Essay Writing

Essay Writing Essay Writing Essay Writing Essay is one of the composition types in which you should present your ideas on certain topics. In other words, the essay must be well structured, well organized and presented in understandable way. It must have a clear readable interesting style. But, above all, it must consist of your ideas about the given topic, this is the center of any essay.  There are many type of essays: narrative essay, compare and contrast essay, five paragraph essay etc. The first task is to collect information. The material can be taken both form primary and secondary sources. Primary sources are literary texts, the texts you work on. Secondary sources are works of criticism. You can't possibly read too many texts and articles but the more literary texts you read and the more information you have. The key to your essay is the number and quality of your ideas about literary texts. The main aim is to present your point of view. Writing an Essay Your thesis is the main essay point, which consists of one sentence at the end of the introductory paragraph of English essay. This sentence lets the reader know where you are going and why. It's practically impossible to write a good essay without a clear thesis. Before writing an essay make an outline. It helps you to organize all of your ideas. Write at least one sentence to describe paragraph. Now it is time to write essay. A format of academic English essay requires introductory paragraph, body paragraphs and conclusion. Introduction should draw reader's attention, set your main ideas and presentation of your ideas, the main point of the essay.  Body paragraph should have at least three to five paragraphs. The first sentence of each paragraph should somehow be linked to, or contrast with, the last sentence of the previous paragraph. You should present a new idea in each paragraph and provide supporting argumentation. All of the major points in your argument need to be supporte d by specific evidence. Compile a list of brief quotations from other sources along with page references which will be presented as your evidence. Speak to your reader as if he or she are sitting in front of you. In other words, instead of writing an essay, try talking an essay. Conclusion is a brief summary of all points which were presented in the body paragraph. Your are not advised to present new ideas in the conclusion. Conclusion is a last paragraph where you can summarize all your ides. Custom Essay Service Ordering custom essay service at .Com, you receive 100% plagiarism free essay which meets your requirements and exceeds expectations.   All of our writers are experienced and educated, they know how to produce an outstanding paper and are capable of conducting a thorough research.   We guarantee originality of every paper we deliver and provide free plagiarism report.   Being our customer is safe and easy, we put your interests on the first place! Get custom written papers here!

The Perils of Writing to Someone You Dont Know

The Perils of Writing to Someone You Dont Know The Perils of Writing to Someone You Dont Know The Perils of Writing to Someone You Dont Know By Maeve Maddox From a reader: I have a question.   I work for a large Canadian law firm and Ive noticed that many of the people here do not use Mr. or Ms., but rather address letters to John Smith.  Ã‚  Have I missed something?   Is this proper now? It may not be proper, but sometimes its safer. Addressing a letter in the old days was a fairly straightforward undertaking. If the name of the person was Michael Jones, youd say Dear Sir, or Dear Mr. Jones. If you were writing to a woman you could safely address her, married or unmarried, as Dear Madame. Back when the great goal of most women was to find Mr. Right, you could take a chance on starting a letter Dear Mrs. Jones even if you didnt know the recipients marital status. If she wasnt married, shed probably giggle at the error. In these more enlightened days, knowing how to begin a letter to a person you dont know is like walking through a minefield. Current letter-writing guidelines will tell you to address a man as Mr. Jones and a woman as Ms. Jones, but thats pretty simplistic, given the complications of feminism, reactions to feminism, multiculturalism, and creative child-naming. Ideally, the letter writer will check out the person being written to so as to know what form of address to use. But what if, despite your best efforts, you just dont know? How, for example, would you start a letter to Drew Barrymore, Daryl Hannah, or Michael Learned if you dont know all three are women? How are you supposed to figure out the gender of Jordan Dane, Alex Wright, Cory Black. Elliot Simpson, or Jamie Johnson if you know nothing about them but their names? In the age of the world-wide web, what about a name like Ananda Singh? A name ending in -a looks feminine to me, but in India, Ananda is a guys name. Say that you do know that the person youre writing to is a woman. Are you sure you want to address her as Ms. Jones? She may have a Ph.D. and prefer Dr. Jones. She may be a reactionary housewife and detest being called Ms. Or maybe shes single and proud of it and wants everyone to address her as Miss Jones. The people at your law firm are probably less concerned about proper usage than they are about avoiding ruffled feathers. Sometimes the best course of action is to play it safe by using the full name instead trying to juggle a courtesy title. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:70 Idioms with Heart50 Idioms About Roads and PathsComma After Introductory Phrases

Ethics Essay Example | Topics and Well Written Essays - 500 words - 50

Ethics - Essay Example One of the common unethical practices in retailing is lack of honesty. Lack of honesty is unethical because when a business man or woman fails to be honest to his/her employees and customers, it will highly affect their trust. Most clients like to trust the people who give them the products they need, and when a retailer fails to be honest, most of them tend to run away from the retailer (Robinson, 2009). Most customers question the ethics of their retailers and, therefore, it is vital for the retailers to be honest to their customers. Dishonesty is an unethical practice in retailing and it comes with consequences. First of all, lack of honesty in a business can lead to the loss of customers. For instance, many customers will run away from a dishonest retailer because they cannot trust him/her anymore. In addition, it can affect the business’ economic stability especially when customers are gone because of lack of honesty. Unethical sales practices such as dishonesty can also cost the employees and the community at large. Most employees will always leave after they realize the management of the employers are not honest with their clients. Employees will be happy if the employer is honest with them because retail business plays a vital role in the lives of the people in the community. Dishonesty in retailing can lead to legal consequences and possible lawsuits. Whysall (2009) highlights a case where a customer was sold a counterfeit electronic product. The retailer had stocked counterfeit Sony items intentionally. Upon realization, the customer filed a law suit that he was deceived prior to the transaction (Whysall, 2000). In the legal proceedings, the retailer was found for guilty for malpractice and counterfeiting. The retailer’s permit to operate was revoked. In addition, the customer was compensated in full for the money spent

Sociology of Deviance Essay Example | Topics and Well Written Essays - 1750 words

Sociology of Deviance - Essay Example As such, being a victim of these petty and big crimes can be truly devastating and traumatizing as well. On the other hand, if one tries to set aside angry feelings and desires to get back at the enemy, then he may start to wonder how such a person can do harm to another. The first thing that may come to mind is that the perpetrator is simply a selfish person who will do anything to satisfy himself at the expense of the victim. For people who can go deeper than this thinking, they will start to reflect on the person and what factors could have made him do such a terrible thing. It is always possible that the person may have some form of psychological illness that he is unable to resolve and thus have resulted in a behavior void of any form of guilt or remorse. Aside from this, one may have the thinking that the perpetrator could have experienced some really painful events in his life to make him really angry at the world and does everything to destroy the same environment in order to get back at it. Whatever the reason is behind the deviance is a concept that is very interesting to explore. This time however, the focus will not be in sympathizing with the victim but in trying to get to know the aggressor more deeply and see what is behind the hostility that has driven him to become the person that he probably could not imagine to develop or become. This paper intends to present the hypothesis that deviance is a result of environmental factors that have a major influence in the formation of one’s attitude towards the society but the individual still has the power to imbibe this influence or not. Those who get involved in deviant behavior have done so because it was the society that has taught them to act in this manner in the first place. Each child is born in this world armed with his genetic structure. However, it is not only genetics that plays a major role in this phenomenon.

Creating a computer system Essay Example for Free

Creating a computer system Essay 1. 1 Introduction Wooten Basset Rugby Club, are a rugby club in the Swindon area, whom play 15 a side rugby union. They put out a numbers of teams each week ranging from junior levels, senior teams and womens rugby. Of my concern is the U-16s, whom would like to computerise a number of tasks and have a reference for relevant data including player and parent information. In any particular season there will be between 20 and 30 players at the club. These players are trained by the head coach and around three other coaches all of whom are made up of parents of the players. The head coach is responsible for much of the current administrative work. 1. 2 Current System Currently all tasks for the club are carried out manually. For example when organising a match against a rival team a letter is written specifically for each player. With as many as 30 players at the club, this is tiring and tedious work. Data is currently stored in files kept at the head coachs house. This system of holding information has become unreliable as over the history of the team players have moved on or changed their details. When this occurs due to time constraints, addresses for example are often added to rather than modified creating two distinct addresses complicating matters when important letters need to be sent. In the past when players have left their file has not been removed leaving large amounts of useless information. All of this complicates matters when searching for data making the process longer and increasingly unreliable. Among the squad of players, each player has his own specific needs. For example different players require different training methods such as fitness or tactics. With many players and few coaching staff it becomes difficult to organise. Currently this is organised through memory which is difficult due to the above reasons. The current system has no scope for evaluating players from teams the club faces. No data is kept on players from other teams like their scoring or disciplinary records. They can therefore not assess before a fixture which players are a danger and tactics suffer. Scoring and disciplinary data is stored on paper kept in files. This data is again not well managed and prone to being lost making analysing a players progress somewhere between difficult and impossible. Also they are unable to see which players are the top scorers or most ill disciplined. Money management is also a problem. Fees used to pay math officials are deducted form the fees paid by players. This is organised by the coaches, however often players miss this payment and the referees payment is short. Yet with at least 15 players playing in every match records of owes money are not kept and this information is simply forgotten. 1. 3 Interview Summary In order to create this system it was important that I conduct an interview with one of the end users for the system. This will give a good outline of the requirements for the system. The interview was with the head coach whom will be the predominant user of the system. From the interview this is an outline of what the new system will have to achieve: Â  Produce template letters for a number of issues. These letters include Match details, which will tell players about a match its date, venue and other relevant information. Invitation letter to other clubs inviting them to a match. Player and parent data. Store contact details about players and parents. Â  Statistics. Store statistics on players including points scored, tries and appearances. Â  Team information. Store details on rival teams such as contact details. Fixtures. Store fixture information including scores, dates and venues. Â  Ability to see reports on players from the club. Â  An ability to track membership payments. The system must indicate whether a players has paid his membership for that season. Â  Create leagues of the clubs leading scorers and those with the worst disciplinary records. Â  Store data about what type of training each player is on. For example some players may have fitness training or others forwards training. Monitor finances for each fixture. For each fixture a player has to pay a fee of i 2. Other important points taken from the interview: Â  System must be as automated as possible as user wants system to save him time. Simple user interface. Several of the coaches whom will use the system have very little knowledge of computers and will struggle with a complicated system. Â  System will be run from head coachs lap top computer and therefore not need any network capabilities. Head coach has copies of Microsoft Access already stored on his computer. IT experience consists only of use of Microsoft applications. Â  Data on fixtures and statistics only to be kept for one season at a time. After this period data will be deleted and new record will be kept. Â  Hold data relating to tournament and determine the clubs progress in these tournaments. 1. 4 Data Requirements From the interview it has become apparent that I will need to store a considerable amount of data. I have divided this data into the following groups: Players, Fixtures, Rivals, Rival Players, Players-Fixtures and Rival Players-Fixtures. A primary key will be used in every case to uniquely identify each record, these are marked by these symbols, and . PLAYERS deals with data relating to players such as membership and contact details: Membership Number A unique code used to identify each player. Each Membership code is made up of three numbers and a letter. The letter represents the age group, as this letter only deals with one age group each membership code will have the letter, E. For example, 001E Name Christian and Surname only Parent Store parents name for contact details. Address1 Store first line of a players address. Address2 Store second line of a players address where applicable. Postcode Training-What type of training the player is on. User will only be able to select from these values: Fitness, Backs, Forwards or General. Telephone Number Membership Paid Whether a player has paid membership fees for current year or not. FIXTURES handles data revolving each fixture played or to be played: Fixture Code Identifies each fixture uniquely as some fixture may be against the same team. Team Code Determines which team is to be played or has been played Team Score Score for Wooten Bassett, null if not played. Rival Score Score for rival, null if not played. Tournament Code Foreign key which identifies which tournament a fixture belongs to. Friendly fixtures will be determined by a specific code. Date Venue Select from either home or away. Round Determines which round of the competition, for example first round or semi final. RIVALS holds data on teams played by the rugby club, this includes contact details: Team Code Each team will be assigned a unique in case of two teams having the same name. Team Name Name of each rival team. Telephone Address1 First line of each teams address. Address2 Second line of each teams address if applicable. City Postcode Directions Description of how to reach rival club. PLAYERS-FIXTURES relates to the actions of players in each fixture, this includes scores and disciplinary information: Membership Number Used to identify player for which record is stored. Fixture Code Identifies which fixture record relates to. Tries Number of tries scored by a particular player in each fixture. Penalties All penalty kicks converted by a player in a fixture. Drop Kicks All drop kicks scored by a player in a fixture. Disciplinary Whether a player was disciplined in a fixture and what level of action, a yellow card for example. Fee Owed -The amount paid will be displayed from. TOURNAMENT holds data relating to tournaments the clubs plays in: Tournament Code Unique code which identifies each tournament. Winner Eventual winner of tournament. 1. 5 Entity Relationship Diagram This diagram of how data will be kept in the new system. The Players-Fixtures data store will link Players and Fixtures together. It will store data relating to what a particular player does in each game. Each record will be identified by using a players membership code and the corresponding fixture code, these two foreign keys will create a composite key. Each player may have played in many fixtures and therefore have many records in Players-Fixtures. This creates a one to many relationship between, Players and Players-Fixtures. Similarly many records in Players-Fixtures may relate to one fixture and so a one to many relationship exists between Fixtures and Players-Fixtures. The Rival Players-Fixtures data store is similar to Players-Fixtures, however it stores data about rival players as opposed to players for Wooten Bassett rugby club. Each record will be uniquely identified using the foreign keys of rival player code to determine which player, and fixture code to determine the fixture. Again a one to many relationship exists between Fixtures and Rival Players-Fixtures as one fixture may have many related records in Rival Players-Fixtures. Each Rival Player may have many records in Rival Players-Fixtures as they have played in many fixtures, a one to many relationship will exist here. Wooten Bassett will face many different rival clubs with many different Rival Players. Therefore Rivals will store data about all rival clubs and each record will be uniquely identified by team code. Rival Players will store data will store data about all the players who play for these clubs will be identified by the rival player code. To determine which player plays for which club Rival Players will have the foreign key Team code. This means many Rival Players can play for one club, again a one to many relationship will exist here. Each fixture will be against one of the teams detailed in Rivals. In order to identify which team is being played the foreign key, team code from Rivals will be used. One Rival may play in many fixtures creating a one to many relationship from Rivals to Fixtures. Tournament holds data relating to competitive fixtures. Therefore one tournament will have many records in fixtures, and again a one to many relationship is present. 1. 6 Data Flow Diagrams 2 Design 2. 1 System Design. The system will be divided into five entities described in Analysis. These are Players, Rivals, Fixtures, Players-Fixtures and Tournament. 2. 2 Attribute Design Following are description of all the attributes to be stored in the system: 2. 3 Form Design In order for the user to interact with the system, it must be presented in a user friendly interface. Within Access this is done using forms and reports, each form should allow the user to easily understand the information and be able to perform sufficient actions such as adding or deleting data. Following are the forms required by the system: 1. frmFixtures. This form will deal with all the actions relating the handling of data with fixtures. Here the user will be able to add, alter or delete any records from the Fixtures table. For example if a new fixture has been organised then the user can use the Add Fixture button to add a fixture to the schedule. Also changes to the date for example can be made. In order to maintain the consistency of data validation is being used. The FixtureCode attribute is updated automatically as an auto number preventing the user from making mistakes. Also a TeamCode will be selected from a combo box so a user cannot enter a team that does not exist. Also only two values will be able to be entered into the Home/Away attribute, home or away. To simplify the users navigation of the system a combo box at the top of the form allows the user to select any existing record quickly. 2. frmPlayers The Players form works on a similar principle to the Fixtures form. There are button to add and delete Player records and there is also a combo box to allow the user to navigate through the system. For validation the training attribute uses a combo box to ensure the user enters the correct value and an input mask controls the MembershipNumber, so that data is entered in the appropriate format. 3. frmRivals Again the Rivals form works in a similar fashion to Players and Fixtures. Buttons on the right control adding and deleting functions and a combo box is used for navigation. Validation is ensured by using an auto number data type to automatically update the TeamCode attribute. 4. frmTournament The tournament form works exactly the same as the previous forms, with add and delete buttons clearly labelled and a combo box for navigation. The TournamentCode attribute does not require input as it is an auto number ensuring validation. 5. frmFixture Statistics This form is directly different form the previous forms. In this form a user can manipulate data in the Players-Fixtures entity. The user can view specific fixtures through a combo box, when a fixture is selected it will open a sub form containing all the data about the players whom played in that match. Here new data can be added about a fixture or incorrect data can be corrected. The FixtureCode and MembershipNumber attributes will be controlled by a combo box, eliminating user error and the consistency of the data. 2. 4 Query Design For the system to perform the function required of it queries are used to extract the precise data from the database.

The Dual Nature of Characters in Shakespeares Othello :: GCSE English Literature Coursework

Dual Nature of Characters in Othello  Ã‚   Many of the characters in Shakespeare's tragedy, Othello are duplicitous to the extent that how they are perceived in public is not how they behave in private. The perception of the public plays   a very important role in the play Othello. The character of Iago uses his public perception as an honest man to deceive Othello and other characters in the play. The perception of the public   of Othello and Cassio played an important role in the play. Iago’s public perception played a very key role in the play. Everyone thought of Iago as an honest man. â€Å" O, that’s an honest fellow â€Å" , â€Å"You advise me well ........ goodnight honest Iago â€Å" - â€Å"........that’s an honest fellow â€Å" â€Å" I know thou’rt full of love and honesty †. Iago has everyone fooled into believing that he is a noble honest man. Without this public perception of being honest he could never get Othello to believe that Desdemona was cheating on him. Othello would have probably killed him if he didn’t have the public perception of being an honest man. Iago knew that an important man like Othello couldn’t ignore the possibility that his wife was cheating on him. Nobody suspects that Iago is a deceitful man and would plot and plan to destroy Othello, Cassio and Desdemona in such a cunning way. Iago used his public perception, and the insecurities of Othello being a Moor, to allow him to manipulate Othello. Othello had a public perception of being a military man, and a courageous leader. â€Å"Valiant Othello, We must straight employ you...† â€Å"Here comes Brabantio and the valiant Moor.† Othello has been a soldier since he was seven years of age, and has experience on the battle field. Othello was chosen when they went to fight the Turkish fleet. Because of his public perception, it wasn’t hard for other people to accept the relationship between him and Desdemona. As Iago started putting ideas in Othello’s head about Cassio and Desdemona being together, another side of Othello’s personality started to surface. Because Iago had the public perception of being an honest man, Othello couldn’t ignore his insinuations about Desdemona. Othello wondered if Desdemona really loved him, or if she was just using him to rebel against her father. With Iago constantly putting these ideas in his head, Othello was convinced to kill his wife. Cassio was known to be a good soldier, and is proud of that public perception.

Dangerous Sports Essay

I’m writing in response to your recent exhortation in order to express our opinion on the topic of dangerous sports. I would deeply agree that this type of â€Å"entertainment† is spreading like a wildfire as a human’s habit. Obviously it refers to a risky issue and people who exercise it are in a great danger to get hurt or even die but shake them down putting a deadline between what some people assume as reckless. Having said that, it is evident that whoever chooses to try a dangerous sport puts himself in a great danger as a result of the difficulty he will come across. A misstep, not being fully equipped or whatever else would go wrong might cause even a life! It is true that before anyone has the chance to do a dangerous sport must be absolutely informed of all the dangers he might encounter and moreover to have being practicing for a long time because muscle-strength is something definitely useful in such occasions. Thus, people should be informed that dangerous sports take great responsibility and need a good training before trying them. However, I would frankly support the ones who are determined taking such a risk. It is admirable the way they â€Å"birth† their courage in every challenge they get through. Generally I believe that these sports afford them with a great deal of adrenaline and put them in an extraordinary experience every time they are doing it, even if they have been in this hobby many times before! So, we must not deprecate or prevent them of doing what they enjoy! In conclusion, I believe that everyone, is responsible of what he does but moreover everyone has the free will to make any â€Å"farfetched† choice, because life is truly short, so if we don’t â€Å"fill† it with risky situations, whatever â€Å"risky† mean to each one of us, our life will be meaningless!

Aviation’s Most Critical Human Factors Challenges: Past and Present

Human error has been documented as a primary contributor to more than 70 percent of commercial airplane hull-loss accidents. While typically associated with flight operations, human error has also recently become a major concern in maintenance practices and air traffic management [1].Human factorsThe term â€Å"human factors† is often considered synonymous with crew resource management (CRM) or maintenance resource management (MRM).   Human factors involves gathering information about human abilities, limitations, and other characteristics and applying it to tools, machines, systems, tasks, jobs, and environments to produce safe, comfortable, and effective human use [1].Human factor specialists study each factor which can influence on the human activity on the cockpit. The job of an aviation psychologist is to reduce human error during flight. The main and most general objective of their work is optimisation of the human-computer interaction. From the one side electronic equ ipment should provide the full control of the flight and make easier pilot job. But just one error of board computer may be the cause of the disaster.Therefore crew should be aware and control all situation along with computer program to be able correct its mistake.   Because of high level of system automation often pilots even do not know what it is doing and why. Despite rapid gains in technology, humans are ultimately responsible for ensuring the success and safety of the aviation industry. They must continue to be knowledgeable, flexible, dedicated, and efficient while exercising good judgment [2].Events of aviation human factorsSince the world's first airplane was invented in 1903 by Wilbur and Orville Wright people studied human factors in aviation and tried to make easier pilot work by all known methods. The first navigation aid was introduced in the USA in the late 1920s.It was airfield lighting to assist pilots to make landings in poor weather or after dark. The concept o f approach lightning was developed from this in the 1930s, indicating to the pilot the angle of descent to the airfield, which later became adopted internationally through the standards of the International Civil Aviation Organization (ICAO).With the spread of radio technology, several experimental radio based navigation aids were developed from the late 20s onwards. These were most successfully used in conjunction with instruments in the cockpit in the form of Instrument Landing Systems (ILS), first used by a scheduled flight to make a landing in a snowstorm at Pittsburgh in 1938.A form of ILS was adopted by the ICAO for international use in 1949. Following the development of radar in World War II, it was deployed as a landing aid for civil aviation in the form of Ground Control Approach (GCA) systems, joined in 1948 by Distance Measuring Equipment (DME), and in the 1950s by airport surveillance radar as an aid to air traffic control [3].After numerous air incidents and accidents w ere also solved (or minimized a danger of) a lot of technical problems like positive lightning, engine failure, metal fatigue, delamination, stalling, fire, bird strike, volcanic ash, etc.Much progress in applying human factors to improving aviation safety was made around the time of World War II by people such as Paul Fitts and Alphonse Chapanis. However, there has been progress in safety throughout the history of aviation, such as the development of the pilot's checklist in 1937. The ability of the flight crew to continually maintain situation awareness is a critical human factor in air safety [3].During WWII, psychologist Norman Mackworth studied performance of radar operations as he watched for German aircrafts to cross the English Channel. He noted the difficulty of attending to the radar operations for more than a few minutes.After WWII, Paul Fitts studied selective attention and how pilot's eyes scanned an aircraft's instrumental pattern. He questioned how the brain knows wha t is important in the environment and how much information can the eye take before moving to another fixation point [4].Decades after WWII, the focus of research was on aircraft flight design, layout of instrument displays, and basic tasks of flying. Flight simulators were invented for pilot training and would allow for teaching of skills in a safe environment on ground which would transfer into performance in the real task. In the 1950's jet aircrafts were invented with faster speed and less stability.In the 1970's, the focus was on the mental workload and limits of human attention in performing several tasks at once. Finally, in the 1980's a focus on on-board computer power changed the pilot's task from an active pilot to more of a monitoring role [4].To reduce the commercial aviation accident rate modern aircraft companies establish human factors departments. Human factors specialists work closely with engineers, safety experts, test and training pilots, mechanics, and cabin crew s to properly integrate human factors into the design of airplanes. Their areas of responsibility include addressing human factors inFlight deck design. Design for maintainability and in-service support. Error management. Passenger cabin design.Flight deck design should satisfy such validated requirements as customer input, appropriate degree of automation, crew interaction capability, communication, navigation and surveillance traffic management. For instance Boeing commercial airplanes propose flight decks which are designed to provide automation to assist, but not replace, the flight crew member responsible for safe operation of the airplane.These systems support instrument displays with visual and tactile motion cues to minimize potential confusion about what functions are automated. Flight crew communication relies on the use of audio, visual, and tactile methods. This includes crewmember-to-airplane, crewmember-to-crewmember, and airplane-to-crewmember communication.Design for maintainability and in-service support includes chief mechanic participation, computer-based maintainability design tools, and fault information team and customer support processes [1].Boeing has developed human factors tools to help understand why the errors occur and develop suggestions for systematic improvements. The tools are: Procedural Event Analysis Tool (PEAT) and Maintenance Error Decision Aid (MEDA). PEAT is an analytic tool created to help the airline industry effectively manage the risks associated with flight crew procedural deviations.MEDA began as an effort to collect more information about maintenance errors. Three other tools that assist in managing error are: Crew information requirements analysis (CIRA), Training aids, and improved use of automation. CIRA provides a way to analyze how crews acquire, interpret, and integrate data into information upon which to base their actions.The passenger cabin represents a significant human factors challenge related to both passengers and cabin crews. Human factors principles usually associated with the flight deck are now being applied to examine human performance functions and ensure that cabin crews and passengers are able to do what they need or want to do. Some recent examples illustrate how the passenger cabin can benefit from human factors expertise applied during design.These include: automatic over wing exit and other cabin applications. The improved version of the over wing emergency exit opens automatically when activated by a passenger or cabin or flight crew member [1].ConclusionThe list of events in the history of aviation can be endless as the list of events of aviation human factors. However the number of aircraft accidents had not been reduced to zero. Along with legacy achievements should be provide more efficient and modern ones. Therefore aviation industry is an extensive field for specialists of various directions.BibliographyCurt Graeber, Human factor engineering, Boeing commercia l airplanes, July, 2005Robert R. Tyler, An interesting career in psychology: aviation human factors practitioner, October, 2000Wikipedia (free encyclopedia), 6 July 2005. History of human factors, Human performance training institute, July, 2005

SAT Sample Questions Every Single Question Type Explained

SAT Sample Questions Every Single Question Type Explained SAT / ACT Prep Online Guides and Tips In delving into the world of test prep, you've probably uncovered a whole slew of unfamiliar terms describing the various question types featuredon the SAT. This jargon- improving sentences, identifying sentence errors, extended reasoning, literal comprehension- tends to feel extremely off-putting. Why all the lingo? Why all these divisions and subdivisions by topic and type? Well, this guide will explain the logic behind the different terms and walk you through every single question type, with real SAT sample questions. As you know, there are three types of sections on the SAT: reading, writing, and math. Each section has its own breakdown of major question types, all detailed below. Read on to discover exactly what types of questions you'll encounter on the SAT and get lots of sample SAT questions. What's the big idea? Because you don't want to spend any precious time on interpreting directionscometest day, you should make sure to familiarize yourself withthe standard instructionson the SAT. Each question type hasitsown set of instructions, so it's important to know how to approach eachone efficiently. It's also useful tounderstand what skills each task is designed to test: not only what content is covered but also how you're expected to apply your knowledge. Reading The reading section is divided into two main categories: sentence completions and reading passages. Let's go through the different types of questions you'll see for each with sample SAT reading questions. Sentence completions You should know right off the bat that this task will be gone when the SAT redesign takes effect in 2016. For now, though, it's an important component of the test. Out of 67 reading questions, 19 are sentence completions. You'll be faced with a series of incomplete and unrelated sentences, each one missing a word or two. Your mission (should you choose to accept it or not) is to choose the word or words that will best round out eachsentence. The sentence completion category of questions can be further subdivided one of two ways: one-blank vs. two-blank sentence completions, or vocab-based vs. logic-based sentence completions. Note that these are two separate systems of organization; a question will have either one blank or two, and it will test either vocab or logic. Remember these? Yes, that's right...the SAT is a cruel, cruel game of Mad Libs. One-blank sentence completions These are classic, prototypical sentence completions. One word (or, occasionally, one very short phrase) has been removed from the sentence. Two-blank sentence completions These questions contain the added layer of a second missing word (or phrase). Vocab-based questions These questions are designed specifically to test your understanding of words- often obscure ones. The sentences are fairly straightforward, and the test hands you definitions or descriptions of the missing terms. Often, a simple independent clauseis linked by a comma or colon to a phrase that reiterates the very same information. "Elementary, my dear Watson." (Sherlock Holmes) Logic-based questions The sentences featured in these questions have many more twists and turns. The vocabulary may be basic or more complex, but either way you're not likely to find any definitions handed to you. The point is to see if you can infer the meaning of the sentence without the help of the most crucial content words. It's common to see words that imply a contrast or contradiction, such asbut, while, although, or despite, in this type of sentence. Great! So...how do I deal with these? For any given question, if you're already familiar with all of the words, examine the logic of the sentence carefully. Be on the lookout for crucial structure words, especially those that signal a contrast or contradiction.Eliminate any answer that contains a word that doesn't fit. Continue to narrow down until you have your answer. But what if you don't know all of the words? There are ways to work with that! In fact, check out this great article on how to attack sentence completion questions strategically without swallowing a thesaurus. Passages Out of 67 reading questions, 48 are passage-based. There are single passages that stand alone and double passages presented as pairs. Passages vary considerably in length, from about 100 to about 850 words. Questions fall into three main categories: extended reasoning, literal comprehension, and vocabulary in context. Extended reasoning These questions are aimed at assessing your global understanding of passages. There are five basic types of extended reasoning question: Big picture questions ask explicitly about a passage's main idea or primary purpose. Check out our complete guide to mastering big picturequestions. Inference questions ask you to make inferences based on information suggested by, but not explicitly stated in, a passage. Check out our complete guide to mastering inference questions. Function questions ask you to figure out how a specific portionof the passage functions as part of the whole. Check out our complete guide to mastering function questions. Author technique questions ask about the use of literary devices in the passage. Check out our complete guide to mastering author technique questions. Analogy questions ask you to draw an analogy between ideas expressed in the passage and ideas drawn from another source. Check out our complete guide to mastering analogy questions. You have all the pieces to the puzzle; it's just a matter of fitting them together. Literal comprehension These questions test your understanding of information that's given directly in the passage. You'll be asked to refer to a specific point in the passage and select the answer that best explains that portion of the text. Basically, you won't have to go beyond what's written, though you will have to recognize the same information restated in different ways. You can also check out our complete guide to mastering literal comprehension questions. Vocabulary in context These questions test your vocabulary, including your understanding of secondary or nonstandard definitions of words. For instance, "bright" could refer to a luminescent object in one scenario and toa clever child in another. The good news is that you havecontext to help you figure out how the word is being used in any particular passage. For more information, check out our complete guide to mastering vocabulary in context questions. Great! So...how do I deal with these? I wish there were a one-size-fits-all formula for the SAT reading passages. I really do. Unfortunately, though, that's not the case. Some people prefer to give the passage a thorough read, then attack the questions. Others like to give the questions a quick skim before they pick apart the passage. As you consider what strategies might serve you best, definitely check out our detailed guide to reading passages on the SAT. That's SAT reading for you, in a nutshell. Don't stop there, though; there's much more to learn. Be sure to check out our complete guide to the entire reading section. Writing Before we delve too far into writing, I need to offer a disclaimer. The writing section of the SAT is getting a complete makeover starting in 2016. The information below refers to its current iteration. If you're preparing for the new test, head on over to our complete guide to the redesigned SAT. For now, however, there are four types of writing tasks: the essay and three varieties of multiple choice questions. Those are called identifying sentence errors, improving sentences, and improving paragraphs. We'll give you a bunch of sample SAT writing questions. Yes, anonymous pen-wielder; yes, you are. Essay As you are probably aware, there is precisely one essay question on the SAT. It accounts for 30% of your writing score. Generally speaking, SAT essay prompts are quite broad and philosophical. You need to take a stance on some issue and defend it. Essay prompts can be divided into a few different categories: Morality questions ask you to comment on an issue of right and wrong and evaluate possible human behaviors. Opinions and values questions ask you to weigh in on which of two options is inherently better than its counterpart. Success and achievement questions ask you to discuss different routes to and implications of human accomplishment. Society and culture questions ask about the status of today's human world. Knowledge, learning, and creativity questions ask you to assess some aspect of wisdom or growth. Counterintuitive statement questions ask you to discuss the viability of a seemingly paradoxical suggestion. Cause and effect questions ask you to gauge whether one reality results from another or not. If you're interested in a more detailed discussion of these categories, check out our article dedicated to examples of each type or our comprehensive list of what you might encounter on the test. There will always be a brief quotation or commentary included to help contextualize the debate, followed by an explicit question. Great! So...how do I deal with these? One thing to know is that, while the quotation may be helpful in getting your creative juices flowing, it's not a necessary component of your essay. The key to a high-scoring essay is a thesis that takes a strong stance on the issue at hand. You'll also want a handful of concreteexamples from your own life, from history, from literature, from current events, from pop culture...from anywhere, really, as long as they ground your argument in good, solid evidence. There's a lot more to know about crafting the essay, so be sure to check out our articles dedicated to the topic. Start with our step-by-step breakdown of the writing process. Then consider reading advice on how to get a 12 on the SAT essayor tips on improving your essay score. Rosie the Riveter's lesser known twin, Gertie the Grammarian. Multiple choice Multiple choice questions account for the other 70% of your writing score. The first two multiple choice tasks, identifying sentence error and improving sentences, test the same basic topics. These are discussed in depth in our article on the content of the SAT writing section. Identifying sentence errors There are 18 of these questions on the test. You're going to see a series of sentences. In each sentence, four words or short phrases will be underlined. At the end of each sentence you'll see the phrase, "No error". Anything that's underlined is a potential error and corresponds to an answer choice. There will never be more than one mistake in a sentence, and there will never be a mistake that isn't underlined. Your job is to find the mistake (if there is one). If there's no mistake, choose "No error": this applies to about one question out of every six. Great! So...how do I deal with these? These questions tend to be the quickest grammar problems, so it's a good idea to knock themout first. Read the full sentence. Does anything leap out as grammatically wrong? Is it underlined? If nothing strong strikes you as an obvious error, look at each underlined word or phrase and think about what it's likely to be testing. Remember: problems with verbs are most common, followed by problems with pronouns. For a more thorough exploration of these techniques, check out our full article on identifying sentence errors strategies. Improving sentences There are 25 of these questions on the test. Once again, you're going to see a series of sentences. In each sentence, one word or phrase will be underlined (or maybe even the entire sentence). The underlined portion of the sentence contains a potential error. Your job is to choose, from among the answer choices, the most suitable alternative to the underlined phrase. Choice A is always an exact replication of the original phrasing; it's like the "No error" option for this task and applies to about one question out of every six. Great! So...how do I deal with these? Be aware that these questions take a little more time than identifying sentence errors. But note that the last section of the test contains only improving sentences questions and nothing else, so you can't always opt to save them for later. Read the full sentence. Does anything leap out as grammatically wrong? If so, how would you correct it? Look for an answer choice similar to what you anticipated. If the sentence seems all right on a first read, though, examine the underlined portion of the sentence and try to figure out what it's likely to be testing. Still not finding anything? If time permits, try placing each answer choice in the context of the sentence and reading it over again. For a more thorough exploration of these techniques, check out our full article on improving sentences strategies. Improving paragraphs There are 6 of these questions on the test. This task is rather similar to improving sentences; however, some questions ask for a broader analysis of the passage. In other words, you need to think about the big picture as well as the nitty-gritty details. There are seven sub-categories of improving paragraphs questions. Note that not all seven will be on any given test. Improving sentences questions are, as you might suspect, just like normal improving sentences questions. Transition questions ask about creating the smoothest, most logical flow from one point to the next; often, it's a question of a single word or two. Organization questions ask you to move around the sentences within a passage. Conciseness questions rely on the idea that shorter is sweeter on the SAT, as long as no crucial information is left out. Meaning and purpose questions ask about why the author wrote a particular portion of the passage in a specific way or about the major idea behind the passage as a whole. Eliminating and adding sentences questions ask about the value of inserting or deleting information. Specificity questions askyou to recognize that sometimes the author's initial word choice can be improved upon by making the diction of the passage more precise. Great! So...how do I deal with these? First, skim the passage. This is not an in-depth read: just a quick gander to get the general gist. Mark anything that seems really off: grammar errors, transitions that don't make sense, etc. Next, dive into the questions! Don't be afraid to look back at the passage frequently to reestablish a sense of context. Also, remember to check out our article on the absolute best strategies for approaching this task. And that's SAT writing. It's really just the tip of the test prep iceberg, though, so be sure to look at our complete guide to the entire writing section. Math First and foremost, math questions come in two basic varieties: student-produced response questions, or grid-ins, and multiple choice questions. I'll show you sample SAT math questions for each. Student-produced response questions There are 10 of these questions. What makes them unique is that there are no answer choices provided to you; you must write down and bubble in your response. It's a relatively easy process, but I'm going to break it down for you, step by step- just in case you're curious. You can grid in whole numbers, decimals, and fractions ranging in value from 0 to 9999. You can't grid in negative numbers or mixed numbers,but improper fractions are okay. There are four boxes in a row at the top of the grid: write your answer in those boxes, one digit or symbol per box. Underneath each box is a column containing a series of bubbles, each representing a digit or other character as printed within the bubble. Fill in the bubble that corresponds to what you wrote in the box at the top of each column. You can write your answer starting in any column, space permitting- it doesn't matter whether you're aligned to the left or to the right. Leave any columns you're not using totally blank. Multiple choice questions Yep, these are just your standard, run-of-the-mill, multiple choice questions. There are 44 of them. There are four main categories of math questions, all of which are eligible to be tested by multiple choice or by grid-in: Numbers and operations Algebra and functions Geometry and measurement Data analysis, statistics, and probability Numbers and operations There are 11-13 of these questions. They cover topics like properties of integers, number lines, and elementary number theory, etc. Definitely check out our articles on integers, sequences, and fractions and ratios. Algebra and functions There are a whopping 19-21 of these questions. They cover topics like systems of equations, functions, and quadratic factoring, etc. Take a look at our articles on single variable equations, systems of equations, and functions. Geometry and measurement There are 14-16 of these questions. They cover topics like triangles, circles, and coordinate geometry, etc. Be sure you read our articles on triangles, polygons, circles, lines and angles, lines and slopes, and solid geometry. Data analysis, statistics, and probability There are 6-7 of these questions. They cover topics such as statistics, elementary probability, and geometric probability, etc. Don't forget to take a look at our articles on statistics and probability. Great! So...how do I deal with these? Make sure you understand the question. One of the toughest things about the SAT is its frequently deceptive wording. Check your assumptions at the door. Remember that drawings are not to scale and avoid jumping to conclusions. Always identify your own personal best method of solving. There's more than one way to solve a problem, and math can get creative; it's not a one-size-fits-all scenario. Keep track of your work- write it down! Also, use your calculator judiciously. It's a great tool, but it can be dangerous to rely on it too much. Try plugging in an answer or another sensible value if you're not comfortable proceeding algebraically. Take a moment to review our articles on how and when to plug in answer choices and how and when to plug in other values. Review and practice mathematical concepts on a regular basis. A good place to start is our complete guide to SAT math content. What's next? Now that you understand the kinds of problems you'll be facing, it's time to brush up on the content of the test and establisha regular practice regimen. Not convinced of how important this process can be? We have articles that specifically address whyyou need to prepare for the SAT and how many hours you should expect to commit, as well as the bigger picture of how long the process is going to take. Are you ready to get started? Get answers to your questions about when you should start studying, creating a study plan as a sophomore or junior, and creating a study plan as a rising senior. Not sure how to set a goal score? Read our article on deciding where to set your sights for the SAT. If you'd like help identifying which types of questions need the most work and how you can drill them, you may wish to consider a program with PrepScholar. Want to improve your SAT score by 160points?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:

Reading Comprehension Worksheet 2 Answers

Reading Comprehension Worksheet 2 Answers If you have gone through the Reading Comprehension Worksheet 2 The End of Overeating then please read the answers below. These reading comprehension worksheet answers are affiliated with the article, so they wont really make much sense by themselves. Printable PDFs: The End of Overeating Reading Comprehension Worksheet | The End of Overeating Reading Comprehension Worksheet Answer Key Reading Comprehension Worksheet 2 Answers 1. It can be inferred from the authors description of the woman eating in paragraph four that (D) The author is disgusted by the womans consumption. Why? A is incorrect because we have no idea where the woman likes to eat. Nothing in the text makes reference to her preferences. B is incorrect because we can infer that the woman isnt even aware of what shes eating, so she doesnt truly have the capacity to enjoy it. C is incorrect because her efficiency is detracting from her dining experience rather than enhancing it. The author never brings up anything about eating healthfully in those lines, either, so E is also out. We can infer that hes disgusted by her consumption because of his judgment he places on her: Had she known someone was watching her, Im sure she would have eaten differently. This implies that she would have been ashamed to eat as she had, thus showing the authors distaste for her eating habits. 2. According to the passage, the main reason people overeat is (B) because we dont have to chew our food very much Why? A, B and C are mentioned in the passage, but not as a causal effect of our overeating. E is a distractor answer- eating quickly is tied into not chewing, but the passage does not imply or state that we are used to eating quickly, so we overeat. The passage gives specific details about the refining process that makes our food easier to swallow, allowing us to eat more than we should, thus answer B is the very best choice. 3. The following are all ingredients in the egg rolls, EXCEPT (E) dark meat chicken Why? Its white meat chicken (line 32). This is one of those hunt and search type of detail questions. They can be tricky because they have almost nothing to do with reading comprehension, but rather focus on how carefully you can find the details related to the passage.   4. Which of the following statements best describes the main idea of the passage? (B) Because refined food is irresistible and easy to eat, it masks how unhealthy it is, leaving people unaware of the poor food choices theyre making. Why? A is too broad, because it fails to mention refined food, which is absolutely key in the article. C is too narrow because it only mentions Chilis, and the essay goes beyond just one restaurant. D makes a supposition- that people will be healthier because of the article. Thats never stated or indirectly implied, so it cant be part of the main idea. E is too narrow, so B is the best choice.   5. In the first sentence of paragraph four, the word vigor most nearly means (D) Energy Why? Heres where your vocabulary knowledge or your ability to understand vocab words in context come in handy. If you didnt know the meaning of the word, you could assume some things based on the text: †¦the woman attacked her food with vigor and speed. Since the conjunction and joins two words/phrases with similar meaning, C is out- lethargy means laziness. The word attacked does not coincide well with pleasure, so A is out. Since the woman was unaware of who was watching her, flamboyance, B, is out, too. That leaves D and E. Craftiness indicates sneakiness of some sort and although the woman wasnt being showy, she wasnt sneaking her food either, so D is the best answer. It fits well with the sentence.

Human Resource Management Essay Example | Topics and Well Written Essays - 1250 words - 2

Human Resource Management - Essay Example The paper tells that the human resource department can demonstrate its effectiveness to an organization by providing a workforce that meets the organizational goals and objectives. In this respect, it means that the department can plan and implement effective policies that attract potential employees, maintain and develop the existing ones such that they become an essential part of the organization. In any business organizations, employees are among the most valuable organizational assets and highly determine the overall performance of any business. Many organizations despite having the abilities essential in enhancing performance have slacked due to poor input towards employees concerns. In fact, according to Levesque employee satisfaction leads to customer satisfaction. In this line, the researcher suggests that effective HRM (human resource management) is vital for optimally exploiting creativity and accomplishing organizational as well as individual goals. Organizational leadersh ip must ensure appropriate integration of different activities and synchronized functioning focusing on organizational goals. Effective HRM should demonstrate its commitment to motivate employees and increase their productivity. Employee motivation is vital for guaranteeing commitment of human capital to the given goals. The answer to motivation is centered on the integration of individual and organizational goals. Hence, managers have to show their concentration on important HRM tasks like planning, development, evaluation and compensation. Question two Human resource planning is affected by different environmental factors emerging from internal and external environments. Internal factors like organizational goals, behaviors, technology, employees, demand and supply of personnel, reward and evaluation systems and policies affect the process of planning. Some enterprises could be highly structure while others are not. Some jobs could require skills in teamwork while others might req uire technical skills. Specifically, these factors define the decision making process in many issues associated with human resources such as promotion, recruitment to counter competition, staffing responsibility and overcoming resistance. This suggests that internal factors influence both strategic and operational components of human resource planning. External factors such as level of education, societal attitudes, economic conditions, laws and regulations, and cultural factors affect human resource planning in varying degrees. For instance, the new technologies employed in many organizations require rigorous and far-reaching education. Likewise, employees in our social-cultural environment want to be involved in the process of making decision. Moreover, human resource managers are required to respond to legal needs, public needs and observe ethical principles. Political limitations require enterprises to adhere to laws issued by regulatory bodies. Economic status especially compet ition influence the demand and supply for staffs. Question three Human resource practices in different countries have not been exaggerated. The reason is the need to address the differing environments that influence the effective of human resource management. These differences matter a lot when it comes to the factors influencing the organizations. For instance, the organizational behavior adopted by the Japanese organization must differ from that of the United States organizations. Unlike US firms which promote a culture that encourages individualism, Japanese firms must develop a culture that allows for team work. This also reflects the importance of national culture when adopting particular human resource practices. The values that are upheld in one culture differ from those of another and extend to business practices. In addition, different economic situations have resulted in different human resource practices among nations. For instance, the aging situation in United States wi ll demand different