audience not taking you seriously, therefore ignoring whatever you are saying. The use of a firm voice makes the audience pay attention. A speaker should not use a commanding or shrill voice. Instead, the voice should be appealing to the listeners. One should be clear about what they want the listener to do. O’Connell is not only clear about the objective of the lesson but also uses an appealing voice and maintains eye contact with the students. When asking questions, one should ensure that they do not use ambiguous words. The use of words with unfavorable connotation may attract negative answers or confuse a student. Hence, a question should be clear and well structured. A well-structured problem is easy to understand and answer. Summary of Year 5 Class Activity Direct Instruction The class activity entails investigating the idea of probability using marbles. The teacher places a box in front of the class and fills it with marbles of different colors. The teach er instructs one of the students to shake the box to ensure that the marbles get mixed up. The objective of shaking the box is to make sure that no marbles of the same color are close to one another. It increases the chance of picking marbles of different colors every time the students dip their hands into the box.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More In the beginning, the students mix a small number of marbles of each color. The teacher ensures that the students do not put the same number of marbles of each color into the box. After finishing the first experiment, the teacher instructs the students to increase the number of marbles of each color and repeat the experiment. The teacher assists the students to represent the probability of picking a marble of each color on a line. Besides, the students are asked to express the probability as percentag es and fractions. After determining the probabilities, the students are requested to create column graphs and pie charts to represent the different possibilities. Purpose of Direct Instruction The primary objective of the direct instruction is to help students understand the likelihood of a particular event happening. Students encounter dilemmas in their daily life. In an event where a student has to choose between multiple options, it becomes difficult to make a viable choice. Having the knowledge of probability may go a long way towards helping a student to weigh between the existing options. Therefore, the objective of the direct instructions is to equip learners with skills in how to assess the possible repercussions of their decisions. Besides, the direct instructions aim at helping the students to learn how to express probabilities as percentages or fractions as well as interpret them. Students are asked to draw pie charts and column graphs to help in determining which type of marbles was dominant in the box. Besides, the students learn how to interpret probabilities using graphs and pie charts. Monitoring the Response of Students Teachers can tell if students have understood a concept by giving them simple exercises. A teacher is not supposed to introduce a new concept if a majority of the learners are not conversant with a previous theory. To know whether students have understood an activity, it is imperative to let them practice the exercise under supervision. Therefore, to monitor the response of the students, the instructor will ask the students to complete a class work that entails determining the probability of picking marbles of distinct colors. Besides, the teacher will give the students different possibilities and ask them to create column graphs and pie charts. Later, the students will interpret the graphs and pie charts to determine if they have understood the concept. The teacher will be keen to determine the accuracy of the answers that the students give. Research indicates that new â€Å"behaviors are learned most rapidly when correct responses are immediately reinforced, and incorrect responses are eliminated† (Baumann, 2005, p. 95). Consequently, the teacher will help learners to identify their mistakes and make the necessary adjustments.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assumptions about Teaching A teacher’s or student’s assumptions about teaching contribute to the success of a coursework. Both teachers and pupils have assumptions that they believe if upheld would facilitate the creation of a favorable learning environment (Baumann, 2005). Prior to this semester, students had many assumptions about teachings. While some of the assumptions were right, others were wistful and hard to accomplish or implement. One of the assumptions that were uncovered during this semester is the perception that hands-on experience amounts to effective teaching. There is no doubt that hands-on experience is an integral constituent of effective teaching. Nevertheless, it is important to note that experience cannot work alone (Emerson, 2014). The semester confirmed the importance of encouraging students to think aloud and use imagination. Students should use the experience gained in class to enhance the knowledge by articulating their thinking. The knowledg e acquired during the semester confirmed that students cannot rely on experience alone. Instead, they ought to reflect on the experience and develop skills. As a teacher, one is supposed to train students in how to make good use of the experience they acquire both in class and outside. They can do this by establishing a participatory environment that challenges students to think (Emerson, 2014). Some teaching guides discuss the concept of the habit of mind. The guides emphasize the importance of pupils using facts to substantiate their claims. In other words, the experience that students gain in class should help to develop their creativity. The activities of this semester confirmed the importance of going beyond hands-on and emphasizing on a â€Å"minds-on† way of teaching. The second assumption that was uncovered during the semester is the notion that a teacher should never leave students to fend for themselves. Previously, a majority of learners assumed that teaching entai ls a teacher helping students in everything that they do (Garrison, 2006). The assumption may hold in some instances. However, it is imperative to allow students to work independently as this instills creativity and confidence. A teacher should only monitor the students and help them when necessary. Failure to let the students fend for them may hamper the capacity to assume responsibilities in future (Garrison, 2006). The activities of the semester revealed that students cannot take responsibility for their studies if they are not given time to work independently. Therefore, teachers should come up with a program that enables them to â€Å"carefully and gradually release responsibilities to the students when they are ready† (Giannakidou, 2006, p. 578). The activities confirmed the importance of allowing students to operate independently. The success of learning and teaching environment depends on the abilities of the teacher. Much of what â€Å"the teacher does is not instan tly apparent to those who think that education involves an adult doing most of the talking at quiet students† (Hess, 2009, p. 452). Encouraging students to do research independently goes a long way towards enhancing teaching. For effective teaching, a teacher should be well-informed, considerate, and intentional. Moreover, teachers should work with learners and delegate responsibilities to students based on their capabilities. In other words, effective teaching comprises delegating duties to pupils in a gradual manner. The third assumption that was uncovered during the semester is the opinion that an effective teaching involves covering the entire coursework. Most teachers believe that for students to learn, they must cover the entire syllabus. There is no problem in covering the curriculum or sharing as much information as possible with students. However, a teacher is not assured that the students will understand all that is covered. Mostly, students tend to forget if they ar e fed with a lot of information (Pressley, Johnson, Symons, McGoldrick, Kurita, 2004). A lasting teaching does not entail sharing a lot of information with learners. Instead, it comprises breaking the information into parts and sharing it bit by bit. Covering a lot of content can â€Å"result in students missing the main ideas, trying to memorize everything and recalling little after the test† (Pressley et al., 2004, p. 23). The assumption that effective teaching entails finishing the syllabus is wrong. Rather than covering the entire syllabus, a teacher should focus on the key concepts that students need to learn. Besides, the teacher should identify the various abilities related to those concepts. They should use simple words to explain the concepts or come up with relevant examples. The semester confirmed the importance of intensive teaching. Conclusion Teaching emotive language entails selecting words that stir the emotions of the students. Moreover, it requires encourag ing the learners to think aloud and be creative. The success of teaching emotive language lies in the ability to select words that are not only easy to understand but also trigger the imagination. The primary objective of using emotive language is to draw the attention of the students. A teacher has to use words with favorable connotation to avoid misunderstandings. References Baumann, J. (2005). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(2), 93-108. Carnine, D. (2007). Diverse learners and prevailing, emerging and research-based educational approaches and their tools. School Psychology Review, 23(2), 341-350. Emerson, G. (2014). Ten common assumptions about teaching: Reflections on Taylor and Miller. Canadian Journal of Education, 11(1), 9-19. Garrison, D. (2006). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14(2), 199-211. Giannak idou, A. (2006). Only, emotive factive verbs, and dual nature of polarity dependency. Language, 82(3), 575-603. Hess, F. (2009). Revitalizing teacher education by revisiting our assumptions about teaching. Journal of Teacher Education, 60(5), 450-457. Kinnucan-Welsch, K. (2007). Challenging assumptions about teaching and learning: Three case studies in constructivist pedagogy. Teaching and Teacher Education, 14(4), 413-427. Pressley, M., Johnson, C., Symons, S., McGoldrick, J., Kurita, J. (2004). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90(1), 3-32. This critical writing on Teaching Emotive Language was written and submitted by user J0nah to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Tanabata Festival in Japan and the Tanabata Story

The Tanabata Festival in Japan and the Tanabata Story July 7th (or August 7th in some areas) is the Tanabata, or star festival, in Japan. Tanabata is written with a two kanji characters ä ¸Æ' and Ã¥ ¤â€¢. People write their wishes on tanzaku (colorful small strips of papers) and hang them on bamboo trees along with other decorations. The most common tanabata decorations are the streamers that are usually made with variously colored origami. The bamboo branches with colorful decorations are quite pretty and look like a summer Christmas tree. There is even a popular ​childrens song for Tanabata.   Decorations If you are interested in creating Tanabata decorations, the Origami Club site has a collection of decorations that you can make with easy to follow instructions. The Kid Nifty site has some tanzaku papers that can be downloaded for you to write your wishes on. Lets all hope everyones wishes come true this year! Celebrations in Sendai The Sendai Tanabata Festival is considered one of the three major festivals of the Tohoku region, which is visited by over 2 million people every year. Tanabata is generally celebrated as a national event on July 7th, but the Sendai Tanabata Matsuri is held in August, in accordance with the lunar calendar. Similar events are held throughout the nation, but the Sendai Tanabata Festival is the most famous of all. Tanabata Story The Tanabata story was inspired by a famous Chinese legend. It also includes elements of local Japanese beliefs. The Tanabata story is associated with the stars, Altair (the Cowherd Star) and Vega (the Weaver Star). Here is the Tanabata Story and a romaji translation. Also on this site, you can listen to the audio for the story. The Story in Translation Yozorani kagayaku amanogawa no soba ni, ten no kamisama ga sunde imasu.Ã¥ ¤Å"ç © ºÃ£  «Ã¨ ¼ Ã£  Ã¥ ¤ ©Ã£  ®Ã¥ · Ã£  ®Ã£  Ã£  °Ã£  «Ã£â‚¬ Ã¥ ¤ ©Ã£  ®Ã§ ¥Å¾Ã£ â€¢Ã£  ¾Ã£ Å'ä ½ Ã£â€šâ€œÃ£  §Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€šTen no kamisama niwa hitori no musume ga ite, namae o Orihime to iimasu.Ã¥ ¤ ©Ã£  ®Ã§ ¥Å¾Ã£ â€¢Ã£  ¾Ã£  «Ã£  ¯Ã¤ ¸â‚¬Ã¤ º ºÃ£  ®Ã¥ ¨ËœÃ£ Å'㠁„㠁 ¦Ã£â‚¬ Ã¥  Ã¥â€° Ã£â€šâ€™Ã£â‚¬ Ã§ ¹â€Ã¥ § «Ã£  ¨Ã£ â€žÃ£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€šOrihime wa hata o otte, kamisama tachi no kimono o tsukuru shigoto o shiteimashita.ç ¹â€Ã¥ § «Ã£  ¯Ã£  ¯Ã£ Å¸Ã£â€šâ€™Ã£ Å Ã£  £Ã£  ¦Ã£â‚¬ Ã§ ¥Å¾Ã£ â€¢Ã£  ¾Ã£ Å¸Ã£  ¡Ã£  ®Ã§ â‚¬Ã§â€° ©Ã£â€šâ€™Ã£  ¤Ã£  Ã£â€šâ€¹Ã¤ »â€¢Ã¤ ºâ€¹Ã£â€šâ€™Ã£ â€"㠁 ¦Ã£ â€žÃ£  ¾Ã£ â€"㠁Ÿã€‚Sate, Orihime ga toshigoro ni natta node, ten no kamisama wa musume ni omukosan o mukaete yarou to omoimashita.㠁•ã  ¦Ã£â‚¬ Ã§ ¹â€Ã¥ § «Ã£ Å'Ã¥ ¹ ´Ã©  Æ'㠁 «Ã£  ªÃ£  £Ã£ Å¸Ã£  ®Ã£  §Ã£â‚¬ Ã¥ ¤ ©Ã£  ®Ã§ ¥Å¾Ã£ â€¢Ã£  ¾Ã£  ¯Ã¥ ¨ËœÃ£  «Ã£ Å Ã¥ © ¿(む㠁“)㠁•ã‚“ã‚’è ¿Å½Ã£ Ë†Ã£  ¦Ã£â€šâ€žÃ£â€š Ã£ â€ Ã£  ¨Ã¦â‚¬ Ã£ â€žÃ£  ¾Ã£ â€"㠁Ÿã€‚Soshite iroiro sageshite mitsuketanoga, amanogawa no kishi de ten no ushi o katteiru, Hikoboshi to iu wakamono desu.㠁 Ã£ â€"㠁 ¦Ã¨â€° ²Ã£â‚¬â€¦Ã¦Å½ ¢Ã£ â€"㠁 ¦Ã¨ ¦â€¹Ã£  ¤Ã£ â€˜Ã£ Å¸Ã£  ®Ã£ Å'〠Ã¥ ¤ ©Ã£  ®Ã¥ · Ã£  ®Ã¥ ² ¸Ã£  §Ã¥ ¤ ©Ã£  ®Ã£â€š ¦Ã£â€š ·Ã£â€šâ€™Ã© £ ¼Ã£  £Ã£  ¦Ã£ â€žÃ£â€šâ€¹Ã£â‚¬ Ã¥ ½ ¦Ã¦ËœÅ¸Ã£  ¨Ã£ â€žÃ£ â€ Ã¨â€¹ ¥Ã¨â‚¬â€¦Ã£  §Ã£ â„¢Ã£â‚¬â€šKono Hikoboshi wa, totemo yoku hataraku rippana wakamono desu.㠁“㠁 ®Ã¥ ½ ¦Ã¦ËœÅ¸Ã£  ¯Ã£â‚¬ Ã£  ¨Ã£  ¦Ã£â€šâ€šÃ£â€šË†Ã£  Ã¥Æ' Ã£  Ã§ «â€¹Ã¦ ´ ¾Ã£  ªÃ¨â€¹ ¥Ã¨â‚¬â€¦Ã£  §Ã£ â„¢Ã£â‚¬â€šSoshite Orihime mo, totemo yasashikute utsukushii musume desu.㠁 Ã£ â€"㠁 ¦Ã§ ¹â€Ã¥ § «Ã£â€šâ€šÃ£â‚¬ Ã£  ¨Ã£  ¦Ã£â€šâ€šÃ£â€šâ€žÃ£ â€¢Ã£ â€"㠁 Ã£  ¦Ã§ ¾Å½Ã£ â€"㠁„å ¨ËœÃ£  §Ã£ â„¢Ã£â‚¬â€šFutari wa aite o hitom e mita dake de, suki ni narimashita.ä ºÅ'ä º ºÃ£  ¯Ã§â€º ¸Ã¦â€°â€¹Ã£â€šâ€™Ã¤ ¸â‚¬Ã§â€º ®Ã¨ ¦â€¹Ã£ Å¸Ã£   Ã£ â€˜Ã£  §Ã£â‚¬ Ã¥ ¥ ½Ã£  Ã£  «Ã£  ªÃ£â€šÅ Ã£  ¾Ã£ â€"㠁Ÿã€‚Futari wa sugu ni kekkon shite, tanoshii seikatsu o okuru youni narimashita.ä ºÅ'ä º ºÃ£  ¯Ã£ â„¢Ã£  Ã£  «Ã§ µ Ã¥ ©Å¡Ã£ â€"㠁 ¦Ã£â‚¬ Ã¦ ¥ ½Ã£ â€"㠁„生æ ´ »Ã£â€šâ€™Ã©â‚¬ Ã£â€šâ€¹Ã£â€šË†Ã£ â€ Ã£  «Ã£  ªÃ£â€šÅ Ã£  ¾Ã£ â€"㠁Ÿã€‚Demo, naka ga yosugiru nomo komarimono de, futari wa shigoto o wasurete asonde bakari iru youni natta no desu. 㠁 §Ã£â€šâ€šÃ£â‚¬ Ã¤ » ²Ã£ Å'è‰ ¯Ã£ â„¢Ã£ Å½Ã£â€šâ€¹Ã£  ®Ã£â€šâ€šÃ¥â€º °Ã£â€šÅ Ã£â€šâ€šÃ£  ®Ã£  §Ã£â‚¬ Ã¤ ºÅ'ä º ºÃ£  ¯Ã¤ »â€¢Ã¤ ºâ€¹Ã£â€šâ€™Ã¥ ¿ËœÃ£â€šÅ'㠁 ¦Ã© Å Ã£â€šâ€œÃ£  §Ã£  °Ã£ â€¹Ã£â€šÅ Ã£ â€žÃ£â€šâ€¹Ã£â€šË†Ã£ â€ Ã£  «Ã£  ªÃ£  £Ã£ Å¸Ã£  ®Ã£  §Ã£ â„¢Ã£â‚¬â€šOrihime sama ga hataori o shinai node, minna no kimono ga furukute boroboro desu. Hayaku atarashii kimono o tsukuru youni itte kudasai.ã€Å'ç ¹â€Ã¥ § «Ã£ â€¢Ã£  ¾Ã£ Å'㠁 ¯Ã£ Å¸Ã£ Å Ã£â€šÅ Ã£â€šâ€™Ã£ â€"㠁 ªÃ£ â€žÃ£  ®Ã£  §Ã£â‚¬ Ã£  ¿Ã£â€šâ€œÃ£  ªÃ£  ®Ã§ â‚¬Ã§â€° ©Ã£ Å'Ã¥  ¤Ã£  Ã£  ¦Ã£Æ'Å"ãÆ' ­Ã£Æ'Å"ãÆ' ­Ã£  §Ã£ â„¢Ã£â‚¬â€šÃ£  ¯Ã£â€šâ€žÃ£  Ã¦â€" °Ã£ â€"㠁„ç â‚¬Ã§â€° ©Ã£â€šâ€™Ã£  ¤Ã£  Ã£â€šâ€¹Ã£â€šË†Ã£ â€ Ã£  «Ã¨ ¨â‚¬Ã£  £Ã£  ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬ Hikoboshi ga ushi no sewa o shinai node, ushi tachi ga byouki ni natte shimaimashita.ã€Å'Ã¥ ½ ¦Ã¦ËœÅ¸Ã£ Å'ã‚ ¦Ã£â€š ·Ã£  ®Ã¤ ¸â€"è © ±Ã£â€šâ€™Ã£ â€"㠁 ªÃ£ â€žÃ£  ®Ã£  §Ã£â‚¬ Ã£â €š ¦Ã£â€š ·Ã£ Å¸Ã£  ¡Ã£ Å'çâ€"…æ °â€"㠁 «Ã£  ªÃ£  £Ã£  ¦Ã£ â€"㠁 ¾Ã£ â€žÃ£  ¾Ã£ â€"㠁Ÿã€ Ten no kamisama ni minna ga monku o iini kuru youni narimashita.Ã¥ ¤ ©Ã£  ®Ã§ ¥Å¾Ã£ â€¢Ã£  ¾Ã£  «Ã£â‚¬ Ã£  ¿Ã£â€šâ€œÃ£  ªÃ£ Å'æâ€"‡å  ¥Ã£â€šâ€™Ã¨ ¨â‚¬Ã£ â€žÃ£  «Ã¦  ¥Ã£â€šâ€¹Ã£â€šË†Ã£ â€ Ã£  «Ã£  ªÃ£â€šÅ Ã£  ¾Ã£ â€"㠁Ÿã€‚Ten no kamisama wa, sukkari okotte shimai,Ã¥ ¤ ©Ã£  ®Ã§ ¥Å¾Ã£ â€¢Ã£  ¾Ã£  ¯Ã£â‚¬ Ã£ â„¢Ã£  £Ã£ â€¹Ã£â€šÅ Ã¦â‚¬â€™Ã£  £Ã£  ¦Ã£ â€"㠁 ¾Ã£ â€žÃ£â‚¬ Futari wa amanogawa no, higashi to nishi ni wakarete kurasu ga yoi!ã€Å'ä ºÅ'ä º ºÃ£  ¯Ã¥ ¤ ©Ã£  ®Ã¥ · Ã£  ®Ã£â‚¬ Ã¦  ±Ã£  ¨Ã¨ ¥ ¿Ã£  «Ã¥Ë† ¥Ã£â€šÅ'㠁 ¦Ã¦Å¡ ®Ã£â€šâ€°Ã£ â„¢Ã£ Å'よ㠁„〠to, Orihime to Hikoboshi o wakare wakare ni shita no desu.㠁 ¨Ã£â‚¬ Ã§ ¹â€Ã¥ § «Ã£  ¨Ã¥ ½ ¦Ã¦ËœÅ¸Ã£â€šâ€™Ã¥Ë† ¥Ã£â€šÅ'åˆ ¥Ã£â€šÅ'㠁 «Ã£ â€"㠁Ÿã  ®Ã£  §Ã£ â„¢Ã£â‚¬â€šÃ¢â‚¬ ¦ Aa, Hikoboshi ni aitai †¦ Hikoboshi ni aitai.ã€Å'ãÆ' »Ã£Æ' » ãÆ' »Ã£ â€šÃ£ â€šÃ£â‚¬ Ã¥ ½ ¦Ã¦ËœÅ¸Ã£  «Ã¤ ¼Å¡Ã£ â€žÃ£ Å¸Ã£ â€žÃ£â‚¬â€šÃ£Æ' »Ã£Æ' »Ã£Æ' »Ã¥ ½ ¦Ã¦ËœÅ¸Ã£  «Ã¤ ¼Å¡Ã£ â€žÃ£ Å¸Ã£ â€žÃ£â‚¬ Mainichi nakitsuzukeru Orihime o mite, Ten no kamisama ga iimashita.æ ¯Å½Ã¦â€" ¥Ã¦ ³ £Ã£  Ã§ ¶Å¡Ã£ â€˜Ã£â€šâ€¹Ã§ ¹â€Ã¥ § «Ã£â€šâ€™Ã¨ ¦â€¹Ã£  ¦Ã£â‚¬ Ã¥ ¤ ©Ã£  ®Ã§ ¥Å¾Ã£ â€¢Ã£  ¾Ã£ Å'è ¨â‚¬Ã£ â€žÃ£  ¾Ã£ â€"㠁Ÿã€‚Musume ya, sonnani Hikoboshi ni aitai no ka?ã€Å'Ã¥ ¨ËœÃ£â€šâ€žÃ£â‚¬ Ã£  Ã£â€šâ€œÃ£  ªÃ£  «Ã¥ ½ ¦Ã¦ËœÅ¸Ã£  «Ã¤ ¼Å¡Ã£ â€žÃ£ Å¸Ã£ â€žÃ£  ®Ã£ â€¹Ã£â‚¬ Hai. Aitai desu.ã€Å'㠁 ¯Ã£ â€žÃ£â‚¬â€šÃ¤ ¼Å¡Ã£ â€žÃ£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬ Sorenara, ichinen ni ichido dake, shichi-gatsu nanoka no yoru dake wa, Hikoboshi to attemo yoi zo.ã€Å'㠁 Ã£â€šÅ'㠁 ªÃ£â€šâ€°Ã£â‚¬ Ã¤ ¸â‚¬Ã¥ ¹ ´Ã£  «Ã¤ ¸â‚¬Ã¥ º ¦Ã£   Ã£ â€˜Ã£â‚¬ Ã¤ ¸Æ'æÅ"ˆä ¸Æ'æâ€" ¥Ã£  ®Ã¥ ¤Å"㠁  Ã£ â€˜Ã£  ¯Ã£â‚¬ Ã¥ ½ ¦Ã¦ËœÅ¸Ã£  ¨Ã¤ ¼Å¡Ã£  £Ã£  ¦Ã£â€šâ€šÃ£â€šË†Ã£ â€žÃ£ Å¾Ã£â‚¬ Sorekara Orihime wa, ichinen ni ichido aeru hi dake o tanoshimini shite, mainichi isshou kennmei ni hata o oru no desu. 㠁 Ã£â€šÅ'㠁‹ã‚‰ç ¹â€Ã¥ § «Ã£  ¯Ã£â‚¬ Ã¤ ¸â‚¬Ã¥ ¹ ´Ã£  «Ã¤ ¸â‚¬Ã¥ º ¦Ã¤ ¼Å¡Ã£ Ë†Ã£â€šâ€¹Ã¦â€" ¥Ã£   Ã£ â€˜Ã£â€šâ€™Ã¦ ¥ ½Ã£ â€"㠁 ¿Ã£  «Ã£ â€"㠁 ¦Ã£â‚¬ Ã¦ ¯Å½Ã¦â€" ¥Ã¤ ¸â‚¬Ã§â€Å¸Ã¦â€¡ ¸Ã¥â€˜ ½Ã£  «Ã¦ ©Å¸Ã£â€šâ€™Ã£ Å Ã£â€šâ€¹Ã£  ®Ã£  §Ã£ â„¢Ã£â‚¬â€šAmanogawa no mukou no Hikoboshi mo, sono hi o tanoshimini shite ten no ushi o kau shigoto ni sei o dashimashita.Ã¥ ¤ ©Ã£  ®Ã¥ · Ã£  ®Ã¥ â€˜Ã£ â€œÃ£ â€ Ã£  ®Ã¥ ½ ¦Ã¦ËœÅ¸Ã£â€šâ€šÃ£â‚¬ Ã£  Ã£  ®Ã¦â€" ¥Ã£â€šâ€™Ã¦ ¥ ½Ã£ â€"㠁 ¿Ã£  «Ã¥ ¤ ©Ã£  ®Ã£â€š ¦Ã£â€š ·Ã£â€šâ€™Ã© £ ¼Ã£ â€ Ã¤ »â€¢Ã¤ ºâ€¹Ã£  «Ã£ â€ºÃ£ â€žÃ£â€šâ€™Ã¥â€¡ ºÃ£ â€"㠁 ¾Ã£ â€"㠁Ÿã€‚Soshite machi ni matta shichi-gatsu nanoka no yoru, Orihime wa amangawa o watatte, Hikoboshi no tokoro e aini iku no desu.㠁 Ã£ â€"㠁 ¦Ã¥ ¾â€¦Ã£  ¡Ã£  «Ã¥ ¾â€¦Ã£  £Ã£ Å¸Ã¤ ¸Æ'æÅ"ˆä ¸Æ'æâ€" ¥Ã£  ®Ã¥ ¤Å"〠Ã§ ¹â€Ã¥ § «Ã£  ¯Ã¥ ¤ ©Ã£  ®Ã¥ · Ã£â€šâ€™Ã¦ ¸ ¡Ã£  £Ã£  ¦Ã£â‚¬ Ã¥ ½ ¦Ã¦ËœÅ¸Ã£  ®Ã£  ¨Ã£ â€œÃ£â€š Ã£  ¸Ã¤ ¼Å¡Ã£ â€žÃ£  «Ã¨ ¡Å'㠁 Ã£  ®Ã£  §Ã£ â„¢Ã£â‚¬â€šShikashi ame ga furu to amanogawa no mizukasa ga fueru tame, Orihime wa kawa o wataru koto ga dekimasen.㠁â€"㠁‹ã â€"é› ¨Ã£ Å'é™ Ã£â€šâ€¹Ã£  ¨Ã¥ ¤ ©Ã£  ®Ã¥ · Ã£  ®Ã¦ ° ´Ã£ â€¹Ã£ â€¢Ã£ Å'Ã¥ ¢â€"㠁ˆã‚‹ã Å¸Ã£â€š Ã£â‚¬ Ã§ ¹â€Ã¥ § «Ã£  ¯Ã¥ · Ã£â€šâ€™Ã¦ ¸ ¡Ã£â€šâ€¹Ã¤ ºâ€¹Ã£ Å'å‡ ºÃ¦  ¥Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£â‚¬â€šDemo daijoubu. Sonna toki wa doko kara tomonaku kasasagi to iu tori ga tonde kite, amanogawa ni hashi o kakete kureru no deu.㠁 §Ã£â€šâ€šÃ¥ ¤ §Ã¤ ¸Ë†Ã¥ ¤ «Ã£â‚¬ Ã£  Ã£â€šâ€œÃ£  ªÃ¦â„¢â€šÃ£  ¯Ã£  ©Ã£ â€œÃ£ â€¹Ã£â€šâ€°Ã£  ¨Ã£â€šâ€šÃ£  ªÃ£  Ã£â€š «Ã£â€š µÃ£â€š µÃ£â€š ®Ã£  ¨Ã¨ ¨â‚¬Ã£ â€ Ã© ³ ¥Ã£ Å'é £â€ºÃ£â€šâ€œÃ£  §Ã¦  ¥Ã£  ¦Ã£â‚¬ Ã¥ ¤ ©Ã£  ®Ã¥ · Ã£  «Ã¦ ©â€¹Ã£â€šâ€™Ã£ â€¹Ã£ â€˜Ã£  ¦Ã£  Ã£â€šÅ'る㠁 ®Ã£  §Ã£ â„¢Ã£â‚¬â€šSaa, anata mo yozora o miagete, futari no saikai o shukufuku shite agete kudasai.㠁•ã â€šÃ£â‚¬ Ã£ â€šÃ£  ªÃ£ Å¸Ã£â€šâ€šÃ¥ ¤Å"à § © ºÃ£â€šâ€™Ã¨ ¦â€¹Ã¤ ¸Å Ã£ â€™Ã£  ¦Ã£â‚¬ Ã¤ ºÅ'ä º ºÃ£  ®Ã¥â€  Ã¤ ¼Å¡Ã£â€šâ€™Ã§ ¥ Ã§ ¦ Ã£ â€"㠁 ¦Ã£ â€šÃ£ â€™Ã£  ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š

Business School Recommendation - Sample Letter

Business School Recommendation - Sample Letter Sample recommendation letters can provide an example of the type of letter you need to provide as part of the business school admissions process. There are many different types of recommendation letters. Most focus on academic, work, or leadership experience. However, some recommendations act as character references, stressing the applicants moral fiber. This is a sample letter recommendation for a business school applicant. The letter demonstrates the applicants leadership experience and shows how a business school recommendation should be formatted. Sample Letter of Recommendation To Whom It May Concern:I would like to take an opportunity to offer a formal recommendation for Jane Glass. As the Senior Coordinator for Heartland Commerce, I have known Jane for approximately two years and feel that she is a deserving candidate for your business school program.Jane joined our organization as an entry-level customer service representative. Demonstrating an incredible initiative and a strong dedication, she moved up the ranks quickly. After only six months, she was promoted to team leader. The board could not help but notice how successful she was in her new position and quickly offered her another promotion, making her part of the executive management team.Jane leads by example and many people here find her enthusiasm and dedication both inspiring and motivating. As part of the executive management team, Jane has worked hard to build authentic relationships with the employees. Her efforts have created a happier and more productive team.I believe Jane exhibits many o f the qualities that are essential to business managers and business students. An education at your esteemed business school will help her hone these qualities while enhancing her career opportunities. I highly recommend Jane Glass for your program and hope that you will carefully consider admission application.Sincerely,Debra Max, Senior Coordinator Heartland Commerce​ 1:14 Watch Now: 7 Essentials When Asking for a Letter of Recommendation More Sample Letters of Recommendations See more sample recommendation letters for college students, business school applicants, and business professionals.

The importance of Labour education Essay Example | Topics and Well Written Essays - 4500 words

The importance of Labour education - Essay Example Over nine million workers left their unions in the United States of America between 1990 to this decade and six million workers did the same in the United Kingdom in the same year. Of course it is worse in Asia. With the exception of Japan, Asian countries don’t even have unions. Canada is way better in that respect but still not ideal. Many of the manufacturing jobs have been shipped to Asian countries because in Asian countries, labour is cheap and there are no unions that will fight for their right. As jobs were declining, union membership did too. As jobs were declining, the reputation of unions to fight for the right of workers declined too. Add to this are government policies like high interest rates. From there, the government and the economy changed direction to pursue new ventures including deregulation of certain industries and other policy changes. This changed the way businesses were operating and it changed their labour requirement. It was also the year when globalization started crawling the streets of Canada. It was good and it showed in the performance of our market. The working class started realizing that the internet, telecommunication development, and development of new products for information and communication can provide them the same possibilities afforded only to the rich. The working class is able to tap on foreign economies and to the upper class who understood what was going on, it was probably scary. The working class was becoming aware that it was possible for them to do better and get a better share of the economy. It paid off because for 30 years, Canada experienced growth and more importantly, working class empowerment, hope and belief. The problem was that businesses started demanding for workers whose skills can serve their new international operation. They needed to specializations and long-time union members didn’t have them. That was the most sparking proof that workers cannot aff ord to hope that for the next thirty years, they will have a job at their company. Their skill might easily be rendered redundant when new machines are bought that can do what they do, only better. They don’t get sick and they don’t demand for a wage increase. Where is Labour Education Now We are at doorstep of incredible communication technology growth. I know that some will say we are already in the middle of it but if you look at history, we are barely on its feet. The internet and all the technology that comes with it is barely thirty years old. That is a young industry by any account. And with its growth comes influences that are changing the face and trend of the economy and labour requirements. The large companies continue to dominate the economy and politics. It has been frustrating to the working class. A quick glance at Canada’s GDP and it will be clear that that the labour share is low, a quick glance at the employment rate and you know that we have a problem. Bluntly, the statistics show that the working class is taking less than they should. Through all these, it is the working class that’s making the sacrifices. Unions are being asked to adapt, change, become flexible. Adapting and changing means stepping back a couple of times to allow the big companies the space they want for themselves. Adapt meant making your dreams smaller and pulling your expectations lower while the owners

Adult leopard frog dissection Essay Example | Topics and Well Written Essays - 750 words

Adult leopard frog dissection - Essay Example As an external structure of leopard frogs consist of spots/lines on their skin. Their skin is shiney and slimy to touch. These spots/lines are different in color on the green or brown skin. These are going to be a broad as near from each eye to the groin. Males leopard contain two vocal sacs on their body. These help them to attract the female and spread the threat to others. In adult leopard limits in size is vary from 2inches to 5 inches in length, where as female usually bigger then male. They usually do active at night time. These are related to other water animals who take breath from their skin like fishes and other water animals.Amphibians are the animals that live their life in both water and land. There are more then 4000 amphibians and they all are divided into three main groups' frogs, salamanders and caecilians. Frogs are more the 3750 species. Frogs have straight skin and long limbs. These are different from salamanders that have long tail at the end of their body. Frogs have no tail because they have to jump. Caecilians that are in very less amount have no limbs such like earth warm. These species most of time live underground.The external anatomy of amphibians is similar to vertebrates. Amphibians are found in many places like grasslands, rain forests, alpine areas or in deserts. Most of them live in fresh water like ponds, steams or other wet environment that is best for their reproduction. Amphibian body structure is as such that they can easily move about on land as well as water. Frogs have longer and powerful hind legs. These are stronger then front legs so that these legs help him to jump and swim. It is also seemed that most of amphibians retain their teeth but not all. Amphibians are cold blooded. They are no so hot not so cold. They are fully dependent upon the outside environment temperature. Their body atmosphere depends upon out side temperature. Frogs can hear through their vocal sacs which are attached to their throat. These vocal sacs also called their voice box. For this they can generate larger range of voice with different variety. Inner structure ear of leopard frog able to get voice from two angles: tympanic-columellar and extra tympanic routes. These can catch the sound between 2 kHz to 300 Hz. Thresholds which controls the voice to in to the two routes are very similar up to 1.0 kHz, above which tympanic transmission is changes from different values, the most efficient by 15-20 dB. These amphibians' species are very sensitive to external environment. Pollution and dirty environment are going to reduce them. They keep from dry out such frogs have water proof mucus which covers all around its body. This protects the frog to escape from water from the frog's bodies. The vision is also very critical in frogs. They have bulging large eyes on their head. These eyes are outer most edge of head which help them to protect from danger and search the prey. They help them to view nearly every direction. The structure of mouth in leopard frog consist of buckle cavity belong with the flexible tongue. Inside the jaw there are strong muscles on both side under the teeth .The frog do not eat the prey but digest it without chewing. The muscles of limps, back and other are structured mostly from back to front so that it can move easily. Leopard frog usually eats earthworm and insects. Their digestive system contains a mouth, stomach, esophagus and intestine, Intestine open in a chamber which is called cloaca. It digests the food with the help of kidneys then exerts the wasted food through a muscular of cloaca. This is also the point where eggs exit from body. These Leopard frogs and other frogs systems are similar to other species for this they called in a single family of amphibians. These do mate in the seasons of rains because in this season the fertilization is very

Loneliness in Of Mice and Men Essay Example for Free

Loneliness in Of Mice and Men Essay These are just a few of the times in which Candy has shown thoughtfulness. The last character John Steinbeck has developed, Curleys wife, shows loneliness for three reasons. For one, she states, I get lonely. You can talk to people, but I cant talk to nobody but Curley on page 87, which shows that she has loneliness because she doesnt have anyone to talk to but Curley. Specifically, people wont talk to her because they know that Curley will get jealous and want to start a fight. In another reason, she says, Im looking for Curley on page 31, which shows that she, made up an excuse to find adult conversation. Candy does not seem to have a dream until he meets George and Lennie. He is swept up in the plausible reality of this dream, a dream he would probably be too scared to initiate by himself. Candy is not happy with his life on the ranch, but he doesnt think that there is anything else that he can do. He has one arm and is quite an old man, he used to have a dog that was also very old and someone else shot it for him. He was very miserable after the death of his dog and he said, I ought to have shot that dog myself, George. I shouldnt ought to have let no stranger shoot my dog. His dog was the only precious possession he had at the ranch and it was taken away from him. He overheard George and Lennie talking about their dream and later approached them and told them his generous offer. He had more than half of the deposit money and George was very grateful of that and let him in on their once unattainable dream Steinbeck was of German and Irish ancestry. Curleys wife tries to get the men to feel sorry for her but also has a powerful and mulipative side to her by threatening Crooks. I could get you strung up on a tree so easy it isnt even funny. Curleys wife is abusing her power by using it to threaten Crooks and make him understand what kind of position he is in. She says this by threatening to get Crooks lynched, the hate of black people during this time is unimaginable. The men in the barn would rather listen to a white woman over a black man. He helps them get closer to actually owning the ranch because he has a lot of money saved away in his bank and offers it towards the ranch. Crooks is also crippled in his back and because of this he works as a stable buck. Like Candy he also has nothing to look forward to. When Lennie tells Crooks about his and Georges dream of owning a ranch, he is very cynical; Every damn one of ems got a little piece of land in his head. An never a god damn one of em ever gets it. Crooks mentions how George and Lennies dream will be unattainable but after hearing what Lennie has to say, he wants in but.. But after a while he believes that they might actually get their ranch and decides he also wants in. His hopes are soon crushed by Curleys wife taunts and changes his mind George and Lennies dream to buy a plot of land is a powerful symbol of the American Dream, Steinbeck uses Candy as a narrator. At the start he gives commentary of the characters to introduce them, he says how curleys wife is a tart, curley hatred for big guys and what the boss said in the morning and what he is like. Candy seems to know about Curleys wife and her giving the eye to Slim and Carlson. I seen her give Slim the eye, An I seen her give Carlson the eye. If he was white he would have such a nicer life on the ranch, knowing this he is depressed therefore like many people the great depression. Crooks is a nice person but being black the reader finds it hard to see that he has feelings and also his arched back makes him look twice as bad of an outsider. Steinbeck has written this novel in the hope that people would understand what happened back in his child years. He also wanted to convey his feelings of the violence and anger in the 1930s he had experienced. In the novel the violence mentioned is where curly exhibits himself in the bunk house because he does not like big people. There was a ranking system in America that was similar to an unwritten law. This ranking was used on the ranches and unfortunately put Crooks at the bottom. In America black people were oppressed and were not allowed to prosper. On the ranch Crooks had his own bunk and kept himself to himself. However, any sympathy that we might have felt for Curleys wife is reduced because of the cruelty she shows when talking to the men and by the way she treats Crooks. She is contemptuous of Candy, Crooks and Lennie, referring to them as a nigger an a dum-dum and a lousy ol sheep and she laughs at their dream of having a ranch of their own, dismissing it as Balony. Far worse though is the way she removes all Crooks pride and dignity when he dares stand up to her and saying how she can get him lynched. would say that loneliness is one of the main themes throughout the novel and I also think that Crooks is defiantly the loneliest. He is a Negro stable buck and the only reason he does not get beaten up is because the ranch the hands are not aloud to use their feet to fight because Crooks has a bad back. I aint wanted I cant play because I am black Those quotes show that Crooks is feeling lonely Says George in a way that says I know I cant force you but I dont want you here. This is of course because of what Curly did. She is taken aback by this, she is used to being ignored but not told to leave by anyone other than her husband. I just want some one to talk to. She says. you got a husband, go talk to him George replies. yeah I got a husband. She says almost in a disappointed way. She then asks how Curly got his hand broken. To which George lies and says he got his hand caught in a machine. But this doesnt fool her so seeking an answer she asks Lennie who she knows wont have the mental capacity to make up a lie. how did you get those scratches on your face? she asks. Lennie looks to George and then looks away saying, he got it caught in a machine. He answers. is that so? She says with a look that is trying to work out how Lennie thinks. Almost as if she is concerned for him. She then quietly leaves. In this scene we begin to see that she isnt stupid she can work things out. Also that she doesnt like Curly and being married to him. The possibility that all she wants is some one to talk to is again present. it differs the way Curleys wife is perceived in the film and book, we dont see how clever she is and how she uses her knowledge, power and position to be malicious. In the book, there is a quite surreal scene towards the end, when Lennie is by himself in the brush. He gets agitated with himself over what he has done and all of a sudden, a short, plump lady appears, his Aunt Clara. She starts speaking to him in Lennies voice. Then after she is finished disappears. Then, a giant rabbit scuttles out of Lennies head and starts shouting at him. Unfortunately, this is never visually seen as it is left out of the film. It would have been a funny scene and with it being right near the end, would have spoilt the mood; therefore, it was left out. Another scene left out so not to detract the mood, was when Lennie has his dead puppy in his arms after he has killed Curleys wife, and he has the idea of throwing the pup away so it wouldnt look so bad. The last two scenes would have caused undue laughter in the middle of two important and emotion parts of the film, which would have lessened the viewers emotions. Along with missing out scenes, a fair number of scenes were added. For example, in the film there is a scene when Lennie enters the bunkhouse with the bib of his dungarees puffed up and him cradling it. As Lennie had tried to sneak his pup into the bunkhouse before, Lennies suspicious behaviour hints to George that he is trying to do it again. After George scalds Lennie for his attempt to sneak the pup in again, Lennie lies on the bed and slaps the bib of his dungarees, flattening it, and finishing the joke. An amusing practical joke obviously thought up purely by Lennie showing he does have an intelligent and a funny side. John Steinbecks Of Mice And Men expresses George and Lennies relationship brilliantly just like a marriage, not in a sexual manner but in a mutual loving relationship. This occurs throughout the novel.(then examples) Curley has a very poor attitude in that he believes beating up people that are bigger than himself would make him a hero, however if the bigger person beat him up people would call the bigger person a bully and be sympathetic towards Curley. This backfires horrendously one day when seeing that Lennie has a childs mind he tries to pick a fight on him only to find that Lennys reaction left him with a badly broken hand. Due to this event, Curley then bares a grudge on Lenny throughout the play and the death of Curleys wife fits in nicely as it gives Curley an excuse to go after Lenny. Steinbeck does this cleverly so that there is already bad blood between Lennie and Curley before the death of Curleys wife. More than anything, Curley has his wife as a trophy wife. At no point in the book does he show any sort of love or affection toward her. Steinbeck does this so when his wife is found dead he isnt bothered about mourning hes focused on getting Lennie. eorge had told him not to speak, so he didnt answer. Curley really got angry. George answered for him and he answered, An you wont let the big guy talk, is that it? He wants to be big and tall. He picks fights with anybody that is larger, in a way superior to him. He only has respect for Slim; we know this because he listened to Slim. I think you got your han caught in a machine. He knows what really happened. He didnt want to get laughed at either, so he listened and obeyed Slims instruction. But you jus tell an try to get this guy canned and well tell ever body, an then will you get the laugh. Curley agreed to this statement, otherwise he will be laughed at for starting the fight and then losing it. Even though Curleys hand was totally ruined, and Lennie got a couple of bruises and cuts nobody got in any more trouble. When his wife was killed he was really mad. Not mad for losing a loved one. He was mad at Lennie for killing her, and instead of staying with his wife, he hurried off to find Lennie and to kill him. We notice that although Curley was very protective over his wife, he didnt show any interest in her, and showed no signs of love. Nobody liked Curley, not even his wife. Curleys wife was an outcast, because she is the only female on the ranch and wore a lot of red.

The Resistance to Change Essay -- Case Study

Think back to the first day of any class one was allowed to choose the seating of their choice. The second day, everyone decides to sit in the same seating as the previous day. The third day comes along and as one walks into the class room, one notices that someone is sitting in their seat. The sensation of being thrown off balance takes over along with being uncomfortable for the remainder of the day. The following questions then arise: â€Å"why does this phenomenon occur?† Yukl states â€Å"Resistance to change is a common phenomenon for individuals and organizations (Yuki, 285).† Let’s now turn our attention at the case study that was presented by Almah J. Joseph â€Å"Dilemma at the Public Service Department.† Being placed into a high political office or in any leadership position can be difficult to transition into when it is a new organization they are entering. The new leader placed in office already contains a new perspective as to how the organiz ation should be run. On the other hand, the employees that are already in the organization have the cultural perspective that was placed upon them through their previous leader. Like the seating phenomenon that was previously described, there will be resistance to change, and as a leader in an organization, they must find a way to make this change occur. Appointed for the first time as commissioner of the Public Service Department, Alex is faced with the dilemma of attempting to fixed, what seems to be a corrupt Department. In Grover Starling’s book, â€Å"Managing the Public Sector,† he describes a few â€Å"pitfalls of public-sector planning in which Alex seems to be practicing (Starling, 227). These pitfalls include under planning, trying to do too much, and ignoring unintended consequences. First ... ...al perspective to reassure that people internally and externally are being taken care if fairly. Patience in this case would have been helpful and allowed him more than a day to prepare for how he could have tackled the issue. Instead of tackling all three cases, he could have gone with a more realistic approach of handling the situation. One case at a time would have been more ideal than tackling them all at one. All in all, Alex made some mistakes but his actions were for the right reasons. Works Cited Joseph, A., M. â€Å"The Dilemma at the Public Service Department† in Public Performance & Management Review, Vol. 24, No. 3, March 2001, pp. 285-287 Starling, G. (2010). Managing the public sector. (9th ed.). Boston, MA: Wadsworth Pub Co. Yukl, Gary. 2006. Leadership in Organizations, 6th edition. Upper Saddle River, NJ: Pearson Prentice Hall, Chapter 10.

Principles of Marketing Chapter 1

Marketing -Is the process of building profitable customer relationships by creating value for customers and capturing value in return -Satisfying customer needs 2 GOALS OF MARKETING †¢To attract new customers by promising superior value †¢To keep and grow current customers by delivering satisfaction MARKETING PROCESS 1. Understanding the Marketplace and Customer Needs 1. 1. Needs, Wants, and Demands 1. 1. 1. NEEDS – states of felt deprivation. 1. 1. 2. WANTS – the form human needs take as shaped by culture and individual personality. 1. 1. 3. DEMANDS – human wants that are backed by buying power. 1. 2.Marketing Offerings (Products, services, and experiences) – some combination of products, services, information, or experiences offered to a market to satisfy a need or want. †¢Marketing Myopia – the mistake of paying more attention to the specific products a company offers than to the benefits and experiences produced by these products. 1. 3. Customer Value Satisfaction – are key building blocks for developing and managing customer relationships. 1. 4. Exchanges and Relationships – the act of obtaining a desired object from someone by offering in return. 1. 5. Markets – set of all actual and potential buyers of a product or service. . Designing a Customer-Driven Marketing Strategy †¢ Marketing Management – the art and science of choosing target markets and building profitable relationships with them. 2. 1. What customers will we serve? (What’s our target market? ) 2. 1. 1. MARKET SEGMENTATION – dividing the market into segments of customers 2. 1. 2. TARGET MARKETING – selecting which segments it will go after. 2. 2. How can we serve these customer’s best? (What’s our value proposition? ) – is the company’s set of benefits or values it promises to deliver to consumers to satisfy their needs. 2. 2. 1. MARKETING MANAGEMENT ORIENTATIONS 2. 2. 1. . THE PRODUCTION CONCEPT – the idea that consumers will favour products that are available and highly affordable and that the organization should therefore focus on improving production and distribution efficiency. 2. 2. 1. 2. THE PRODUCT CONCEPT – the idea that consumers will favour products that offer the most quality, performance, and features and that the organization should therefore devote its energy to making continuous product improvements. 2. 2. 1. 3. THE SELLING CONCEPT – the idea that consumers will not buy enough of the firm’s product unless it undertakes a large-scale selling and promotion effort. . 2. 1. 4. THE MARKETING CONCEPT – the marketing management philosophy that achieving organizational goals depends on knowing the needs and wants of target markets and delivering the desired satisfactions better than competitors do. 2. 2. 1. 5. THE SOCIETAL MARKETING CONCEPT – a principle of enlightened marketing that holds th at a company should make good marketing decisions by considering the consumers’ wants, the company’s requirements, consumers’ long-run interests, and the society’s long-run interests. 3.Preparing an Integrated Marketing Plan and Program – consists of the firm’s marketing mix, the set of marketing tools the firm uses to implement its marketing strategy. †¢Marketing Mix (4Ps) a)Product b)Price c)Place d)Promotion 4. Building Customer Relationships – most important step in marketing process 4. 1. Customer Relationship Management – the overall process of building and maintaining customer relationships by delivering superior customer value and satisfaction 4. 2. Relationships Building Blocks: Customer Value and Satisfaction 4. 2. 1.CUSTOMER PERCEIVED VALUE – the customer’s evaluation of the difference between all the benefits and all the costs of a market offering relative to those of competing offers. 4. 2. 2. CU STOMER SATISFACTION – the extent to which a product’s perceived performance matches a buyer’s expectations. 4. 3. Customer Relationship Levels and Tools 4. 3. 1. FREQUENCY MARKETING PROGRAMS – reward customers who buy frequently or in large amounts. 4. 3. 2. CLUB MARKETING PROGRAMS – offers members special benefits and create member communities. 4. 4. The Changing Nature of Customer Relationships 4. 4. 1. RELATING WITH MORE CAREFULLY SELECTED CUSTOMERS True Mass Marketing – selling in a standard way to any customer who cares along. †¢Selective Relationship Management – targeting fewer, more profitable customers 4. 4. 2. RELATING FOR THE LONG TERM – serving chosen customers in a deeper, more lasting way to retain current customers and build long term relationships with them. 4. 4. 3. RELATING DIRECTLY – serving customers without going to a store – by telephone, mail order, catalogues, kiosks, and online. 4. 5. Partner Relationship Management – working close in other company or departments and outside the company to jointly bring greater value to customers. . 5. 1. PARTNERS INSIDE THE COMPANY – linking all departments of a firm in the cause of creating customer value. 4. 5. 2. MARKETING PARTNERS OUTSIDDE THE FIRM †¢Supply Chain – describes a longer channel, stretching from raw materials to components to final products that are carried to final buyers. †¢Strategic Alliances – strategic partners if they hope to be effective 5. Capturing Value from Customers 5. 1. Creating Customer Loyalty and Retention – the value of the entire stream purchases that a customer would make over a lifetime of patronage. 5. 2.Growing Share Customer – the portion of the customer’s purchasing that a company gets in its product categories. 5. 3. Building Customer Equity – the total combined customer lifetime values of all the company’s custom ers. 5. 4. Building the Right Relationships with the Right Customers CLASSIFICATIONS OF CUSTOMERS †¢Strangers – Little fit between company’s offerings and customer’s needs; lowest profit potential †¢Butterflies – Good fit between company’s offerings and customer’s needs; high profit potential †¢True Friends – Good fit between company’s offerings and customer’s needs; highest profit potential. Barnacles – Limited fit between company’s offerings and customer’s needs; low profit potential THE NEW MARKETING LANDSCAPE 1. New Digital Age – marketers must harness marketing technology 2. Rapid Globalization – take advantage of global opportunities 3. The Call for more Ethics and Social Responsibility – marketers must ensure that they set in an ethical and socially responsible way. THE GROWTH FOR NOT-FOR-PROFIT MARKETING (Examples) †¢Colleges †¢Hospitals †¢Mu seums †¢Zoos †¢Symphony Orchestra †¢Churches

Life in a Centrally Planned Economy Essay

Assignment: Thinking back on the information you have learned in this unit about different types of economic systems, imagine that you are moving from the United States (which has a mixed economy) to a country that has a largely centrally planned (or command) economy. Then in a short essay of at least two paragraphs, explain how your life will change (economically and otherwise) as you begin to live in your new home and country. Answer: United states is free market economy, which is likewise called private enterprise (capitalism). In this sort of economy, there is next to no administration control. In a free market economy, the shopper chooses what they need to purchase. A purchaser is a client. The law of supply and interest is the thing that drives the free market economy. Charge economies have solid government control. So in the event that you needed to begin your own business, you would need to get authorization from the legislature. In a charge economy, the administration claims the vast majority of the commercial ventures and organizations. One kind of summon economy is socialism. Genuine socialism is a sort of monetary framework that doesn’t permit responsibility for property. The greater part of the order economies that existed on the planet had solid focal governments. These legislatures directed what amounts were made and what was made by industry. In the summon economy, the administration settles on the choices in the matter of what products to supply to the individuals.

Choosing A Career Or Profession Essays - Chitto Harjo, Free Essays

Choosing A Career Or Profession Essays - Chitto Harjo, Free Essays Choosing A Career Or Profession English Essay # 5 I believe that a career or profession should be chosen with great care and that it should not be taken lightly. A career or profession should be something that you enjoy doing because you will be doing it for many years to come. So I took time and care when deciding what I wanted to do for the rest of my working career. The reason I chose to be a We Administrator is because I enjoy spending time on the Internet and thats where everything is happening and changing from day to day. This career is also in great demand and is something I do currently for fun, so why not get paid for it? I believe that I am a great speaker and as a web administrator I would be able to voice my opinion out to the large masses of people. There is also ample opportunity in this field and I dont believe finding a job in this profession would be of great difficulty. Looking for work would be simple, especially after attending a great college such as yours. This would give me a degree I would need to prove that I know what I am doing. Instead of just claiming to know what I am doing this experience would give me the opportunity to prove it. I know that in the future to survive it will be necessary to have a computer skill. So if this statement is true then it will be much easier for me to survive in this society if I have a go od skill in this job field. This is also a skill I intend on passing on to my kids and so on. I know that we are still at the beginning of the computer age and I want my kids to know how it all started. I dont want the history of the computer and the Internet to be lost. I know that with proper training I can make a huge contribution to any business I step foot into that is computer originated. I believe that taking the courses that I am applying for that I will be able to get a great job and make a career out of it. This will hopefully allow my to live a rich and prosperous lifestyle. These are the things that hope for my future and my career. This is what I plan to do with my education and the importance I put on it. Thank you for taking the time to read my hopes in the future in attending your college.

Can You Use Old Practice SATs to Study for the New SAT

Can You Use Old Practice SATs to Study for the New SAT SAT / ACT Prep Online Guides and Tips Since the SAT has just been redesigned, you might feel like there aren’t very many practice questions around for you to use. The College Board has released four free practice tests, but once you get through those, what should you do? You might be wondering if you can use old SAT practice tests to study for the new SAT. The answer is yes, you can! I will show you how. Read on to see why you would want to use old practice tests, what practice tests won’t do for you, and then a how-to guide on the most effective way to use old tests to prep for each section. Finally, I’ll also briefly discuss using the ACT for new SAT prep, since the tests are surprisingly similar. Why to Use Old SAT Practice Tests Simply put, you should use old practice tests if you want to increase your stock of practice questions! While you will have to be careful to skip the irrelevant questions, and there are some new question types you won’t be able to prep for using old tests, they are still a valuable resource, especially if you need extra questions to work on a particular section or skill. While the SAT has been redesigned, many of the question types are still the same between the old and new tests, so you can use old tests for practice questions for those question types. I will break down which question types to use and which ones to skip in the next sections. They are also useful because they are official College Board materials, and you can expect rigorous quality control from the official makers of the SAT more so than from most prep book or test prep companiesso no situations where the correct answer is actually ambiguous, for example. You know old tests were really administered to students, which means those questions are College Board-approved! So high quality they should put this seal on them! What Old SAT Tests Won't Help You With Taking an entire old test from start to finish won’t really prepare you for the experience of sitting down to take the new SAT, so don’t do that. The overall tests are too different structurally for taking the old SAT to give you a good sense of what taking the new one will be like. If you want to take a complete test to get a sense of what your SAT experience will be like on test day, take one of the College Board’s four complete free practice tests for the redesigned SAT instead of an old one. Old tests also won’t help you practice the new SAT essay. Instead of a 25-minute opinion-based essay as on the old SAT, the revised SAT gives you 50 minutes to analyze an argument. These are completely different in form and content, so looking at old SAT essay prompts is a waste of time. Now I’ll move through each section in turn and describe how best to use it to prepare. I’ll go over what question types to use, which question types to skip, and what’s missing from the old SAT that is tested in the new one.All of my old SAT question examples will come from the2014-2015 Practice SAT, and my new SAT question examples will come from Practice Test 1. With all these questions you'll be as prepared as this lady! And she looks ready. Using Old SAT Practice Tests: Reading The Reading section has not changed too dramatically with the revision, so you’ll be able to use most of the old Reading questions to practice for the revised SAT. The primary changes are that all of the questions are now passage-based, passages are longer, and Sentence Completion questions have been eliminated. Old SAT Reading: Questions to Use Using any and all of the passage-based questions will help you prep for the new SAT. The Old SAT has some very short (i.e. one paragraph) passages, while the revised SAT only has longer passages, but the questions are similar and useful for practice. Old SAT Reading: Questions to Skip The redesigned SAT has done away with Sentence Completion questions. There were complaints that these unfairly prioritized arcane vocabulary knowledge. So when you see these on old SATs, skip them. Example: Old SAT Reading: What's Missing Old SAT Reading did not have any charts or graphs integrated into the passages and questions. New SAT does, so be sure to study those! (If you want more practice questions to do with reading charts, skip down to the â€Å"Practicing with the ACT† section). Example: Old tests did not have any Evidence Support question pairs. These are question pairs in which you are first asked to identify something about the passage, then to select evidence from the passage to support your answer. Example: Using Old SAT Practice Tests: Writing Writing has changed the most of any test. While the old SAT had very few passage-based writing questions, the revised SAT is entirely passage-based in the Writing section. There aren’t very many one-to-one matches on question types between the old and new SAT, but you might still find some of the old SAT practice questions useful. Old SAT Writing: Questions to Use Passage Revisionthese are questions that ask you to edit a â€Å"rough draft† of a passage or essay. While the errors in these passages are a little more focused on style, and the revised SAT writing section is more focused on skilled argumentation, these questions are still helpful for getting a feel for answering passage-based SAT writing questions. Example: Even though the specific format of the Sentence Errorquestion typewhere you had to choose from five potential errors in one sentenceis missing from the revised SAT, doing old Sentence Error questions is still a good way to drill down on your grammar skills. You should be aware, though, that the revised test does have a slightly different grammatical focus. The old SAT often tested dangling modifiers and subject/verb agreement in tricky ways, while the revised SAT has a greater emphasis on punctuation and common English usage. But if you need to work on your grammar, practicing those skills with Sentence Error questions is a fine way to do so. Example: Similarly, the Sentence Improvement question type, in which you have to edit a single sentence for grammatical clarity, no longer exists on the revised SAT. But you may be asked sentence-improvement like questions on the revised SAT in the context of the passage-based questions. So knowing how to approach these in isolation will help brush up on your grammar and writing-style skills, which will be useful for the revised test. Example: Old SAT Writing: Questions to Skip The essay - the 25-minute â€Å"opinion† essay from the old SAT used to comprise part of your writing score. The new essay is 50 minutes, asks you to evaluate another author’s argument expressed in a passage, and is a completely separate score from your 1600-point score. Don’t write any old essay prompts; they won’t help you at all on the new SAT. The old essay: as obsolete as this car. Old SAT Writing: What's Missing Old tests really don’t have the same format and feel as the revised SAT. The revised SAT asks all questions and question typesthose on grammar, writing style, organization, argumentationbased on passages, while the old SAT has very few passage-based questions. So while the old SAT writing section will help you brush up on your grammar, style, and editing skills, it really won’t give you a great sense of what the writing section of the revised SAT is actually like. Example: To practice more passage-based writing questions once you’ve used all four free practice tests, you might turn to the ACT English section, which is passage-based. (More on using the ACT for new SAT practice below.) Additionally, the writing section now includes questions that involve graphs and charts: both interpreting them and understanding how they act as evidence for arguments. Example: Using Old SAT Practice Tests: Math The primary changes in Math are that the questions are distributed differently across topics, a small amount of trigonometry has been added, and logic-type problems have been eliminated. For a complete breakdown of these changes, see our guide to the revised SAT. Old SAT Math: Questions to Use The truth is that you can use most of the questions on the old SAT to practice for new SATMath. However, you should be aware that old tests contain a different percentage of some of the question types than the revised SAT. For example, the old SAT contains much more geometry than the revised SAT. Old SAT Math: Questions to Skip The revised SAT has done away with â€Å"logic problem† type questions, so if you see any of those, skip them. There were usually only 1-2 on the old SAT anyways. Example: Old SAT Math: What's Missing From Old Tests The revised SAT has two no-calculator sections: one for grid-ins, and one for multiple choice. The old SAT was all-calculator. You might try working on some of the less calculation-heavy questions on the old SAT without a calculator to practice answering math problems without one. The new SAT involves more â€Å"real-world† type questions and word problems. Example: The revised SAT now has multi-part questions, in which the answer to one question affects the answers to the following question. It’s very important to get the first question correct or you could have a negative cascade effect! Example: The revised SAT also contains some basic trigonometry questions, which is a new topic area for the SAT. Example: Practicing For the New SAT With the ACT The revised SAT is actually more similar in many ways to the ACT than the old SAT. Both exams have four answer choices per question, there is no guessing penalty, and the Reading and Writing (or English in the case of the ACT) tests are entirely passage-based. For this reason, you may wish to practice with ACT questions. The key difference (other than the scoring scale) is that the ACT has four sections to the SAT’s three- English, which corresponds to SAT Writing, Reading, Math, and Science. While it has no directly corresponding section on the SAT, practice questions from the Science test will be very helpful in preparing for the data-based questions on all sections of the revised SAT. I’ll go over questions to use, ones to skip, and what’s missing from the ACT that’s covered on the SAT. Science: the fourth section on the ACT. ACT: Questions To Use There are questions you could use to prep for the new SAT in all four sections of the ACT. Reading You can use all of them! The ACT is focused slightly more on reading comprehension, but the general idearead and interpret a passageis the same. English You can (and should!) use most of the questions on the English section of the ACT for SAT Writing practice. Not only is it great practice for the passage-based style of the revised SAT, many of the questions offer similar tasks as those on the SAT. The ACT is slightly more focused on grammar, however, while the SAT really hones in on writing style. Math You can use most of the questions on ACT math to practice for revised SAT math. However, you should be aware that there is more geometry and trigonometry on the ACT than the revised SAT. Additionally, you may see one or two topics on the ACT that aren’t covered on the SAT, like matrices, logarithms, graphs of trig functions, and even scientific notation! Science ACT Science questions are passage-based, which is good practice for answering the data interpretation questions linked to the passages for the revised SAT’s Writing and Reading tests. The questions that will be most useful, however, will be those about interpreting data and figures. So focus on those and skip the rest. Example: ACT: Questions to Skip Save SAT prep time by skipping unnecessaryquestions. Reading No need to skip any reading questions. However, it’s worth noting that unlike on the SAT, questions on the ACT are not â€Å"in order†- the questions on a particular passage don’t move through the passage from start to finish, but instead may jump around A question may ask about the beginning of the passage, then the next may ask about the very end. This is just something keep in mind in terms of differences when you are using the ACT for practice. English You can skip the questions asking if the author fulfilled their purpose in the passage and why, as there is no similar question style on the revised SAT Writing test. There is normally about one of these â€Å"author’s purpose† questions per passage, towards the end of the questions on a particular passage. Example: Math You may want to skip the occasional question on logarithms, matrices, graphs of trig functions, and scientific notation, since you won’t see these things on the SAT. Science You can skip any question on the science test that’s not directly concerned with interpreting or representing data. This would include questions about hypothesis testing, experimental design, the scientific method, and so on. Example: What's Missing From the ACT That's Covered on the New SAT There are some key question types missing from the ACT that you need to be prepared to see on the SAT. Reading There are no Evidence Support question pairs on the ACT. Remember, evidence support question pairs involve answering a question about the passage and then providing evidence to support that answer in the following question. The Reading test on the ACT also does not include any questions on charts or data. These questions are covered on the Science test. English The English section on the ACT does not involve charts and graphs as on the revised SAT's Writing section, probably because these skills are tested on the Science section. Math The ACT math section lacks two key features that the revised SAT has: a no-calculator section, and grid-in questions. You may want to try solving ACT questions without a calculator when reasonable for some no-calculator practice. Also, practice ACT questions are all multiple-choice, so they won’t help you prepare for the SAT’s free-response grid-ins. Be prepared to be without this on the SAT! (The calculator, not your hand.) Where To Find Old SAT Practice Tests and ACT Tests The College Board and ACT, Inc. have kindly published free practice tests. We've collected them here for you. Old SAT Tests 2014-2015 Practice SAT|Answers 2013-2014 Practice SAT | Answers 2007-2008 Practice SAT (includes answers) 2004-2005 Practice SAT (includes answers) Practice ACT Tests ACT Practice Test 2015-2016 (Form 72CPRE) ACT Practice Test 2014-15 (Form 67C) ACT Practice Test 20-12 (Form 64E) ACT Practice Test 2008-09 (Form 61C) ACT Practice Test 2005-06 (Form 59F) A soothing rock pile in case you get overwhelmed by all these tests. Key Takeaways You can use old SAT tests as a resource for practice questions for the revised SAT. Old tests won’t give you the same feel as taking the revised test from start to finish, but many of the question types are similar.Writing has changed the most out of any of the sections; revised SAT Writing is much more similar to the ACT than the old SAT. In addition to old SAT tests, you can also use the ACT to prep for the new SAT. The English section and questions on the Science section about interpreting data and graphs may be particularly useful. There may only be 4 official free revised SAT practice tests available, but between old SATs and the ACT you can still build up a substantial stock of practice questions! What's Next? Check out our complete expert guide to the revised SAT. Need more prep materials? See our reviews of the best SAT prep books for 2016. If you're wondering how important your SAT score is, read our breakdown of the SAT and admissions. Taking the ACT? See our complete index of critical ACT prep articles. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. 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