Life Of Picasso Essays - Pablo Picasso, Marie-Thrse Walter

Life Of Picasso Art represents beauty. It represents the soul and spirit of the artist. It's a form of communication that the artist can use as a substitution for words. Art has flourished the world for thousands of years and it has no intentions on stopping. One of the most important figure's in modern art (Selfridge, 15) is a man by the name of Pablo Picasso. He has taken the world into many places and has enabled us to see many abstract creations through his artwork alone. (Selfridge, 20) Born on October 25, 1881, Picasso was a miracle right from the start. There were complications with birth and everyone was sure that he wasn't going to make it, but then Picasso's uncle, Salvador Ruiz, was able to make this tragedy a miracle. He exhaled a puff of cigar smoke into the baby's nostrils and suddenly?, he joined the world of the living(Selfridge, 23). Picasso's miraculous ways didn't end there. He was soon to become one of the most well known artists of all times. Picasso's love for art was somewhat genetic. (Duncun, 45) His father, Jose Ruiz Blasco, was a painter as well and he loved art. Picasso was quick to express his desire for art. At the age of four, he was drawing detailed pictures with astounding results. (Duncun, 47) During school, Picasso would pay little if any attention to his work or the lecture that the teacher was giving. Instead, he spent his time making sketches of his fellow classmates. (Duncun, 52) At the age of 13, Picasso was enrolled at an art school where his father taught, and suddenly his academic habits changed. He began to apply himself to his work, showing interest in what he was doing, and his grades showed a vast improvement. (Galwitz, 92) The family moved to Malaga and on the way there they stopped at their uncle Salvador's house. While they were there, Salvador was so intrigued by Picasso's work that he provided him with a studio and an allowance. (Galwitz, 95) The family moved to Barcelona and Picasso attended school at the Lota, a school of fine arts. He was beyond everyone else in the school and it wasn't much of a challenge. (Galwitz, 96) Picasso continued to paint, but he wasn't satisfied. He wanted more and had dreams to revolutionize painting. He realized that the only way of doing this would be to attend Madrid's Royal Academy of San Fernando, which is well known for having the most demanding artistic training in the country. (Jaffe, 113) In the fall of 1897, that's exactly what Picasso did; he enrolled. Even though he was at the greatest school, he still was finishing his work early, leaving him a lot of time on his hands. (Jaffe, 117) The school didn't work out, so Picasso went to Paris, which was one of his dreams? He was able to explore the streets, caf?s, and museums that Paris had to offer. An art dealer, by the name of Pere Manach, was impressed by the work he had seen of Picasso's and offered him a deal. He would pay him 150 francs every month for all of the work he had completed in that time period. (Selfridge, 85) Although Picasso left back to Spain, he agreed and they made arrangements to make an exchange every month. Picasso received word that a well respected art dealer named Ambroise Vollard wanted to exhibit his work, so Picasso returned to Paris for the occasion. (Selfridge, 88) The exhibit turned out to be very successful, and fifteen pieces of Picasso's was purchased before the exhibit was opened. Picasso returned to Spain and continued his work there. A good friend of his named Casagemos committed suicide, which made Picasso very depressed. He showed his emotions through his work by painting mostly in shades of blue. This is known as his blue period, where all his subjects dealt with poverty, depression, and human struggle. (Westernbaker, 162) In 1905, Picasso met a woman named Gertrude Stein and he immediately wanted to use her in his portraits. It took him about 90 sittings and he still wasn't satisfied with the work he did of her, so he took a break and went back

Subject-Verb Agreement on SAT Writing Strategies and Practice

Subject-Verb Agreement on SAT Writing Strategies and Practice SAT / ACT Prep Online Guides and Tips Subject-Verb Agreement may be the most tested grammatical rule on the SAT. Therefore, just by mastering this rule and its applications, you will be well on your way toward achieving a ridiculously good score on the SAT Writing. While the rule itself is relatively simple, the questions related to it can be challenging and a bit tricky. In this article, we’ll teach you how to become a master of all things subject-verb agreement on the SAT. In this post, I’ll do the following: Give you a clear understanding of subject-verb agreement. Explain why and how subject-verb agreement questions on the SAT can be tricky. Offer general strategies that can help you correctly answer subject-verb agreement questions. Provide you with practice questions so you can test what you’ve learned. Review: What's a Subject? Simply, a subject is the noun which corresponds with a verb in a sentence. In a sentence where there is an action, the subject is the noun which is doing the action. Here is an example: Justin saved the world. Justin is the subject because he did the saving. In a sentence where there is a description, typically using a form of the verb â€Å"to be†, the subject is the noun which is being described. Consider this beautifully written sentence: Justin is amazingly humble. Justin is the subject because he is the person who is amazingly humble. Now that we have a basic understanding of a subject, let's define this ubiquitous SAT grammar rule. What Is Subject-Verb Agreement? Subject-verb agreement is a rule stating that all subjects must agree with their verbs in number. Singular subjects take singular verbs. Plural subjects take plural verbs. Most of the subject-verb agreement questions on the SAT deal with verb forms in the third-person singular form (he/she/it/one) and third-person plural forms (they). In the present and present perfect verb tenses, third person singular verb forms end in an â€Å"s†. Third person plural verb forms do not. Let's check out an example sentence to give you a better understanding of this rule: The celebrity chef cook lobster and foie gras. This sentence probably already "sounds" wrong to your ear, but let's break down exactly why. The subject of this sentence is "chef". Obviously, because we are only talking about one chef, the subject is singular. Therefore, the verb should be in the singular form. However, "cook" is the third-person plural form of the verb so this sentence is incorrect. Here is how the sentence should read: The celebrity chef cooks lobster and foie gras. Here's another basic example: The gymnasts performs incredible feats of strength. In the above sentence, the subject is "gymnasts" because they are doing the performing. "Gymnasts" is plural so the verb should be in the plural form. However, "performs" is in the singular form. This is the corrected sentence: The gymnasts perform incredible feats of strength. This rule is relatively basic and easy to comprehend, right? Some of you may be thinking that all subject-verb agreement errors on the SAT will be as simple to detect as they were in the example sentences above. However, in traditional SAT fashion, sentences on the SAT are intentionally deceptive and questions related to subject-verb agreement can be rather challenging. Subject-Verb Agreement questions can deceive you Why Are These Questions Tricky? Generally, questions related to subject-verb agreement on the SAT can be difficult because the subject is usually not placed directly in front of the verb. This problem appears in two ways: Interrupting Phrases, and inverted sentences where the subject follows the verb. Common Trap #1: Interrupting Phrases Interrupting phrases are phrases thatseparate the subject from the verb. Such phrases make locating the subject and determining whether the verb should be singular or plural more difficult. There are specific types of interrupting phrases and we'll take a closer look at a few of them. You don't know need to know all of the specific grammar terms, but it's important to recognize how they influence subject-verb agreement questions. Non-Essential Clauses Non-essential clauses are phrases describe a noun, often the subject of a subject-verb agreement question on the SAT. Non-essential clauses are surrounded by commas. These clauses can be removed without creating grammatical errors or changes in the meaning of a sentence. Take, for example, this sentence: My doctor, who is very unfriendly, spoke to me for less than a minute. The phrase in bold is a non-essential clause. It is separated by commas and removing the clause does not create an error or change the meaning of the sentence. The phrase is only used to provide descriptive information about the subject. See: My doctor, who is very unfriendly, spoke to me for less than a minute. A non-essential clause often starts with a relative pronoun (which, who, whose, or where), but it doesn't in a phrase known as an appositive. An appositive functions like a non-essential clause, but it doesn't have a verb. Here is an example: My doctor, a very unfriendly man, spoke to me for less than a minute. Again, the phrase provides information about the doctor, but it can be removed and will not create any errors or change the meaning of the sentence. So, how will knowing about these phrases help you correctly answer SAT questions related to subject-verb agreement? I'll explain. Non-Essential Clauses and Appositives on the SAT On the SAT, these phrases will be placed between subjects and verbs to trick you into thinking a subject is singular or plural. Look at this example of an incorrectly written sentence in which I've underlined the subject and bolded the verb: My math teacher, who is extremely demanding and yells at all the students, give too much homework. The subject is singular and the verb is in the plural form. However, there is a non-essential clause separating the subject from the verb so it is more difficult to locate the error in subject-verb agreement. Also, on the SAT, there will often be a plural noun in the non-essential clause placed right next to the verb in such a sentence. Many test takers will incorrectly assume that "students" is the subject,especially if you read the question quickly in one go. Here is the corrected version of the above sentence: My math teacher, who is extremely demanding and yells at all the students, gives too much homework. So, how do you avoid falling into this common trap that the SAT will set for you? Strategy For these types of questions, always cross out appositives and non-essential clauses. Doing so will make it easier to notice any issues with subject-verb agreement. The resulting sentence should be grammatically correct. Let's do this with the incorrectly written version of our previous example: My math teacher, who is extremely demanding and yells at all the students, give too much homework. Crossing out the non-essential clause leaves us with "My math teacher give too much homework." The subject-verb agreement error in that sentence is easy to spot. Here is another type of interrupting phrase, probably the most common on the SAT: the prepositonal phrase. Prepositional Phrases Quick Review: prepositional phrase begins with a preposition. Prepositions provide additional details about nouns and often answer the questions "Where?", "When?", or provide descriptive information. Here is a chart showing examples of commonly used prepositions: http://study.com/academy/lesson/what-is-a-preposition-definition-uses-examples.html On the SAT, prepositional phrases are often inserted between subjects and verbs to make errors in subject-verb agreement less noticeable.Take a look at this incorrectly written sentence with the prepositional phrase underlined: Changes for the new and improved SAT is going to be implemented soon. The subject of the sentence is "changes" and the prepositional phrase provides descriptive information about the changes. Because the subject is plural, the verb should be in the plural form. Once again, notice how the SAT can trick you by putting a singular noun, SAT, right before the verb, "is." If you go by ear, you're likely to fall prey to this trap. Here is the corrected version of the sentence: Changes for the new and improved SAT are going to be implemented soon. The approach you should take with sentences that contain a prepositional phrase is very similar to the one you should use with non-essential clauses and appositives. My ghost writer. He knows his SAT grammar. Strategy Cross out the prepositional phrase and the resulting sentence should be grammatically correct. Also, doing so will make it easier for you to identify the subject and ensure that the subject and verb agree. The subject will never be contained within a prepositional phrase. Let's use the cross out method with the above incorrectly written sentence: Changes for the new and improved SAT is going to be implemented soon. The subject-verb agreement error is much more obvious. Hooray! Interrupting phrases are not the only tactic the SAT uses to complicate subject-verb agreement questions. Common Trap #2:Sometimes the Subject Will Follow the Verb Occasionally, the normal word order of a sentence will be changed so that a prepositional phrase appears at the beginning of a sentence and the subject will follow the verb.In these sentences, it can be difficult to identify the subject and determine whether there is an error in subject-verb agreement. Take, for example, the following sentence with the prepositional phrase underlined and the verb in bold: On my forehead resides five unsightly pimples. We know that a subject cannot be contained within a prepositional phrase and the subject must correspond with the verb. What is doing the residing? The pimples. And "on my forehead" provides information about where the pimples are located. Because the subject is plural, the verb needs to be in the plural form: On my foreheadreside five unsightly pimples. The correctly written sentence may sound more awkward to you because the noun "forehead" is singular and it is placed right next to the plural form of a verb. That is why you should focus on the rules and not rely on what sounds right. In rare cases, the verb comes before the subject but is not preceded by a preposition.What? How is that possible? Check out this sentence with the subject underlined and the verb in bold: Eating Hot Cheetos is fun, but less fun is its consequences. In the sentence, what is less fun? The consequences. Therefore, "consequences" is the subject which corresponds with the verb. There is an error in subject-verb agreement. The sentence should read like this: Eating Hot Cheetos is fun, but less fun are its consequences. The order of the words has been changed, but this sentence is saying that "The consequences are less fun." So, how should you tackle sentences in which the subject follows the verb? Strategy In these sentences in which the subject follows the verb, simply rearrange the sentence so that it follows the normal structure of subject then verb. This will enable you to more easily spot errors in subject-verb agreement. If you did that in the incorrectly written example above, you would be left with "its consequences is less fun". The subject is right in front of the verb and the error is obvious. Application: Real SAT Example So, we’ve established that subject-verb agreement questions can be tricky because the subject is often not placed directly in front of the verb. Let’s see how this plays out with an actual SAT question. First, let's look at a sentence with an interrupting phrase. The subject of this sentence is â€Å"research†. The phrase â€Å"by several scientists† is a prepositional phrase providing descriptive information about the research. Therefore, the subject is singular and the verb should be in thesingular form. If you get rid of the prepositional phrase, the sentence reads "research suggest". B is the answer; the word should be â€Å"suggests†. There are additional situations which complicate the most basic questions that test subject-verb agreement. Now we'll take a look at some of these specific situations. More grammar fun. Get excited!!! Common Trap #3: Compound Subjects If the subject is two singular nouns connected by â€Å"and†, then the verb should be in the plural form.Here is an elementary sentence illustrating this rule: Justin and the SAT are friends. The subject is both Justin and the SAT so the verb needs to be in the plural form. Here is a more difficult SAT-style example in which a prepositional phrase is also placed at the beginning of the sentence: Under my bed exists a pen and a Taco Bell receipt from 1994. So, where is the subject? "Under my bed" is a prepositional phrase - that's not the subject. What exists? Both a pen and a Taco Bell receipt. We can rearrange the sentence order so that the sentence reads that "A pen and a Taco Bell receipt exists". Because there is a compound subject, the verb should be in the plural form. This is the corrected version of the sentence: Under my bed exist a pen and a Taco Bell receipt from 1994. Application: Real SATExample Here is an example of an actual SAT subject-verb agreement question that uses a compound subject. The subject is both the time and the place. Therefore, the verb should be in the plural form. Also, there is an additional error in the sentence in that â€Å"to approving† should be â€Å"to the approval†. The correct answer is C. Collective Nouns Another unique situation that affects subject-verb agreement involves the use of collective nouns.Collective nouns are singular nouns that refer to groups of people. On the SAT, these nouns, if used in the singular form, should be used with singular verbs.Examples of collective nouns include team, band, company, and committee. Keep in mind that subject-verb agreement questions with collective nouns are rare, but I have seen this type of question on actual SATs. This is what the sentence would look like: After losing by thirty points, the basketball team have decided to fire its coach. Even though there are multiple people on a team, the subject is referring to one team. Therefore, the subject is singular and the verb should be in the singular form. This is corrected version of the sentence: After losing by thirty points, the basketball team has decided to fire its coach. Other Singular Subjects That Can Be Tricky Aside from collective nouns, there are other specific types of subjects that may intuitively appear to be plural but are singular and require a singular verb. Each=Singular The word â€Å"each† implies that you’re referring to each thing individually so you should use a singular verb when â€Å"each† is the subject.This is an example of an incorrectly written sentence using "each" as the subject: Each of the members of the team are athletic. Keep in mind that "of the members" and "of the team" are prepositional phrases. After removing the prepostional phrases, the sentence reads "Each are athletic." Each is our subject so the verb should be singular. This is the correct version: Each of the members of the team is athletic. Every=Singular Similarly, the word â€Å"every† implies that you’re referring to each thing individually. Think of the word â€Å"every† as implicitly stating â€Å"every one†. Here is an example of this rule in effect: Every person in each of my classes are intelligent. Although all of the students are intelligent, this sentence is stating that every single student is intelligent. Also, the use of the singular noun "person" further indicates that the subject is singular and requires a singular verb. Remember that "in each of my classes" is a prepositional phrase. This is how the sentence should look: Every person in each of my classes is intelligent. Gerunds When Used as Subjects=Singular A gerund is a verb which is used as a noun and ends in â€Å"ing†.When a gerund is being used as a subject, then the subject is singular.Look at this example: Remembering the names of all of the Kardashian sisters are easy. To determine the subject, think about what is easy. Also, we know that "of all of the Kardashian sisters" is a prepositional phrase which we can cross out and will not contain the subject. Therefore, we're left with "Remembering the names are easy". Even though "names" is plural, "the names" is not the subject and simply provides additional information about what we're remembering. The subject is "Remembering", a gerund which requires a singular verb. So, here is the corrected version: Remembering the names of all of the Kardashian sisters is easy. Who is this? Application: Real SAT Example It's time to take a look at an actual SAT subject-verb agreement question that includes one of these uniquely singular subjects. The subject is the gerund â€Å"storing†, which is singular. Therefore, the verb should be â€Å"increases† and the answer is B. Also, because â€Å"delays† is singular and shares the same subject, you should know that any verb which corresponds with the same subject should be in the singular form as well. Now that we've looked at various types of subject-verb agreement questions, let's go over strategies you can use on your SAT to help determine if you're encountering a subject-verb agreement question and ensure that you answer the question correctly. 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! General Strategies for SAT Subject-Verb Agreement Look For Errors in Subject-Verb Agreement When a Verb is Underlined In any of the subsections (sentence improvement, identify the error, paragraph improvement), if a verb is underlined, make sure that there are no errors in subject-verb agreement. Always Identify the Subject Both subjects of sentences and subjects of clauses must agree with their verbs. For each verb, find the noun which corresponds with that specific verb.Then, determine whether that subject is singular or plural and make sure that the subject and verb agree. The Subject is Never Part of a Prepositional Phrase Be aware that the subject will not be part of a prepositional phrase.Most subject-verb agreement questions on the SAT separate a subject from a verb with a prepositional phrase. Cross Out Interrupting Phrases The SAT tries to deceive you by placing long phrases in between the subject and the verb. Often, the number of the noun closest to the verb will not match the number of the subject. By crossing out the interrupting phrase, you will have an easier time identifying the subject and determining whether there is an error in subject-verb agreement. Be Able to Recognize the Common Tricks Knowing the common tricks the SAT uses on questions that test your knowledge of subject-verb agreement can be helpful. The better you know these tricks, the more quickly you’ll be able to identify them and correctly answer subject-verb agreement questions. Additional Practice Hopefully, by this point you thoroughly understand subject-verb agreement and how to correctly answer any subject-verb agreement question that may appear on the SAT. I've created some practice problems to test you on what you've learned. Remember to use the general strategies I referenced above. If you're not having fun, you're not doing it right. 1. Every summer in Los Angeles (A) the sound of children yelling(B) at the beach on a weekday indicate(C) that it is summer vaction (D). No error (E) 2. The selfie, which is(A) a photograph taken(B) by many narcissistic people, is(C) extremely popular on various social networking websites (D). No error (E) 3. An effective and helpful(A) tutor demonstrates(B) exceptional knowledge, is responsive to the needs(C) of her students, and listen(D) to them carefully. No error (E) 4. Extremely careful analysis(A) of handwriting samples show(B) that creative people are more likely to write(C) rounded letters (D). No Error (E) 5. Playingsports(A) such as basketball, football, or baseball allow(B) children to learn teamwork(C) and develop(D) coordination. No error (E) Answers:1. C, 2. E, 3. D, 4. B, 5. B What's Next? If you want to know everything that is tested on the SAT Writing section, read our article about what's actually on SAT Writing. After you have mastered the basic questions, study the hardest SAT Writing questions. Finally, if you're aiming for an 800 on SAT Writing, find out how to get a perfect scorefrom a perfect scorer. Want to improve your SAT score by 240 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

How To Build The Highest-Trafficked Website With Mike Danner

How To Build The Highest-Trafficked Website With Mike Danner How can you grow your website to become the world’s largest in your niche? Traffic without conversions does not let you influence profitable customer action, which marketing is designed to do. How can you get more results from your Website traffic? Marketing automation with Google provides prospective customers with what they want and when they need it to help influence their purchase decisions. Today, we’re talking to Mike Danner, vice president of digital marketing at Ancient Nutrition. He helped the company’s Website, Dr. Axe, become the largest natural health Website in the world and generate about 19 million unique visits each month. Ancient Nutrition and Dr. Axe help educate and provide supplements for those who want a natural approach Ancient Nutrition is progressive and doing things right to grow its Website Every generation requires its own revolution; current generation is focused on sustainable farming and getting rid of big manufacturing lines Ancient Nutrition evolved out of passion and vision to become #1 natural health Website in the world and buy Whole Foods some day Organic and surge approach through success leaving clues; seek the best and biggest to mimic Use automation to help increase conversions; automation through ClickFunnels improved growth for Ancient Nutrition Focus on the return received from training, not the cost of the training Organize, optimize, customize when building automation Funnels that trigger journeys include micro-intense steps (cart abandonment) Review and analyze data to make decisions; phases of data absorption, monitoring, and testing experimentation and exploitation Shiny objects are fun, but deploy something to earn money Marketing Automation and Integrative/Holistic Approach to Testing Program: How often are you going to test? What are you going to do with the data? If brand new to marketing automation, anchor toward your goals; make as much as you can evergreen, and automation’s only as good as the multiplier Links: Ancient Nutrition Dr. Axe Jim Rohn Neil Patel ClickFunnels Brad Martineau Google Analytics Tim Ferriss Convert.com Austin Brawner Russell Brunson Write and send a review to receive a care package If you liked today’s show, please subscribe on iTunes to The Actionable Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Mike Danner: â€Å"The marketing, the mechanics, the people- that was really laid on top of that foundation, which is just an incredible scaffolding for us to be able to build this marketing enterprise on top of.† â€Å"We were just writing the best content that we possibly could.† â€Å"We probably said the phrase- organize, optimize, customize––their mantra for building automation, which is to first get all your thoughts in paper then you get it out. Then, you optimize it.†

The Boston Police Strike of 1919 Term Paper Example | Topics and Well Written Essays - 1500 words

The Boston Police Strike of 1919 - Term Paper Example The policemen tried at first to organise themselves into a union , having consulted the American Federation of Labor in June 1919. In August the police obtained a charter as a union ( Farmer 2011) but this was opposed by the police commissioner as he claimed that any police man was not an employee, but a ‘state officer’. It quickly developed into a ‘them’ and ‘us’ situation. The mayor took an extended holiday according to Wienke ( 2008) but without him Governor Coolidge and Attorney General Albert Pillsbury created legislation which made unionization by public employees illegal . These state officials concentrated upon the legitimacy, or lack of it, of the unionizing of these and other public employees, rather than the strength of the officers complaints. The chief of police, Police Commissioner Edwin U. Curtis, was also strongly opposed to this unionization and suspended the leaders of the group, and later other officers ( Boston Police Strike, undated) and organised police substitutes (Wienke, 2008) . The officers went out on strike on September 9, 1919. The same article quotes Calvin Coolidge, then the state governor, who stated that â€Å"There is no right to strike against the public peace by anybody, anywhere, any time.† He then went on to call in the Massachusetts Guard to break the strike, which it did in one day. The policemen involved were not allowed to return to their posts, and instead the jobs were given to returning servicemen. The new force received better wages, worked shorter hours and had government supplied uniforms.... In August the police obtained a charter as a union ( Farmer 2011) but this was opposed by the police commissioner as he claimed that any police man was not an employee, but a ‘state officer’. It quickly developed into a ‘them’ and ‘us’ situation. The mayor took an extended holiday according to Wienke ( 2008) but without him Governor Coolidge and Attorney General Albert Pillsbury created legislation which made unionization by public employees illegal . These state officials concentrated upon the legitimacy, or lack of it, of the unionizing of these and other public employees, rather than the strength of the officers complaints. The chief of police, Police Commissioner Edwin U. Curtis, was also strongly opposed to this unionization and suspended the leaders of the group, and later other officers ( Boston Police Strike, undated) and organised police substitutes (Wienke, 2008) . The officers went out on strike on September 9, 1919. The same article quotes Calvin Coolidge, then the state governor, who stated that â€Å"There is no right to strike against the public peace by anybody, anywhere, any time.† He then went on to call in the Massachusetts Guard to break the strike, which it did in one day. The policemen involved were not allowed to return to their posts, and instead the jobs were given to returning servicemen. The new force received better wages, worked shorter hours and had government supplied uniforms. The message was clear – striking will get you nowhere (Barclay , 2011). The strikers were labelled as deserters and even traitors. There was an attempt to bring the two sides together with James Storrow, a banker, proposing that the police be allowed to have a

Benzene Essay Example | Topics and Well Written Essays - 500 words

Benzene - Essay Example At room temperature, it is liquid and is a bit viscous. Its density is 0.879 g/mL and turns to vapor at 80.1Â ºC. It is a flammable aromatic hydrocarbon and is not completely miscible with water, but can dissolve in other solvents like acetone, chlorofom or carbon tetrachloride (EPA, 1988). Because of its high flammability and volatility, the chemical must be kept away from sparks, open flame, heat or other hot surfaces that may cause fire or explosion (cpchem.com, 2014). Benzene is a common part of industrial manufacturing of plastics, man-made fibers, rubber lubricants, colorants and pesticides. It is also a component in gasoline and other petroleum products. In nature, volcanoes and forest fires emit benzene into the atmosphere. Residential uses of benzene are found in adhesives, paint removers and gasoline. Petroleum products are the major contributors of benzene in the environment (dhs.wisconsin.gov, 2013). Other aromatic chemicals such as phenol and toluene, are also synthesized from benzene either by replacing the hydrogen atoms in the molecule or by cleavage of the bonds in the benzene molecule. Most chemicals from benzene are products of substitution reactions (epa.gov, 1988). Humans are exposed to benzene in different ways, namely through inhalation, ingestion or by skin contact. The most common route of benzene exposure is by inhalation, especially when humans are exposed to petroleum products or benzene-containing paints and resins. When benzene is released in its vapor form from manufacturing industries, the people living near the area are exposed and inhale it. The symptoms that may be experienced when exposed to benzene for short periods are headaches or nausea. However, for longer periods high risk of having cancer and anemia are some of the health effects. Some studies in animals have shown that prolonged exposure to benzene vapors caused infertility and damaged reproductive organs.

Health Risks Associated with Technology Essay Example for Free

Health Risks Associated with Technology Essay The widespread use of technology has led to some important use health concerns. Some of the move common physical health risks are repetitive strain injuries, computer vision syndrome, and muscular pain. These injuries are on the rise for users of technology. A repetitive strain injury (RSI) is an injury or disorder of the muscles, nerves, tendons, ligaments, and joints. Technology-related RSIs include tendonitis and carpal tunnel syndrome (CTS). Tendonitis is inflammation of a tendon due to repeated motion or stress on that tendon. CTS is inflammation of the nerve that connects the forearm to the palm. Repeated or forceful bending of the wrist can cause tendonitis or CTS of the wrist. Factor that cause these disorders include prolonged typing or mouse usage and continual shifting between a mouse and keyboard (Jones 45-48). If untreated, these disorders can lead to permanent physical damage. Computer vision syndrome (CVS) affects eyesight. Symptoms of CVS are sore, tired, burning, itching, or dry eyes; blurred or double vision; distance blurred vision after prolonged staring at a display device; headache or sore neck; difficulty shifting focus between a display device and documents; difficulty focusing on a screen image; color fringes or afterimages when looking away from a display device; and increased sensitivity to light. Eyestrain associated with CVS is not thought to have serious or long-term consequences (Anderson and Dean) People who spend their workday using the computer sometimes complain of lower back pain, muscle fatigue, and emotional fatigue. Lower back pain sometimes is cause from poor posture. It is advisable to sit properly in a chair while working and take periodic breaks. Users also should be sure their workplace is design ergonomically. Ergonomic studies have shown that using the correct type and configuration of chair, keyboard, display device, and work surface help users work comfortably and efficiently and helps  protect their health (Sanchez). Many physical health risks are associated with using technology. These risks include repetitive strain injuries, computer vision syndrome, and muscular pain. User should take as many preventive measures as possible to avoid these risks. Works Cited Anderson, Cricket Finley and Stacey Anne Dean. â€Å"Computer pains.† The Medical Update Aug. 2014:n. page. Web. 2 October 2014. Jones, Jacob Lee. Medical concerns of the 21st Century. Chicago: Smiley Incorporated, 2014. Print. Sanchez, Jorge Mario. Aches and Pains. 30 Sept. 2014. Course Technology. Web. 5 Aug. 2014.

Is Gambling Good? Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  After many years of being confined to Nevada, the gambling industry has started appearing in new locations. Of course, this is expansion is not supported by everyone. In some locations, the government allows casinos on Indian reservations and â€Å"river boat casinos.† Certain governments, such as the state of Nevada, allow gambling in all parts of the state. Originally, gambling was only legal in Nevada. The other locations are fairly recent and many other local governments are considering legalizing gambling in their cities or states. Gambling is like any other business: there are sellers and there are buyers. No one is forced to participate in the transaction, but many people still oppose gambling in their communities. In this paper, I will discuss why, according to economics, gambling should be legalized and some reasons why gambling has not been legalized everywhere. Many people believe that gambling should be legalized everywhere. It is simply a business. There are people that would like to sell gambling services and there are people that would like to buy gambling services. Neither party is losing from the transaction. The casino operators are gaining from the transaction because they would like to make profits, just like any other business. Realistically, the gamblers are most likely losing money, but they are choosing to risk their money at the casinos. The gamblers are gaining because they would like to gamble and be a part of the casino environment. The gambling market follows the laws of supply and demand, just like every other business market. If the casino owners ask too high of a price for their services, people will not buy them. There are always other casinos that people can go to if one casino were to charge higher rates. Casinos must compete with each other just like any other business. Casinos can also be a large source of tax reve nue for local governments and it can provide jobs for members of the local communities. According to the Atlanta Business Chronicle, Rob Pitts, the Fulton County Commissioner, believes that â€Å"†¦gambling could generate more than $200 million a year in tax revenue and add 4,000 jobs in Georgia.† There is one type of gambling that is already available in most states - the lottery. This type of gambling is regulated by the government and is accepted by the general public. The state usually pu... ...lth. It's not the panacea that it is presented as.† In conclusion, gambling is just like any other business: there are buyers and there are sellers. There are potential good points to legalizing gambling, but there are also some drawbacks. The gambling industry can create tax revenue and jobs for local communities, make money for the casino owners, and allow people to gamble safely. However, some people that gamble should probably not be gambling. Casinos outside of Nevada are often found in poorer cities. Personally, if I had the choice, I would vote against gambling in my community. Bibliography Arvidson, Erik. State lawmakers remain wary of casinos. 2 Nov. 2003. Berkshire Eagle Online. 2 Nov. 2003 . Riverboat Gambling. JobMonkey.com. 07 Dec. 2003 . Hoeschen, Brad. Potawatomi courting businesses for casino expansion plan. 1 Aug. 1997. The Business Journal. 7 Dec. 2003 . Schenke, Jarred. Pitts will ask state to OK gambling. 27 Oct. 2003. Atlanta Business Chronicle. 2 Nov. 2003 . Study: Poor players spend most on Md. lottery. 20 Oct. 2003. The News Journal. 2 Nov. 2003 . MacQuarrie, Brian. $650m resort, casino plan divides Maine. 12 Oct. 2003. The Boston Globe. 2 Nov. 2003 .

Management Accounting Essay

Economists and accountants have diametrically opposite views of cost-volume profit (CVP) behaviour but only accountant’s have a CVP model that is appropriate for assisting management with decision making Ryan Bebbington Word Count 1796 Economists and accountants have diametrically opposite views of cost-volume profit (CVP) behaviour but only accountant’s have a CVP model that is appropriate for assisting management with decision making Cost volume profit analysis looks into the relationship between a firms fixed and variable costs and total revenues across a varying level of production. The model will give a predicted level of profit at a given level of production. There are many ways that CVP analysis can be useful for decision making, it is important to distinguish between the different applications of the Economists and Accountants interpretations, as well as other factors involved in decision making. CVP analysis is used in management decisions when forecasting production levels. To use this model effectively, Management will look at different scenarios of output, prices and costs, and see where the model predicts the firm’s revenues will cover its total costs. This point is known as the breakeven point. Management can investigate the effects of price increases, changing costs from fixed to variable such as salaries to commission based pay. Managers can also investigate the outcomes from decisions such as making components in house or buying in, retaining or replacing equipment and marketing decisions. They can also investigate the sales mix. By having a prediction of the effects of these variables, managers will be able to make better decisions, as they have more information. CVP is a simplified model and thus has limitations to its analysis and predictions. When managers are aware of the limitations and how to correctly use CVP analysis it can be a powerful tool. Managers must be aware that there are assumptions that are made to simplify the CVP tool, as it cannot truly model the real business, as it would be far too complicated. The economist’s interpretation of the CVP graph, Figure 1, is based on two main assumptions, which explain the shape of the cost and revenue curves. The first assumption, which affects the revenue curve is that the firm is competing on price competition, this means that in order to increase sales, the firm must reduce the marginal selling price of the product. This causes the firm’s revenue curve to level off, as the marginal revenue falls to à ¯Ã‚ ¿Ã‚ ½0, as in figure 1b. After this point the firm is selling at a negative price, causing the firm’s total revenue to fall. The second assumption is based on the firms cost curve, is based on economies and diseconomies of scale. The firm’s economies of scale cause the variable cost per unit to decrease as production increases, as in figure 1b. This can be due to any of the economies of scale, such as purchasing, where a discount for bulk buying is received, managerial, where managers can become more specialised, financial where the firm is offered lower interest rates as there is a lower risk of lending. The Total cost curve will level off as these increasing returns to scale cause the production to reach a level of most efficient output. After this the firm will experience decreasing returns to scale, as the plant is operating at a higher production level than it was designed for, causing problems in production, such as bottlenecks in the production line. This causes the average unit cost to increase again, giving the curve its shape. It is important to understand that Economists are trying to most accurately model real world situations, rather than create a tool for management decisions. The accountants CVP model, figure 2, is based on a simpler interpretation of the cost and revenue functions, this is because Accountants are not concerned with provided an accurate representation of the cost and revenue functions, instead they wish to display the relevant ranges, figure 3, of production for the firm. As this is the information that is used for short-run decision making, as this is the time frame where the information is most useful for management decision making, information for longer term decision making is required for board level decisions, to do with the long term objectives of the company. The information that the firm uses to produce its cost and revenue curves is extracted from previous operating costs and revenues, this ensures that the information is reliable. The Accountants cost function, is a straight line, which assumes that for each additional unit produced, a standard variable cost is incurred, the assumption that production will only be occurring in a relevant range means that the firm’s production will not alter enough to cause increasing or decreasing returns to scale. The Accountant’s interpretation of the fixed cost curve is different to the Economist’s view because it meets the Y axis at a higher point, which indicates that the Accountants believe that firms are committed to a higher minimum level of fixed costs. This is because although a firm may reduce its fixed costs to a lower level, as in the Economist’s interpretation, the firm can only do this by redundancies and shutting down plants. As the Accountants model only represents a relevant range, the fixed costs cannot be reduced to this level in the short run, when this interpretation is extended outside of the relevant range, a stepped fixed cost and total function will be seen, as in figure 3. The other difference is that the revenue function is linear. This is because in the short run, firms cannot change the price of their products easily; it may also be because of firms competing on non-price, rather than price competition. As Accountants make no attempt to extend the revenue function outside of the relevant range, there is no need to model the firm’s decrease in product price to increase demand. The Accountant’s interpretation of the Cost Volume Profit model is more appropriate for Management decisions, as management decisions are not concerned with long term information. This is because the Board of Directors will be making the firms long term decisions. The information that the Economist’s model provides, includes a lot of information outside of this relevant range, this will affect the reliability of the data in the model. The data in the model will be less reliable as it is more difficult to accurately predict the behaviour of the cost and revenue functions, outside of the relevant range, as it is not based on past sales data. It will also be more expensive to compile the information needed as it is a more complex model. It can also be argued that some managers will find it difficult to interpret the Economists model, as the information will be more complex. Managers may wish to extend the CVP model to cover longer term decisions, will need to be aware of the long term behaviour of fixed costs. In the long term, firms will have a greater control over fixed costs, they can expand capacity by increasing floor space, hiring more supervisors and upgrading or purchasing new machinery. Which will give the firm’s fixed cost line a step function. Other factors will also affect the firm’s revenue and cost curves, such as advertising strategies, changes in political, environmental, social, economical, and legal factors, such as a change in VAT rate. These factors cannot easily be planned for and are not easily shown in long term CVP analysis, which is the main reason that CVP cannot accurately model long term production. One of the features useful for decision making, is the ability to display the information in different methods, one of these is the Margin of safety. This is the difference between the expected sales and break even sales, expressed as a percentage of the expected sales. It shows management the level that sales can fall by before the company’s revenue falls below the breakeven point. The information can also be displayed as two other charts. The first is a contribution chart, figure 4, in this chart, the fixed costs are shown as the difference between the variable cost line and the total cost line. The total contribution is displayed as the difference between the revenue line and the variable cost line. It is useful for showing a total contribution level at any level of output. The other presentation is the Profit volume graph, figure 5; this graph is useful because the other two charts to not directly display the profit at any given level of production as it must be calculated. The P-V graph simply displays the firms profit or loss at any given level of production. These two graphs will be useful for management decisions concerned with contribution or profits at a given level of production. Once again, the economist’s version of these two graphs would be far too complicated, and the information will not be reliable enough to base management decisions on. In the real world, firms will be producing multi products, and spreading the overhead costs across each of these products. A firm may wish to alter the CVP analysis to reflect their product mix. This is done by grouping production into batches. The batches revenue and variable costs will be defined as the total of the products in the batch. The values for the batch are then applied to the CVP chart in the same way as a single product. For the CVP model to be used effectively by managers, they must be aware of the assumptions made whilst preparing and gathering the information. If management are not aware of the assumptions made in the data, then they will be unable to draw relevant conclusions from the information. The assumptions i are that all other variables remain constant; there is a constant sales mix, total costs and revenues are linear functions of output, profits are calculated using variable costing, the analysis only applies to the relevant range, costs can be divided into fixed and variable elements, it only applies to the short term, and fixed costs do not change. In conclusion, the Accountant’s interpretation of the CVP analysis, as shown by the underlying assumptions, will allow managers to develop a more relevant understanding of the information, so that it can be used more effectively in decision making. If managers tried to use the economists CVP graph, the cost of gathering and interpreting the data would be high, as well as making the information more difficult to understand and less reliable. In the real world, the Accountant’s model may be considered too simplistic, as it relies on many assumptions and conditions, which are often not met. This is why it important to understand that the Accountant’s CVP model may not be applicable. For the CVP analysis to be effective, managers must be aware of the limitations of the model, otherwise they will be unprepared for any deviations from the outputs of the model.

Group Polarization

Group polarization is the tendency of the group to converge on more extreme solutions to a problem, as opposed to a decision made alone or independently. There is a phenomenon called the â€Å"risky shift† , it is an example of polarization; the risky shift occurs when the group decision is a riskier one than any of the group members would have made individually.This may result because individuals in a group sometimes do not feel as much responsibility and accountability for the actions of the group as they would if they were making the decision alone. The study of group polarization began with an unpublished 1961 Master’s thesis by MIT student James Stoner, who observed the so-called â€Å"risky shift†, meaning that a group’s decisions are riskier than the average of the individual decisions of members before the group met.Group polarization has been widely considered as a fundamental group decision-making process and was well-established, but remained no n-obvious and puzzling because its mechanisms were not fully understood. Mechanism Social comparison approaches, sometimes called interpersonal comparison, were based on social psychological views of self-perception and the drive of individuals to appear socially desirable. The second major mechanism is informational influence, which is also sometimes referred to as persuasive argument theory, or PAT.PAT holds that individual choices are determined by individuals weighing remembered pro and con arguments. These arguments are then applied to possible choices, and the most positive is selected. As a mechanism for polarization, group discussion shifts the weight of evidence as each individual exposes their pro and con arguments, giving each other new arguments and increasing the stock of pro arguments in favor of the group tendency, and con arguments against the group tendency.

Online Public Schools for Pennsylvania Students

Online Public Schools for Pennsylvania Students Students residing in Pennsylvania can  take online public school courses for free. Schools included in this article met the following qualifications: they have classes available completely online, they offer services to state residents, and they are government-funded. Presented here is a list of some no-cost online schools serving elementary and high school students in Pennsylvania as of May 2017.   21st Century Cyber Charter School Pennsylvania students in grades 6 to 12 can attend 21CCCS, which provides a rigorous and personalized curriculum, highly qualified instructional staff and a supportive educational community. Using PSSA scores, Keystone Exam scores, PSAT participation, SAT scores and other academic performance measures, 21CCCS regularly outperforms other Pennsylvania cyber schools. 21CCCS holds the highest score of any cyber charter  on the College Ready Benchmark, which includes the SAT and ACT scores of 12th-grade students. 21CCCS has also been ranked in the top 5 to 10 percent of high schools in Pennsylvania for SAT scores. The school provides students with a flexible, individualized learning environment. Asynchronous learning offers students 24/7 course access and a 56-hour-per-week window where they can work one on one with PA certified, highly qualified teachers. Agora Cyber Charter School Agora Cyber Charter School’s mission and commitment are to provide an â€Å"innovative, intense academic program that inspires and educates students to achieve the highest levels of academic knowledge and skills and develop proficiency in the design and use of new computer technologies and scientific research.† The school partners with families and the community to ensure that every student’s Individualized Learning Plan is not only met but exceeded. Agora Cyber Charter School’s nine core values, which shape and define the school’s climate and culture, are empowerment, innovation, respect, compassion, integrity, personalization, teamwork, courage, and responsibility. Reach Cyber Charter School Reach Cyber Charter School courses are offered throughout the year- during the fall, spring and summer sessions. As a result, this online high school provides Pennsylvania school students with three flexible graduation pacing options. In the Standard Pace option, students take a full course load in fall and spring. For the Year-Round Pace options, students take fewer classes than usual in fall and spring, but they also attend school in summer. Accelerated Pace students attend full-time year round, leading to early graduation. The school uses a secure education management system on which parents and students can locate necessary documents, communicate with teachers, find daily lessons and more. SusQ-Cyber Charter School SusQ-Cyber Charter School uses a blended curriculum, with content from a variety of providers. In synchronous online classrooms, students participate along with other students and the teacher in real time. As a fully staffed public high school, SusQ-Cyber has a Guidance Department, Student Health Services, and a Special Education Department. The school’s technical support staff, among other tasks, keeps up with all the gear that students receive: an Apple computer, as well as an iPad for 11th- and 12th-grade students, any necessary software; a personal internet hot spot; a printer and ink; and calculators.

Internet-Based Patient Education Essay Example | Topics and Well Written Essays - 1000 words

Internet-Based Patient Education - Essay Example It is the mandate of the doctors to provide advisory to the patients by discouraging self-diagnosis even at the time that the patent is suffering from a simple illness. This can be done through media campaigns, through workshops, and hospitals, among other forums where patients interact with doctors for free advisory. Through this intervention, the doctors should be able to answer all the questions that arise from the patients. In addition, the patient should be made aware that the use of internet-based knowledge in is inadequate to fully help in diagnosis. Therefore, it should be discouraged by all means.  Another aspect is that the doctor should be at a position of gauging a patient’s level of awareness before treatment. Some medical conditions are psychological, hence depends on the perception of the patient towards the prevailing condition. A patient that has acquired online information about a disease that they have, may provoke them to have a psychological status of a disease that they are not actually suffering from. In essence, the person may become very sickly and unable to understand the state of their condition. Cases of self-diagnosis can also result to uptake of the wrong medicine by a patient. Wrong diagnosis can result from lack of understanding from the patient that different diseases may have some similar symptoms, hence the need for a doctor to do a comprehensive analysis in order to understand the actual condition. When gauging the level of awareness that the patent.

Sickle cell anemia Research Paper Example | Topics and Well Written Essays - 500 words

Sickle cell anemia - Research Paper Example However, prior to their early age, functional asplenia commonly increases and it may cause death to children. This is due to septicemia or some other issues. This is except if SCA is immediately diagnosed, and is broadly cared for in a medical and home environment, creating maternity nursing an important factor of knowledge of the Sickle cell anemia for neonatal health care (Silverstein & Silverstein, 2007). As stated by Bloom (2001), research tool will explore all areas of research where it will compare and analyze the present and data from the research which will be carried out. The research tool always promotes more accurate findings by providing the expected findings. The research would intend to explore some of the effects and medical interventions to the patients experiencing Sickle cell anemia. Some research tools will be employed to assist in providing effective and reliable data and information. Qualitative and quantitative analysis would be used throughout the research. Some research questionnaires would be used, and patients and doctors would be asked to answer some questions which will be provided to them by a research team. Bibliometrics will also be used as it uses mathematical and statistical modes to examine and evaluate the finding of the scientific publications (Peterson, 2008). Particularly, this research is intended to support collaborations and innovation which will result to scientific advances. The research questions are listed below: As per reports from several studies, SCA is an inherited disease which affects mostly the Black population. In relation to the intensive studies, it affects around one person in every 400 people who are of African origin. As said by Peterson (2008), Sickle Cell genes are as well present in people from Mediterranean countries, for instance, Italy and Turkey. The first sign of SCA was reported in 1910 by some