I Discovered One Of The Top Technologies For Teacher...

Planboard There are many different types of technology that may be used within the classroom to keep teachers prepared, organized and enthusiastic. Through online research I found an article published by Edudemic, a website dedicated to help promote technology within the classroom. The article is titled, 50 Education Technology Tools Every Teacher Should Know About. This is where I discovered one of the top technologies for teacher organization and lesson planning. Planboard is ranked number twenty-three overall and second in the category of ‘Lesson Planning and Tools: Use these tech tools to pull together great lessons and design amazing and memorable student projects’. Planboard Free is free to download. It includes 100 lesson plans and 25MB of storage. Planboard Pro is an upgraded version that includes unlimited lesson plans, unlimited standards, and 1GB of storage (Edshelf) Planboard is much more than just a calendar and organizer. The program allows a teacher to pla n classes, track standards and collaborate together with other teachers to form new lesson plan ideas. Planboard helps keep teachers organized but also lets them be flexible with a program that allows for easy change. Planboard is accessible anywhere, offers a completely free downloadable program and is available as an application for a smartphone and other handheld devices. Planboard helps teachers easily maintain their busy schedules from virtually anywhere with an internet connection. Planboard’sShow MoreRelatedThe Shift Of Interest From Outputs Generated By Smart Computers1414 Words   |  6 Pagesbeginning of a serious passion and engagement with technology as a discipline and a field of learning. The exciting and appealing graphics of the best virtual reality games became less significant than the design, the techniques, the algorithms and the concepts that enabled those compelling features. 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It was at this point in time that Hastings vowed to never charge any customer late feesRead MoreInformation Technology Project Management,31215 Words   |  125 PagesSolutions to Accompany Information Technology Project Management, Third Edition ISBN 0-619-159847 Course Technology MIS Series Companion Web Site: www.course.com/mis/schwalbe Kathy Schwalbe, Ph.D., PMP Table of Contents CHAPTER 1 1 CHAPTER 2 3 CHAPTER 3 7 CHAPTER 4 9 CHAPTER 5 13 CHAPTER 6 18 CHAPTER 7 22 CHAPTER 8 27 CHAPTER 9 31 CHAPTER 10 35 CHAPTER 11 38 CHAPTER 12 41 APPENDIX A 44 APPENDIX B 49 APPENDIX C 51 List of solutionRead MoreApplication of Observational Learning6241 Words   |  25 Pageslisted. A definition and basic elements of each theory are provided. Choose any one of the learning theories shown. Be prepared in class to define the theory, describe its elements, and discuss how it could be used in the design of a training program. 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The most important thing you will get out ofRead MoreStudy Habits and the Academic Performance of the Pupils.7856 Words   |  32 PagesChapter I THE PROBLEM Introduction Learning is a very important personal matter and there isn’t one study habit that works for every situation. One here to take more responsibility to acquire the desired knowledge to develop positive values, critical thinking, attitudes and skills. Effective study skills and strategies opportunities to approach learning tasks systematically and independently. Practicing good study habits is the key to becoming smarter and achieving success in school

Theory of Neurosis from Karen Horney - 1721 Words

The following is an essay is based on the theory of neurosis from Karen Horney, and applied to the lead character of the movie Precious. Precious, the movie is based on the life and times of a character, Clarisse Precious Jones, who was raised in Harlem in the late 1980’s. She was raped by her father from an early age, which is revealed closer to the end of the movie, and ends up having two children from him; one of which is a â€Å"mongoloid†. Her relationship with her mother is also on rocky round and her school isn’t accepting of who she is. As the movie progresses we see that Clarisse prefers to be called by her second name, Precious, as the movie is titled. The term personality refers to the characteristics that one is made up of, the influences over time, and overall reactions that occur through different stimuli. It has been defined by different people as the theatrical mask we put on, the social dimension of the individual and the reference to who one really is. Scientifically it has been defined as the study of those things that make us individuals, or a pattern of relatively stable traits. Theorists such as Carl Rogers and Sigmund Freud, amongst others, focused on different aspects of what personality is and what it is made up of. Karen Horney’s theory of personality focuses around neurosis, which develops over time and is influenced by other factors in a person’s life. Neurosis is defined as â€Å"a relatively mild mental illness that is not caused by organic disease,Show MoreRelatedHorney1624 Words   |  7 Pagesincluding the works of Karen Horney (1885–1952). She was a psychoanalyst best known for her wo rk on neurosis and coping techniques. Horney was a leading figure in the development of a range of non-orthodox psychoanalytic approaches in mid-twentieth-century America. Often compared to orthodox Freudians, she emphasized interpersonal relations and minimized the role ascribed to biology. 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Main Theme The life and accomplishments of Karen Horney. V. Summary Karen Clementina Theodora Danielsen, was born in Germany on September 16, 1885. Born into a family of

Past Movements in Education and Analysis of Curricuar Reforms free essay sample

For an individual, it must be treated as a continuous process that should not end when graduation rites in each particular level of schooling are being held. True education is life, it must always be a part of our daily living, whether through formal or informal means. Educational systems in general, and educational curriculum in particular, also need not to be static. The curriculum should respond to the demands of a fast-changing society. To some extent, it should also be global or internationally-aligned. These are the reasons why foreign and local educational educators in the past and until now have been introducing educational reforms and innovations. They have been searching means to address the problems being met in the implementation of a certain curriculums and to ensure the total development of every learner. I. The Past Movements for Social Change in the School System Social change affects education. Centuries ago, pioneers of education have sought to introduce renewal in education. We will write a custom essay sample on Past Movements in Education and Analysis of Curricuar Reforms or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Their ideas were far ahead than the actual renewal that took place later on. Among them were Commenius, Condorcet, Rousseau, Pestalozzi, Froebel, Dewey, Drecoly, Montessori and Freinet. 1. Johann Amos Commenius -â€Å"Father of Modern Education† Most permanent educational influences: a. practical educational work Comenius was first a teacher and an organizer of schools, not only among his own people, but later in Sweden, and to a slight extent in Holland. In his Didactica Magna (Great Didactic), he outlined a system of schools that is the exact counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university. Didactica Magna is an educational treatise which aimed to seek and find a method of instruction by which teachers may teach less but learners may learn more, by which the school may be the scene of less noise, aversion, and useless labor, but of more leisure, enjoyment and solid progress; and through which the Christian community may have less darkness, perplexity (confusion) and dissension (disagreement), but on the other hand, more light, orderliness, peace and rest. b. formulating the general theory of education In this respect he is the forerunner of Rousseau, Pestalozzi, Froebel, etc. and is the first to formulate that idea of â€Å"education according to nature† so influential during the latter part of the eighteenth and early part of the nineteenth century. c. the subject matter and method of education -exerted through a series of textbooks of an entirely new nature His published works: Janua Linguarum Reserata (The Gateway of Language Unlocked) contained his convictio n (certainty) that one of the prerequisites for effective educational reform was a fundamental change in language of instruction. Orbis Pictus (The World of Sensible Things Pictured) contributed to the development of the principles of audio-visual interaction. It was the first successful applications of illustrations to the work of teaching, but not the first illustrated book for children. Schola Ludus (School as Play) a detailed exposition of the doctrine that all learning should be made interesting, dramatic and stimulating. These texts were all based on the same fundamental ideas: (1) learning foreign languages through the vernacular; (2) obtaining ideas through objects rather than words; (3) starting with objects most familiar to the child to introduce him to both the new language and the more remote world of objects: (4) giving the child a comprehensive knowledge of his environment, physical and social, as well as instruction in religious, moral, and classical subjects; (5) making this acquisition of a compendium of knowledge a pleasure rather than a task; and (6) making instruction universal. He also developed the pansophic scheme, the view that education should take the whole of human knowledge as its universe. For him, truth was indivisible and was to be seen as a whole. Thus by relating each subject to every other subject and to general principles, pansophia was to make the learner capable of wisdom. 2. Marquis De Condorcet Marie-Jean-Antoine-Nicolas de Caritat took his title Marquis de Condorcet from the town of Condorcet in Dauphine. He advocated that the aims of education were: o cultivate in each generation the physical, intellectual and moral facilities and, thereby contribute to the general and gradual improvement of the human race. He envisioned a national system of public education designed to develop the natural talents of all, making real equality possible. His proposals of the five levels of public instructions areas follows: 1. Elementary- for the teaching of the ‘elements’ of all knowledge (reading, writing, arithmetic, morals, economics and n atural science)and would be compulsory for all four years 2. Secondary school- of three years’ duration, teaching grammar, history and geography, one foreign language, the mechanical arts, law and mathematics. The teaching at this and the first level would be non-specialized. 3. Institutes- responsible for ‘substituting reasoning for eloquence and books for speech, and for bringing philosophy and the physical science methodology into the moral sciences’. The teaching at this level would be more specialized. Pupils would choose their own course of study (at least two courses a year) from among four classes: mathematics and physics, moral and political sciences, science as applied to the arts, and literature and fine arts. 4. Lycee the equivalent of universities, with the same classes as the institutes and ‘where all the sciences are taught in full. It is there that scholars-teachers receive their further training’. Education at this and the first three levels was to be entirely free of charge. 5. National Society of Science and the Arts a research institute responsible for supervising the formal education system as a whole and for appointing teachers. Its role would be one of scientific and pedagogical research. 3. Jean Jacques Rousseau According to the history of education, he was the first great writer to insist that education should be based upon the nature of the child. Rousseau’s Emile is a kind of half treatise, half novel that tells the life story of a fictional man named Emile. In the history of education, the significant contributions of Johann Heinrich Pestalozzi are: 1) his educational philosophy and instructional method that encouraged harmonious intellectual, moral, and physical development Pestalozzis most systematic work, How Gertrude Teaches Her Children (1801) was a critique of conventional schooling and a prescription for educational reform. Rejecting corporal punishment, rote memorization, and bookishness, Pestalozzi envisioned schools that were homelike institutions where teachers actively engaged students in learning by sensory experiences. Such schools were to educate individuals who were well rounded intellectually, morally, and physically. Through engagement in activities, students were to learn useful vocations that complemented their other studies. 2) his methodology of empirical sensory learning, especially through object lessons Pestalozzi designed object lessons in which children, guided by teachers, examined the form (shape), number (quantity and weight) of objects, and named them after direct experience with them. 3) his use of activities, excursions, and nature studies that anticipated Progressive education. He also emphasized the importance of the nature of the child and propounded (advocated) that in the educational process, the child must be thought in relation to the subject matter. He sought to understand the nature of the child and to build his teaching around the natural, progressive and harmonious development of all the powers and capacities. He is an advocate of each man’s right to education and of society’s duty to implement that right and pave the way to universal national education. His motto Learning by head, hand and heart is still a key principle in successful 21st-century schools. 5. Friedrich Froebel The German educator, Friedrich Froebel, was one of these pioneers of early childhood educational reform. Froebel’s educational principles: a) free self-activity As an educator, Froebel believed that stimulating voluntary self-activity in the young child was the necessary form of pre-school education (Watson, 1997a). Self-activity is defined as the development of qualities and skills that make it possible to take an invisible idea and make it a reality; self-activity involves formulating a purpose, planning out that purpose, and then acting on that plan until the purpose is realized (Corbett, 1998a). Corbett suggests that one of Froebels significant contributions to early childhood education was his theory of introducing play as a means of engaging children in self-activity for the purpose of externalizing their inner natures. ) creativity Froebel designed a series of instructional materials that he called gifts and occupations, which demonstrated certain relationships and led children in comparison, testing, and creative exploration activities (Watson, 1997b). A gift was an object provided for a child to play withsuch as a sphere, cube, or cylinderwhich helped the child to understand and internalize the concepts of shape, dimension, size, and their relationships (Staff, 1998). The occupations were items such as aints and clay which the children could use to make what they wished; through the occupations, children externalized the concepts existing within their creative minds (Staff, 1998). Therefore, through the childs own self-activity and creative imaginative play, the child would begin to understand both the inner and outer properties of things as he moves through the developmental stages of the educational process. c) social participation A third component of Froebels educational plan involved working closely with the family unit. Froebel believed that parents provided the first as well as the most consistent educational influence in a childs life. Since a childs first educational experiences occur within the family unit, he is already familiar with the home d) motor expression Motor expression, which refers to learning by doing as opposed to following rote instructions, is a very important aspect of Froebels educational principles. Froebel did not believe that the child should be placed into societys mold, but should be allowed to shape his own mold and grow at his own pace through the developmental stages of the educational process. 6. John Dewey He contributed the educational philosophy which maintains that education is life, education is growth and education is a continuous reconstruction of human experiences from the beginning to the end of life. He was the spokes person of progressive education which states that aims have significance only for persons, not for processes such as education, and arise only in response to problematic situations in ongoing activities. Aims are to be viewed as anticipated outcomes of transactions, as intrinsic aspects of the process of problem-solving, and as a motivating force behind the individual’s approach to problem-solving situations. The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows: a. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. b. Interest shall be the motive for all work. c. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. d. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development. . Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors. f. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities. g. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experi ments in child culture. He believed that education has two sides: the psychological and the social on the same plane. Education must start from the psychological nature of the child as the basis for directing his energies into totally useful channels. Schools must be set up to include bond the individual and social goals. The needs of a new society are to be taken into consideration in modifying methods and curriculum. 7. Ovide Decroly He influenced instruction in the kindergarten, the aim of which was to guide the child’s desire for activity and to give him a sense of discipline and norms for his social behavior (same with Dewey) 8. Maria Montessori Maria Montessori left a long lasting mark on education around the world.

Life on the frontier Essays - Guggenheim Fellows, Borders, Frontier

Billington's point of view several lines in to America's Frontier Heritage begins with a philosophical question, he poses the question, ?Do they consider their fellow men as equals, or as inferiors and superiors?....? By they Billington is referring to America and in this case specifically to the people of the time he is discussing, people of the frontier in the aforementioned 19th and early 20th century. This quote would be the one posed to I, the reader, throughout not only his book but Limerick's as well. Billington begins by explaining the foundation on which the country was built on, the thought of ?equality? and ?individualism.? These two words as many know are core virtues America was built on along with free enterprise, the pursuit of happiness and essentially the right to earn as much as you work for. All tremendous things that this country since day one has thrived on but the theme Billington implies throughout is that these products of life came without obstacles to most i f not all. He states ?Nowhere could a stake in society be more easily obtained,? interesting, because as most are aware this ?frontier? time was the heart of the most extreme segregation and lack of acceptance unless you were of a specific demographic. Reading along further in the book Billington begins to narrow in on what his essential, main point was to begin with. Which seems to be America is a land for all individuals to come to and prosper without government interference. I realized this upon Billington stating ?....where superabundant opportunity allowed each to rise or fall to his proper level as long as governments did not meddle.? At first Billington seems to be taking the naive route of that America since day one has been a perfect melting pot for all colors and types of people to thrive without resistance much of this sense came from his frequent claims of everyone being ?neighborly? and getting along in the communities. Upon finishing reading it became more obvious this was not his intention at all. His intention was to describe America as a land where government will not interfere which was unheard of to nearly all from every corner of the globe. That it is great here because if you came to America you would have a ch ance, without a lord taking your income for a ?tax,? or a ruler telling you where to live and for this I entirely agree. The Legacy of Conquest brings up an entirely different perspective then Americas Frontier Heritage. Limerick narrates the other side of the story, one would probably say ?uglier? side. She discusses the lesser known hardships endured by the people who at the time frankly just were not as relevant as the majority. The frontier of the West as she describes was yes a diverse place where many could move to to make a living and settlement but if you were not of the majority you would almost definitly encounter resistance. The reputation of the West was that of where minorities: Blacks, Hispanics, Asians, Certain Europeans etc. could go to live, ?free? of the South's and Northeast's individual prejudices. This was quite a mirage that most did not see, notice, or at the time frankly care about. She uses the example of Oregon in 1857. Oregon was much opposed to slavery which of course sounded good to the Freedmen but, as Limerick state ?....they also opposed intrusion of free blacks.? Limeri ck brings up the point of was the West and America in that case really such a welcoming place? It seems to be that unless you were white and protestant honestly it was not quite so welcoming. The books, America's Frontier Heritage and The Legacy of Conquest, written by Ray Allen Billington and Patricia Nelson Limerick, respectively, each provide extremely compelling and contrasting views of the frontier in the 19th and early 20th century. Despite the obvious and apparent differences on points of view, neither I believe can be credited with a definite ?wrong? or ?right? assessment. I agree and disagree with both on various points but without dispute I believe bring up tremendous points and valid information that everyone can understand

Who vs. Whom

Who vs. Whom Who vs. Whom Who vs. Whom By Maeve Maddox No doubt about it, the pronoun whom is in its death throes. If you need a refresher, here’s the difference: Who is the subject form of the pronoun, so it’s the doer of an action, as in That’s the man who climbed Everest. (subject of â€Å"climbed†). Whom is the object form of the pronoun, so it receives the action, as in Whom do you like best? (object of â€Å"like†). Most grammarians agree that English speakers can get along just fine by using who for both subject and object, as we do with the pronoun you: You light up my life. (subject) I love you. (object) An entrenched idiom like â€Å"to whom it may concern† will probably stick around for a while longer. Speakers for whom the who/whom distinction comes naturally will continue to use both forms. Even speakers who use who as an object may continue to use whom when it stands immediately after a preposition, but for the most part, the use of who for whom is a non-issue. The use of whom for who, however, is another matter. A great many speakersincluding professional news reportersfall into what I call the something-between trap. When somethinga subordinate clause or a stock phrase like â€Å"in my opinion†comes between the subject pronoun and its verb, the writer may stumble and use whom instead of who. Observe the problem in the following examples. 1. The heroine is teen-aged Frenchy Hercules, whom one suspects is the directors wife, 2. A Chicago man whom police believe is responsible for 11 burglaries to sheds and garages in the village is scheduled to appear in court Sept. 24 on theft charges, authorities said. 3. Fire personnel radioed deputies to stop the driver, whom, according to reports, appeared to have been under the influence of intoxicants. 4. Before we started coming to BBBA, I [had] taken him to numerous pitching and hitting coaches whom in my opinion were out for the money and not the overall improvement of my sons baseball ability. In each example, the whom should be who. If the errors jumped out at you as soon as you read the sentences, you may as well stop reading now. If you’re not quite sure why these uses of whom are incorrect, read on. Whom is an object form–like him–but in each of these sentences, the whom being used as the subject of a verb. Who is the subject form. Writers can avoid falling into the something-between trap with whom by taking a close look at all the verbs. Because whom can only be an object, eliminate all the subjects first. Determine which subject word goes with which verb. 1. The heroine is teen-aged Frenchy Hercules, whom one suspects is the directors wife. This sentence contains three verbs: is, suspects, and is. The subject of the first is is â€Å"heroine.† The subject of suspects is â€Å"one.† The subject of the second is is â€Å"who† (not whom). The in-between trap is â€Å"one suspects.† NOTE: the verb â€Å"suspects† is what tripped the writer up. In another context, suspects. could be used transitively: He’s the man whom the detective suspects. In this sentence, suspects has no object. 2. A Chicago man whom police believe is responsible for 11 burglaries to sheds and garages in the village is scheduled to appear in court Sept. 24 on theft charges, authorities said. This sentence contains four finite verbs: believe, is responsible, is scheduled, and said. The subject of believe is â€Å"police.† The subject of is responsible is â€Å"who† (not whom). The subject of is scheduled is â€Å"A Chicago man.† The subject of said is â€Å"authorities.† NOTE: The in-between trap is â€Å"police believe.† In another context, â€Å"believe† could take an object, but not here. 3. Fire personnel radioed deputies to stop the driver, whom, according to reports, appeared to have been under the influence of intoxicants. This sentence contains two finite verbs: radioed and appeared. The subject of radioed is â€Å"Fire personnel.† The subject of appeared is â€Å"who† (not whom). The in-between trap is â€Å"according to reports.† 4. Before we started coming to BBBA, I [had] taken him to numerous pitching and hitting coaches whom in my opinion were out for the money and not the overall improvement of my sons baseball ability. This sentence contains three finite verbs: started, had taken, and were. The subject of started is â€Å"we.† The subject of had taken is â€Å"I.† The subject of were is â€Å"who† (not whom). The in-between trap is â€Å"in my opinion.† If all this seems like too much grammar to deal with, there’s a second option for avoiding the something-between trap with whom. Stick with who. (Now isn’t that an interesting construction!) 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 Grammar category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†Awoken or Awakened?Captain vs. Master

ACT Strategies

Extracurricular Strong Students College Admissions and SAT / ACT Strategies SAT / ACT Prep Online Guides and Tips Do you have great extracurriculars? Maybe you’re captain of the football team or president of a top debate team. Your approach to college admissions will be quite different than a typical student’s, and your SAT / ACT prep process should be uniquely tailored to you. In this article, we talk about what unique opportunities you have in test prep and what traps you should avoid. In this guide, first we'll discuss the different academic and extracurricular strengths students can have and which categories you fit into. We'll also go over why extracurriculars are important to colleges and why certain schools care about them more than others. In the next sections, we'll discuss specific strategies you can follow based on the strength of your extracurriculars and academics. Our final section is for students who are being recruited or otherwise meet special admissions requirements. How Good Do You Have to Be? The best way to approach admissions and test prep depends on two factors: extracurriculars and academics. First, are you relatively good at extracurriculars (think captain of the chess team), or are you truly stellar (think second-best high school football player inthe entire US)? Second, are you already doing well academically (90 percentile or higher on SAT/ACT) or are you more towards the middle? We'll define each of these terms below and give you advice that best fits your situation. Extracurriculars For this article, Relatively Good extracurriculars means that your percentile in an extracurricular is at least three times as good as your academics. For example, if you are an 85th percentile academic (perhaps a GPA of 3.8 unweighted), then you are Relatively Good in extracurriculars if you are at least a 95th percentile in extracurriculars. Likewise, if you are 97th percentile academically (perhaps a GPA of 3.95 unweighted), then you’re relatively strong in extracurriculars if you’re in the 99th percentile. Having Relatively Good extracurriculars is a challenge, and it does make you stand out. Conversely, for Stellar extracurriculars, I’m not talking about being the president of a chess team that you started with five people. I’m not talking about winning second place in a county track meet. You need to be ranked in the top 500 in the country in a popular area (e.g. football, math, debate), or you need to be ranked top 50 in a less popular area (e.g. javelin throwing, Model UN). When calculating these rankings, do it honestly. Don’t kid yourself by making artificial categories. Top 500 in touch football doesn’t count, nor does being top 500 in the uncommon Mandelbrot math competition. If you have to ask whether you’re within the top500, I would play it safe and count yourself out for now (but you can always improve!). Those who are clearly ranked in the top 500 of a popular extracurricular will know without having to mull over the question for hours. Academics Finally, different advice applies to students with strong academic baselines versus those who are more moderate academically. For the purpose of this article, we define a strong academic baseline as someone performing at the 90th percentile forboth their GPA and SAT / ACT score. That is, you’ve looked up your SAT percentile or ACT percentile, and it’s above 90. You’ve also asked your guidance counselor for your class rank, or informally polled your classmates, and you’ve found that that you’re performing at least 90th percentile there too. Those who are performing much less than this have a standard or moderate academic baseline. Of course, there is some flexibility here. Some may say 80th percentile is a strong baseline, and if you’re targeting an institution outside of the US News top 20, this is true. A GPA or class rank that’s 70th percentile or lower is probably no longer strong enough for the definition of this article. Why Do Colleges Care About Extracurriculars? Which Colleges Care More? To begin understanding why students with great extracurriculars are viewed differently by colleges, it’s useful to review the ideas behind why colleges even look for extracurriculars in the first place. Extracurriculars, in general, allow great colleges to have a student body that is more than just students who did well in school.Colleges have their own values, often shaped by the social landscape to which they belong. They may care about social impact, richness of student character, diversity of student body, and so on. Extracurriculars are the method by which colleges select students in furtherance of these values that they hold. However, colleges, at their core, are academic institutions. They believe the most important things are academic: learning subjects, doing well in classes, furthering knowledge through research, etc. Colleges generally value academics more than other areas. This is demonstrated by their emphasis of SAT/ACT scores and GPAs over other applicant qualities like extracurriculars. Think of academics and extracurriculars as being in a â€Å"pyramid of college needs." The academic layer is the lower half, and extracurriculars are the higher half. Colleges want to fill the lower half before filling the upper half.Only colleges that have already had their fill of strong academics will start caring more about extracurriculars.Analogously, in humans, we say that eating is a more fundamental need than watching a movie. If we don’t have a movie and we’re starving, we look for food first. Only if we have enough food do we start caring about the movie. Figure: The hierarchy of college needs. Academics come before extracurriculars. With this model, it’s easy to see why the top colleges care disproportionately more about extracurriculars.The top colleges (generally defined as US News top 50), can already get their full fill of strong academics. There are hundreds of thousands of students every year with GPAs above 3.8 unweighted or with ACT scores above 30 (SAT scores above 1300). These strong academics are more than enough to fill the academic needs of top colleges. Therefore, these top colleges will start using extracurriculars more to differentiate students. If you’re already strong academically, then you’ll likely be targeting higher ranked schools, and your extracurriculars will matter more. Conversely, colleges ranked below 50 in US News (which can still be great colleges for a number of reasons) will care a lot more about academics. If you’re performing only mediocre academically, extracurriculars won’t carry you (unless you are specially recruited, as we’ll discuss below). The next part of this guide will give you specific strategies depending on your current academic status. If your grades and test scores are about average, read the next section for Moderate Academics. If your grades and test scores put you in at least the 90th percentile, skip two sections down to the section for Strong Academics. The final section is for students who are being recruited or who otherwise have special admissions requirements. Moderate Academic Baseline? Shore Up Your ACT / SAT First! As we saw above, your extracurriculars will only really matter if you're great academically as well. Academics and extracurriculars complement each other. After all, the top-ranked schools care about extracurriculars the most, and only then in students who already have a good academic baseline. If you're not currently in the 90th percentile academically, the advice in this section applies to you, regardless of whether your extracurriculars are Relatively Good or Stellar. As we mentioned previously, our rough cutoff to be academically moderate is being below the 90th percentile on the SAT / ACT. If you’re less than that cutoff academically, the most important thing you can do for college admissions is improve your SAT / ACT score and GPA while maintaining your extracurriculars. The further you are from that 90th percentile transition point, the more important academics become. In the extreme, if you’re scoring average or below average academically (ACT 20 out of 36, SAT 1000 out of 1600), your admissions will depend nearly entirely on your academics. Now, how do you solve this? Of course, don’t lose your extracurricular it will be important to admissions later. Also, if you’re so good at this activity, you probably do it because you enjoy it too. However, recognize that, if you’re mediocre academically, you should mainly focus on improving those scores. How will shoring up your academics be different from normal students trying to raise their grades? For one, since you have a great extracurricular going on, that presumably takes up a lot of time. Therefore, you want to increase your academics in the most efficient way possible. This often means that SAT / ACT prep is probably the best way to improve. Just a few hours of study will increase your points substantially and move you up a few percentiles. It’s not uncommon to see a gain of 20 percentiles on the SAT or ACT in return for just 40 hours of study. Contrast that with improving your GPA. Suppose you put in 40 extra hours on your academics. Over the course of your high school career, between classwork and homework, you’re already putting in over 4000 hours of work into academics. An extra 40 hours moves your GPA less than 1 percent! Maybe your GPA will go up from a 3.50 to a 3.53 barely moving the needle. When it comes to time efficiency for college admissions, classes andGPAs are often a wasteland. Thus, the conclusion is that, if you’re not doing superb academically, definitely work to improve that first. Regardless of whether your extracurriculars are Stellar or Relatively Good, if your academics aren't great, the best way to improve your college chances is to work on improving your academics. And, as we explained above, the easiest and fastest way to significantly improve your academics is through ACT / SAT prep. Strong Academically? Here’s What You Should Do Now, suppose you are already performing at the 90th percentile on both your GPA and the SAT / ACT. That’s great news because you have a goodshot at the top 50 US News ranked schools. This is when your extracurricular will start to shine! First, your extracurricular will be the differentiator at this point, so make sure whatever strategy you do, you don’t ruin your main selling point, your main extracurricular strength. If you are in tennis, I would avoid doing activities that injure your arm. If you’re trying to improve academics, then realize that 90th percentile is already good, and be careful not to take any actions that will endanger your special strength. For example, suppose you are a US ranked tennis player. Your GPA is above the 90th percentile, but your ability to write essays about world literature is merely average. You are considering missing some tennis practice sessions to take an essay-writing improvement course. My strong advice: Don’t do it. Your ability to write a bit better about Shakespeare won’t make an impact on college admissions, whereas your tennis ability will. You should understand at this point that colleges will care more about quality than quantity of extracurriculars.Being state-ranked (top 100) in debate and also state-ranked in math is far worse than being nationally-ranked in just one of the categories. Choose one or two things that you are especially good at. Once you go into the â€Å"three somewhat good extracurriculars† area, you seem like a dilettante to colleges, a negative. If you’re good at three or more activities, focus on the one that you’re strongest in, you’re making the most progress in, or that is most recognized by colleges. Thus, my number one advice to you is to focus on that one great extracurricular. At this point, if you’re Relatively Good at an extracurricular, you want to turn that into a Stellar. If you are already Stellar, you want to improve your rank even more. There are two cases when you should still pay attention to academics. First, you should always pick the low hanging fruit. If an easy project or essay comes your way that will boost your score by a lot for very little work, you should definitely still do it. You should also still invest in some SAT / ACT prep, whether by yourself or some other way.Studies show that the first few hours of prep improve your score by the most. While some students study hundreds of hours, 40 hours of prep often is very low-hanging fruit for you to pick to improve your application by a lot. Also, if you are very Stellar already (but not recruited I’ll talk about recruited below), it is worth re-examining your academics. If you are in the Stellar category, you’re probably in the top 0.1 percentile in terms of extracurriculars. If you are just â€Å"merely† top 90th percentile in academics, then your academics are still trailing behind. In that case, it’s worthwhile to push your academics harder still getting up to 98th or 99th percentile. This doesn’t mean a perfect score: you just need to get around a 1500 out of 1600 on the SAT or a 33 out of 36 on the ACT. Again, ACT / SAT Prep is your friend for the above goal. Being Stellar, you likely won’t have much time to invest. Because ACT / SAT prep is a relatively fast way to boost your percentile, it’s a great fit for you. Extra Advice for Students Stellar at Extracurriculars: Recruitment and Special Slots All students who are strong in extracurriculars have an advantage. Usually this advantage is implicit, a wink or a nod from an admissions officer approving of your math team trophy or debate win. However, for some students who are truly stellar, the implicit becomes explicit. A nudge turns into a likely letter. Waffling about flexibility in ACT scores turns into explicit ACT cutoffs. Therefore, if you are really Stellar in an extracurricular, you should look to see if you have explicit special admissions requirements. Special admissions requirements are more advantageous, so you should definitely find out about this if you can. If you’re a Stellar athlete, I would talk to your coach, your local association, your trainer, or even the school you’re interested in attending. Athletes in popular sports like football, baseball, basketball, and so forth especially are recruited. If you are a top athlete looking to continue playing for a college team, this section applies to you! Special admissions requirements also apply for Stellar students of non-athletic fields. For example, if you are a stellar scorer on the USA Math Olympiad (USAMO), both MIT and Caltech have relaxed admissions requirements. Caltech, in fact, explicitly asks for USAMO type scores. Students admitted to the prestigious RSI science community are even given guaranteed admissions to MIT and Caltech. There is no single rule when it comes to explicit special admissions for stellar students. Explicit special requirements depend on each school and each activity. The special SAT / ACT requirement for a USAMO winner at MIT will look very different from that of a Division 1 recruited football player. The best way to find out more information is by researching your particular field. If you’re stellar in a field, chances are you have much deeper and unique resources than a blog can give you. I should also mention that explicit spots depend very much on school, activity, and year, and the specific interaction of all three parts. If Harvard is looking for a flutist in 2004, being good at the flute will give you a much stronger advantage at Harvard than it would at a similar school (like Yale) not recruiting flutists that year. Similarly, if Harvard has a much greater need for a flutist in 2004 than they do in 2006, a flutist who applies in 2004 will have a much better chance of getting in than a flutist who applies in 2006, even if their applications are identical. If one school offers you explicit admissions requirements one year, don't think all schools will give you the same advantage all years. Luck and timing become are important parts of the process. Once you find out about explicit special requirements, you should follow the specific advice you get from your recruiter or mentor about SAT / ACT guidelines. However, it is very common for recruited students, especially in sports, to need to hit a hard SAT / ACT score quota (which is also called a target, goal, or baseline). Recruited Students: Need to Hit an SAT / ACT Quota? In sports and athletics, it’s very common for the best athletes to have explicit SAT or ACT score cutoffs. This means that a recruiter will call you and literally say that, if you get a 30 on the ACT, you will be admitted. Even if it’s not a guarantee, your chances of admissions jump from 10% to 90% at this hard cutoff. This was the case for one of my tutoring students who was a tennis star, and it’s a very common situation for exceptional athletes to find themselves in. In these cases, you should understand that the reason colleges use the SAT / ACT is because these scores tend to be more objective thanteachers or school districts. Colleges are afraid that an easy high school or an easy teacher will give a popular athletestrong grades despite her performance being poor. The internal politics of the college also revolve around ensuring that the stellar extracurricular student can pass everything. If you’re a basketball star, you don’t need to be getting an A in Organic Chemistry. If you’re a math genius, you don’t need to be writing research papers on Voltaire. However, if you start failing out of classes, that will embarrass your future coach. Having an ACT / SAT cutoff is supposed to reduce admitting students like this. When aiming for the SAT / ACT quotas, you should take the test in ways that are different from usual. Suppose you’re reasonably sure that you’ll hit the quota. Then you’re in a good position, and the name of the game is to play it safe and don’t waste time. Unless you are really above the cutoff by a ton, it’s useful to do some ACT / SAT prep. The prep will take just a few hours (no more than 40 hours, or the same amount of time as 1-2 weeks of rigorous sports practice), and it will very effectively improve your score. You don’t want a program that interrupts your sports training; classes that make you miss practice are a bad idea. Now, suppose you’re getting much lower scores than your quota. For example, you usually score a 28, but the quota is a 30. First, it would an extremely good idea to prep in this case because this one number literally will make or break everything.Most students don’t have the good fortune to be told an ACT score can (virtually) guarantee them admissions. You do have that opportunity, so the gains test prep can give you matter more than ever. Second, you will want to take the ACT / SAT as many times as you need so you can maximize your chance of getting above that score. Each time you take the exam, you will want to have higher variance. Try out different strategies read the passage before the questions during one test and vice versa during another. Any strategy that increases the volatility of your score will increase your maximum score attained, and thus your overall chances of getting over the quota. You should invest every bit of time you need in SAT / ACT prep to hit the quota because if you miss it, at least for admissions to that college, all your talent and hard work in that sport or activity will have amounted to nothing. While having so much depend on the ACT / SAT hardly seems fair, it’s actually an advantageous position to be in because the quota is likely a lot less than what you’d need to get if you were applying normally to that university! Conclusion For students who are strong at extracurriculars, here's a handy chart to guide you through the test prep and college admission process: Advice Strength at Extracurriculars Moderate Academically (90%tile) Strong Academically (90%tile) Relatively Good: Percentile-wise, extracurriculars at least 3x stronger than academics. Academics is your first priority. Focus on SAT / ACT prep while maintaining extracurriculars. Your single best extracurricular is the priority. Get low hanging academic fruit like SAT / ACT prep. Stellar: Top 500 in the US (in a popular activity) See if your stellar extracurriculars qualify you for special admissions. Otherwise, focus equally on improving extracurriculars and academics. Your single best extracurricular is the priority. However, make sure your academics don’t fall too far below extracurriculars. Recruited: Your mentor in your field tells you about special circumstances Follow recruiter guidelines. SAT / ACT quota likely. Take the SAT / ACT multiple times. Follow recruiter guidelines. SAT / ACT quota likely. Take the SAT / ACT safely. Most students who are strong in extracurriculars are in the Relatively Good category, as opposed to the absolutely Stellar category (and that’s not a problem, be proud of your strength!). In the Relatively Good category, those who fall below the 90th percentile are urged to focus mainly on academics. At your target colleges, academics are still the bread and butter, and extracurriculars are merely a garnish. Push academics as hard as you can, and often that will mean SAT / ACT prep. If you are already academically strong, though, you are better off continuing to improve your extracurricular. For students with Stellar extracurriculars, it’s always worthwhile to see if you can berecruited or get special admission requirements. At this point, you should be very careful to keep your extracurricular top-notch.If your academics are moderate, though, they will hold you back improve to at least 90 percentile. Once you’re at 90%, extracurriculars become more important, unless you become so good at extracurriculars that it makes sense to notch up academics just a bit more. Finally, recruited students and special admissions students you have the best deal of the bunch. Follow the advice that your recruiters and mentors give you, and remember that, as a general rule, put your extracurricular first. For students of all types, SAT / ACT prep is a relatively low hanging fruit a fast and efficient way to improve your academic standing. What's Next? Want more information on athletic recruiting?Check out our guide which goes throughthe entire process, from beginning to end. Looking for ways to strengthenyour extracurriculars?Check out four examples of amazing extracurricular activities that are sure to impress colleges. Want more tips for test prep?We have lots of guides for SAT prep and ACT prep!

Writer's choice Term Paper Example | Topics and Well Written Essays - 750 words

Writer's choice - Term Paper Example With the implementation of effective security mechanism we can gain a great deal of confidence and peace of mind while using these systems at home or marketplace (Shelly, Cashman and Vermaat; Turban, Leidner and McLean). This paper presents some of the security, privacy and ethical aspects regarding information technology and computer systems. There are many issues and threats which are hindering the successful operation and working on information and computer system arrangements. In this scenario, one of the initial risks is security issues from less effectively recruited staff personnel. For instance, any staff member with some illegal aims and objectives can set a virus in the database or hack the overall corporate information. Additionally, this is one of the major ethical dilemmas in information and computer systems (UN; Farshchi, Gharib and Ziyaee). In addition, differences in operating systems, versions and patches can also create various problems and issues regarding defense and protection of information and computer systems. In the absence of such protection strategy the overall information and data can be hacked or deleted. In worst case the business information can be accessed by corporate competitors. Additionally, absence of antivirus software for information and computer systems can also cause a huge problem for personal or business data and information. In case of such situation any virus can simply attack and destroy or stop the overall working of systems. In addition, one of the main issues is about the absence of internal firewalls. In this scenario, any user of systems and web services are open to virus attacks, malware, or Trojan attacks. In such situation overall information and computer systems can be hacked or influenced in case of effective handling and management of operations (UN; Farshchi, Gharib and Ziyaee ). This section discusses how some of the major and critical security, privacy and ethical issues happen.

Learning how to do sitting in volleyball Term Paper

Learning how to do sitting in volleyball - Term Paper Example With the number, percentage of disabled people rising from 10% of the total world population, sitting volleyball has gained much emphasis in the current decades of the 21st century (Katalin, 2008). Sitting volleyball is fundamentally aimed at athletes with ‘lower extremity impairment’ and supposed to play a significant role in building their personality features in a positive manner (HÃ ¤yrinen & Blomqvist, 2007). The skills most demanded in this kind of sports are the discrete skills and skills to ensure continuous practice of the game that would enrich motor learning of the participants. It is in this context that the mechanism of control mostly used in sitting volleyball is based on the notion of motor learning (Vute, 2005). Motor learning is commonly referred as the process of learning through experiences. With significance to its application in the training and coaching systems that are used in sitting volleyball, Vute (2009) argued that success of such processes, depend largely on the psycho-motor abilities of the players along with their motor behaviors. Vute (2009) also argued the different forms of disabilities that might hinder performances of players in sitting volleyball, which include locomotor disorders, amputee, cerebral palsy and poliomyelitis, which may give rise to varying results from motor learning attributes incorporated in the coaching programs in the game. Nevertheless, it must be noted that the application of motor learning in sitting volleyball had been studied with limited significance until date, wherein its wider applicability is observed among normal volleyball players. Katic, Grgantov & Jurko (2006) argued in this regard that motor skills in learning new winning techniques in volleyball depend largely on explosive strengths and the degree of agility among the players, especially when concentrating on female athletes. Emphasizing a similar concern, Milic, Grgantov and Katic (2012) asserted that the influence of motor learning

Federalism and Immigration Essay Example for Free

Federalism and Immigration Essay The term immigration describes the movement and settlement of people who are not US citizens into the United States of America. Throughout history, America has been receiving immigrants from distant lands who come to settle in the United States. As early as the nineteenth century, there were many people from other corners of the world who left their homelands to settle in the US. The reasons for early immigration were, among others, famine, flight from persecution in their homelands and search for better economic opportunities. Thus between 1870 and 1900, the United States received approximately 12 million migrants (Library of Congress 2004). This immigration trend into the United States has continued unabated well into the twenty first century and presently the foreign born population constitutes a significant proportion of the total American population. But of particular concern is the case of illegal immigrants who have infiltrated virtually every corner of the United States. In a 2005 population survey, it was estimated that there were more than 11.1 million illegal immigrants living in the United States and the numbers are steadily increasing with each passing year (Passel, 2006). An uncontrolled influx of immigrants into the US can adversely affect the economy and has invited a negative public opinion from U.S residents. For this reason, the federal government has had to come up with several immigration policies and laws with which to control the immigration process and to curb the influx of illegal immigrants. Although immigration policy is conventionally a realm of the federal government, recently, there have been efforts to include both the state and local governments in the process. This development has been met with different reactions as some people support the idea while others openly question its validity as applied to the constitution. Is the involvement of state and local law enforcement agencies in the enforcement of immigration laws a violation of the U.S constitution? Why the state and local law enforcers are being involved in immigration law enforcement The federal government is probably not to blame for not being able to adequately handle the immigration situation. Apparently it operates a limited force of an estimated 2,000 federal agents.   Yet statistics show that there are more than twelve million immigrants living illegally in the United States and every year, there is an influx averaging 800,000. Some of them, around 450,000, are absconders who have already been issued with a deportation order but have not yet left the country. Some of them have even been found guilty of some deportable crimes but are yet to be deported. Cleary, the federal government has not been able to effectively implement the federal immigration laws across the entire country, simply because it lacks enough manpower. The number of illegal aliens in America far outweighs the force that is meant to control them at the ration of approximately 5,000 to 1. It is for this reason that decisions were made to include the state and local law enforcers in the implementation of immigration laws. This move added an additional 700,000 law enforcers to the immigration police force thereby increasing the capability of the federal government to effectively enforce the immigration laws (Booth, 2006). Legislations supporting the involvement of state and local law enforcers in immigration There are several legislations which have been proposed to facilitate the involvement of the state and local law enforcers in the implementation of immigration laws. In the late twentieth century, the federal government started making subtle efforts to involve state and local governments in immigration. The year 1996 marked a turning point in the involvement of state and local governments in enforcement of immigration laws. During this year, Congress introduced the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) which brought significant changes in state handling of aliens (â€Å"The constitutionality of immigration federalism†, 2005). Through this act, Congress gave the states authority to discriminate against immigrants in public benefits programs by deciding who was eligible and who was not. Since the states are not allowed to classify aliens under the equal protection doctrine, the federal government took measures to devolve immigration decision making authority to the states so that their welfare discrimination would not be viewed as a violation of the constitution but rather, as immigration law making (Wishnie, 2002). The immigration laws of 1996 encouraged the state and local governments to take part in the implementation of immigration laws and authorized them to cooperate with the U.S Immigration and Naturalization Service (INS). Ordinances which had previously prevented the INS and the local agencies from communicating were removed and the states were allowed to deny drivers’ licenses to illegal immigrants. This led to an increase in the number of detained illegal immigrant.In 2001, the September 11 attacks further intensified local government involvement in the enforcement of immigration and in 2002, the U.S Department of Justice declared that in its point of view, the state and local governments possessed an â€Å"inherent authority† to enforce immigration laws (Wishnie, 2002). In 2003, H.R 2671, the Clear Law Enforcement for Criminal Alien Removal Act (CLEAR Act) was introduced by the U.S House of representatives. It stated in part that the State and local law enforcers had the authority to enforce immigration laws and declared that any state with no statute to enable the implementation of federal immigration laws within a two year period after the act had been enacted be denied certain federal incarceration assistance. It also proposed compensation of the State or local authority for the apprehension of illegal immigrants within their jurisdictions as well as the provision of personal liability immunity to personnel who enforced the immigration laws; whether they are from a federal, State or local agency. However, this bill never became law (GovTrack.us, 2003). In November 2003, S.1906, the Homeland Security Enhancement Act (HSEA) was introduced into parliament by the U.S senate. Under the HSEA, all violations of immigration laws committed by immigrants would be criminalized. The act also proposed that the states which did not repeal the policies that hindered their police from enforcing the immigration laws be denied funds from Criminal Alien Assistance Program (SCAAP) so as to induce them to enforce these laws. The SCAAP program reimburses the States any costs that they may have incurred in their incarceration of non US citizens. This Act was met with sharp disagreements with the opponents arguing that it would damage the good relationships that local law enforcers had forged with immigrants in their area even as its proponents felt that its enactment would boost national security (NILC, 2004). In 2005, some legislation pieces similar to the 2003 Clear Act and the 2003 HSEA Act were reintroduced by Congress. Both of these bills asserted that the state and local law enforcement was allowed to aid the federal government in the implementation of immigration laws. It is worth noting that the 2005 CLEAR Act also proposed that the allocation of federal funds to local authorities be made dependent on whether they supported the federal government in the implementation of the immigration laws (Booth, 2006). All these legislations were in an effort to make the state and local governments assume more responsibility in controlling immigration so as to enhance the effectiveness of local law enforcement efforts. Public opinion on immigration and federalism Several studies have revealed that a majority of Americans feel that immigration into the United States is out of hand and would wish for better laws to sustain the influx especially of illegal immigrants. In a recent Rasmussen public opinion poll, it was established that one out of every four U.S citizens was very angry about the current American immigration policy. 28% of those who were interviewed expressed frustration with this policy while 62% expressed the need for a stricter border control. As of August 2008, 74% of Americans felt that the federal government was not doing enough to control the borders (Rasmussen reports, 2008). It is precisely because of these sentiments that Congress introduced the above pieces of legislation. Generally, the devolution of policy making decisions to the state and local governments has received widespread support from the public (Wishnie, 2002). Interestingly however, this particular move has been met with sharp differences in opinion whereby there are those who are in support of the move while others oppose it. Those who are in support of these laws argue that they are essential in order to beef up security especially in the face of recent terrorism attacks among other crimes which are purported to have been committed by aliens. However, those who oppose the move feel that making local law enforcers responsible for the implementation of these laws will overburden them, making them inefficient in other crucial sectors. Others feel that such a move is ill- advised at it will unnecessarily divert the already scarce local resources from the regular law enforcement functions such as the protection of industrial facilities as well as the channels of commerce. There are also sentiments that such a move could erode the relationship that local law enforcers have established with the local immigrant communities, thereby impeding the fight against crime as the aliens, especially the illegal ones, become more apprehensive in coming out with information on various crimes as they are afraid of being deported. But perhaps the most significant argument of all against the devolution of immigrant policy implementation from the federal government to the state and local government is that â€Å"it violates the constitutional principles of federalism by allowing state and local officials to assume distinctly federal roles† (Booth, 2006).

Aspects of Breast Cancer :: essays papers

Aspects of Breast Cancer According to the American Cancer Society, in the United States in 1997 alone, 180,000 people were diagnosed with a horrible disease. Of all types of cancer breast cancer ranks second and is the number one cancer which is fatal in women between ages of 15 to 54. This cancer is within the top three cancers of all women above the age of 15. This awful disease is breast cancer. Breast cancer is a group of rapidly growing reproducing, undifferentiated cells in the area of the breast in a woman. The earliest stages occur in the epithelial cells of the terminal end buds (TEB) of the breast milk ductal system. While the causes of breast cancer are unknown, the cells in the breast trigger a reaction of cell reproduction. These new cancer cells form tumors. If cancer cells are active or are considered malignate, the tumor grows at tremendous speeds, and may end up in metastasis. Metastasis is a process in which cells break away from their primary tumors and is carried through the blood supply or through the lymph system and relocate into other organs, thus spreading cancer throughout the body if left untreated. Generally, if a lump is less than one centimeter, it is considered benign, although every woman should consult her doctor about any unusual bumps or feeling in the chest. One sign of breast cancer results from ductal cancer in the breast. A once hollow open tube could be completely clogged up with cancerous cells thus leaving an awkward feeling in the chest area. The body is forced to supply nutrition for itself, but also for the large tumors that clog and cram the system. Although there are many different types of breast cancer, these are the most common. The first one is adenocarcinoma. It starts in the glandular tissues in any part of the body. Even though that it is a commonly diagnosed cancer the prognosis can vary greatly due to when the cancer is found. This accounts for nearly all breast cancer. Ductal carcinoma in situ (DCIS) is a noninvasive breast cancer. It starts in ducts but doesn^Ã’t spread through the duct walls. The best way to detect this kind of cancer is by a mammogram. This may change into an invasive cancer if not caught in time. If it changes then it is called an infiltrating ductal carcinoma (IDC). This form of invasive cancer invades the fatty tissue of the breast. IDC invades to other parts of Aspects of Breast Cancer :: essays papers Aspects of Breast Cancer According to the American Cancer Society, in the United States in 1997 alone, 180,000 people were diagnosed with a horrible disease. Of all types of cancer breast cancer ranks second and is the number one cancer which is fatal in women between ages of 15 to 54. This cancer is within the top three cancers of all women above the age of 15. This awful disease is breast cancer. Breast cancer is a group of rapidly growing reproducing, undifferentiated cells in the area of the breast in a woman. The earliest stages occur in the epithelial cells of the terminal end buds (TEB) of the breast milk ductal system. While the causes of breast cancer are unknown, the cells in the breast trigger a reaction of cell reproduction. These new cancer cells form tumors. If cancer cells are active or are considered malignate, the tumor grows at tremendous speeds, and may end up in metastasis. Metastasis is a process in which cells break away from their primary tumors and is carried through the blood supply or through the lymph system and relocate into other organs, thus spreading cancer throughout the body if left untreated. Generally, if a lump is less than one centimeter, it is considered benign, although every woman should consult her doctor about any unusual bumps or feeling in the chest. One sign of breast cancer results from ductal cancer in the breast. A once hollow open tube could be completely clogged up with cancerous cells thus leaving an awkward feeling in the chest area. The body is forced to supply nutrition for itself, but also for the large tumors that clog and cram the system. Although there are many different types of breast cancer, these are the most common. The first one is adenocarcinoma. It starts in the glandular tissues in any part of the body. Even though that it is a commonly diagnosed cancer the prognosis can vary greatly due to when the cancer is found. This accounts for nearly all breast cancer. Ductal carcinoma in situ (DCIS) is a noninvasive breast cancer. It starts in ducts but doesn^Ã’t spread through the duct walls. The best way to detect this kind of cancer is by a mammogram. This may change into an invasive cancer if not caught in time. If it changes then it is called an infiltrating ductal carcinoma (IDC). This form of invasive cancer invades the fatty tissue of the breast. IDC invades to other parts of

Do Soaps Represent ‘real’ life? Essay

Soap operas are viewed by millions of our population every day; on average Eastenders has a viewing coverage of approximately 13million. There are a number of reasons as to why soap operas appeal to such a large and diverse audience. In this essay I will be examining these reasons with reference to my own attraction to soaps, and seeing how the soap stories fit into the everyday lives of the millions who watch them. Furthermore, I will investigate the way in which the construction and conventions of a soap opera relates to ‘real’ life. My discussion will include different aspects of a range of the most popular British soaps, for example, Crossroads, Coronation Street, Hollyoaks and Eastenders. It is hard to prove that soaps represent real life. Surely if they were truly reflective, we would all have fallen tragically into at least one coma by now. And we would have come out of it, too, with better hair and a new contract. It is true that the murder rate in Britain is at a record high. But if soaps were to be believed, it would be a whole lot closer to Colombia’s murder rate. You’re no one on the small screen until you’ve been whacked. The incidence of animal-print evening wear has also skyrocketed in this country. But it could never reach soap-opera Bet Lynch proportions. Similarly, the use of the phrase â€Å"If you ever come back here again† has peaked on soap operas at a level impossible to sustain in real life without a face like Phil from Eastenders and the gravelly, ‘I-will-whack-you’ voice to go with it. There are, also, many illegitimate children born in Britain today. About 40 per cent of all births are now â€Å"out of wedlock†. But if the soaps were anything to go by, that number currently would be nudging something much higher. The fact that approximately twenty years ago, ten to twelve soap operas were shown daily, each an hour or half an hour long would support this notion. The first went on at 10am and the last at 3:30pm, (the hours during which the majority of women were at home). There was an obvious pattern running through these soaps, they were generally set in small towns, involved two or three families connected with one another. Families were often composed of several generations from a range of classes on the social scale, although most identifiably middle – class. Men and women worked outside the home, usually in professions such as law and medicine. However, the focus of the programmes was on people discussing personal and domestic crises. Occasionally controversial social problems such as rape and murder were included and were for the most part, handled in a sensitive manner. However, in spite of the fact that soaps contained more references to social problems than any other form of entertainment at the time, critics tended to fault them heavily for their lack of realism. The fans and audience (the women) would insist on the soap operas lifelikeness, but the fact that blacks and other minorities were almost completely excluded as well as other underlying problems and exclusions would suggest that these soaps were no more ‘real’ than a fictional story. Some people may suggest that soap operas have moved on much further from the days of the early Crossroads, I mean just look at the ‘modernised’ Crossroads. There are many men and women portrayed in the storylines that come from a variation of ethnic minorities, Asians, Nigerians, Indians, the list goes on. And it’s not only Crossroads that has these kinds of ethnic minorities, it is Eastenders and Hollyoaks and Coronation Street also. If you are a keen supporter of either Hollyoaks or Eastenders, you may even notice that the most recent additions to each cast were families from ethnic minorities and both have taken on quite bold storylines as they have entered their respective programmes. For example, the current ‘Ronnie’ storyline in Eastenders is a gripping one and the fights and feuds in Hollyoaks attempt to show that families from ethnic minorities can live in a dominantly white society just as normally as a white family can. However, what we must ask ourselves is, just because there are a few characters from ethnic minorities dotted around these soap operas, does it mean they are directly and accurately representing ‘real’ life? My answer to that question would be no and my reasoning is this; although Eastenders contains at least nine characters that I can name that are from an ethic minority, there are only two families in the soap. Also, although nine may sound like a reasonably large number, it is not relative to the programme that is being shown and the area that it is set in. I can assure you that if you were to visit the East End of London as a white person you would be far outnumbered by the number of people from varying ethnic minorities, therefore I would like to suggest that Eastenders is not a true representation of ‘real’ life. This statement explicitly suggests that the soaps may have been a little unrealistic years ago but they have progressed to a state where they are representative of ‘social realism’. In support to this idea, it can be noted that contemporary soaps now employ a number of standard conventions, and many researchers have attempted to list some of the typical characteristics. For example, Sonia Livingstone believes the common soap opera features include: ‘transmission at regular, frequent times, often daily; predominantly aimed at female viewers , occupying day-time/early evening slots; use of fairly constant and large cast, over many years, and a faithful audience; cheap production costs, regarded as low prestige entertainment; concern with daily activities, centred on a small community and/or large family; simulation of real time and realistic events; interwoven narratives, with overlapping resolutions; ‘cliff-hangers’ to ensure committed viewing; focus on female characters and ‘feminine’ or domestic concerns. ‘

Relative Reactivity of Alkyl Halides

Relative Reactivity of Alkyl Halides Introduction Nucleophilic substitution of alkyl halides can proceed by two different mechanisms – the SN2 and the SN1. The purpose of the experiment was to identify the effects that the alkyl group and the halide-leaving group have on the rates of SN1 reactions, and the effect that the solvent has on the rates of SN1 and SN2 reactions. The SN1 mechanism is a two-step nucleophilic substitution, or unimolecular displacement. In the first step of the mechanism, the carbon-halogen bond breaks and the halide ion leaving group leaves in a slow, rate-determining step to form a carbocation intermediate.The carbocation intermediate is then immediately detained by the weak nucleophile in a fast, second step to give the product. A solution of ethanol with some silver nitrate may be added provided the weak nucleophile – the alcohol. If an SN1 reaction occurs, the alkyl halide will dissociate to form a carbocation, which will then react with the ethanol to form an ether. Since there is not a strong nucleophile present, the cleavage of the carbon-halogen bond is encouraged by the formation and precipitation of silver bromide.The halide ion will combine with a silver ion from the silver nitrate to form a silver halide precipitate, which will advise that a reaction has occurred. + AgBr + NO3- Figure 1: The SN1 mechanism of 2-bromo-2-methylpropane and silver nitrate. The nucleophile would have been ethanol while the silver nitrate would have disassociated to form a silver halide precipitate. The more stable the carbocation, the quicker the reaction. Therefore, SN1 reactions desire tertiary substrates most, followed by secondary, and lastly primary.Because the strength of the nucleophile is unimportant, an ionizing solvent is needed. Water is the best solvent, followed by methanol, ethanol, propanol, and lastly acetone. In experiment two, the tertiary 2-bromo-2-methylpropane was the most favored reactant followed by the secondar y 2-bromobutane, the primary 1-bromobutane, and the primary 1-chlorobutane. This order is determined by whether the molecule is primary, secondary, or tertiary. 2-bromo-2-methlypropane + AgNO3 + (CH3)2CO AgBr + ethyl-t-butylether + isobutylene Figure 2: The SN2 mechanism of 2-bromo-2-methlypropane with AgNO3 in (CH3)2CO.The SN2 reaction mechanism is a one-step, bimolecular displacement in which the bond-breaking and bond-making processes occur simultaneously. The SN2 reaction requires a strong nucleophile. The order of reactivity is the opposite of the SN1 reaction because the nucleophile must attack from the back, and is favored with the least steric hindrance. The halide attached to a primary carbon is easier to attack from the back. In experiment one, the 1-chlorobutane was the most favored reactant followed by the primary 1-bromobutane, the secondary 2-bromobutane, and the tertiary 2-bromo-2-methylpropane.This order is determined by whether the molecule is primary, secondary, or tertiary. â€Å"SN2 reactions are particularly sensitive to steric factors, since they are greatly retarded by steric hindrance (crowding) at the site of reaction. In general, the order of reactivity of alkyl halides in SN2 reactions is: methyl > 1 ° > 2 °. The 3 ° alkyl halides are so crowded that they do not generally react by an SN2 mechanism. †1 1-chlorobutane and NaI-acetone ——> 1-iodobutane + NaCl (precipitate) In general, weaker bases make better leaving groups.SN1 and SN2 reactions show the same trends, but SN1 is more sensitive. The reactants favored in the SN2 mechanism are the opposite of the SN1 reaction. the primary 1-chlorobutane was most favored, followed by the primary 1-bromobutane, the secondary 2-bromobutane, and tertiary 2-bromo-2-methylpropane. Table 1: Table of Reagents with molecular weight, density, melting point, and boiling point. Name| Molecular Weight (g/mol)| Density (M/V)| Melting point ( °C)| Boiling point ( °C)| 2-bromo -2-methylpropane| 137. 02 g/mol| 1. 22 g mL? 1 | -16  Ã‚ °C| 73 °C| 2-bromobutane| 137. 02 g/mol| 1. 55 g mL? 1| -113 °C| 91 °C| 1-bromobutane| 137. 02 g/mol| 1. 2676 g mL? 1| -112  Ã‚ °C| 99-103 °C| 1-chlorobutane| 92. 57 g mol? 1| 0. 89 g/mL | -123. 1  Ã‚ °C| 78 °C| NaI| 149. 89 g/mol| 3. 67 g/cm3| 661  Ã‚ °C| 1304  Ã‚ °C| AgNO3| 169. 87 g mol? 1| 5. 35 g/cm3| 212  Ã‚ °C| 444  Ã‚ °C| Methanol| 32. 04 g mol? 1| 0. 7918 g/cm3| -97. 6  Ã‚ °C| 64. 7  Ã‚ °C| Ethanol| 46. 07 g mol? 1| 0. 789 g/cm3 | ? 114  Ã‚ °C| 78. 37  Ã‚ °C| Propanol| 60. 10 g mol? 1| . 803 g/mL| -126  Ã‚ °C| 97-98  Ã‚ °C| Acetone| 58. 08 g mol? 1| 0. 791 g cm? 3| -93  Ã‚ °C| 56-57  Ã‚ °C,| NaOH| 39. 9971 g mol-1| 2. 13 g/cm3| 318  Ã‚ °C| 1388  Ã‚ °C| Phenolphthalein| 318. 2 g mol? 1| 1. 277 g cm? 3| 260  °C| NA| Experimental For part A, four clean test tubes were acquired and numbered 1-4. Five drops of each of the following reagents were added to the test tubes in numer ical order: 2-bromo-2-methylpropane, 2-bromobutane, 1-bromobutane, 1-chlorobutane. Twenty drops of NaI in acetone were added to each test tube, the time of the first drop was recorded, and the tubes were mixed. The exact time of the first sign of cloudiness in each test tube was noted. The exact time of the first sign of precipitation was noted.If no reaction occurred within five minutes, the test tube was placed in a warm water bath. No color change was observed, only a change in cloudiness of the solutions. For part B, the test tubes were rinsed with ethanol and then the same amount of each alkyl halide was placed into each test tube. Twenty drops of silver nitrate in ethanol was added to each of the four test tubes, and the exact time that the first drop was added to each test tube was noted. The exact time of the first sign of cloudiness in each test tube was noted. The exact time of the first sign of precipitation was noted.If no reaction occurred within five minutes, the test tube was placed in a warm water bath. No color change was observed, only a change in cloudiness of the solutions. For part C, four clean test tubes were acquired and numbered 1-4. 1 mL of 1:1 methanol and water was added to the first test tube; 1mL of 1:1 mixture of ethanol/water was added to the second test tube; 1mL of 1:1 mixture of 1-propanol/water was added the the third test tube; and 1 mL of 1:1 mixture of acetone/water was added to the fourth test tube. Three drops of . 5M NaOH and three drops of 1% phenolphthalein were added to each test tube.Three drops of 2-bromo-2-methylpropane were added to each test tube, and the exact time that the first drop was added to each tube was noted. The tubes were swirled, and the disappearance of the pink color was observed. The final color of each solution was yellow. Results Table 2: Reaction times pertaining to SN2 reactions, SN1 reactions, and the solvent effects on SN1 reactions. Part A (SN2 reaction with NaI)| Time in seconds| 2-bromo -2-methylpropane| 97 seconds| 2-bromobutane| 95 seconds | 1-bromobutane| 71 seconds| 1-chlorobutane| 86. 7 seconds|Part B (SN1 reaction with AgNO3 in ethanol)| Time in seconds| 2-bromo-2-methylpropane| 34. 6 seconds| 2-bromobutane| 49 seconds| 1-bromobutane| 80 seconds| 1-chlorobutane| 905 seconds| Part C (Solvent effects on SN1 reaction with. 5M NaOH and phenolphthalein)| Time in seconds| Methanol/water 1:1| 129 seconds| Ethanol/water 1:1| 97 seconds| Propanol/water 1:1| 93 seconds| Acetone/water 1:1| 90 seconds| Discussion In experiment A, the results followed the trend hypothesized for SN1 reactions in the introduction. The primaries finished first, followed by secondary, and lastly tertiary.The primary 1-bromobutane completed first, followed by the primary 1-chlorobutane. The secondary 2-bromobutane completed third, and the tertiary 2-bromo-2-methylpropane finished last. The 1-bromobutane finished before the 1-chlorobutane because bromine was a better leaving group than chlorine . This is because bromine is bigger and less electronegative than chlorine. Therefore the bromine did not form as tight of bonds with carbon as chlorine, and could more easily leave the group. In experiment B, the results followed the trend hypothesized for SN2 reactions in the introduction.The tertiary finished first, followed by secondary, followed by the primaries. 1-bromo-1-methylpropane finished first because of its tertiary nature. The secondary 2-bromobutane finished second. The primary 1-bromobutane finished third, followed by primary 1-chlorobutane. The rate-limiting formation of the carbocation decided this pattern. The 1-bromobutane finished before the 1-chlorobutane because bromine was a better leaving group than chlorine. In experiment C, the results did not follow the trend hypothesized for the solvent effects on the SN1 reaction.Methanol should have finished first, then ethanol, then propanol, and lastly acetone. The results were the exact opposite; acetone finished f irst, then propanol, then ethanol, and lastly methanol. The boiling points of the solutions were responsible for this result. The bottles containing the solutions must have been left open for a prolonged period of time before use to allow evaporation. The acetone, propanol, and ethanol must have been mainly water, and thus finished earlier than methanol. The first error pertained to experiment C. The results were backwards, and had to have been due to the boiling points of the solutions.The solutions that evaporated the most before the experiment finished quickest because of the ratio of water to the specific solution. The error could have been corrected by remaking the solutions before lab. The second error pertained to experiment B. The experiment was performed twice because the test tubes were not washed with ethanol between uses. The use of water to wash the test tubes sped up the reactions because water was the best solvent for the SN1 reactions. The use of ethanol to wash the test tubes had little effect on the rate of the reactions because it was the third best solvent after water and methanol.Conclusion The purpose of the experiment was to identify the effects that the alkyl group and the halide leaving group had on the rates of SN1 and SN2 reactions, and the effect that the solvent had on the rates of SN1 reaction. The purpose was achieved because the tertiary alkyl group sped up the SN1 reaction most, while the primary alkyl group sped up the SN2 reaction most. The effect of the halide-leaving group was established because bromine was bigger and less electronegative than chlorine, which allowed bromine to leave the group sooner than chlorine due to the less strong bonds of bromine.The solvents’ effect on the rates of the SN1 reaction was due to the encouragement of the cleavage of the carbon-halogen bond, instead of the use of a strong nucleophile. An improvement for the experiment would have been to mix the solvents just before lab to reduce the amount of solvent that boiled off at room temperature. More accurate measurements such as 1 mL measured in the graduated cylinder would have been more precise and consistent than the addition of a specific number of drops. References The SN2 Reaction. University of Texas Educational Website. 11 September 2012. Web. 1 March 2013. http://iverson. cm. utexas. edu/courses/old/310N/spring2008/ReactMoviesFl05%20/SN2text. html Questions 1. What would be the major product if 1-bromo-3-chloropropane was to react with NaI in acetone? Explain. 1-iodo-3-chloropropane would be the major product. This substitution reaction works best for primary alkyl halides. The bromide ion is a better leaving group than chloride ion. 2. In the reaction of 1-chlorobutane with CN-, the reaction rate is increased by the addition of catalytic amount of NaI. Explain the result. The I- ion replaces the Cl to form 1-iodobutane.The iodo group is a better leaving group than the chloro group and hence the reaction g oes faster. 3. What would be the major product if 1,4-dibromo-4-methylpentane was allowed to react with: a. ) One equivalent of NaI in acetone? Iodide is a strong nucleophile but a weak base, so SN2 is the preferred reaction. Only the bromine on C1 is eligible to undergo SN2, so it will be replaced by iodide. b. ) One equivalent of silver nitrate in ethanol? Silver ion tends to receive a halide ion and leave a carbocation, which means E1 and SN1. If there's only one equivalent, then the tertiary bromide on C4 is the one that will go.The resulting carbocation can give: E1 products 5-Br-2-Me-2-pentene (major, trisubstituted) and 5-Br-2-Me-1-pentene (minor, disubstituted). SN1 product 5-bromo-2-ethoxy-2-methylpentane. 4. What causes the color change in part C? The formation of the acid after the addition of the base NaOH and an acid-base indicator may be visibly observed when the reaction has completed. As the reaction proceeds, for every molecule of alcohol produced, there is one mole cule of acid produced as well. This means that as the reaction proceeds the acid begins to neutralize the base, once enough product and

Discussion Questions Week 15 Essays

Discussion Questions Week 15 Essays Discussion Questions Week 15 Essay Discussion Questions Week 15 Essay Essay Topic: Discussion We Real Cool Name: Tutor: Course: Date: Discussion Questions Week 15 Section 8 1. What is a confidence game? A confidence game describes the manner in which the victim loses property or cash (Ritti and Levy, 263). It involves acquiring advantage of the victim’s confidence in the greater echelons of organizational hierarchy by the swindler. Usually, the swindler gains the trust of the victim in a specific manner and in turn, the swindler relies on another inside person in order to trick the victim. 2. What is meant by a corporate cooling out? Usually, the cooling out by a corporation involves taking a step towards alleviating the victim of a confidence game. Usually, victims of confidence games face low self-esteem and lack of confidence due to the deduction that the trust, which they offered to a particular person, the swindler, is shattered. 3. What is the purpose of a corporate cooling out? As such, since a corporate cooling out involves taking steps in alleviating victims of a confidence game, the purpose of the corporate cooling out is to ensure that the victim or the mark, is provided with face-saving grounds due to him or her being deprived of position or rank. 4. What is ‘transmotion’ and how are employees typically transmoted? Transmotion is the process of integrating transfer and demotion (Ritti and Levy, 264). In this process, employees are transferred from one docket to another, in the event, the employees are transferred from a higher wage level to a lower wage level, and as such, transmotion corresponds to a downward transfer. 5. What is the purpose of transmoting employees instead of just retiring or firing them? The purpose of transmoting employees is to allow for the organization to continue making use of its employees as beneficial assets to the organization. This is because terminating the activities of a division poses drastic impacts on the corporation’s performance and as such, transmotion becomes practicable in order to cool out the mark and save employees (Ritti and Levy, 264). Chapter 56 1. What are some reasons or arguments to support Ted’s view of dual career system? A dual career system provides employees with the opportunity of staying within a technical career or transferring to a management career. In this case, Ted alleges that the dual career system only forces the opportunity for employees to gain retention due to the different sets of tasks they possess without considering the objective. As such, the dual career system is inconsistent since a particular task such as a cool out can be performed by both management and expert counselors. 2. What are some arguments to support Kal’s view of the dual career system? According to Kal, the dual career system possesses an opportunity for advancing in management and another opportunity in another parallel vocation such as counseling. As such, Kal notes that a corporate cool out for a mark can be performed by both counselors, also known as coolers and the management (Ritti and Levy, 266).3. Are the top staff managers always top technical people who simply don’t have the skills to supervise others? Why or why not? Usually, most staff managers do not possess the skills of supervision. This is because most of them do not possess a different set of skills required in both technical and management fields that usually depend on centralized and decentralized authority within the organization. Alternately, top technical people usually gain promotions based on their merit and as such, the aspect of supervision becomes ignored.4. Have you in your previous experience been a part of a dual career system? Yes. I was required to possess the technical skills of operating a computer. Simultaneously, irrespective of my technical background, I was required to supervise and counsel other novel employees on performing the work and delegating specific duties to employees as well.5. Does the â€Å"dual career ladder† concept make sense? The dual career concept indeed makes sense in every organization. One of the main aspects that allows for the support of the dual career concept involves the retention of employees. Employees that possess a different set of skills that border on the aspect of technical and management aptitudes can be a great resource and as such, prevent the corporation from retrenching or firing its workers.Chapter 581. In terms of the four steps of the confidence game, what is going on at the laboratory?Four StepsStep one: The mark learns that he or she can make a real killing . . .Step two: Some form of confidence building activity . . . .Step three: The â€Å"sting.† Angry and humiliated, the mark contemplates action. Even more than money, it is the loss of self-esteem that motivates the mark to action.Step four: The â€Å"cool out.† The cooler’s job is to convince the mark to accept the loss stoically, without protest. In the first step, the victim is confident that he will receive maximum payoff by either acquiring something at a lesser price than its worth or through increasing his money. In the second step, the victim is allowed to seize the wager of the operator within the game at the time he bids his own wager. The third step involves the victim losing his wager of which he loses his money and decides to take action. The fourth step, the victim is convinced of letting go of taking action and instead calm down as he regains his confidence (Ritti and Levy, 263).2. Why does Kerry say that â€Å"If Ted actually understood the process he wouldn’t be half as effective†? Kerry says that because he believes that Kerry does not understand the cool out process and as such, if he grasped the concept, he would be effectual.3. Are there other industries (besides basic research) which use the concept of the confidence game? The concept of confidence game can also be used in the service industry. Usually, the concept of the confidence game is used effectively in casinos. Usually, customers are allowed to wager their bids against the operator and usually win after the initial round, but as their confidence increases, the operator takes advantage and takes their wager.4. Do you think the confidence game works for these industries? The concept of the confidence game works effectively for these industry. This is because most marks or victims do not report the swindle based on the assertion that they understood the risk of entering into the game.Chapter 601. Why does the company go through this charade instead of just â€Å"dumping Drake and moving on?† The company does not admit to dumping Drake for someone who is more flexible due to the importance Drake holds within the organization. The company acknowledges that Drake has been a considerable asset to the organization and thus is conflicted in firing him since he is responsible for the company’s current position (Ritti and Levy, 288).2. Can Kerry possibly refuse the offer of distinguished scientist? Offering Kerry the job of Distinguished Scientist actually echoed transmotion in the sense that he was transferred to a new position but he had been stripped of his power. As such, Kerry would object to the appointment based on his dual career experience.3. Why was ploy #3 more successful than the first two? Ploy #3 was indeed more successful since it allowed the firm to transfer Kerry to a new position but using a safer context.4. Do you know anyone that has been cooled out? No, I do not know any person who has ever been cooled out. Ritti, R. Richard and Steve Levy. The Ropes to Skip and the Ropes to Know: Studies in Organizational Theory and Behavior. Hoboken: John Wiley Sons, 2010. Print.