Chemical Engineering My Passion Since High School

Chemical engineering has been my passion since high school. Having dad who is an engineer clearly backs up my interest in the field of engineering although my dad pursued a different field which is mechanical engineering. I always admired to be an engineer having my dad as role model. I did not know what to pursue till I got to high school when I was able to delineate my strengths. From an exemplary performance I could tell chemical engineering is the path I need to pursue. Chemical engineering has been my passion since high school. Chemical engineering focuses more on experimenting the interaction of chemicals using the knowledge of mathematics and chemistry in order to come up with products that can solve problems in a society. If we†¦show more content†¦Besides performance, I am thrilled by the amazing fundamental facts of science especially the interaction of chemical and material, research and experimentation to yield products that can benefit the society. I am confident in pursuing chemical engineering because I will pursue what I have loved and been competent in since I was young till now. Chemical engineering application has a broad range of fields of specialization ranging around thirty. Some of the fields in chemical engineering that one can specialize in are; engineering and polymer science, industrial biotechnology/pharmaceutical process and pollution control (Herbert Wertheim college of engineering, n.d.). My main interest and what I would love to specialize in is pharmaceutical processes and, manufacturing. Pharmaceutical process and manufacture deals with manufacturing if drugs, conducting research and experiment to develop new drugs and also the actual process of manufacturing by determining the quantities of combination. My goal in specializing in pharmaceutical process and manufacture is to contribute to innovation and improvement of drugs. I would love to use the knowledge I have acquired to take part in inventions and research in drugs. This is inspired by the fact that there are illnesses that have no cure, other illnesses have no cure but vaccination could help individual cope with such ailments. From what I would love to specialize in, my day responsibilities will revolve around research development

Bis/220 Information Technology Acts Free Essays

Information Technology Acts Necessity BIS/220 January 28, 2013 Information Technology Acts Necessity Children are our society’s most valuable and fragile resources. It is our responsibility as parents, adults, and caregivers to provide our children with as many safeguards to protect them from physical and virtual dangers. Children are spending more and more time on the internet and without the proper protection and supervision they can be exposed to indecent or harmful material or predators that seek to harm them. We will write a custom essay sample on Bis/220 Information Technology Acts or any similar topic only for you Order Now What children are encountering on the Internet, particularly in terms of indecent or otherwise unsuitable material or contacts with strangers who intend to do them harm, is an issue of major concern. † (Smith, 2001). The Children’s Internet Protection Act (CIPA) of 2000 and the Children’s Online Privacy Protection Act (COPPA) of 1998 were put in place as an attempt to protect our children from the harm that could befall them on the internet from harmful materials and predators that target children. Children’s Internet Protection Act, 2000 With children doing so much of their school work and research on the internet it is important to try to maintain a safe, appropriate environment especially when they are using the internet at school or the library. â€Å"The Children’s Internet Protection Act (CIPA) is a federal law enacted by Congress to address concerns about access to offensive content over the Internet on school and library computers. CIPA imposes certain types of requirements on any school or library that receives funding for Internet access or internal connections from the E-rate program – a program that makes certain communications technology more affordable for eligible schools and libraries. In early 2001, the FCC issued rules implementing CIPA. † (FCC, n. d. ). CIPA was enacted to protect children while they use the internet at school or libraries where they should feel safe from being exposed to inappropriate material. This act is not one hundred percent effective but it places an additional safeguard that can help in protecting our children from the dangers on the internet while in the safety of their school or library. Children’s Online Privacy Protection Act (COPPA), 1998 â€Å"The Children’s Online Privacy Protection Act (COPPA) was signed into law in Oct. 21, 1998 and modified effective April 21, 2000. The rule applies to operators of commercial web sites and online services directed to children under 13 that collect personal information from children, and operators of general audience sites with actual knowledge that they are collecting information from children under 13. COPPA prohibits unfair or deceptive acts or practices in connection with the collection, use, or disclosure of personally identifiable information from and about children on the Internet. The law spells out what a Web site operator must include in a privacy policy, when and how to seek verifiable consent from a parent and what responsibilities an operator has to protect children’s privacy and safety online. † (Information Shield,  2011). This act permits parents to review the information supplied by their children and remove any information the parent deems to be unsafe to disclose or inappropriate. This adds an additional safeguard against predators that could target children under the age of 13. Just like the CIPA, this act is not a one hundred percent guarantee of children’s safety from online predators but it does assist parents in the fight to keep their children safe. Conclusion While the Children’s Internet Protection Act and the Children’s Online Privacy Protection Act are in place to protect our children from harmful and indecent material on the internet and from online predators, it is our responsibility as parents, adults, and caregivers to go the extra steps to better ensure the safety of our children. With so many children using social networking sites, like Facebook, it is even more important to find ways to protect them from predators that target children. There are many software options available for free or to purchase that add extra protection through the use of parental controls that can be downloaded to home computers and laptops that children use. But the strongest and most effective tool available to parents, adults, and caregivers is talking openly to children about the dangers that they may face on the internet. Just like we teach them to look both ways before crossing the road and not talk to strangers, it is just as important to teach them how to be safe while using the internet. References Federal Communications Commission. (n. d. ). Children’s Internet Protection Act. Retrieved from http://www. fcc. gov/guides/childrens-internet-protection-act   Information Shield. (2011). Children’s Online Privacy Protection Act (COPPA). Retrieved from http://www. informationshield. com/coppaoverview. htm Smith, M. S. (2001). Internet – Protecting Children from Unsuitable Material and Sexual Predators: Overview and Pending Legislation: RS20036. Congressional Research Service: Report, 1. How to cite Bis/220 Information Technology Acts, Essays

Investment Environment Organizational Structure

Question: Discuss about the Investment Environment for Organizational Structure. Answer: Introduction In every large firm, chief executive stands over the hierarchy of managers as well as employees. They owe the position for leading the firm to coordinate their responses to the chances, threats and opportunities within its atmosphere. This paper describes the survey of the year 2012 regarding 265 New Zealand chief executives that represents 27% of the countrys largest firm. The report represents analysis of their critical challenges in the recent atmosphere that describes the implications for management skills of New Zealand as well as considers that how the practitioners of human resources can be able to guide those skill development and improvement (New Zealand Customs Service, 2004). The purpose of this paper, for reporting the surveys of chief executive perceptions and views in New Zealand, and also critically analyse that what chief executives recently stated to be their greatest challenges, Which are the important issues in their existing surroundings, along with the implicatio ns for New Zealands management skills. New Zealand Firms and its management potentiality New Zealand is termed as a small economy nation where around 4.5 million individuals inaccessible from native markets. Rather than the business of dairy industries, it has various other organizations that operate globally. In the year 2011, New Zealand had none of the firms in the Fortune Global 500, whereas its native country, Australia had eight and Singapore had two Firms in the Fortune Global 500. In this context, lacks of development to the big jobs as well as the absence of hugely expertise activities are available in the global economies and create recruiting management talent a fundamental issue (Hjelt, 2003). The firms in New Zealand conduct various advantages as they are less bureaucratic and tend to give people with major job autonomy as well as argue that New Zealanders have a desirable standard of lifestyle. Authorizing type of management style appears to be ordinary in informal firms of New Zealand. According to this article, on 31 August 2012, around 53900 individuals transfer from New Zealand to Australia whereas, of around 13900 people migrated in the other way. But now, of about 650000 New Zealanders staying in Australia and they have a maximum stage of achievements in the labour market (Information technology use in New Zealand 2001, 2002). The potentiality of management in New Zealand can be able to increased that occurs the questioning that what potentialities are required in the recent atmosphere and conditions. According to the author of this article, an approaching technological uprising as well as enhanced at the same time developed globalisation would lead to huge turbulent atmosphere which creates disorder and uncertainty. The author has argued regarding the mangers requirement to implement trendy paradigms for facilitating planned flexibility in their firms. Specifically they argued about the critical management skill that would be indirect perception which they termed as the potentiality to viewing differently as well as probably opposing information. This highlighting on the capability for managing environmental turbulence has been strengthened through the activities of the first decade of the 21st century that contains political ambiguity along with the tremendous economic challenges by the huge recession (Improving the investment environment for New Zealand's firms, 2007). This article seems to be lacking in collecting detailed survey of the countrys chief executive people on how they conduct their frameworks. Technique A survey was delivered in the month of June 2012 to the chief executives of 1000 hugest firms in New Zealand from all over the private and public sectors. These firms were observed by utilising the directory along with the major amount of full time equal staffs whereas few firms had less than that. Around 19 surveys were refunded to contributor and leaving of about 981 people that reach their destiny. On the basis of these, around 265 chief executives that includes, 135 private sectors, 62 public sectors and 68 not for profit fulfilled the survey by providing a response rate of 27%. This response rate associates with the senior executive, which studies in high levelling journals that face difficulty to state responses rates above 30% (Stamoulis, 2009). The illustration was verified to assure, containing a huge range of companies as well as organizational structures, where various groups were understated and concluding in a proper illustrative illustration that contains firms from every huge category in the New Zealand Standard Industrial Output Categories division. Private Sector Private sector marketing risks were stated as the hugest factor around with 32% of respondents rating those risks as between their top 3 to 5 challenges. Finally, 23% of respondents rated changes in the economic climate which is being their severe issues 21% rated performing industry around cultural barriers which is one of the biggest challenge, which is listed attraction of about 20% as a key problem. Chief executive stated that how difficulty is confronted for growing the industry in the recent atmosphere along with revenues that were so tremendously affected (Haig, 2003). Various chief executives stated the criticising effects of the economy from one to other industry as well as various industries carried away the view that they were waiting fundamental growth initiatives till the economy proves. Chief executive assured that world employee mobility is posturing a critical skills scarcity, at the same time; they also observed the intensifying encouragement of approaching baby-boomer retirements along with single respondent identifying a regular baby boomer retirement through the labour force (Jacob, 2007). Public Sector According to this author of this article, public sector represents sensibly same design to each other and their outcomes are accessible together (Stehr and Storch, 2010). Modification in the economic climate were concerned regarding the severe prominent risk specifically for the not- for- profit sector where around 50% of the chief executives rated those modification as specifically critical. Around 24% of the not- for- profit sector and 18% of the public sector rated business social responsibility as a biggest challenge, whereas 23% of the not-for-profit sector and 14% of the public sector rated staff attraction as a critical issue At last, both public sector and not-for-profit sectors listed access to finance as termed as a biggest challenge as well as alliance contained intensely for the public sector of about 23% whereas outsourced services were challenging for the not- for- profits of about 21%. It is resulted that various chief executive are adjusting within the challenging economic environment and at the same time are complex to the instability of shareholders guide in this atmosphere. Chief executives illustrated pursuing financial support for new industrial ideas but the eagerness for risk is low (Mayston, 2008). The entire design in the public and not-for-profit firms is much deeply focused. Discussion According to the above outcomes, the requirement for managing uncertainty emerges by the strong emphasis of private sector chief executives. All these imply a requirement for interpreting uncertain changes and renew business model. It has been also observed in the direction of public sector along with non-profit sectors, chief executives should think efficiently as well as creatively regarding the models of service provision. The managers required to be quite versatile and flexible along with the potentiality for thinking laterally, and at the same time uncertain issue which changes the regulation of the game. According to this article, the author represents that the requirement for managing uncertainty is the key management skill which supports their argument which indirect the thinking that is critical (Drucker and Maciariello, 2008). Apart from this article, many authors observe the similar context those are analysed a particular illustration of competitively accomplished firms. The private sector chief executives in this illustration allocated emphasis on the desire for winning the guidance of financiers, whereas the public and not-for-profit management were associated in a struggle over the running out of the traditional funding sources. Entire management where included in a complex association of alliances along with outsourcing arrangement in both locally and natively pursuing in order to provide cost effective services and commodities (VANSPAUWEN, SEMAN and DWYER, 2010). The productivity in New Zealand develops the payment gap that will still an constant difficulty as well as chosen responses to key person, it is quite difficult for the management of New Zealand for creating a concerted response. Conclusion From the above report, it has been concluded that, the chief executives of New Zealand confronted a challenging economic environment along with modified markets as well as technologies in which the guidance of shareholders contains key funders is much secured. The author of this report concluded that environment poses huge challenges for the development of management (Flynn, 2007). The problem that chief executive confronts are managed in an excellent way by the mangers who have been prepared for dealing with systematic issues. Various specialists are required in the pattern of system and allow managers to improve their own groups in a more risky business atmosphere. It is resulted that various chief executive are adjusting within the challenging economic environment and at the same time are complex to the instability of shareholders guide in this atmosphere. References Drucker, P. and Maciariello, J. (2008).Management. New York, NY: Collins. Flynn, N. (2007).Public sector management. London: SAGE. Haig, B. (2003).Private sector. New York: Warner Books. Hjelt, P. (2003).Fortune global 500. Estados Unidos: Time Life. Improving the investment environment for New Zealand's firms. (2007). [Wellington, N.Z.]: Ministry of Economic Development. Information technology use in New Zealand 2001. (2002). Wellington, N.Z.: Statistics New Zealand. Jacob, A. (2007). A challenging environment.Reinforced Plastics, 51(6), p.1. Mayston, D. (2008). Non-Profit Performance Indicators In The Public Sector.Financial Accountability Management, 1(1), pp.51-74. New Zealand Customs Service. (2004). [Dunedin, N.Z.]: New Zealand Customs Service. Stamoulis, D. (2009).Senior executive assessment. Chichester, U.K.: Wiley-Blackwell. Stehr, N. and Storch, H. (2010).Climate and society. Hackensack, NJ: World Scientific. Vanspauwen, R., Seman, E. and Dwyer, P. (2010). Survey of current management of prolapse in Australia and New Zealand.Australian and New Zealand Journal of Obstetrics and Gynaecology, 50(3), pp.262-267.

The Chosen By Chaim Potok Essays - American Literature, Literature

The Chosen by Chaim Potok One of the most emotional scenes from Chaim Potoks The Chosen is when Reuven goes with Danny Saunders to talk to his father. Danny has a great mind and wants to use it to study psychology, not become a Hasidic tzaddik. The two go into Reb Saunders study to explain to him what is going to happen, and before Danny can bring it up, his father does. Reb Saunders explains to the two friends that he already known that Reuven is going to go for his smicha and Danny, who is in line to become the next tzaddik of his people, will not. This relates to the motif of Individuality and the theme of Dannys choice of going with the family dynasty or to what his heart leads him. The most developing character from the novel is Reuven Malter. One of the ways that he developes in the novel is in hus understanding of friendship. His friendship with Dfanny Saunders is encouraged by his father, but he is wary of it at first because Danny is a Hasid, and regards regular Orthodox Jews as apikorsim because of the teachings of his father. Reuven goes from not being able to have a civil conversation with Danny to becoming his best friend with whom he spens all of his free time, studies Talmud and goes to college. Reuven truly grows because he leans, as his father says, what it is to be a friend. Another way that Reuven grows is that he learns to appreciate different people and their ideas. He starts out hating Hasidim because its the pious thing to do, even though his father (who I see as the Atticus Finch of this novel) keeps telling him that its okay to disagree with ideas, but hating a person because of them is intolerable. Through his friendship with Danny, studies with Reb Saunders, brief crush on Dannys sister (who was never given a name), and time spent in the Hasidic community, he learns that Hasids are people too with their own ideas and beliefs that are as valuable as his. He learns why they think, act, speak, and dress the way that they do and comes to grips with the fact that he doesnt have a monopoly on virtue. A third way in which Reuven grows, though the book doesnt really talk about it a great deal, is in his appreciation of life, or chaim in Hebrew. He almost loses his vision, his father nearly works himself to death, six million Jews are butchered in Europe, and Dannys brothers poor health threatens Dannys choice to not become a tzaddik. When his eye is out of order he cant read, and indeed does remark that its very difficult to live without reading, especially with a voracious appetite for learning such as his. His father almost dies twice and he talks about how difficult it is to live all alone in silence (which is a metaphor alluding to Dannys everyday life) for the month while his father is in the hospital. He sees Reb Saunders and his father feeling the suffering of the six million dead, Saunders by crying and being silent, David Malter by working for the creation of a Jewish state and being a leader in the movement, in addition to teaching at a yeshiva and adult education classes. And of course Danny is very worried by his brothers illness (hemophillia?) because if he dies it will be even harded for Danny to turn down his tzaddikship. By the end of the book, Reuven Malter is a very changed character. Potok is an expert with using allusion and metaphor. Very subtly throughout the book he uses this for the purposes of renforcing his points, foreshadowing, and to make the book a better read when youve read it previously and know the outcome. One example of this, one that I missed the first time I read the book in 7th grade is the paragraph at the end of chapter nine where Reuven is sitting on his porch and sees a fly trapped in a spiders web with the arachnid builder approaching. He blows on the fly, first softly, and then more

Common Information Security Threats Essay Essay Example

Common Information Security Threats Essay Essay Example Common Information Security Threats Essay Essay Common Information Security Threats Essay Essay The cyberspace is about 40 old ages old and is go oning to turn at a rapid gait. This rapid growing and usage of the cyberspace for practically everything you can make in life has besides cause a major addition in menaces. Cyber-criminals are frequently interrupting into security on many major web sites and doing the intelligence. Information Security is turning into an of import portion in protect a business’s information. Amazon. com website went online in 1995 ( Byers. 2006 ) . Amazon offers there services and merchandises through the website Amazon. com to many states around the universe. which includes: United States. Canada. France. Spain. Japan. Italy. Germany. United Kingdom. and China ( Amazon. 2012 ) . Amazon has been around for about 17 old ages and uninterrupted to be a successful concern. One of the ground for this is because Amazon puting clip in Information Security. Amazon has a monolithic sum of information on waiters around the Earth contain sensitive informa tion. non merely information for Amazon but besides for Amazon’s clients. Some illustrations of the information Amazon maintains on the waiters they own: merchandise information. warehouse information. name centre information. client service information. service information. client history information. bank information. cloud calculating information. digital media download information. and reappraisals of clients for merchandise information ( Amazon. 2012 ) . There will ever be some sort of the possible hazards to the information maintained by any concern or individual because new exposures are found every twenty-four hours. Just late. on August 7. 2012. a wired magazine reporter’s information stored on his Google history. Twitter history. MacBook. iPad. and iPhone where erased without the user desiring this done. A hacker that goes by the name of Phobia comprised the newsmans Amazon history with a security feat. The security feat allowed Phobia to entree the reporter’s Amazon history by naming and resetting the watchwords over the phone with the newsmans compromised AppleCare ID and Amazon ID ( Kerr. 2012 ) . Amazon responded with the following. â€Å"We have investigated the reported feat. and can corroborate the feat has been closed as of yesterday afternoon ( Kerr. 2012 ) . † Another major breach in security for Amazon occurred on the Zappos. com. which Amazon besides owns. 24 million histories where compromised. which included the following history information: names. transportation references. charge references. phone Numberss. and email references ( Vilches. 2012 ) . Zappos CEO Tony Hsieh wrote in an electronic mail that the hackers gained entree to the internal web of Zappos leting the hacker’s entree to the waiter that was in Kentucky. On October 28. 2011 a research worker uncovered a monolithic security defect in the Amazon Cloud service that is provided by Amazon ( Hickey. 2011 ) . A squad of German research workers found a manner that hackers would be able to entree user histories and informations. The methods of onslaught the security research workers found that the Amazon Cloud service was vulnerable to where signature wrapper and cross site scripting. XML signature wrapping onslaughts were developed that could wholly take over a user history with decision maker permissions for the Amazon Cloud histories. The AWS interface could besides be manipulated to run an feasible codification and make cross-site scripting onslaughts. The research workers said that they had entree to all the client informations. including hallmark informations. items. and watchwords ( Hickey. 2011 ) . There are many other exposures for Amazon that may be but are non known. Intruders ( hackers ) are a major menace for Amazon as proven from the antecedently listed illustrations. When the onslaught is done by a little group or merely one individual the menace will fall into the unstructured class ( Conklin. White. Williams. Davis. A ; Cothren. 2012 ) . Menaces caused by onslaughts by hackers that are in a condemnable group are known to fall into the structured class ( Conklin. White. Williams. Davis. A ; Cothren. 2012 ) . Physical security is of import to retrieve because if a hacker can acquire into the internal web and substructure. it can be much easier to derive unauthorised entree to the web. Information Security hazard analysis is used to entree the exposures. menaces. and how to put controls for an organisation ( Whitman. 2011 ) . List of what can be vulnerable: Web Waiters. Computer Servers. Routers. Client. Databases. Firewalls. Software. Power. and Transmission. List of menaces: Denial of Service Attacks. Spoofing and Masquerading. Malicious Code/Virus. Human Errors. Insider Attacks. Intrusion. Spamming. and Physical Damage to Hardware. List of costs: Trade Secrets. Client Secrets. Trust. Lost Gross saless. Clean up Costss. Information. Hardware. Software. Services. and Communication. List of controls to be used: Firewalls. IDS. Single Sign-on. DMZ. Security policy. Employee Training. Configuration of Architecture. and Hardening of Environment. All of these lists can be put into a chart to assist organize a hazard analysis and apparatus controls to be used for Amazon ( Conklin. White. Williams. Davis. A ; Cothren. 2012 ) . The legal. ethical. and regulative demands for protecting informations demand to be thought about when it comes to Information Security. Statutory Torahs. administrative Torahs. and common Torahs presently exist and are involved in computing machine security. New cyber Torahs are being defined by the tribunals. but none of these Torahs have been used yet ( Conklin. White. Williams. Davis. A ; Cothren. 2012 ) . In 1986. the Computer Fraud and Abuse Act ( CFAA ) was established to do it a offense to entree computing machine systems when non authorized. Amazon has been around for 17 old ages and has a good path record for catching security hazards and piecing them rapidly. With the cyberspace go oning to turn at such a rapid gait. Amazon and everyone desiring to keep their informations unity needs to tight down on their Information Security protocols. Information Security is turning into an of import portion in protect a business’s information. MentionsAmazon. ( 2012 ) . Amazon. Retrieved from hypertext transfer protocol: //www. virago. com Byers. A. ( 2006 ) . Jeff Bezos: the laminitis of Amazon. com. New York. New york: The Rosen Publishing Group. Conklin. A. . White. G. . Williams. D. . Davis. R. . A ; Cothren. C. ( 2012 ) . Principles of Computer Security: CompTIA Security+ and Beyond ( Exam SY0-301 ) ( 3rd ed. ) . New York. New york: McGraw-Hill Company. Hickey. A. R. ( 2011. October 28 ) . Researchers Uncover ‘Massive Security Flaws’ In Amazon Cloud. Retrieved from hypertext transfer protocol: //www. crn. com/news/cloud/23190911/researchers-unconver-massive-security-flaws-in-amazon-cloud. htm Kerr. D. ( 2012. August 7 ) . Amazon addresses security feat after journalist drudge. Retrieved from hypertext transfer protocol: //news. cnet. com/8301-1009_3-57488759-83/amazon-addresses-security-exploit-after-journalist-hack/ Vilches. J. ( 2012. January 16 ) . Amazon owned Zappos hacked. Retrieved from hypertext transfer protocol: //www. techspot. com/news/47060-amazon-owned-zappos-hacked-24-million-accounts-compromised. html Whitman. M. E. ( 2011 ) . Readings and Cases in Information Security: Law and Ethical motives. New York. New york: Cengage Learning.

Little Picture Questions in SAT Reading 5 Key Tips

Little Picture Questions in SAT Reading 5 Key Tips SAT / ACT Prep Online Guides and Tips Little picture, or detail, questions make up a significant amount of questions on the SAT Critical Reading sections. Of 4 post-2005 publicly available tests I surveyed, little picture questions accounted for 25% of all passage-based questions and 17% of all SAT Reading questions. This means that it is well worth your time in your SAT Reading prep to make sure you can consistently answer little picture questions accurately and in a reasonable amount of time (what that range is for accuracy and reasonableness will depend on the score you are aiming for). In this article, I’ll provide examples of the different ways the SAT will ask you to use little picture skills, explain the SAT Reading strategies you can use to help with these questions, and end with a walkthrough of a sample questions. First, however, I’ll explain what exactly I mean by â€Å"little picture† questions. Note:The advice in this article is still relevant for the new SAT (March 2016 and beyond), but some of the examples haven't been updated yet. feature image credit: Miniature Fimo Nikon D80 by 55Laney69, used under CC BY 2.0/Cropped from original. What Are Little Picture Questions? Little picture questions are questions that ask you to find specific details from a passage. Moreover, you will not just be asked about details at random; SAT Reading questions asks you specifically about details that are vital to understanding the passage (even though you don’t necessarily have to read the whole passage to find these details). For example, you might be asked, based on information from the passage, what the milky blue that appears around the edges of older dogs’ eyes signifies (cataracts); you would NOT, however, be asked the color of the film (unless that had greater significance in the passage as a whole). I’ve divided up little picture questions into two types: Type 1: Find The (Paraphrased) Detail Type 2: Given Line Information, Find What A Word/Phrase Refers To Type 1: Find the (Paraphrased) Detail These questions, which ask you to find a particular detail in the passage (sometimes paraphrased in the answer choice, sometimes stated directly using the same words as the passage), make up the majority of little picture questions. There are two ways in which the SAT Reading will ask you to fact find: 1. Find the Information in a Specific Place By far, questions that give you a location and ask you to find the detail to answer the question are the most common type of little picture question (more than half). Sometimes, you'll have to paraphrase the detail (meaning the passage uses slightly different wording than the correct answer choice). This is most often the case with questions that ask things like the following question: â€Å"Which of the following views of conflict is best supported by lines 37-40 (â€Å"These . . . one†) ?† To answer this question, you must first go to the lines cited in the question... "These places have interesting frictions and incongruities, and often, if you stand at the point of tangency, you can see both sides better than if you were in the middle of either one." ...and paraphrase the information contained in those lines. Only after that should you look at the answer choices to see what matches. In this case, the correct answer is (E) You can learn more about two parties in conflict as an observer than as an involved participant. Depending on how complex the passage is, detail questions with specific line information can require some vocab knowledge. Here's an example of a question where that might be the case: â€Å"The author initially responded to Herd’s request â€Å"with condescension† (lines 13-14) because the author† Lines 13-14: "I still blush at the fact that I went to graduate school to become a historian in order to contribute to the Black Struggle for social justice and yet met her request to write a history of Black women in Indiana with condescension." Now, if you don’t know what â€Å"condescension† means, the question might be tricky. If there is a word you don't know in the question or passage, context clues can often help. In the case of the question above, going on to read the next sentence will help you answer the question without needing to know what â€Å"condescension† means: "I had never even thought about Black women as historical subjects with their own relations to a state’s history, and I thought her invitation and phone call extraordinarily intrusive." Since this sentence is an explanation of the previous sentence, you don't even need to know what "condescension" means to figure out why the author responded to Herd's request "with condescension;" instead, you can just paraphrase the explanatory sentence above to get the answer to the question: (E) viewed Herd’ s request as irrelevant and presumptuous. Of course, if you also don't know the word "presumptuous" (or other words in the answer choices), process of elimination may be your best bet (more on that in Strategies). I've gathered what I think are good examples of detail/little picture questions with location information below, so you can get an idea of how these questions are worded: â€Å"Passage 1 suggests that the Fermi Paradox depends most directly on which assumption?† â€Å"The fourth paragraph (lines 50-56) indicates that Plato’s principal objection to â€Å"poetry† (line 50) was its† â€Å"The comment about â€Å"a new medium of artistic expression† (line 62) primarily suggests that† â€Å"The â€Å"porcupine women of this world† (lines 76-77) are best described as people who† â€Å"Ultimately, Cecil views his remark in line 34 (â€Å"It . . . now†) as† â€Å"The primary reason described for the usefulness of the theory mentioned in line 57 is its ability to† â€Å"In the quotation in lines 61-64, George Will primarily draws attention to† â€Å"Lines 30-34 (â€Å"In spite . . . persevered†) suggest that the author believed that† â€Å"In lines 40-43 (â€Å"Moonless . . . Sun†), the narrator’s comment about the â€Å"arrangement† demonstrates a preference for" 2. Find the Information in a Non-Specific Place The information needed to answer these questions is somewhere in the passage, maybe even narrowed down to a few paragraphs/generalization like â€Å"end of the passage,† but you aren't given specific lines. Because exact location information is not given, the wording of the questions is often even simpler than it is for questions for which you do have specific location information. Sometimes, the words in the question are taken directly from the text. At other times, just as for Type 1, a little paraphrasing is required. Some examples: â€Å"Which statement about the Fermi Paradox is supported by both passages?† â€Å"At the end of the passage, the author suggests that it would be ideal if the† â€Å"According to the author, too much energy today is spent debating† â€Å"In the first two paragraphs of the passage (lines 1-23), the author suggests that both sides of the debate† â€Å"Both passages support which of the following conclusions about Earth’s carrying capacity for humans?† â€Å"Darwin (lines 1-13, Passage 1) and Meek (lines 45-51, Passage 2) serve as examples of† â€Å"Both the author of Passage 1 and the â€Å"experts† mentioned in line 53 of Passage 2 directly support the idea that† Rare Question Types While the majority of little picture questions that ask you to find the (paraphrased) detail are phrased as shown above, there are a couple of rarer question types that I think are worth mentioning. The first of these are the "NOT/EXCEPT" questions. They are relatively rare (I found four examples out of 480 passage-based questions) and generally look something like this: â€Å"The author makes use of all of the following EXCEPT† These questions can be tricky because there will always, ALWAYS be at least one answer choice that banks on you forgetting the "EXCEPT" and, instead, saying to yourself "Aha! The author makes use of this, so it's the right answer." Not that I have ever done this myself. No. Of course not. Even rarer than "NOT/EXCEPT" questions on SAT Reading are what I call the "I, II, III" questions. Here's an example of what I mean: Which of the following can be found in both passages? I. A theory about how people originally traveled to Boston II. An exact date Boston was initially settled III. Reference to possible sources of food for early Bostonians. (A) I only (B) II only (C) I and III only (D) II and III only (E) I, II, and III Fortunately, this is one case where the question looks more obnoxious than it is. Why? Because you can use process of elimination to your advantage. Let's say you are able to immediately cross out statement II - the passage contains no information about an exact date when Boston was initially settled. That means that you can eliminate answer choices (B), (D), and (E) right away, and can focus your efforts on statement III (if it's true, then (C) must be the correct answer; if it's false, than (A) must be the correct answer). Clock Face by David~O, used under CC BY 2.0/Cropped from original. Type 2: Given Line Information, Find What a Word/Phrase Refers to These are detail questions where you are given a word or phrase (in a specific line) and asked what it's referring to. In some ways, these questions require you to use skills similar to those you'd need for vocab in context questions, but unlike with vocab in context questions, the correct answer will be very specific to the passage. For example, if a little picture question asks about what the word â€Å"death† refers to, the answer choices won’t be â€Å"the absence of life, the cessation of movement, the end of a fad,† and so on (which would be possible answers if the question was something like "In line 42, the word "death" most nearly means"). Instead, answer choices to detail questions will be highly specific, like â€Å"the neglect of older cultural monuments.† These questions require taking another step because you don’t just have to go to the lines in question to find the detail – you have to figure out what that detail is referring to (which is not necessarily included in the cited lines). I've seen these words (where you have to find what they refer to) called "compression nouns" by Meltzer. Personally, I think of questions that ask you to find what a particular word or phrase refers to as very similar to Prounoun/Antecedent questions on the Writing section; like pronouns, these words refer back to other words/things. Here are some examples of questions that give you a phrase or word and ask you to find the detail it refers to: â€Å"Based on information presented in the passage, which best describes what Georgia was â€Å"tired of † (line 8) ?† â€Å"In lines 63-64, â€Å"psychological reality† describes which quality?† â€Å"As described in lines 17-23, the â€Å"practice† refers to the† â€Å"The phrase â€Å"horrible immensities† (line 54) primarily indicates† SAT Reading Strategies for Mastering Little Picture Questions I've list the following strategies for answering little picture questions in no particular order, since the order you choose will depend on the way you read the passage. (1) To answer little picture questions, start by figuring out what the key information the SAT is looking for in the question. Take the following question: â€Å"Which challenge is emphasized by the author in the final paragraph (lines 73-77)?† Now, here's the key information I extracted from that question: â€Å"final paragraph† (location information) â€Å"challenge† (you’re looking for something that was difficult) maybe â€Å"author† (if there are other people who could be emphasizing challenges in that context, then specifying that you're looking for a challenge emphasized by the author is important; otherwise, the author thing is pretty much something you can take for granted) (2) Figure out where in the passage the detail being asked about is (if you aren’t given the exact lines outright) and read the relevant section slowly. How do you find the detail if you aren't given the exact lines outright? While sometimes the questions use the same language as the passage, and all you have to do is scan the passage for the words used in the question to get your answer, this is not always true. In these cases, your best bet is to turn to the answer choices and see if you can find those in the text instead (and then if you don't find an answer choice in the text, you can eliminate it!). Because searching for these details can take up way too much time, I would recommend starting with questions that include location information and then moving on to those that lack location information. (3) You can try to quickly answer the question in your own words as well, even though the answer choices are sometimes taken word-for-word from the text. Putting the answers in your own words helps prevent you from falling into â€Å"I recognized the phrasing so I’ll just choose it† trap (when in fact the SAT has sneakily reversed the meaning on you). (4) As always, process of elimination is hugely helpful with these questions – if the text directly contradicts an answer choice, you can cross it out with no worries. (5) I almost always do little picture questions first on each passage. For me, hunting for the details gets me acquainted with the passage without having to read the whole thing. Plus, detail questions are easy points because they often involve nothing more than finding what is stated in the text. The order you answer questions in, however, will depend on your reading strategy and what works best for you. If you tend to read the passage thoroughly first, I would recommend answering big picture questions before moving on to little picture questions. That way, you can answer questions about the whole passage before getting lost in the details. If you read the questions first, absolutely start with level one little picture questions (get them out of the way). Answering these questions can give you a better idea of the way the essay is laid out. The only reason not to start with little picture questions would be if you are concerned it might disorient you and make it harder for you to answer other types of questions. If you skim, then answer questions, it could go either way. Skimming can help you form a mental map of where certain details are more likely to show up, which means answering detail questions first would be good...but answering detail questions first also might get you bogged down in detail too quickly and make it harder to answer big picture questions. Ultimately, you need to do some trial and error on your own to figure out which is most effective for you by using each method on multiple practice Reading questions (including SAT Reading sections as well as full length practice SATs). The strategy you get the most points with is the one to go with. Walkthrough To wrap up this article, I'm going to go through an example and apply strategies in my own order (you might find that using the strategies I mention above in a different order works best for you). The question: â€Å"According to lines 41-46 (â€Å"When I . . . crossfire†), the author’s initial goal was to† (A) consider the perspectives of both the American doctors and the Lees family to see what insights might develop (B) serve as a counselor to the county hospital’s Hmong patients in order to ease their anxieties (C) work out a compromise between the American doctors and the Lees family (D) acquire a greater knowledge of how the American medical culture serves patients (E) try to reduce the misunderstandings between the American doctors and the Lees family and promote good will The relevant lines: "When I first came to Merced, I hoped that the culture of American medicine, about which I knew a little, and the culture of the Hmong, about which I knew nothing, would somehow illuminate each other if I could position myself between the two and manage not to get caught in the cross-fire." Step 1: What key info is being looked for in the question? Hmm...what was the author's â€Å"initial goal†? Initial = first, goal =†¦goal. So what was the first thing the author wanted to do? Step 2: Find the passage and read the lines carefully Well, I already found the passage (because the lines are given), but now it's time to read carefully (maybe looking for a word like â€Å"first† or â€Å"initial†). "When I first came to Merced, I hoped that the culture of American medicine, about which I knew a little, and the culture of the Hmong, about which I knew nothing, would somehow illuminate each other if I could position myself between the two and manage not to get caught in the cross-fire." Step 3: Answer in my own words So the passage says that at first the author wanted to stand between the two cultures (American medicine and Hmong). Probably not literally. â€Å"hoped† that they â€Å"would somehow illuminate each other† = hoped that could learn from them? Probably? Bah. Let’s look at the answer choices. (A) consider the perspectives of both the American doctors and the Lees family to see what insights might develop This seems like it could be right –the author definitely wants to consider two different perspectives. Not sure about the rest of the answer choice – might need more context than just the lines cited in the question. (B) serve as a counselor to the county hospital’s Hmong patients in order to ease their anxieties Uh, no, there’s nothing about being a counselor. Can double check context though. (C) work out a compromise between the American doctors and the Lees family Seems like it could be possible, I guess. Except that the first thing the author hopes is that the cultures illuminate each other, not that the author can make a compromise. So maybe a compromise came later, but the illuminating came first. (D) acquire a greater knowledge of how the American medical culture serves patients I mean, sort of? The relevant lines do say something about American medical culture. But nothing about how it serves patients. (E) try to reduce the misunderstandings between the American doctors and the Lees family and promote good will Nothing in the lines cited about promoting goodwill. Looks like I might need a little more context to answer the question. What about the line before the cited lines? â€Å"This is especially true when the apposition is culture† What is â€Å"this†? Or â€Å"apposition?† Hmm let’s see what the line after the cross-fire line is, maybe that’ll be less work. I can always go back to the line before â€Å"This†¦culture† if I need to. â€Å"But after getting to know the Lees family and their daughter’s doctors and realizing how hard it was to blame anyone, I stopped analyzing the situation in such linear terms.† Aha! â€Å"stopped analyzing† meaning that analyzing is what the author WAS doing. Let’s take a look at the answers again. (A) consider the perspectives of both the American doctors and the Lees family to see what insights might develop Yes, author was doing analysis! I’ll double check the others to make sure I can eliminate them. (B) serve as a counselor to the county hospital’s Hmong patients in order to ease their anxieties Nope, even less supported now. ELIMINATE. (C) work out a compromise between the American doctors and the Lees family Nope, compromise ≠  analysis. ELIMINATE. (D) acquire a greater knowledge of how the American medical culture serves patients I mean, that’s part of the goal, but not the whole thing . Also why the â€Å"serves patients†? Not part of the point. The author just didn’t know about the American medical cultural in general. ELIMINATE. (E) try to reduce the misunderstandings between the American doctors and the Lees family and promote good will Nope, no reducing or promoting here! ELIMINATE! To triple check, what was that thing that â€Å"This is especially true when the apposition is cultural† was referring to? Looks like it was referring to part of the previous sentence: "...if you stand at the point of tangency, you can see both sides better than if you were in the middle of either one." Even more confirmation: you can see both sides better does not equal being a counselor, or creating a compromise, learning about how to serve patients, or promoting goodwill. Answer must be (A). Actually answering these questions on the SAT will probably not take nearly this long, because you won’t have to (nor should you) write out complete explanations for every reason to reject the answer like I just did. If you find you’re taking longer than 30-45 seconds on a question, circle it and come back to it later. SAT Reading Practice Questions Intro material and relevant paragraphs for questions 1-3: The following passage is from a 1991 essay that discusses the debate over which authors should be taught in English classes. 1. Lines 30-39 (â€Å"In school . . . cultures†) present a model of education where students learn to (A) value cultural diversity over tradition (B) respect the views of both sides of the debate (C) reflect critically on the nature of American schooling (D) differentiate between classic and contemporary works (E) explore the world through wide-ranging reading 2. In lines 54-60 (â€Å"School . . . say†), the author describes a world in which schools teach books that are (A) interesting (B) celebrated (C) uncontroversial (D) not obviously relevant (E) not likely to inspire 3. Lines 60-64 (â€Å"Being . . . teenagers†) suggest that excluding a book from a reading list might (A) enhance the reputation of the book’s author (B) encourage students to protest the decision (C) influence course curricula nationwide (D) appease conservative parents (E) disappoint the book’s fans Intro material and relevant paragraphs for questions 4-6: The following passage is adapted from a book published in 1999. 4. The â€Å"dark cloud† mentioned in line 4 refers to an (A) atypical diagnosis (B) unsupported hypothesis (C) unknown threat (D) evil influence (E) important contradiction 5. Which pairing best represents the different models of the universe presented in lines 7-14? (A) Big and little (B) Old and new (C) Complex and simple (D) Verified and undocumented (E) Theoretical and practical 6. The author uses the â€Å"automobile† (lines 45-46) to represent equations that (A) demand a professional’s attention (B) are intrinsically unreliable (C) do not work together effectively (D) can be easily adjusted if necessary (E) are based on dated mathematics Answer key (scroll down when ready): 1. E 2. D 3. A 4.E 5. A 6. C Summary of SAT Reading Strategies for Little Picture Questions Find the key information in the question and/or put the question in your own words. Read the indicated part of the passage carefully, looking for context if necessary (especially if you’re being asked what a word or phrase refers to). Answer in your own words and find the answer that matches that answer. Eliminate three wrong answers. What’s Next? â€Å"Where can I find more official practice questions?† I hear you cry. Never fear – we have a complete guide to finding official SAT practice tests, including free links! Interested in more SAT Reading skills articles like this one? We’ve got articles on big picture, words in context, inference, and paired passage questions, or you can just go toour ultimate SAT Reading study guide to find a list of all of our Reading skills articles. Not sure how you’re supposed to finish the SAT Critical Reading section without running out of time? Learn about three different ways to read the passage on the SAT. Need structured help? Try our very own PrepScholar test prep platform. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The European Economic Community Essay Example | Topics and Well Written Essays - 2250 words

The European Economic Community - Essay Example This resulted in the benefits of four freedoms namely, capital, labor, products and services to the European community. In subsequent years, the movement gathered momentum, and as the policies of liberalization and globalization started having bigger impacts on the world polity, the EEC saw more relevance for it. Stated objective of formation of EEC is of course protecting the economic interests, but the region has also learnt quite a few lessons from the history as well. Germany used to be a loose confederation of independent states till 1870. On January 18, 1871, these states united under a Prussian king who had the title â€Å"Kaiser, of the German Empire†. Bismarck was the first Chancellor or Prime Minister of the unified Germany. This resulted in gradual expansion of Germany and alternation of distribution of power within Europe and a new world order (Henig, 2002). This shift is balance of power made the group of nations like Britain, Russia and France together. Gradually the imperialistic urge started crossing the borders and entered into the African region. All such events led to the two world wars and massive devastation on all sides. Therefore, formation of a common platform is also the efforts towards averting the recurrence of such wars. The stated objectives for the EEC in clude2; The common commercial policies are an important step towards safeguarding the interests of the region particularly while dealing with the outside world. After the treaty of Rome, a need was being felt to serve the interests of the customs union with a Common Customs Tariff (CCT) to deal with the third parties. Established by Article 113 [133] of the Treaty of Rome, Common Commercial Policies therefore took shape in 1961 to safeguard the common interests of the EU nations3. This effectively meant that the EU region will act as one country while