Defining Disability and Societies Stereotypes Essays

Defining Disability and Societies Stereotypes Essays Defining Disability and Societies Stereotypes Essay Defining Disability and Societies Stereotypes Essay Society is always searching for a way to define or generalize what constitutes being disabled. Some would say disability is nothing out of the normal and that one’s who are disabled are still on a level playing field with abled persons. In contrast though, some argue that being disabled is something that totally hinders your life and will never allow you to fit in with the â€Å"social norm†. The focus of this paper is not to define disability, but to use educated points of view to help better an understanding of what disability may be, in order to form one’s own definition of being disabled. Information from three different authors will be used to help better the understanding of what society views as disabled and what their contributions to the stereotypes created are. Colin Low, a blind filmmaker, article called Some Ideologies of Disability will be used. In addition, Disability and Representation written by Rosemarie Garland-Thomson, who is a specialist in disability studies, will be used to both agree and argue points involving the disabled. Finally, a TED talk discussing prosthetic legs, given by Aimee Mullins, who is a leg amputee as well as a former Paralympic athlete will be used to state her self-imposed views. Through comparing and contrasting along with analyzing these authors uses of rhetorical appeals, including pathos and ethos, and the materials they use to defend their information, hopefully a clearer definition or idea of what disability is, begins to form. Throughout the course of all three articles, the authors use pathos to help support what they see as defining disability. In Low’s article he uses an excerpt from the play â€Å"Children of a Lesser God† where he uses lines from a deaf characters script in which she speaks, â€Å"Until you let me be an individual, an â€Å"I†, just as you are you will never truly be able to come inside my silence and know me† (Low,110). Similarly, Garland- Thomson uses pop culture references when expressing her thoughts on the subject. She uses examples such as Finding Nemo, A Beautiful Mind, and Superman, all who have some form of disability. In both cases, the authors are reminding the reader that even famous people or characters, who many people may see as above normal society or as heroes, can even have disabilities too. This provokes emotion from the reader because like stated, these are people or characters that society often looks up to and like both writers are trying to say, their disabilities do not make them abnormal, and if their disabilities do dictate their life they do so in a positive way, unlike the negative stereotype that society has created. When Mullins uses pathos in her speech she refers to disabilities as being able to be looked at as being â€Å"super-abled† if it wasn’t for the stereotypes already created by society. Mullins states that whenever children approached her they looked at her with a complete innocent state of mind that has yet to be altered because of society. Low supports the discrimination by society that Mullins discusses in her speech when he states that in the pseudo-radical observation of the disabled they view them as being defined by their disability. They believe that both their individuality and humanity have been lost and that the fact that the disabled get treated so different from other humans leaves society with no choice other than to be discriminates (Low, 111). The emotion drew out in these examples leaves the reader questioning if they in fact discriminate against the disabled? Do they perform the generous acts for someone that is disabled in a purely genuine matter or does the idea of their disability sway the person’s personality to pity? The materials used amongst the three authors to support their ideas of discrimination of the disabled in society along with trying to define disability both agree and contradict with each other. For example, Low uses a story about a giraffe and an elephant. The giraffe invites the elephant over to his house, which is accustomed for giraffes, so when the giraffe begins discriminating against the elephant for being too heavy and too wide, the elephant replies that he is not the problem to the house, the house is the problem to him. This conveys the message that disabilities are what you make them. To one person missing a leg could very well serve as a huge disadvantage. To the person missing the leg though, with the adjustments they learn to make, it could very well be an advantage to them. This point is again supported by Mullins’ material when she says that her using a prosthetic limb does not have to be looked at a loss but rather her being able to be creative and serve as a symbol of power to use that space to generate whatever she pleases. Low’s materials that are used evolve around the four ideologies of disability that he discusses. The pseudo-radical approach that he examines is that, generally, disabled people have a very negative experience with their life. This idea is both supported and disregarded in the other articles. Garland- Thomson supports the pseudo- radical view when she includes the magazine shots in her writing and then further goes on to say that they present disability as shameful and disposable, both negative things. Where as, in Mullins’ speech, she talks about how being disabled has pretty much created the successful life she has. One can assume that if it weren’t for her disability she would not have had the inspiration, or at least been as passionate about creating prosthetic legs, as what she is today. The materials used by these authors all give very good information for the reader to begin forming their definition of disabled. At the same time though, the information presented can make you think twice about what disability is. Reading these articles, from educated and credible individuals, and having them not firmly be able to state what they believe constitutes disability supports the idea that it is something very difficult to do. As stated at the end of the last paragraph, the authors and their information that this paper has been based off of are of credible sources. Using ethos the credibility of these authors can be revealed. A very prominent factor to Mullins reliability is that she has the first hand experience at the idea trying to be defined; she is disabled. She has been through the stereotypes and discrimination that is stated to be so obviously found in society. The realization that she has overcome the adversity of her disability to become a successful person helps support the argument that maybe disabilities are not as bad as they are made out to be. Garland-Thomson has specified her studies in the area of disabilities. This is not simply just an area that she is interested in, but also one that she has made a career and a way of life out of. She has written many books and has seen a wide variety of opinions, facts, and studies, all focused on the disabled. Similar to Mullins, Low is also experiencing the first hand effects of disability, as he is blind. He pursued a career in filmmaking amongst other things. This defies the ideas of disabilities hindering someone’s life as that he makes movies without the ability to see. These authors being credible makes it easier for the reader to trust and accept their opinions that are stated throughout the articles. In addition, allowing the reader to use their ideas to contribute to their forming definition of being disabled. In conclusion, the analysis of these articles has better helped reveal some of the information and opinioned needed when attempting to define the disabled. Society has greatly influenced the meaning of disabled through the stereotypes formed and explained in the three author’s pieces. When the authors use their emotional appeal of ethos throughout their writing it is helpful to induce the reader’s emotions and let them to connect, enabling them to form a personal definition of disability. In addition, the way that the author’s proclamations are strengthened by the materials and examples used, add to the clarity of the explanation of the disabled. The manner in which the three articles presented in this paper both agree and disagree with each other support the idea that disability may never clearly be defined. For as long as we have known, one’s disability may be someone else’s strength. Forming a clear and widely accepted definition of what being disabled constitutes can not and should not be able to be fully answered after this paper. The project of this writing was to get a mind thinking of some of the discrimination that they may take place in themselves and if they in turn agree or disagree with the facts stated in this paper. Studies will continue to be done on the disabled along with society’s point of view on the subject. Similarly to how Low concludes his paper, I believe that the next step needing to be taken to accommodate the disabled into society is for both parties to meet halfway. Society and the disabled must accept that being disabled is both similar and different to someone of normal status in society. This concept may take years more to begin to form or function properly but when it begins to do so discrimination of the disabled will lessen therefore clearing the way for a more distinct and accepted definition of disability. Garland-Thomson, Rosemarie. Disability and Representation. 2nd ed. Vol. 120. N. p. : Modern Language Association, 2005. 522-27. Print. Low, Colin. Some Ideologies of Disability. Journal of Research in Special Educational Needs 6. 2 (2006): 108-11. Print. Mullins, Aimee. Its Not Fair Having 12 Pairs of Legs. TED Talk. Speech.

The Murder of College Student Katherine Foster

The Murder of College Student Katherine Foster A 47-year-old woman living in a homeless shelter in Jackson, Mississippi has been arrested for a murder that took place in Alabama 28 years ago. Jamie Kellam Letson is being held on $500,000 bond in Mobile for the February 1980 shooting death of her longtime friend Katherine Foster, a student at the University of South Alabama when she was killed. Letson, who was 19 at the time, and the 18-year-old Katherine Foster were friends who grew up together in Pascagoula, Mississippi. On Feb. 23, 1980, Foster was a freshman at South Alabama in Mobile. When Foster went missing, a group of 50 volunteer students searched two days for her near the university and she was found in a wooded area near the campus. No Signs of Assault When she was found, there were few signs of foul play, except for the two bullet holes in her head and the blood underneath her hair. Investigators said her makeup was on, her hair brushed and her clothes neat and clean. There were no bruises on her body or any indication of sexual assault. Five days after the murder, police found a .22 caliber pistol at a nearby pond, but the gun turned out not to be the murder weapon, which has never been found. Few Clues Over the Years Three years after Fosters death, police thought they had another suspect when a university security guard committed suicide. In his home, they found an extensive collection of material related to the Foster case, including the autopsy report, news articles, and poems that the guard wrote about Foster. They also found in his garage a secure room with a mattress in which someone could have been hidden. But investigators determined that Michael Maris, the dead guard, had an alibi for the time of Fosters disappearance and he was ruled out as a suspect. Letson, who has served time for theft and bank fraud, was previously questioned by police in connection with the case  because she was a longtime friend of Foster, but the case had been cold for more than 25 years until recently. Assistant District Attorney Jo Beth Murphree would not tell reporters what evidence led to the arrest of Letson after 28 years.

Human ressource explain the teachers power point Essay

Human ressource explain the teachers power point - Essay Example For example, several companies discriminate against women in pay. In such cases, women receive less pay compared to their counterparts. This makes women the victims of discrimination in the workplace. This is an impediment to development in the society. The equal pay Act discourages discrimination of varied forms in the society. However, it fails to enhance fairness because it advocates for uniform payment, which is discriminatory. The stipulations of the acts generalize pay for employees who undertake similar duties regardless of their productivity. The suggestion that equitable pay across genders is a step towards enhancing fairness in the society is neglected in the stipulations. According to Daniels & Lynda (68), the split between men and women is rising. This makes it difficult for employees to adhere to the requirements of equal pay act. According to the act, fairness in pay is paramount to the development of the society. However, productivity should determine pay for both genders. Organizations should differentiate pay for employees of different capabilities. This is because talent tends to create a balance across the gender divide. A few individuals support the stipulation of equal pay act. According to the legislation, organizations should not discriminate against gender during payments. For example, all staff should receive equal pay regardless of their genders (Daniels & Lynda 66). However, there are factors such as seniority and productivity that should be considered when devising pay for employees in organizations. According to the Act, employers should pay employees equally regardless of their genders. Employees undertaking similar duties within different departments should receive equal wages. Ideally, staff members participating in the management process should receive additional funds because of the complication arising from their duties. Organizations should

The similarity and differences of No Country for Old Men and Dead Man Research Paper

The similarity and differences of No Country for Old Men and Dead Man - Research Paper Example Similarly, Dead man is a movie that was directed by Jarmusch Jim, in 1996, and presents a storyline of a young man’s adventure, both mentally and physically, into the strange land. William Blake starts his journey to the western frontiers of America and encountered an odd and outcast Native American known as ‘Nobody’. The encounter with ‘Nobody’ helps William Blake to overcome difficult situations, which were hilarious and brutal. Similarities between No Country for Old Men and Dead Man There are varied similarities between the films, No Country for Old Men and Dead Man. First, both films are filled with darkness and uncertainty of life because both directors reveal issues of violence, murder and coldhearted villains. These act as the main duties of the central characters in both movies, and their lives are full of obscurity. Additionally, both directors tie uncertainty with pessimistic belief that there is little one can do about uncertainty aspects of human life (McCarthy 34). There is a lot of evil in both films because the directors keep reminding the viewer about the inherent evil of human beings in every scene. For instance, the marvelous expressionless humor is one of the darkest aspects in the film of No Country for Old Men. This has greatly affected the characters of different persons; for example, Chigurh is one character, who has dreadful characters because he engages in violence issues. Moreover, both films reveal the mysterious dead as the only certaint y, and at the same time reveal greatest mystery cases and violence. For instance, the adventure story in the Dead Man film represents certainty of life, to William Blake. Consequently, the journey is a long-lasting ceremonial to the person known as‘Nobody’ because his intention was to save Blake and bring him back to the spirit level of the human race. The non-western viewpoint about Nobody was that life was seen as an unending cycle; thus presenting the significance of the film title, ‘Dead Man’. Both films reveal cases of violence, some of which contributes to death; for instance, in the film of Dead Man, nobody helps in leading William Blake through situations most of which turns to be violent and on the same time hilarious. Contrary to Blake’s personality, he turns to be a criminal, a murderer and a vicious man, whose physical being slips away gradually. Both novels portray characters, most of whom are violent and engage in the world of cruel, br utal and chaotic occurrences. Secondly, both films presents the theme of evil. Many western genre films are full of evil; thus, many characters take part in evil things, in the society. Both directors acknowledge the evil practiced by the power-hungry rich men, who dominates the weak; innocent people are used to enable the powerful achieve their needs. For instance, many crimes are committed in both movies, whereby many people end up being victims of evil because the crimes committed are beyond measure (Raff 61). In addition, the theme of fate is revealed, and is the cause for violence cases, as every character in the movie strives to reach his or her destiny. For instance, the film of Dead Man is about a young man, who sets the journey and hopes to reach his destiny in order to accomplish his missions. Fate is also revealed in the film, No Country for Old Men, whereby we see violent cases taking place right from the

Largest Pressure Groups Essay Example for Free

Largest Pressure Groups Essay To what extent are the largest pressure groups the most successful ones? Some pressure groups are more powerful than others as some succeed while others fail. Success in pressure groups is defined by how they affect government policy, their agenda-setting power and how well they can change people’s ideologies. Large groups mean that they have more members. This in turn leads to more donations. Chequebook groups tend to get most of their finance from their members, for example Greenpeace get 90% of their income from their members. This means that large groups tend to be wealthy. Being a wealthy group means that they have financial and economic power. For example, major corporations such as are the main source of employment and investment in the economy so the government will seek their cooperation. For wealthy groups that aren’t business groups will possess financial strength to employ professional lobbyists and public relations consultants. However, it is the wealth not the size of the pressure group that makes them economically powerful and the biggest pressure groups are not always the most economically powerful. The CBI is more economically powerful than TUC despite the TUC having seven million members. This is because although some groups may be small, they can exert influence through their policy expertise and specialist knowledge. Another good part of being a large group is that they can claim to represent public opinion. NSPCC is an example of this as they ensure that their membership levels stay above one million. This means that governments are most likely to listen to them because their members can have an electoral impact. However having good leadership can be a more direct form of influence than having many members. Having a high profile leader, such as Peter Tatchell of OutRage!, can help as they have some political skills, political contacts and have developed media and presentational skills. Lastly, the government’s views are a very important part. A group may very well be large and wealthy, however if the government doesn’t sympathise with their aims, then it will be very difficult for them to influence policy. For example, Greenpeace are very large and wealthy but the government rarely listen to them. In conclusion, there are different factors that determine how successful a pressure group is. However, large groups tend to have a significant amount of wealth, so whether it is the size of the group or other factors that should be accredited to its success can be argued.

Cheorkee Indians :: essays research papers

MARSHALL, C. J. This bill is brought by the Cherokee nation, praying an injunction to restrain the state of Georgia from the execution of certain laws of that state, which, as is alleged, go directly to annihilate the Cherokee as a political society, and to seize for the use of Georgia, the lands of the nation which have been assured to them by the United States, in solemn treaties repeatedly made and still in force. If courts were permitted to indulge their sympathies, a case better calculated to excite them can scarcely be imagined. A people, once numerous, powerful, and truly independent, found by our ancestors in the quiet and uncontrolled possession of an ample domain, gradually sinking beneath our superior policy, our arts and our arms, have yielded their lands, by successive treaties, each of which contains a solemn guarantee of the residue, until they retain no more of their formerly extensive territory than is deemed necessary to their comfortable subsistence. To preserve this remnant, the present application is made. Before we can look into the merits of the case, a preliminary inquiry presents itself. Has this court jurisdiction of the cause? The third article of the constitution describes the extent of the judicial power. The second section closes an enumeration of the cases to which it is extended, with "controversies between a state or citizens thereof, and foreign states, citizens or subjects." A subsequent clause of the same section gives the supreme court original jurisdiction, in all cases in which a state shall be a party. The party defendant may then unquestionably be sued in this court. May the plaintiff sue in it? Is the Cherokee nation a foreign state, in the sense in which that term is used in the constitution? The counsel for the plaintiffs have maintained the affirmative of this proposition with great earnestness and ability. So much of the argument as was intended to prove the character of the Cherokees as a state, as a distinct political society, separated from others, capable of managing its own affairs and governing itself, has in the opinion of a majority of the judges, been completely successful. They have been uniformly treated as a state, from the settlement of our country. The numerous treaties made with them by the United States, recognise them as a people capable of maintaining the relations of peace and war, of being responsible in their political character for any violation of their engagements, or for any aggression committed on the citizens of the United States, by any individual of their community.

Mini Dialectic Journal

This old lore I had forgotten; else I was not here. In the first scene, we see Teiresias brought in front of Oedipus to talk about the prophecy. He knows the true identity of the King, but feels like it is a burden for him to know it at all. He knows that it wouldn’t profit him to know the truth about Oedipus and the prophecy. He regrets being there, and wished that if he could have just forgotten it, then he won’t have to be in that place. As a prophet, Teiresias felt compelled to tell the truth though he knows that it won’t benefit him. He got dragged in the situation that’s why it’s really is burdensome for him. Ode 1 – CHORUS: Sore perplexed am I by the words of the master seer. Are they true, are they false? I know not and bridle my tongue for fear, Fluttered with vague surmise; nor present nor future is clear. Quarrel of ancient date or in days still near know I none Twixt the Labdacidan house and our ruler, Polybus' son. Proof is there none: how then can I challenge our King's good name, How in a blood-feud join for an untracked deed of shame? In this part, the chorus is somewhat doubting Teiresias and is siding with Oedipus. They’re saying that what the old prophet’s words were confusing, and because of this ambiguity, there is a hint of doubt in the prophecy. They dare not challenge the integrity of the good King Oedipus, as there is not much proof in what the prophet is saying. Because of this, none of them really knows what lies ahead in the future. Scene 2 – CREON: Were not his wits and vision all astray, when upon me he fixed this monstrous charge? When Oedipus and Teiresias argued, it unfolded to the King that someone would dethrone him, and it was Creon. Creon, brazened, stood up to question his King’s assumptions. He reasoned out that the prophet may be out of his mind when he said such things to Oedipus, which he shouldn’t believe much of what he says. Ode 2 – CHORUS: My lot be still to lead   The life of innocence and fly Irreverence in word or deed,   To follow still those laws ordained on high Whose birthplace is the bright ethereal sky No mortal birth they own, Olympus their progenitor alone: Ne'er shall they slumber in oblivion cold, The god in them is strong and grows not old. Still, Oedipus is devoid of the truth. He consults the gods, yet none of them seems to hear his woes and prayers. As a King who knows nothing about himself, he feels fear, anger and pity for himself. All he wanted to know was who his true parents are, but how will he now about it, if there’s know hope left for him to find the truth. Scene 3 – JOCASTA: My greetings to thee, stranger; thy fair words Deserve a like response. But tell me why Thou comest—what thy need or what thy news. Jocasta receives a visitor, who came to tell them that Polybus, Oedipus’ father has died. She thought that because of this, Oedipus was freed of the prophecy, only to find out that Polybus was really not the King’s father. Jocasta thought it was great news at first, only to find out that it would be a nail in the coffin for them. The visitor finally confirmed that Polybus and Merope were not Oedipus’ real parents. Ode 3 – CHORUS: Child, who bare thee, nymph or goddess? sure thy sure was more than man, Haply the hill-roamer Pan. Of did Loxias beget thee, for he haunts the upland wold; Or Cyllene's lord, or Bacchus, dweller on the hilltops cold? Did some Heliconian Oread give him thee, a new-born joy? Nymphs with whom he love to toy? At this part, the chorus questions that the real parents of Kind Oedipus, as the King himself doesn’t know anything about it. All that has unfolded to him that moment was realizations that he grew up knowing nothing about his own self, and as the truths became known, slowly he understands that there is a possibility that the prophecy about him has already been fulfilled. Scene 4 – OEDIPUS: Ah me! Ah me! All brought to pass, all true! O light, may I behold thee nevermore! I stand a wretch, in birth, in wedlock cursed, A parricide, incestuously, triply cursed! This part is the bitter realization that it was really him who’s mentioned in the prophecy, as confirmed by the shepherd. He killed his own father, and married his own mother Jocasta. He wasn’t able to bear all the bitter realizations in the end, despite all his greatness as a king. He was still a human being, weak at heart. Ode 4 – CHORUS: O heavy hand of fate! Who now more desolate, Whose tale more sad than thine, whose lot more dire? This is the summary of emotions felt in the story. Oedipus feels nothing but sadness, as his life has been full of lies. As he discovers the truth about himself, he learns that the prophecy has been true. He is the murderer of his father and had an incestuous relationship with his mother. Nothing could be worst that what he experienced. Exodos – OEDIPUS: Dark, dark! The horror of darkness, like a shroud, Wraps me and bears me on through mist and cloud. Ah me, ah me! What spasms athwart me shoot, What pangs of agonizing memory? After knowing the truth bout his life, Oedipus blinded himself, and has exiled himself away from the city. The haunting memory of his past would always be with him, that’s why he could not bear live in the light. Works Cited: â€Å"Sophocles' Oedipus the King†.   2000. April 1 2008. . Segal, Charles. Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge. 2nd ed. New York: Oxford University Publishing, 2001. SparkNotes. â€Å"Oedipus Plays†.   2006. April 1 2008. . —. â€Å"Oedipus the King†.   2006. April 1 2008. .   

Kinkos

After the reorganization, management layers in the company’s hierarchy were reduced from twelve layers to six. The top management level was represented by the Chief Executive Officer. The company has a centralized approach of management. Many of the decisions that had been made in the stores were made by top management. The concentration of decision-making authority at the upper levels of an organization is often justified based on the need to achieve better coordination and consistency in all the organization activities, operations and policies. Span of Control The Executive Vice President of operations has direct authority over the Vice President of marketing and two general managers for retail operations, operations support, and real estate. These general managers, on the other hand, have a direct control over 18 operations directors. These operations directors have control over the seventy-four district managers and the human resource and technology staff. Grouping Activities in FedEx Kinko’s Office and Print Services, Inc. The company was reorganized by geographical region- East, West, Central, and International. Partners who owned the largest group of stores headed up their regional divisions. The stores have been reorganized into a hub- and- spoke configuration. Does Kinko’s use an organic or mechanistic system to achieve integration? Kinko’s uses a mechanistic system to achieve integration. We can see that FedEx Kinko’s Office and Print Services, Inc. has exemplified the characteristics of highly formalized and â€Å"bureaucratic† organizations. Kinkos’s was relatively a large company; hence, a mechanistic system is very appropriate in order to manage and monitor all stores. In addition, we can notice that managers provide a considerable direction and control over the other.   The company is highly centralized, wherein all the decisions were made by top-level positions. All the operations of the company and the working behavior of the employees are governed by the instruction and decisions issued by superiors. The company has a hierarchic structure of control of authority. In line to this, there is a vertical direction of communication through the organization. All the interaction made is form top to bottom. The company is highly standardized. Qualifications for top executives have been standardized. Each person must be a strong team player, had previously been with successful organization and each held job with high accountability. The company also used formal specification of methods in the performance of a job. In fact, all stores were connected through the Internet so that jobs could be allocated, distributed, or shared, as the need arose. There is a precise definition of obligation for each position or role. For instance, each operation director has the responsibility on the profit and loss in a distinct geographical market. All of these characteristics exemplified by the company have resembled the characteristics of a mechanistic system. References Allen, Gemmy. (1998). Organizing Process. Retrieved April 1, 2008   

Free Essays on Discussion Guide

Discussion Guide on Researching a Low-Carb Beer I. Warm-up Explanation of Focus Group (10-12 minutes) A. Explanation of focus group. B. There are no wrong or right answers. C. It is necessary everyone contributes. D. There will be people watching. E. Audiotapes and Video recorders will be on so I can interact with the group. F. Only one person can talk at once. G. Do not feel bad if you do not know something, we are looking to hear your opinions and how you feel about it. H. I will move the discussion on throughout the focus group in order to cover all topics. I. Any Questions? J. Ice breaker to get going. II. Beer Consumption (15 minutes) I am interested in seeing if you drink beer, the types you like, and why. A. How many of you have drink/drank beer? What type did you consume? Where did you consume/buy it? B. Why did you get that specific beer? C. Which do you drink most often? Why do you drink that most often? Was there a reason for your consumption of that beer? D. What amount did you purchase it in? Is price an issue? Do you see a difference in light beers compared to a non-light beer? E. How do you feel about light beers? Do you drink light beers because you do not want all the calories and carbohydrate that are in the other beers? III. Diet Fads (15 minutes) I will now talk about the concept of a low-carb beer that can be beneficial to your health and add in the diet process. This beer will have fewer calories and fewer carbohydrates. A. Is anyone currently on a diet or know someone on a diet? What kind of diet? Is it hard to consume alcoholic beverages when on this diet due to calories/carbs? What do you think of these diets? B. Would you purchase a product with less carbs/calories? Do you think there is a need for a product like this? C. Does anyone currently purchase dietary products? How much money to you think you spend a week/month on them? ... Free Essays on Discussion Guide Free Essays on Discussion Guide Discussion Guide on Researching a Low-Carb Beer I. Warm-up Explanation of Focus Group (10-12 minutes) A. Explanation of focus group. B. There are no wrong or right answers. C. It is necessary everyone contributes. D. There will be people watching. E. Audiotapes and Video recorders will be on so I can interact with the group. F. Only one person can talk at once. G. Do not feel bad if you do not know something, we are looking to hear your opinions and how you feel about it. H. I will move the discussion on throughout the focus group in order to cover all topics. I. Any Questions? J. Ice breaker to get going. II. Beer Consumption (15 minutes) I am interested in seeing if you drink beer, the types you like, and why. A. How many of you have drink/drank beer? What type did you consume? Where did you consume/buy it? B. Why did you get that specific beer? C. Which do you drink most often? Why do you drink that most often? Was there a reason for your consumption of that beer? D. What amount did you purchase it in? Is price an issue? Do you see a difference in light beers compared to a non-light beer? E. How do you feel about light beers? Do you drink light beers because you do not want all the calories and carbohydrate that are in the other beers? III. Diet Fads (15 minutes) I will now talk about the concept of a low-carb beer that can be beneficial to your health and add in the diet process. This beer will have fewer calories and fewer carbohydrates. A. Is anyone currently on a diet or know someone on a diet? What kind of diet? Is it hard to consume alcoholic beverages when on this diet due to calories/carbs? What do you think of these diets? B. Would you purchase a product with less carbs/calories? Do you think there is a need for a product like this? C. Does anyone currently purchase dietary products? How much money to you think you spend a week/month on them? ...

What’s a Good New 2016 SAT Score for Your Target School

What’s a Good New 2016 SAT Score for Your Target School SAT / ACT Prep Online Guides and Tips You might have heard that a new SAT was released in March2016! What’s it out of? How do you know what a good score is? How do you determine what new SAT score you need to be accepted toyour target school? I'llcover all of this information below. New SAT Score Range The new SAT isscored out of 1600. There areonly be 2 sections instead of 3: Math and combined Writing and Language (instead of Math, Critical Reading, and Writing). Each of the 2 sections isscored from 200 to 800, making the new composite SAT score range 400 to 1600. Conversion Between the Old SAT and New SAT While we don’t yet know what the exact conversion will be, you can generally predict what the new approximate SAT score wouldbe by multiplying the old SAT score by 66.6% (since the new SAT isout of â…” as many points as the old SAT). If you're given separate scores by section (Math, Critical Reading, and Writing), you can use a different prediction method: Math section score + [(Critical Reading score + Writing score) / 2] In layman's terms, average Critical Reading and Writing and then add that average to the Math score. This method is more exact because it accounts for the fact that Mathisweighted more heavily on the new SAT(1/2 of your new composite score versus 1/3 of the old composite score). In 2014, the national average SAT score was 1497. Using the 66.6% calculation method mentioned above, I estimate the new average SAT score will be approximately 998. The national 75th percentile is about 1700, so the new 75th percentile score will be about 1133. The national 90th percentile is about 1900, so the new 90th percentile score will be about 1267. However, a good score is not just better than the average. A good SAT score depends on whatcollege you hope to attend. Colleges’ SAT Score Ranges and What They Mean for You To find out what a good new SAT score is for your target schools, you should look at colleges’ SAT score ranges. The score range shows what SAT scores admitted students received. Normally, schools show the scores from the most recent applicant pool, so the scores will likely be in terms of the old SAT (2400 scale). You'll need to convert the scores using the calculation above. The score range will be written in one of two ways as a 25th/75th percentile or an average. The 25th percentile SAT score means 25% of admits scored at or below that number (or 75% of admits scored higher). The 75th percentile SAT score means 75% of admits scored at or below that number (or 25% of admits scored higher). The average SAT is the average of all admits’ SAT scores. Knowing the score ranges will make you understand what kind of score you need to be a competitive applicant to that schoolsince you'll know what SAT scores admits received. Before figuring out your target, you need to figure out your target colleges. Make a List of Target Schools If you don’t have a list of target schools already, make one! This list should not include your safety schools. Asafety school is a college that you're almost certain you can get into with the SAT score and GPA you currently have. This list should include the more selective colleges that you hope to attend. You should exclude safety schools from this list because you want to plan your target SAT score for the colleges with the highest SAT criteria. If you meet or exceed their SAT criteria, you will almost certainly be admitted to your safety schools. After you have created your list of the more selective colleges, draw a table with 3 columns with the following titles: College Name 25th Percentile or Average SAT 75th Percentile / Target Score Fill in your target colleges under college name as I did below: College Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley Yale University Under the 25th percentile or average SAT, you'll write either the 25th percentile or average SAT score for that college. As I mentioned earlier, colleges will only provide you with one. Whichever they give you, write that number in the middle column (you'll need to re-calculate it for the new SAT, which I will explain in detail below). Under 75th percentile / target score, you put the college’s 75th percentile score (if they provide it). For colleges that only give average SAT, you'll be calculating a target score. I'll explain how to calculate the target score later on. How to Find Your Target College’s New SAT Score Range Once you have your list, finding those colleges’ SAT score ranges is very simple. You just need to Google search â€Å"[College Name] average SAT† or â€Å"[College Name] SAT 25th/75th percentile.† That will should lead you to the Freshman Admissions Profile for your target college. If you're unable to locate a Freshman Admissions Profile for your target school,check out our college admission requirementsdatabase to see if we have the SAT information for your target school. This is a screenshot from Yale’s admission site: Yale provided the 25th/75th percentile SAT score for their freshmen admits. To approximate the 25th percentile composite SAT score for the new SAT in spring 2016, you need first to calculate the current 25th percentile composite SAT score. Average the 2 lower numbers for Writing and Verbal/Critical Reading together (which separately represent the current 25th percentile SAT scores for those sections): (710 + 720) / 2 = 715 Then, add that number to thelower number for the Math section (the 25th percentile SAT score for Math) 715 + 710 =1425, rounds to 1430 (the SAT is scored in units of 10) Do the same math with the higher numbers (75th percentile score) to figure out the composite 75th percentile SAT score. NOTE: certain colleges call the 25th/75th percentile the middle 50% scores. However, the 2 numbers they provide are the 25th/75th percentile scores. They call it the middle 50% since the 25th/75th percentile scores represent the middle 50% of SAT scores of admits. Add this new information to your chart: College Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley Yale University 1430 1590 As I said before, other colleges will provide you with only the average SAT score for admits (asUC Berkeley does): Since UC Berkeley only provides an average, you can’t know how many students scored above and below it, but let’s assume about 50% scored above and 50% scored below. Let’s do the same math as above to figure out the approximate average SAT score for the new SAT: (686 + 698) / 2 =692 710 +692 = 1402, rounds to 1400 Fill that numberin under 25th Percentile or Average SAT, and leave the 75th Percentile / Target Score blank for now. I'll explain how to determine atarget score for school's with averaged scores later on. College Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley 1400 Yale University 1430 1590 How to Calculate Your New SAT Target Score For the colleges that provide the 75th percentile, your target score should be at or above the 75th percentile. (That is why I had you list the 75th percentile in the same column as target score. The 75th percentile is your target score!) For the colleges that only tell you an average composite SAT, I would aim for a score 100 points above the re-calculated average. For example, for UC Berkeley, your target score should be 1500. Fill in that number (the average SAT plus 100 points) to your chart under 75th percentile / target score: College Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley 1400 1500 Yale University 1430 1590 Why can’t you target a lower score near the 25th percentile or closer to the average? A non-negligible number ofstudents are clearly accepted with those scores. However, mostof the students accepted with lower scores are special applicants, including athletes, legacies, children of significant donors, or students with exceptionaltalents (such as the winner of the national science fair). If you aren’t in the â€Å"special† category, you’ll want a higher SAT score to boost your chances of being admitted.The higher your SAT score, the more likely you will get in.For more proof, check out Brown University’s admission data: For students with the highest score (800), 22.8% were admitted, which is much higher than the overall Brown admit rate, 8.7%. As the scores begin to decline (score between 750 and 790), the student’s chance of admission drops by 5.7%, from 22.8% to 15.1%. The same pattern holdsacross the other twosections and the composite.You now know the higher your score, the better chance you have of being accepted. If you have a discrepancy in the â€Å"Target Scores† on your list (as I do above), which should you aim for? Aim for the highest target score on your list.That way when you reach the highest target score, you will have the best chance of admission at all of your target schools. If you get a 1580 and apply to Yale and UC Berkeley, you have an excellent chance of being admitted to both schools. However, if you got a 1480 and applied to Yale, you would now be less likely to get in, as you would fall short of the 75th percentile score and be in the middle 50% of admits scores. How Exact Is the Conversion? What Does the Variation Mean for You? It's difficult to predict how students will perform on this new test since there are many changes(the College Board has not released data on the March 2016 test). Thus, the new SAT conversions I've given above may be slightly off. Writing and Reading iscombined into a single section,Evidence-Based Reading and Writing. The types of questions asked havechange. There areno more fill-in-the-blank vocabulary questions; instead, there are more critical thinking questions. Math iswithout a doubt more important on the new SAT. As you can see in the conversion above, Math now counts for half of your score as opposed to a third.For this reason, thebest method for converting current scores to the new format is to add the Math score to the average of the Reading and Writing scores rather than simply multiplying the composite score by 66% method. The first method ensures that the appropriate weight is given to each section in the context of the new score format. Based on this change in weight, you need to change your SAT preparation plan. With Math being more heavily weighted, if you struggle in Math, you'll need to focus more time preparing for the Math section to make sure you have a strong Math score. If Math is your strong suit, you'll have an advantage on the new SAT. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How to Plan Your Prep for the New SAT You need to have an excellent preparation plan to achieve your target new SAT score! Make sure you learn all you can about the new SAT. If you took a practice SAT and were unhappy with your initial score, think about taking an SAT class, hiring an SAT tutor, or using an online SAT program such as PrepScholar. Make sure the tutor or class/program is familiar with the changes tothe new SAT. If he/she/it is not, find help elsewhere! At PrepScholar, we figure out your strengths and weaknesses, and we personalize the practice to your needs. For more information, read How to Ensure Online Tutoring from PrepScholarTutors is Right for You? If you can’t afford these study options and/or want to try preparing by yourself, look at our study plan guides for sophomore, juniors, seniors and for students, who plan to study for a year or more. Stay focused on your goal, work hard, and you'll reach it! What’s Next? Worried about the SAT? Learn more about the content on the new SAT. Need help studying for the new SAT? Read our complete SAT study guide. Taking the test really soon? Learn how to cram for the test. Need help with your college application? Learn how to write about extracurriculars on your college application and get ideas to help you start your essay. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Conversation 5 Essay Example | Topics and Well Written Essays - 250 words

Conversation 5 - Essay Example There were different, cultural and art styles that influenced Diego Rivera’s painting such as the classical European style and Aztec art. His use of figures and colors depict those that were used by Indians as images to narrate their historical events and myths. This painting mainly represented his strong position in protecting one’s beliefs in his or her culture (Dawn, 199). During this time, there was a lot of Mexican Renaissance and Muralism. In the painting, it is evident that his work incorporated cubism where he incorporated the cultures from his early studies. He engaged various architectural skills and geometry (Dawn, 106). The figures in his painting appear to be simplified; however, there is nothing straightforward about these figures which are overwhelming to the eye. As culture changes over time, so do these images progress throughout; however, it depends on how people interpret them. Conclusively, Rivera’s painting can also be said to have been influenced by the impact of Mexican Revolution which was immense at the time. Additionally, there were Mexican mural painters who disseminated and interpreted the ideas that were there in revolution. Rivera assisted the American to realize other people’s cultural nationalism when under the revolutionary

Is coporate social responsibility just a new trend or is it the modern Essay

Is coporate social responsibility just a new trend or is it the modern business 'modus operandi' - Essay Example The work presented by Carroll (1999) states that the history behind corporate social responsibility (CSR) is extensive and its modern foundations were in fact laid as early as the 1950s.1 Since the emergence of the concept till the present day, a key question that has risen relates to the ideological and theoretical basis of CSR and whether the concept carries any practical implications for modern businesses. Lindgreen and Swaen (2010) claim that CSR’s movement from an ideological concept to an applicable one has occurred, primarily because businesses now fully recognize and understand that ‘not only is doing good the right thing to do, but it also leads to doing better’. ... siness scenario of today, organizations are more concerned about CSR than companies of the past ever were which is reflected in the understanding that 80% of the companies listed on the Fortune 500 attend to various CSR initiatives and intensively invest in corresponding programs as suggested by their websites. 8 Evidently, this observation suggests that CSR has now become the modus operandi of modern businesses and not merely a new trend. However, this conclusion cannot be certified unless further studies, empirical researches and discussions are used within the scope of the paper. According to Visser (2010) the progression of the economic age has lead to significant changes in business models and operations, thereby, causing a corresponding change in how businesses deal with CSR.9 The latest stage of the economic age is marked by the slogan of responsibility moving from the management phase of business operations that functioned under the modus operandi of management systems.10 The modern business of today now operates under the modus operandi of business models that are integrated with the main principle of responsibility that a business essentially exercises through its products; this view claims that unlike optimistic definitions of CSR that cover a business’ responsibility towards all stakeholders, modern CSR specifically and exclusively targets the customers alone.11 While for Visser (2010) the internalization of CSR into an organization’s modus operandi is dependent upon the business model12, Murray and Dainty (2009: p245) suggest that this is possible via the means of establishing a successful structure that assist’s CSR management. 13 Commentators such as Sahlin-Andersson (2006) notes that corporate social responsibility is certainly a trend that has