Farmer, Political Boss, and Immigrant Essay -- American History

Farmer, Political Boss, and Immigrant Various people from the late nineteenth century held diverse opinions on political issues of the day. The source of this diversity was often due to varying backgrounds these people experienced. Three distinct groups of people are the farming class, the political bosses, and the immigrants, who poured into the country like an unstoppable flood. These groups of people also represented the social stratification of the new society, which had just emerged from rapid industrialization. These three groups had large differences in many aspects such as power, amount of money, and influence in political events of the day. The political boss dominated local city governments and pretended to be Robin Hoods of industrial society, but in reality were just petty thieves, attempting to earn large sums of money. The men involved in agricultural work were in a precarious situation. They experienced countless forms of natural disasters that constantly beset them and made it a formidable task to grow crops in such a hostile environment. Crops sold for ridiculously low amounts of money, and subsistence was a challenge, a challenge that many failed to overcome. The immigrants faced some of the greatest obstacles out of any class at the time. They were discriminated against by the â€Å"native-born† Americans and had to face sharp ethnic prejudice. Many immigrants were unskilled laborers and nearly all lived in poverty. These three diverse groups lived very differently from each other and held diverse views on important issues of the time period. The new emerging modes of thought contributed to the rise of new political organizations, such as the People’s or Populist party. The farmers faced tremendous... ...rked as unskilled laborers in the new factories. Most were poor, disgruntled, and found that America was not what they had expected when they left their native countries. The city bosses provided aid to these immigrants and then gained their political support. They unfairly took advantages of the immigrants to gain power, which helped them to gain the money they were seeking. The immigrants had a difficult life because most of them were crowded into ghettos and slums. They received low wages and faced dangerous and unhealthy working conditions daily. Concentration increased and living quarter size proportionately decreased. The immigrants experienced poor sanitation and contagious diseases and most did not have any plumbing or ventilation. They had a difficult and sad life, and many were more happy in their oppressive homelands than industrialized America.

Miss Brill

Mansfield did a really good Job at using theme through characterization. She first used Miss Broil's attitude and appearance. Miss. Brills was a very classy old lady, â€Å"Miss Brills was glad that she had decided on her fur. † Back in the period that Miss Brills lived, it was very elegant to wear a type of fur around your neck, this usually symbolized wealth. The theme here would be acceptance, this connects to the world because there is always that one piece of clothing everyone wants or wears as a status symbol.The author also uses characterization through action or incident when Miss Brills is in her own world acting as if she is part off play when two young people pull her back to reality. † It's her if-our which is so funny, â€Å"giggled the girl. â€Å"It's exactly like a fried whiting. † This shocks Miss Brills because she has never experienced insult before, she's always controlling what she wants to see and hear. When the young couple makes fun of her fur she realizes that she doesn't live in a fantasy and she has a hard time handling that. The theme here is reality.All of us have that escape, we can think of something and our whole attitude changes like Miss Brills, and maybe hat's what some of us need an escape from the harsh world that is reality. The author portrayed Miss Brills as a very detailed emotional character from the beginning. The section that most symbolized that emotion was â€Å"on her way home she usually bought a slice of honey- cake at the baker's. It was her Sunday treat; sometimes there was an almond in in her slice, sometimes not. It made a great difference. â€Å"If there was an almond it was like carrying home a little tiny present. † This one simple thing impacted her whole entire day.That single almond determined either or not she was going to have a good day or a bad day. It's really sad that all Miss Brills had to look forward to what may be the possibility an almond in her honey- cake. This relates to society because there are a lot of people who are introverts, and rely on a tiny piece of glory like Miss Brills does. Human society is so obsessed with what we have going on that we don't branch out and interact with other people, which makes it hard for people like Miss Brills to fit in or feel important. Tibias Wolff used characterization through Hunters in the snow really well, with Tub, Frank andKenny. Tibias used the theme reflection for Tub as well as physical characterization, â€Å"You ought to see yourself,† the driver said. â€Å"He looks Just like a beach ball with a hat on, doesn't he? Doesn't he, Frank? † People Judge people everyday because of their weight, what clothes they wear, what backpack they have and whom they hang out with, our society is based on prejudices, seen in the real world as well as the book. Jenny's characterization would definitely be through his dialogue because he was just like every bully in the world, â€Å"Okay,† Kenny said. â€Å"l wont say a word.Like I won't say anything about a certain babysitter. † He's using the theme of power he thinks he has with something someone willingly trusted him with and using it against him, people do this when they want something or they are Just rude. As for Frank his characterization and theme was shown through his emotion, â€Å"l mean _really_ in love. † He squeezed Tub's wrist. â€Å"With your whole being. † Frank was a very emotional person, you saw it through the way he treated Tub, and he was torn because if he didn't act like Kenny, Kenny would have mistreated his deepest secret.Frank also had relations with a babysitter, which he thought he loved; this may have Just been a cover up, for his unwillingness to want to grow older. She possibly made him feel alive again. This happens in real life too people get to a certain age where they want to feel young again, so they make modifications to their body and their life style. The se authors did a really amazing Job at using characterization through their stories I really felt like I understood the characters and what they were going through and how it related to my life or the world around me. Miss Brill Mansfield did a really good Job at using theme through characterization. She first used Miss Broil's attitude and appearance. Miss. Brills was a very classy old lady, â€Å"Miss Brills was glad that she had decided on her fur. † Back in the period that Miss Brills lived, it was very elegant to wear a type of fur around your neck, this usually symbolized wealth. The theme here would be acceptance, this connects to the world because there is always that one piece of clothing everyone wants or wears as a status symbol.The author also uses characterization through action or incident when Miss Brills is in her own world acting as if she is part off play when two young people pull her back to reality. † It's her if-our which is so funny, â€Å"giggled the girl. â€Å"It's exactly like a fried whiting. † This shocks Miss Brills because she has never experienced insult before, she's always controlling what she wants to see and hear. When the young couple makes fun of her fur she realizes that she doesn't live in a fantasy and she has a hard time handling that. The theme here is reality.All of us have that escape, we can think of something and our whole attitude changes like Miss Brills, and maybe hat's what some of us need an escape from the harsh world that is reality. The author portrayed Miss Brills as a very detailed emotional character from the beginning. The section that most symbolized that emotion was â€Å"on her way home she usually bought a slice of honey- cake at the baker's. It was her Sunday treat; sometimes there was an almond in in her slice, sometimes not. It made a great difference. â€Å"If there was an almond it was like carrying home a little tiny present. † This one simple thing impacted her whole entire day.That single almond determined either or not she was going to have a good day or a bad day. It's really sad that all Miss Brills had to look forward to what may be the possibility an almond in her honey- cake. This relates to society because there are a lot of people who are introverts, and rely on a tiny piece of glory like Miss Brills does. Human society is so obsessed with what we have going on that we don't branch out and interact with other people, which makes it hard for people like Miss Brills to fit in or feel important. Tibias Wolff used characterization through Hunters in the snow really well, with Tub, Frank andKenny. Tibias used the theme reflection for Tub as well as physical characterization, â€Å"You ought to see yourself,† the driver said. â€Å"He looks Just like a beach ball with a hat on, doesn't he? Doesn't he, Frank? † People Judge people everyday because of their weight, what clothes they wear, what backpack they have and whom they hang out with, our society is based on prejudices, seen in the real world as well as the book. Jenny's characterization would definitely be through his dialogue because he was just like every bully in the world, â€Å"Okay,† Kenny said. â€Å"l wont say a word.Like I won't say anything about a certain babysitter. † He's using the theme of power he thinks he has with something someone willingly trusted him with and using it against him, people do this when they want something or they are Just rude. As for Frank his characterization and theme was shown through his emotion, â€Å"l mean _really_ in love. † He squeezed Tub's wrist. â€Å"With your whole being. † Frank was a very emotional person, you saw it through the way he treated Tub, and he was torn because if he didn't act like Kenny, Kenny would have mistreated his deepest secret.Frank also had relations with a babysitter, which he thought he loved; this may have Just been a cover up, for his unwillingness to want to grow older. She possibly made him feel alive again. This happens in real life too people get to a certain age where they want to feel young again, so they make modifications to their body and their life style. The se authors did a really amazing Job at using characterization through their stories I really felt like I understood the characters and what they were going through and how it related to my life or the world around me.

Cognitive Development May Progress Gradually or Through a Series of Stages Essay

Cognitive development can be defined as the growth of our knowledge in understanding the world around us. This growth can be developed gradually, in other words, it is seen as a continuous process by collecting more information. Another way of developing cognitively is through a series of stages which involves some sort of revolution from one period to another in one’s lifetime. Jean Piaget, a cognitive developmentalist believed that humans go through a series of stages in life in order to reach their full cognitive ability. In this essay, we would briefly talk about Piaget’s Stage Theory and its criticisms. Piaget divided his theory into four different stages of development. The first one is known as the sensorimotor stage which is applied to infants for approximately the first two years of their lives. At this stage, infants discover the world mainly by their senses and actions. One of the main concepts Piaget penned is object permanence. This is the knowledge of the existence of objects even when we cannot directly sense it. Piaget suggested that babies lack this concept through his study; A not B task. In this study, the experimenter hides a toy under Box A then the baby would search for it under Box A. This procedure was repeated and eventually in front of the baby, the experimenter hid the toy under Box B. The baby searched for it under Box A instead of B even though they saw the experimenter hid it under Box B. Therefore, this study shows that the baby lacked the concept of object permanence. They are known to be in a state of solipsism, also known as the failure to differentiate between themselves and the surroundings. Based on observation conducted on his own children (1952), Piaget divided this stage into six different sub stages. However, Piaget’s claims on object permanence have been criticized. Baillargeon et al. (1985) found in their research that infants as young as three-and-a-half months have developed the ability of object permanence. This was backed up by Bower & Wishart (1972) whereby they discovered that even after the lights were switched off, the babies continued to search for the object shown. Hence, they do possess the ability of object permanence. The second stage is the preoperational stage which occurs when the child is aged 2 to 7. On this stage, the child solves problems by using symbols and develops the skill for languages. According to Piaget, the child is egocentric which means he sees the world from his standpoint but not others. The solution to this is to apply operational intelligence. The process of solving problems by using logic. Another concept which Piaget is concerned with is conservation. It is the understanding that any quantity remains the same even if physical changes is made to the objects holding the medium. In addition to these concepts, centration, also defined as the focus on a single aspect of a problem at a time. Piaget states that at this stage, the child fails to decenter. Conversely, Borke and Hughes (1975) found contradicting evidence against Piaget’s on his study of the three mountains task. They used the same elements of the task and discovered that children had no problem with identifying the perspectives of the others when the task is shown in a meaningful context. Hence, from the result obtained, Hughes found that the children did not display any characteristics of being egocentric. Furthermore, Gelman (1979) found in his study that four year olds altered their explanations of things to get their message across clearer to a blindfolded listener. If Piaget’s concept of egocentrism was correct then, this shouldn’t have happened. In addition, Flavell suggested an alternative to this issue by coining the Level 1 and Level 2 perspective-taking abilities. In Level 1, one thinks about viewing objects but not the different perspectives that can be seen of the objects while in Level 2, one is able to imagine the views of the objects from different angles. Flavell concluded that it is not compulsory that children think others share the same perspective as themselves but they do struggle to imagine what others can see. Therefore, this shows that Piaget’s claim on egocentrism could be correct or wrong. Moreover, in Donaldson’s Children’s Minds (1978), she argued that children misunderstood the questions which Piaget asked while conducting the studies. This was the reason why Piaget obtained the results in his studies involving the concept of conservation especially. Donaldson stated that Piaget’s tasks had no meaningful context for the children to understand, hence they answered what they thought the experimenter expected of them. This claim was supported by Rose & Blank (1974) where they found children often succeeded in the conservation task. Further research was done by Samuel & Bryant (1978) who used conservation of number, liquid quantity and substance and obtained similar conclusion with Rose & Blank’s. Donaldson also stated that children were unintentionally forced to produce the wrong answer against their own logical judgment. One of the explanations is that the same question was asked repeatedly before and after transformations presented to them and this in turn caused the children to believe that their original answer was wrong. Thus, the idea of children assuming the fact that reality changes according to appearance could be incorrect. In addition, Piaget may have underestimated a child’s cognitive ability because based on Mitchell & Robinson’s (1992) study; they demonstrated that children from the age of 4 could locate the correct answer to a solution by canceling out the alternatives. This process is also known as inference by elimination. The children were presented with a set of cartoon characters, three of which were well-known. They were asked to identify a superhero which was unknown. The researchers discovered that majority of the children selected the unknown character without doubt. Another example of a child’s ability is their capability with syllogisms which consists of logical problems accompanied by a general rule that enables people to create a statement. Dias and Harris (1990) stated a general rule that all fish live in trees and Tiddles is a fish, then it is logical to assume that Tiddles live in trees. After presenting this to the children, they insisted that Tiddles lives in the water instead. However, after the experimenters presented them with another rule, they were ready to use the rule to make inferences. Therefore, these evidences show that Piaget may have underestimated the abilities of younger children. Subsequently is the stage of concrete operation which happens to children around the age of 7 to 12. Now the child is able to solve their problems in a logical manner but the problem has to be either real or concrete. The final stage; formal operations which takes place when the child turns 12 and continue into their adulthood. In this stage, one would be able to solve problems systematically and logically even if the problem is a hypothetical situation. Wason and Johnson-Laird showed that most intelligent adults do not fulfill Piaget’s ideal cognitively developed person through selection task. This claim is proved in Cheng and Holyoak’s (1985) study where the results strongly show that majority of the participants does not display the reasoning of an adult in the stage of formal operations. In other words, this experiment is a clear indication that the formal operations stage does not exist. One of the critics of Piaget’s Stage Theory in general is John Flavell (1982) who claimed that Piaget did not define the cognitive processes clearly. Furthermore, Braine and Rumain (1983) who conducted an analysis on the contents and the structure of the theory found that Piaget’s theory could be flawed. These are only the few critics of Piaget’s Stage Theory. Thus, the theory is constantly being questioned due to its impact in the field of cognitive psychology. After stating the basic facts of the theory as well as giving some examples of the critics of Piaget’s concepts and ideas, we are now able to get an overview of the debate. Overall, there are evidences which propose some of the concepts to be reviewed again and maybe even rejected. However, from the researches conducted on Piaget’s theory as well as the impact of it, alternative theories were penned down. For example, Vygotsky’s theory which takes on a more social based view of describing the cognitive development. In conclusion, Piaget’s theory have been applied in various institutions especially education but it is also being criticized by many in the field, therefore, it is only fair to conclude that Piaget’s theory may need to be modified in order to create a more accurate theory to explain the way we understand the world.

Survey of Wireless Computing Essays - Wireless Networking

Survey of Wireless Computing Essays - Wireless Networking Survey of Wireless Computing School Of Computer Science Florida International University Abstract Wireless technology can provide many benefits to computing including faster response to queries, reduced time spent on paperwork, increased online time for users, just-in-time and real time control, tighter communications between clients and hosts. Wireless Computing is governed by two general forces: Technology, which provides a set of basic building blocks and User Applications, which determine a set of operations that must be carried out efficiently on demand. This paper summarizes technological changes that are underway and describes their impact on wireless computing development and implementation. It also describes the applications that influence the development and implementation of wireless computing and shows what current systems offer. 1 Introduction Wireless computing is the topic of much conversation today. The concept has been around for some time now but has been mainly utilizing communication protocols that exist for voice based communication. It is not intended to replace wired data communication but instead to be utilized in areas that it would be otherwise impossible to communicate using wires. Only recently has the industry been taking steps to formulate a standard that is more suitable to data transmission. Some the problems to be overcome are: (1) Data Integrity - relatively error free transmission, (2) Speed - as close as possible to the speed of current wired networks, (3) Protection - making sure that the data now airborne is encoded and cannot be tapped by unwelcome receivers, (4) Compatibility - ensuring that the many protocols that sure to be created subscribe to a standard to allow inter-operability, (5) Environmentally safe - strengths of electromagnetic radiation must be kept within normal levels. In our study of the theories and implementation concerns of wireless computing, we found that it is being treated in an object oriented fashion. Scientists and development crews, including the IEEE, are doing their best to implement wireless connectivity without changing the existing computer hardware. As a result, a lot of focus is on using existing computer hardware and software to convert data to a format compatible with the new hardware which will be added to the computer using ports or PCMCIA connections that already exist. This means that wireless communication will be transparent to the user if and when wireless computing is utilized on a wide scale. Wireless computing applications covers three broad areas of computing today. Replacement of normal wired LAN's need to retain the speed and reliability found in wired LAN's. Creation of semipermanent LAN's for quick and easy setup without the need for running wires. This would be necessary for events such as earthquakes. The last category is that of mobile computing. With advent of PCMCIA cards, notebook computers are being substituted for regular desktop machines with complete connectivity of the desktop machine. However, you lose the connectivity when out of the office unless you have a wireless means of communicating. On the compatibility issue, the ability to mix wireless brands on a single network is not likely to come soon. The IEEE Standards Committee is working on a wireless LAN standard 802.11, which is an extension of the Ethernet protocol. Because the field of wireless communication is so broad, the IEEE was not able to set a standard by the time private researchers were ready to test their theories hoping to set the standard for others to follow. 2 Methods There are a few methods of wireless communication being theorized and tested. (1) Radio: This is the method that makes use of standard radio waves in the 902 MHz to 928 MHz frequency range. Although these frequencies are well used, methods have been developed to ensure data integrity. Spread spectrum transmission of data is a method where the transmitter will send information simultaneously out over many frequencies in the range increasing the change that all data will eventually reach the receiver. Frequency hopping is an additional measure that also enables data security. The 26 MHz range of frequencies is further divided in to channels. The transmitter then sends out data hopping from one channel to the next in a certain pattern known to the receiver. Within each channel, spread spectrum transmission can be used to maintain interference avoidance. Some of this transmission manipulation can be avoided by transmitting at a frequency that is less used. Some developers have tried transmitting in the gigahertz range. The disadvantages here are: 1) Higher frequencies mean shorter wavelengths and shorter wavelengths do

What Is the PSAT 10 Complete Guide

What Is the PSAT 10 Complete Guide SAT / ACT Prep Online Guides and Tips Most high school students have heard of the PSAT NMSQT- aka the practice SAT that doubles as a qualifying exam for the National Merit competition. Fewer have heard of the PSAT 10, which is a version of the PSAT designed specifically for sophomores. What exactly is the PSAT 10, and why should you consider taking it? Learn all about it here. What Is the PSAT 10? The PSAT 10 is a practice SAT exam that debuted in the 2015-16 school year. It is aligned to the SAT,meaning it has similar question types and the same Reading, Writing, and Math sections. Its scores are based ona total scale of 320-1520. Unlike the SAT, which is designed for juniors and seniors, the PSAT 10 is designed specifically for sophomores in high school. As a result, its questions are not as difficult as those on the SAT. It's essential to know that the PSAT 10 is the same test as the PSAT/NMSQT, which is designed for both sophomores and juniors.In other words, all questions, sections, and time limits are the same for these two tests. So why do these exams have different names then? Here are the two major differences between the PSAT 10 and PSAT/NMSQT: The PSAT 10 is offered at a different time than the PSAT/NMSQT is: While the PSAT 10 is offeredonce a year to sophomores in the spring, the PSAT/NMSQT is offered once a year in the fall.School districts can choose when to administer the PSAT 10. This year, it must be between February 25 and March 29, 2019, or April 1 and April 26, 2019. The PSAT 10 doesnotqualify you for National Merit as the PSAT/NMSQT does: Even if you get a really highscore on it, don't expect to win any scholarships or awards. It's just an SAT practice test- that's it! What Is the PSAT/NMSQT? As stated above, the PSAT NMSQT is, content-wise, the same test as the PSAT 10. Like the PSAT 10, the PSAT/NMSQT is a practice SAT exam and is thus highly similar to the SAT.However, since the PSAT NMSQT is designed specifically for sophomores and juniors in high school, it's not nearly as difficult as the SAT is. We’ll explore the different difficulty levels in detail below. The PSAT NMSQT can qualify you for the National Merit competition but only ifyou take it as a junior and get a high enough scoreon it. While sophomores may take this test, too, they're not eligible for National Merit, no matter how high their scores might be. Finally,the PSAT NMSQT is offered only in the fall, typically in October. This year, the test will be held on Wednesday, October 10, 2018; there will also be a Saturday option on October 13, and an alternate date on Wednesday, October 24. Want to get a head start on the PSAT NMQST? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Timing and Scoring of the PSAT 10 The PSAT 10 is two hours and 45 minutes long, the same length as the PSAT NMSQT. Here are the details of each test section: PSAT Section Total Time # of Questions Reading 60 minutes 47 Writing and Language 35 minutes 44 Math 70 minutes 48 Even though there are more Reading and Writing questions than there are Math questions, Math is worth half your total score,between 160 and 760 points. Reading and Writing are combined to give you a single Evidence-Based Reading and Writing (EBRW) section score, also between 160 and 760 points. Therefore, the PSAT 10 is scored between 320 and 1520 (160–760 each for Math and EBRW). Score scale for the SAT, PSAT NMSQT, PSAT 10, and PSAT 8/9, via the College Board. This puts the PSAT 10 and the PSAT/NMSQT on a similar scale as the SAT, which is scored between 400 and 1600 (200 and 800 for Math and EBRW, respectively). The idea behind these similar scoring systems is that the PSAT can be used to predict your score on the SAT; however, it can't predict an exact score since the SAT is a more difficult test. This is why the scoring scales don’t match up exactly. What Does the PSAT 10 Test? The content and format of the PSAT 10 is identical to that of the PSAT/NMSQT and very similar to that of the SAT. The only major difference is that the PSAT 10 is shorter than the SAT is, and its questions do not get as difficult since they're designed for students at the sophomore level. Fortunately, the College Board offers specific guidelines as to how the PSAT differs from the SAT, primarily in terms of difficulty and content.We will summarize this information by section to give you an idea of what to expect on the PSAT 10. PSAT 10 Reading Section All questions in the PSAT 10 Reading section are multiple choice and based on passages.You'll have 60 minutes to answer 47 questions. Read below for more on what the passages are like and how difficult the questions are. What Are the Passages Like? The Reading section passages are drawn from American and world literature, history/social studies articles, and science articles. You'll get four passages and a set of paired passages for which you'll be asked to compare them. Some passages include informational graphics, such as charts, graphs, and tables, and it’s your job to be able to break those down and interpret them accurately. In other words, the Reading section goes beyond your basic "read the passage, answer the questions" standardized test. According to the College Board's comparison of the PSAT and SAT Reading tests, both sections cover text levelsfrom 9th grade to 10th grade,as well as some postsecondary, or college-level, texts.In addition, the difficulty of the graphical representations are deemed "somewhat challenging to challenging" for both the PSAT and SAT. So what does all of this mean? While the difficulty of Reading passages are generally the same for both tests,the total number of words in these passages differs. The SAT contains 3,250 words total in its passages, whereas the PSAT contains just 3,000 words total. What Are the Questions Like? Both the SAT and PSAT emphasize the following skills, or subscores, in their Reading sections: Analysis in history/social studies passages Analysis in science passages Interpretation of words in context Command of evidence Analysis of history/social studies and analysis of science mean that you'll have to analyze patterns in the writing and choose answers explaining how and why certain phenomena are true. Interpretation of words in context means that you'll be asked to define a word’s meaning given its context in the passage.Note that you won’t be asked obscure vocab questions. Finally, command of evidence tests your ability to identify parts or words in a passage that support or give evidence for specific claims, conclusions, and/or interpretations. Take a look at theofficial PSAT example question below to get an idea of what a PSAT 10 Reading question looks like. Notice how the emphasis is on what the sentence means in the context of the passage (not shown): PSAT 10 Writing Section For the PSAT 10 Writing section, you will also be working with passages. But for these questions, you'll be put in the role of an editor who is improving a passage. Like the PSAT 10 Reading section, all questions are multiple choice.You'll have 35 minutes to answer 44 questions. What Are the Passages Like? Passages on the PSAT 10 Writing section are either arguments, informative/explanatory texts or nonfiction narratives. They address topics related to careers, history/social studies, science, and the humanities. Some passages come with informational graphics, such as charts, graphs, and tables. Passages are long and require you to answer questions about the whole passage’s organization and meaning. However,there is also more fine-grained editing. For example, you might have to determine the correct placement of a comma in part of a sentence. The texts vary in complexity, from those found in high school classes to college-level. Again, the PSAT 10 covers a very similar variety of texts as those on the SAT Writing section. What Are the Questions Like? Just like on the Reading section, the Writing questions will emphasize the following four subscores: Analysis in history/social studies passages Analysis in science passages Interpretation of words in context Command of evidence Moreover, two other subscores calledexpression of ideas (i.e., topic development, organization, and rhetorical effectiveness) and standard English conventions will be tested. What these mean is that in addition to analyzing passages’ meanings, you'll also have to correct their content on a technical level. Check out the two official sample PSAT Writing questions below: PSAT 10 Math Section For the PSAT Math section, you'll get 70 minutes to answer 48 questions.Most questions will be multiple choice, but there are some student-produced (grid-in) responses;these account for about 17% of Math questions. Like the SAT Math section, the PSAT Math section is divided into two parts: a No Calculator Math Test, for which use of a calculator is not permitted, and a Calculator Math Test, for which use of a calculator is permitted. Note that you will get grid-ins on each subsection. Here is a brief overview of each Math subsection: PSAT 10 Math Subsection Total Time # of Questions No Calculator 25 minutes 17 Calculator 45 minutes 31 The emphasis in the Math section is on problem solving, modeling, using appropriate tools strategically, and recognizing and using algebraic structures. In practice, this means more story/situation problems than the old SAT/PSAT had. Pre-algebra, algebra, geometry, basic statistics, and trigonometry are all tested on the SAT. As the College Board notes,the PSAT 10 generally contains fewer advanced algebra, geometry, and trig questions.That said, you can still expect a pretty thorough test of pre-algebra, basic algebra, and basic statistics. Below are two official PSAT Math questions. The first is from the No Calculator subsection, and the second is from the Calculator subsection: Should You Take the PSAT 10 or the PSAT NMSQT? Now that you understand what the similarities and differences are between the PSAT 10 and PSAT NMSQT, which test should you take? Below, we give you a few key tips to help you decide whether to take the PSAT 10 or the PSAT NMSQT: As a junior, you should definitely take the PSAT/NMSQT.Doing this will give you a shot to qualify for the National Merit competition should you score high enough for it; you'll also get the most rigorous practice for the SAT. As a sophomore, you can take either test, depending on your goals.However, if you have your heart set on getting a National Merit Scholarship, then it's best to take the PSAT/NMSQT as a sophomore (possibly in addition to the PSAT 10 if you want even more practice). Though you can’t qualify for National Merit as a 10th grader, youcan get in some helpful practice and learn exactly how difficult the exam is. You’ll also start more rigorous SAT practice early. If you’re a freshman or younger, consider taking the PSAT 8/9- yet another version of the PSAT specifically designed for older middle school students in (you guessed it!) the eighth and ninth grades. The PSAT 8/9 will introduce you to SAT-type questions without overwhelming you with difficult content. What’s Next? Get a complete guide to the SATandthe PSATso you can understand how to prep for these two important tests and what you'll need to know to do well on them. Not sure exactly when you should aim to take the SAT? Get an answer to that question here. What exactly is National Merit? Learn more about the program here and then get tips onhow to win the scholarship. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Cardiac Tissue Engineering Term Paper Example | Topics and Well Written Essays - 2500 words

Cardiac Tissue Engineering - Term Paper Example The accordion-like, honeycomb, polymer scaffold matches the structural and mechanical characteristics of heart tissues by being directionally dependent. This means that the tissues that were cultivated on the scaffold gave similar electrophysiological responses to those of the native heart. The nature of the scaffold also intrinsically guides the alignment of cultured cells even without electrical stimulation (Engelmayr et al., 2008). Compared to previous scaffolds, this one has mechanical properties that are very similar to those of the native heart.   ‘application of principles and methods of engineering and life sciences toward fundamental understanding of structure-function relationship in normal and pathological mammalian tissues and the development of biological substitutes to restore, maintain or improve functions’ (as quoted in Eschenhagen & Zimmermann, 2005). Tissue engineering employs biological, engineering, and material sciences to replace and improve the function of biological tissues. There are three general strategies used (Langer & Vacanti, 1993): 3. implantation of cells on matrices to the body either in closed systems (where the implants are isolated from other tissues to prevent immune system attack), and open systems where the cells are incorporated into the system. Matrices (or scaffolds) may be created from natural materials or from synthetic polymers. The current techniques involve the production of tissues from donor cells that have been seeded on three-dimensional polymeric scaffolds, then inducing growth of new healthy tissues by culture and implantation of these scaffolds to the chosen organ.  

Should schools require student uniforms Term Paper

Should schools require student uniforms - Term Paper Example In this regard, the aim of the current essay is to propose to the school administrators, parents and students that school uniforms should be prescribed. The discourse would initially present a brief review of literature from previous studies that delved into the subject. Subsequently, some statistical information would be provided to determine how many public or private schools in the United States prescribe wearing school uniforms. In addition, the effects of wearing school uniforms to students’ academic performance and to other variables would be determined and examined. Finally, a concluding portion would firmly establish support for one’s initial contention. Review of Related Literature In a study written by Gentile and Imberman, the authors examined the effects of wearing a prescribed school uniform on the behavior and academic performance of students in a large urban school district in the southwest portion (LUSD-SW) of the country. As disclosed, â€Å"uniforms g enerate improvements in attendance and test scores. These results are particularly strong for girls in middle and high school. We also find evidence that suggests behavioral problems shift towards less severe infractions for both genders in middle and high school. ... The author revealed that there are various benefits for enforcing school uniforms that include focusing on academic pursuits, fostering of a team-like spirit, and creating a more conducive school climate for learning, among others. Likewise, in another article written by Konheim-Kalkstein, the author contended that â€Å"when students dress alike, proponents say, the school climate may be improved† (Konheim-Kalkstein 25). The author likewise looked into other aspects and effects of using school uniform in terms of potentially reducing violence, improving the school climate, and saving money (Konheim-Kalkstein). Statistics on School Uniform Use In the statistics provided in the Statistic Brain website, it facts revealed that 23% of all private and public schools combined in the USA have a clearly defined school uniform policy (School Uniform Statistics). The information was noted to have been verified from the US Department of Education, NCES, ECS, NAESP, and University of Flor ida (School Uniform Statistics). Likewise, uniform sales were noted to have reached $1.1 billion in 2000 and an average annual cost of having the school uniform produced according to the prescribed design is $249 per annum (School Uniform Statistics). The city with the most percentage of schools adhering to a prescribed school uniform in public schools was disclosed as New Orleans (95%); while the city with the smallest percentage of users is Cincinnati at 50% (School Uniform Statistics). It is also interesting to note that from the reasons provided by parents and teachers regarding implementing the use of school uniforms, majority of parents (49%) indicated that â€Å"the school uniform has been financially beneficial for my household†