Communication plan Essay Example | Topics and Well Written Essays - 500 words

Communication plan - Essay Example that communication with parents is essential if a student is to succeed and, as a new teacher, I feel that I need the suggestions and support of parents and, thus, need a good communications method with students’ parents. Firstly, I plan to keep an email list that shall be updated with email addresses of my students’ parents. The parents will be emailed weekly concerning the covered lessons, as well as those to be covered, work that their children may be missing that is required for grading, upcoming tests, and assignments as I feel that this is essential in the education system. I also feel that this will afford the parents an opportunity to give feedback and students with regards to various issues through email. Studies have reported that students, parents, and teachers are in support of this communication plan (Petrina 17). I also plan to create a class website that parents and students can visit, as well as learn more concerning our class and make suggestions and responses. A class website is useful when communicating with the school community since the community will be able to learn about the class and understand how my students are going about their education. The website will be connected to the school website, which will, however, be dependent on the manner that the school website manages its website. Since there could be parents that are not comfortable with website connections and using email, important events and issues should be explained through the use paper communication. The school could also help by giving training sessions to the parents in order to familiarize them recent technology within the community and the school (Cennamo 238). Personally, as a new teacher, communication with other administrators and teachers will be beneficial in seeking to help in class management and solving upcoming problems. Being part of the school’s network could aid in peering with the other teachers in reflection and collaboration, in practice development,

Rubicam’s Business College Essay Example for Free

Rubicam’s Business College Essay LAURA: At home†¦ my prized possession was my glass menagerie. [she smiles faintly at the memory] My favourite was the unicorn. However†¦ it broke. I brought the horn here with me. The other part†¦ is with a man. BLANCHE: [she raises her hands in exasperation] Hah! Men! Terrible, hulking brutes most of them are. Especially those Polacks. What was it Wilde said? â€Å"Women are a decorative sex! † If I am to have any chance of happiness I must be innocent, attractive and, most of all, youthful! [Slight polka music can be heard in the distance. ] LAURA: Funny, that sounds like what my mother used to say†¦ Girls are a pretty trap! Screen Image – Amanda Wingfield BLANCHE: [she has a distant look in her eyes as she contemplates the various men that have become part of her past] Yes dear, they are. And don’t you forget it when you’ve still got time. This man who has the unicorn – is he your husband? Boyfriend? LAURA: [getting progressively quieter] In high school Jim was the only one that ever spoke to me. Then he turned up at the house and he†¦ he†¦ kissed me. Of course, he never really liked a cripple like me. He was engaged†¦ [fighting back tears. ] Screen legend – the day at the amusement park BLANCHE: Typical! I too have had my fair share of shocking dates. In New Orleans I met a gentleman named Mitch. [she begins to talk quickly, as if she were addressing herself] I accompanied him to the amusement park on Lake Pontchartrain, a rather dismal place more suited to easily-amused children. However, this was my first date with a gentleman since†¦ since†¦ forever! I could absolutely not afford to mess this one up. [giggly pause] I was as giddy as a schoolgirl courting behind the bicycle shack – not that I would have engaged in such activity, absolutely not – although I fear dear Mitch saw through my facade. I did try. I tried so very hard. I even pretended I was pleased with that ghastly plaster statuette of Mae West. The erogenous nature of her films draws up memories of a past I wish to forget! [the polka music increases in volume and tempo. ] LAURA: [not following] Oh, I see†¦ BLANCHE: Every time I look at a man all I can think of is my dear Allen! I ended up telling Mitch about my past, my marriage, when I was just a girl. It was as if Mitch crashed through the invisible barrier I strived for so long to erect. It just tumbled out! They were words I had desired to tell someone for so long. They had been entombed inside of me for so long it was as if they had gone stale, distasteful even! Even as he embraced me†¦ all I could envisage†¦ was Allan’s desperate touch! [she dramatically outstretches her arms towards an invisible point] Oh Allan, forgive me! [In her fervour BLANCHE knocks over the ketchup bottle, its crimson innards spilling onto her lap. She frantically dabs at it with a serviette, but to no avail. Her white dress has been permanently tarnished, the bloody hue of the condiment combining with the once wholesome dress. ] BLANCHE: [returning to reality with a jolt] Would you look at that mess! What will ever become of us? LAURA: [visibly shaken, but speaking with determination] We can’t let little things like this ruin our lives†¦ When I get discharged I’ll go back to Rubicam’s Business College. Yes, I will! BLANCHE: [she clutches LAURA by the shoulders] You can say that, you’re still young! What hope is there for an old maid like me? [The polka music and The Glass Menagerie combine austerely in the minds of the patients. An unholy union, two entities that never should have met. ] LAURA: [jumping up from her chair, repulsed at being touched] I-I think I’m done here! [in her haste to vacate the table she knocks her plate to the floor, where it duly shatters into countless pieces that dance across the floor. The light reflects off the porcelain pieces, framing LAURA in an impromptu spotlight. The breaking noise is audible over the tumultuous din of the room. Many diners turn to look at the spectacle. ] LAURA: [in a tone of utter despair, covering her face with her hands] No†¦ Stop staring†¦! I’m going to be sick! [Exit LAURA, who runs away from the scene. The cafeteria soon returns to its natural state, having forgotten that Laura Wingfield ever existed. ] BLANCHE: Shakespeare got it right! ‘Alas, I am a woman friendless, hopeless! ’ There is truly no hope for some people in this world! [the sound of the door slamming behind Laura as she flees is audible as the light gradually fades out. ]

Jacksons Disagreement :: essays research papers

Materialism is the belief that all things can be explained in physical terms or by science. Frank Jackson argues against this belief. Jackson’s philosophy is that not only are materialism false, but he also claims that consciousness is a subjective experience that can not be defined by any physical term or by science. The nonphysical experience known as qualia is Jackson’s explanation of consciousness. Qualia is the nonphysical feeling that can not be explained in physical terms or by science. Humans can not understand the feeling of qualia without experiencing it themselves. Materialism suggests that everything that occurs have some type of scientific relationship or physical term. Jackson goes through his argument looking for proof until he gets one idea. Jackson performs an experiment that demonstrates that consciousness is a qualia feeling and that one can not understand or learn the feeling with out experiencing it. The subject he uses is Mary. Mary is an extremely bright scientist and since she could remember she was placed in a room with nothing but black and white. With limiting her sight to only this black and white gray-scale, she is unaware of what true color looks like. All her life she is educated through newspapers, television and teachers giving lectures. Near the end of the experiment she has mastered every aspect of the physical terms and science explaining the process of viewing color. One example was that she knew that an apple was red, but she cannot grasp the concept if she has never seen it. The final part of the experiment is to pre sent to her real color. They use a red apple to demonstrate this. The hypothesis for the experiment follows the laws of materialism. They hypothesized that Mary would not have a shocking reaction to the apple. They believed that she would know that the apple carried those characteristics. In the conclusion of the experiment they find out that their hypothesis was wrong and that Mary was shocked to find out what red really looked like. For the first time in her life she noticed that there was more to the red apple than the physical description. She felt qualia, the feeling of actually seeing the color. This proves that materialism cannot fully explain the world.

Romance in Shakespeares Comedy of Errors Essay -- Shakespeare Comedy

Comedy of Errors - Romance What is so interesting about Shakespeare's first play, The Comedy of Errors, are the elements it shares with his last plays. The romances of his final period (Pericles, Cymbeline, The Winter's Tale, The Tempest) all borrowed from the romantic tradition, particularly the Plautine romances. So here, as in the later plays, we have reunions of lost children and parents, husbands and wives; we have adventures and wanderings, and the danger of death (which in this play is not as real to us as it is in the romances). Yet, for all these similarities, the plot of The Comedy of Errors is as simple as the plots of the later plays are complex. It is as though Shakespeare's odyssey through the human psyche in tragedy and comedy brought him back to his beginnings with a sharper sense of yearning, poignancy, and the feeling of loss. But to dismiss this play as merely a simplistic romp through a complicated set of maneuvers is to miss the pure theatrical feast it offers on the stage - the wit and hu mor of a master wordsmith, the improbability of a plot that sweeps...

Adulteration

Chemistry Project on STUDY OF ADULTERANTS IN FOOD STUDY OF ADULTERANTS IN FOOD-STUFFS INVESTIGATORY PROJECT iCBSE. com CHEMISTRY PROJECT WORK Name: Agilan Chemistry Project on STUDY OF ADULTERANTS IN FOOD Seal 3 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD I would like to express my sincere gratitude to my chemistry mentor Mrs. Shirley Zachariah, f or he r v i t a l s up por t , g u i da nc e a n d e nc our a g e me n t – wi t ho ut whi c h t hi s pr oj ec t woul d not ha ve c ome f or t h. I woul d a l s o l i ke t o express my gratitude to the lab assistant Mrs.Julie Sam for her support during t he maki ng of t hi s pr oj ect . iCBSE. com 4 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD S. No. Cont ent s Page No. I. Obj ecti ve 6 II. Introduction 8 III. Theory 9 IV. Experiment 1 10 iCBSE. com V. Experiment 2 11 VI. Experiment 3 12 VII. Resul t 13 VIII. Conclusion 14 IX. Bi bl i og r aphy 15 5 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD The Objective of this project is to study some of the common food adulterants present in different food stuffs. iCBSE. com 6 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD CBSE. com 7 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD Adulteration in food is normally present in its most crude form; pr ohi bi t e d s ubs t anc es ar e e i t her a dded or par t l y o r whol l y s ubs t i t ut ed. Nor ma l l y t he c ont ami na t i on/ a dul t er a t i o n i n f ood i s done ei t he r f or f i nanc i a l gai n or due to carel essness and l ack i n proper hygi eni c condi ti on of processi ng, storing, transportation and marketing. This ultimately results that the consumer is either cheated or often become victim of diseases.Such types of adulteration are quite common in developing countries or backward countries. It is equally important for the consumer to know the common adulterants and t hei r ef f ec t on heal t h. iCBSE. com 8 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD The increasi ng number of food producers and the outstanding amount of import foodstuffs enables the producers to mislead and cheat consumers. To differentiate those who take advantage of legal rules from the ones who commit food adulteration is very difficult. The consciousness of consumers woul d be c r uc i al .I g nor a nc e an d unf ai r ma r ket be havi or may enda nger consumer health and misleading can lead to poisoning. So we need simple screening tests for their detection. iCBSE. com In the past few decades, adulteration of food has become one of the serious problems. Consumption of adulterated food causes serious diseases l i ke cancer, di arr hoea, ast hma, ul cers , etc. Maj ori ty of f ats , oi l s and butter are par af f i n wa x , c as t or oi l a nd hydr oc ar bons . Red c hi l l i po wde r i s mi x e d wi t h br i c k powder a nd pe pper i s mi x ed wi t h dr i e d pa paya s ee ds .Thes e a dul t er ant s c an be eas i l y i de nt i f i ed by s i mpl e c he mi c al t es t s . Several agencies have been set up by the Government of India to remove adulterants from food stuffs. AGMARK – acronym for agricultural marketing†¦. this organization certifies food products for their quality. Its objective is to promote the Grading and Standardization of agricultural and allied commodities. 9 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD To detect the presence of adulterants in fat, oil and butter. REQUIREMENTS iCBSE. com Test-tube, acetic anhydride, conc. H SO , a c e t i c a c i d , c onc . HNO . PROCEDURE 4 Common adulterants present in ghee and oil are paraffin wax, hy dr oc ar bo ns , dyes and ar gemo ne oi l . The s e ar e de t ec t e d as f ol l ows : 3 (i) Adulteration of paraffin wax and hydrocarbon in vegetable ghee Heat small amount of vegetable ghee with acetic anhydride. Droplets of oil floating on the surface of unused acetic anhydride indicates the pr es enc e of wax or hy dr oc ar bons . (ii) Adulteration of dyes in fat Heat 1mL of fat with a mixture of 1mL of conc. sulphuric acid and 4mL of acet i c ac i d.Appear ance of pi nk or r ed col our i ndi cat es pr es enc e of dye i n f at . (iii) Adulteration of argemone oil in edible oils To small amount of oil in a test-tube, add few drops of conc. HNO and shake. Appearance of red colour in the acid layer indicates pr es enc e of ar gemo ne oi l . 3 10 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD To detec t the presence o f adul terants i n suga r REQUIREMENTS Test-tubes, dil. HCl. iCBSE. com PROCEDURE Sugar is usually contaminated with washing soda and other insoluble substances which are detected as follows : (i) Adulteration of various insoluble substances in sugarTake small amount of sugar i n a test-tube and shake it with l ittle wat e r . Pur e s ugar di s s ol ves i n wa t er but i ns ol ubl e i mpur i t i es do not di s s ol ve. (ii) Adulteration of chalk powder, washing soda in sugar To s mall amount of sugar i n a test- tube, add few drops of dil. HCl. Brisk effervescence of CO shows the presence of chal k powder or was hi ng s oda i n t he g i ve n s ampl e of s ugar . 2 11 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD To detec t the presence o f adul terants i n sampl es of chi l l i powder, turmeric powder and pepperREQUIREMENTS Test-tubes, conc. HCl , di l. HNO iCBSE. com , KI s ol ut i on PROCEDURE 3 Common adulterants present in chilli powder, turmeric powder and pepper a r e r e d c ol our ed l ea d s al t s , ye l l o w l ead s al t s a nd dr i e d papa ya s eeds respecti vel y. They are detected as follows : (i) Adulteration of red lead salts in chilli powder To a sample of chi ll i powder, add dil. HNO . Filter the solution and add 2 drops of potassium iodide solution to the filtrate. Yellow ppt. i ndi cates the presence of l ead sal ts i n chi l l i powder. 3 ii) Adulteration of yellow lead salts to turmeric powder To a sample of turmeric po wder add conc. HCl. Appearance of magenta col our shows t he presence of yel l ow oxi des of l ead i n t ur mer i c powder . (iii) Adulteration of brick powder in red chilli powder Add small amount of given red chilli powder in beaker containing wat e r . Br i c k powder s et t l es at t he bot t o m whi l e pur e c hi l l i powder floats over water. (iv) Adulteration of dried papaya seeds in pepper Add small amount of sample of pepper to a beaker containing water and stir with a glass rod.Dried papaya seeds being lighter float over wat e r whi l e pur e pepper s e t t l es at t he bo t t om. 12 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD EXPT. NO. EXPERI MENT PROCEDURE OBSERVATION 1. Adulterati on of paraff i n wax and hydr ocarbon i n veget abl e ghee 2. Adulterati on of dyes i n f at 3. Adulterati on of argemone oil in edible oi l s 4. Adulterati on of var i ous i ns ol ubl e substances in sugar Heat small amount of veget abl e ghee wi t h ac et i c anhydride. Dro plets of oil f l oat i ng on t he s ur f ac e of unused acet i c anhydri de i ndi cat e t he pr es ence of wax CBSE. com H 2 or hydr ocar bon. Heat 1mL of fat with a mixture of 1mL of conc. SO 4 and 4mL of acetic acid. To smal l amount of oi l i n a test tube, add few drops of conc. HNO 3 & shake. Take smal l amount of sugar i n a t es t t ube a nd s hake i t with little water. di s s ol ve. 5. Adulterati on of chal k powder , washi ng soda i n s ugar 6. Adeulterati on of yel l ow l ea d s al t s t o turmeric powder 7. Adulterati on of red l ead s a l t s i n c hi l l i powder 8. Adulterati on of brick powder i n chi l l i powder 9. Adulterati on of dried papaya seeds i n pepper To smal l amount of sugar i n a est tube, add a few drops of di l . HCl . To sampl e of t urmeri c powder , add conc. HCl . To a sampl e of chi l l i powder, add dil. HNO . Filter the solution and add 2 drops of KI solution to the filtrate. 3 Add smal l amount of gi ven red chilli powder in a beaker containi ng water. Add smal l amount of sample of pepper t o beaker containing water and stir with a glass rod. Appearance of oil f l oat i ng on t he surface. Appearance of pink colour. No red colour obs er ved Pure sugar di s s ol ves i n wa t er but i ns ol ubl e i mpuri ti es do not No brisk effervescence obs er ved. Appearance of agenta colour No yellow ppt. Br i ck powder set t l es at the bottom while pure chi l l i powder f l oat s over wat er . Dried papaya seeds bei ng l i ghter fl oat over wat er whi l e pure pepper settl es at the bottom. 13 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD Selection of wholesome and non-adulterated food is essential for daily l i f e to make sure t hat s uch f oods do not cause any heal t h hazar d. I t i s not pos s i bl e t o e ns ur e whol es ome f ood onl y o n v i s ual ex ami na t i o n whe n t he t ox i c contaminants are present in ppm level.However, visual examination of the food before purchase makes sure to ensure absence of insects, visual fungus, foreign matters, etc. Therefore, due care taken by the consumer at the time of pur c has e of f ood af t er t hor oughl y e x ami ni ng c a n be of gr ea t he l p. S ec ondl y, l abel decl arati on on packed f ood i s ver y i mportant f or knowi ng t he i ngredi ents and nutritional value. It also helps in checking the freshness of the food and t he per i od of bes t bef or e us e.The cons umer s houl d avoi d t aki ng f ood f r om an unhy gi e ni c pl ac e and f ood bei ng pr epa r ed under unhyg i eni c c ondi t i ons . S uc h t ypes of f ood may caus e var i ous di s eas es . Cons umpt i on of cut f r ui t s bei ng s ol d i n unhygi eni c condi ti ons shoul d be avoi ded. I t i s al ways bet ter to buy cert i f i ed food from reputed shop. iCBSE. com 14 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD iCBSE. com ENCARTA ENCYCLOPEDIA 2009 www. wikipedia. com www. answers. com www. google. com 15 | P a g e

Pearl Harbor Battle Analysis Essay Essays

Pearl Harbor Battle Analysis Essay Essays Pearl Harbor Battle Analysis Essay Essay Pearl Harbor Battle Analysis Essay Essay Essay Topic: The Pearl On a pleasant and beautiful Sunday. December 7. 1984. Japan implemented a surprise onslaught on the US Naval Base in Pearl Harbor on the island of Oahu. Hawaii which gave United States a door to come in into World War II. Even though Japan did non follow through with the onslaught doing the 3rd moving ridge of bombers to interrupt contact from dropping bombs to complete off the remainder of the fleet moorage in Pearl Harbor. it was a good prepared. and carefully orchestrated onslaught on the Americans because the Nipponese followed about all the nine Principles of War. However there was one rule that the Japanese did non executed doing them to give up subsequently on in World War II. There are nine Principles of War. that is ; integrity of bid. mass. nonsubjective. violative. surprise. economic system of force. manoeuvre. and security. The onslaught include mass–concentrating the combat power at the decisive topographic point and clip. The aim was clear and directed every military operation towards a clearly defined. decisive come-at-able aim. The onslaught was clearly violative where it prehend. retained. and exploited the enterprises. Surprise was the decidedly the most of import rule used striking Pearl Harbor on a given clip when it was unprepared. Economy of force was allocated to the moving ridge of onslaughts where indispensable combat power was given as a secondary attempt. The manoeuvres were clearly executed where Japan placed United States in a place of disadvantage through the flexibleness application of combat power. There was integrity of bid in which the Japanese ensured each aim had a responsible commanding officer. Integrity of bid was seeable within the Nipponese fleet. The commanding officer for the December 7th 1941 onslaught on Pearl Harbor was Admiral Isoroku Yamamoto ( People–Japan. ) . Yamamoto was responsible for the combined Nipponese fleet where he devised the scheme for the onslaught. and because of his careful. organized. and educated planing. Pearl Harbor was about to the full destroyed. Under Yamamoto is Vice Admiral Chuichi Nagumoto who was in bid of the First Air Fleet. Nagamuto relied to a great extent on the experience of his subsidiaries Comander Minoru Genda. and Rear Admiral Ryunosuke Kusaka. â€Å"No one can truly understand what happened at Pearl Harbor without at least a cernuous acquantance with these work forces. for the plan’s origin. readying. executing. and stupefying success were shaped by the personalities and experience of these men† ( Goldstein. 1991 ) . By component of mass with in the nine Principles of War. the Nipponese onslaught forces was good equipped for the onslaught on Pearl Harbor on December 7th. 1941. Japan understands that their state can non get the better of United Staes in a â€Å"conventional war. lacking as it did sufficient adult male power and natural stuffs ( notably oil ) for such a sustained attempt nevertheless Japan was able to set together combined fleet big plenty to travel toe to toe with the United States Navy in Hawaii† ( Long. 2007 ) . Nipponese air onslaught forces consisted of six bearers named Akagi. Kaga. Soryu. Hiryu. Shokaku. and Zuikaku. Support forces consisted of two battlewagon and two heavy patrol cars known as Tone and Chikuma. Screening forces consisted of one visible radiation patrol car and nine destroyers named Akuma. Patrol forces had three pigboats. In add-on. the supply forces ha eight oilers. Together these combined fleet was named the Kido Butai. or undertaking force which w as the largest figure of aircraft bearers of all time to run together ( Carlisle. 114 ) . Admiral Yamamoto and the Kido Fleet’s aim was to destruct the naval ships in Pearl Harbor and strike hard out the U. S. Pacific Fleet. In retrospect. this onslaught is besides an violative onslaught as a important Nipponese contending force so that the Americans could non oppose on Japan’s conquering of South East Asia and the Pacific Islands. Another ground for the onslaught is because President Roosevelt had banned all exports of bit Fe. steel and oil to Japan. The ground for the trade stoppage was the Nipponese invasion of China. Japan had lost more than 90 % of its oil supply ( Carlisle. 2006 ) . The economic isolation crippled their economic system and military. In add-on. Japan were keen on spread outing their imperium and had to do a determination between give uping or traveling to war with the United States. Last. United States had non yet entered the Second World War. because they were still staggering from depression due to the First World War. United States did. nevertheless. still possess the strongest naval fleets. In that position. the Japanese were about every bit strong as the American navy. As clip passed. America favored more and more towards fall ining the war. The Japanese anticipated a matured naval war with America and hence. decided to move first by bombing Pearl Harbor which was a cardinal terrain characteristic in the Pacific due to it’s monolithic and deep seaport for naval ships. The component of economic system of force was besides present during the onslaught on Pearl Harbor. This allowed Japans zero bomber to apportion minimal indispensable combat power towards the onslaught. With the economic system of force. the component of manoeuvre besides played abig function towards the foray. There were two aerial onslaught moving ridges. numbering 353 aircraft that was launched from the six Nipponese aircraft bearers. In actuality. Admiral Yamamoto’s plans consisted of three moving ridges of onslaught. The first moving ridge of attacked was launched at 0740 with 163 aircrafts that was coming from the North Shore. Their aim was to destruct landing fields at Wheeler. Ewa. Hickam. and Pearl Harbor. The 2nd moving ridge was launched an hr subsequently to the Windward side of the island with 167 aircraft bombers. Their mission was besides to destruct landing fields in Kaneohe and Bellows. Hickam. and Pearl Harbor. Admiral Yamamoto called off the 3rd moving ridge because he believed the 2nd work stoppage had basically satisfied the chief aim of his mission which was to stultify United States Pacific Fleet. In add-on Admiral Yamamoto did non wish to put on the line farther losingss. With Admiral Yamamoto’s careful planning of the Pearl Harbor onslaught. Japan was successful on finishing their aim in the Pacific by destructing the Naval fleet. However. they failed to follow through with the component of security. Security states that Japan should hold neer permitted United States from geting an unexpected advantage. With Admiral Yamamoto naming off the 3rd moving ridge. this allowed United States to acquire back up on its pess. Japan may hold won the conflict on Pearl Harbor. nevertheless that determination â€Å"woke up the kiping giant† doing Japan to give up the war to the Americans. The biggest impact on the Nipponese onslaught was the component of surprise which was Japans cardinal maneuver on Pearl Harbor and other military bases on Oahu that struck Americans as a â€Å"dastardly attack† - â€Å"stab in the dorsum. † On December 7th. 1941. everyone went about their day-to-day modus operandi. Naval and military bids in Hawaii did non surmise that this twenty-four hours would be the twenty-four hours they would acquire a immense surprise by acquiring attacked. Washington and Honolulu were cognizant of the Nipponese menaces to assail countries in Southeast Asia but they didn’t think a surprise onslaught at Pearl Harbor was in the programs. The bids in Washington and Honolulu had no thought because based on their intelligence they received largely from U. S wireless intelligence and diplomatic codification breakage. the intelligence received told them that the Japanese were traveling south and they weren’t traveling to be in â€Å"dan ger† . Washington received intelligence from the office of naval intelligence a few hours before the onslaught indicating that the all of Japan’s fleet bearers were in their place Waterss. This was one manner how the Nipponese wholly fooled and the U. S. intelligence and surprised them with a detrimental onslaught on Pearl Harbor and other military installings. Sunday forenoons are usually a clip of leisure for military forces. and during this clip. particularly in the forenoon. some are still asleep. or at church with their households. With the Nipponese knowing this. this was the best clip to establish their surprise onslaught because they knew people would non be able to react to the onslaughts quick plenty to contend back and it would be the perfect chance to destruct all of their fleets and aircrafts Japan’s careful and good orchestrated onslaught on Pearl Harbor on December 7th. 1941. destroyed about all the American Naval fleet in the Pacific. This allowed Japan to go on its imperialism towards Southeast Asian without United States intervention. Even when Japan failed to follow through with the component of security towards United States. they still followed about all the nine Principles of War in order for them to hold a successful foray. The 3rd moving ridge of onslaught could hold the destroyed the fuel storage. care. and dry dock installations that would hold crippled the U. S. Pacific Fleet far more earnestly than the loss of its battlewagons. If they had been wiped out. United States could non hold been able to resile back. fall in the war. and finally forced Japan to give up. Work Cited Carlisle. Rodney P. December 7. 1941: One Day in History: The Days That Changed the World. New York: Collins. 2006. Print. Long. Tony. July 27. 2007. â€Å"Dec. 7. 1941: Attack at Pearl Harbor a Bold. Desperate Gamble. † Wired. com. Conde Nast Digital. n. d. Web. 23 Jan. 2013. hypertext transfer protocol: //www. wired. com/science/discoveries/news/2007/12/dayintech_1207 Goldstein. Donald M. The Way It Was Pearl Harbor. The Original Photographs. Washington: Brassey’s. 1991. Print. â€Å"Global Research. † Pearl Harbor: A Successful War Lie. N. p. . n. d. Web. 23 Jan. 2013. hypertext transfer protocol: //www. globalresearch. ca/pearl-harbor-a-successful-war-lie/22305 â€Å"How Did Japan View the Pearl Harbor Attacks? † ThinkQuest. Oracle Foundation. n. d. Web. 23 Jan. 2013. hypertext transfer protocol: //library. thinkquest. org/CR0214300/nzjapaneseview1. hypertext markup language Hoyt. Edwin Palmer. Pearl Harbor Attack. New York: Sterling Pub. . 2008. Print. Kam. Ephraim. Surprise Attack: The Victim’s Perspective. Cambridge. Ma: Harvard UP. 1988. Print. â€Å"People-Japan–Admiral Isoroku Yamamoto. IJN. ( 1884-1943 ) . † People-Japan–Admiral Isoroku Yamamoto. IJN. ( 1884-1943 ) . N. p. . n. d. Web. 23 Jan. 2013. hypertext transfer protocol: //www. history. navy. mil/photos/prs-for/japan/japrs-xz/i-yamto. htm â€Å"The Attack by the First Nipponese Wave. † The Attack by the First Nipponese Wave. N. p. . n. d. Web. 23 Jan. 2013. hypertext transfer protocol: //www. pacificwar. org. au/pearlharbor/FirstWaveAttack. hypertext markup language Tures A. Tures. LaGrange. â€Å"William ‘Billy’ Mitchell. the Man Who Predicted the Pearl Harbor Day Disaster. † Yokel! News. Yokel! . 06 Dec. 2011. Web. 23 Jan. 2013. Wisniewski. Richard A. Pearl Harbor and the USS Arizona Memorial: A Pictorial History. Honololu. Hawaii ( P. O. Box 8924. Honolulu 96830 ) : Pacific Basin Enterprises. 1986. Print.

New SAT Format What It Means for You

New SAT Format What It Means for You SAT / ACT Prep Online Guides and Tips The SAT has had a complete makeover. Just a quick glance will show you that it barely resembles its previous self. Manystudents, luckily, will find its transformation quite attractive. This guide will help you catch up on the changes with a comprehensive overview of the new SAT format. Read on to learn about the test’s new designand scoring, followed by some tips on what these changes mean for test-takers. To begin, let’s go over the overall structure of the SAT. What’s the Structure of the New SAT? On a broad strokes level, the new SAT looks very different from its predecessor. The old SAT had tensections of various lengths. They were 10, 20, or 25 minutes in length, and, for the most part, the order of subjects was completely random. Among these ten sections was an unidentified experimental section, which, though unscored, could still mess with test-takers’ minds with its strange question types. For most test-takers, the changes to the SAT are probably very welcome. For one thing, the new SAT format 2016 is much more predictable. Now you can know exactly what order the subjects come in, as well as the amount of time and number of questions you’ll get. Furthermore, you won’t have to deal with ten sections, but instead will get just four, or five if you choose to take the now optional essay.That pesky experimental section, by the way, has been eliminated. This chart shows the structure of the new SAT. Since we now know section length and number of questions, we can also estimate approximately how much timeyou get per question. Order Section Time in Minutes # of Questions Time per question 1 Reading 65 52 75 seconds 2 Writing and Language 35 44 48 seconds 3 Math No Calculator 25 20 75 seconds 4 Math Calculator 55 38 77 seconds 5 Essay (optional) 50 1 Total: 3 hours, 50 minutes (3 hours without essay) 154 (+1 essay prompt) As you can see, the new SAT presents each topic in one big chunk of time, rather than dividing them into several shorter sections. The only exception is Math, which is divided for the first time into a â€Å"calculator permitted† and a â€Å"calculator prohibited† section. The Essay section now comes at the end of the SAT, and the decision to take it is left up to the student. When you take the SAT, you’ll get a 5-minute break after about every hour of testing. That means you’ll get a break after the Reading section and a second one after the Math No Calculator. If you’re taking the Essay section, you’ll also get a break before starting. In addition to giving the test in its entiretya more predictable structure, College Board has also become more transparent about what you’ll encounter on each individual section of the SAT. Let’s take a closer look at each section, starting with the one that always comes first: Reading. "Don't like the weather in New England? Just wait five minutes!" Unlike the fickle weather that inspired this cheesy dad joke, the new SAT format is very predictable. Reading Section Structure SAT Reading is the longest section of the new SAT, clocking in at 65 minutes. All Reading questions are passage-based. You’ll answer 10 to 12 questions on each of five passages, for a total of 52 questions. As you saw in the chart above, that leaves you with about 1 minute and 15 seconds per question. All of the questions are multiple choice and feature four answer choices: A, B, C, and D. The source and subject matter of each passage is predetermined, a useful piece of information for your test prep. You’ll get one passage from US or world literature, two dealing with history and social studies, and two related to science. One or more of these passages will be accompanied by a graphic, such as a table or graph. In fact, you'll encounter tables and graphs in all four sections of the SAT. Writing and Language Section Structure The SAT Writing and Language section is about half as long as Reading at 35 minutes. It’s technically called Writing and Language, but you’ll probably hear it shortened to Writing. All of its questions are also passage-based. You’ll get 11 questions for each of four passages, for a total of 44 questions on the Writing section. That leaves you with about 47 to 48 seconds to answer each question. All of the Writing questions are multiple choice with four answer choices, A, B, C, and D. Since some of the questions ask you about changing a word or sentence, many will feature an answer choice (typically choice A) that reads, â€Å"No change.† Going along with the SAT’s greater predictability, the subject matter of the Writing passages is predetermined. The passages deal with Careers, Social Studies, Humanities, and Science. Unlike the Reading section, you won’t encounter any prose or selections from literature; all of the Writing passages will be argument-based, explanatory, or nonfiction narrative. As mentioned above, you'llfind data interpretation questions on graphs and tables throughout the SAT, and the Writing section is no exception. One or more of the passages will accompany a graphic, and you might be asked whether the passage and graphicare in sync with each other. The designers of the new SAT went a little graph crazy; you'll find graphics in every section of the test. Math No Calculator Section Structure A Math section during which you’re not allowed to use a calculator is completely new on the SAT. This 25-minute section asks you 20 questions, and you’re not allowed to use a calculator on any of them. 15 of these questions are multiple choice, and the remaining five are â€Å"grid-ins,† officially known as student-produced responses. Time #of Multiple Choice #of Grid-ins 25 minutes 15 (#1-15) 5 (#16-20) The Math No Calculator section asks questions that fall into three skills areas, Heart of Algebra, Passport to Advanced Math, and Additional Topics. The main focus, as you can see in the chart below, falls on Heart of Algebra and Passport to Advanced Math. Content Categories #of Questions Percent of Test Heart of Algebra 8 40% Passport to Advanced Math 9 45% Additional Topics 3 15% Source: College Board You won’t find any Problem Solving and Data Analysis questions here. These question types are featured much more heavily on the Math with Calculator section. Math With Calculator Section Structure You can use a calculator throughout this 55-minute section, though you don’t necessarily need to. College Board says it wants to test your calculator fluency, or your ability to determine when a calculator’s a useful tool and when it would just slow you down. The Math with Calculator is the longer of the two math sections and asks 38 questions. This leaves you with about 1 minute and 17 seconds per question. The Math with Calculator section asks 30 multiple choice questions and eightgrid-ins. One of the grid-ins will be an Extended Thinking question, which features a word problem or graphic and asks two or more questions about it. Outside of this Extended Thinking question, the math questions won’t relate to one another. Aswith the Math No Calculator section, the grid-ins will come at the end: Time #of Multiple Choice #of Grid-ins 55 minutes 30 (#1-30) 8 (#31-38) The Math with Calculator section tests from the same skill areas as the Math No Calculator - Heart of Algebra, Passport to Advanced Math, and Additional topics - but it alsotests Problem Solving and Data Analysis. In fact, almost half of the Math with Calculator questions fall into this skill area, as you can see in the chart below . Content Categories # of Questions Percent of Test Heart of Algebra 11 29% Passport to Advanced Math 7 18% Problem Solving and Data Analysis 17 45% Additional Topics 3 8% Source: College Board This section may be your last on the SAT, meaning you’ll pass in your materials and leave the testing center. If you elect to take the essay, then you’ll get a 5-minute break and then move onto the Essay section. Essay Section Structure The 50-minute Essay section tasks you with writing an essay based on a 650 to 750-word passage. You’ll be prompted to write a thesis-driven essay in which you analyze the passage’s argument. This assignment is entirely different from the one on the old SAT, where you were asked to present an opinion and support it with examples from pretty much anywhere, like your personal experience or favorite books. On the new SAT Essay section, your prompt will typically give you a succinct summary of the passage’s central argument. Then you’ll be asked to analyze how the author builds his/her argument. Here’s one example of an essay prompt from College Board: Write an essay in which you explain how Paul Bogard builds an argument to persuade his audience that natural darkness should be preserved. In your essay, analyze how Bogard uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Bogard’s claims, but rather explain how Bogard builds an argument to persuade his audience.* *Emphasis mine. As you see in this example, you’ll be reminded that your essay should not discuss whether or not you agree with the author’s claims. Instead, you should present an objective breakdown of the techniques the author uses to persuade his/her readers. If you’ve made it this far, you now have an understanding of the SAT’s structure, both on the big picture level and in each individual section. There’s another important feature to learn to understand the new SAT format - how the SAT is scored. Everyone can sing along to the beautiful melody of "rights-only" scoring. How Is the New SAT Scored? The new SAT is scored on a scale from 400 to 1600. You’ll get two section scores, one for Math and one for Evidence-Based Reading and Writing (EBRW), which is essentially your Reading and Writing sections combined. The scale for both Math and EBRW ranges from 200 to 800. If you choose to take the essay, your essay score won’t factor into your total scores. Your essay will be scored by two readers. You’ll get three scores between 2 and 8 for three areas: Reading, Analysis, and Writing. A perfect essay score would be an 8|8|8. In addition to your section and total scores, you’ll also get test scores that show how you performed on each of the four sections individually. Plus, cross-test scores and subscores will break down certain skills, showing how you did on questions that test your Analysis in Science, Command of Evidence, and Words in Context skills, to give a few examples. These subscores can serve as valuable feedback for your test prep, but the most important scores for college are your section scores and how they combine to form a total score out of 1600. One last note about SAT scoring - the process now uses â€Å"rights-only† scoring. In other words, you won’t get any point deductions for wrong answers. You’ll just get one point for every correct answer, and no points for wrong or blank answers. Now that you’re familiar with the format of the new SAT, let’s consider what the main structural updatesmean for students. How can you evolve to meet the challenges of a new SAT world? How to Adapt to the New SAT Format: 4 Tips Simply familiarizing yourself with the new format is one important step in your SAT preparation. If you know the test inside and out, then you’ll know exactly what to expect on test day and eliminate any unwelcome surprises. Let’s look at the new features on theSAT this year and how you can best prepare for them. #1: Learn to Manage Your Time Over Four Long Sections Four sections is a big decrease from ten, which is what students got on the old SAT. In previous years, students had to shift their thinking quickly from one subject to another and back again. Now, students taking the new SAT are tasked with maintaining focus on one subject for a longer period of time. On the Reading section, for example, you’ll be reading and delving into five passages in a row. On Math, you’ll be answering questions for almost an hour, even more if you consider the "no calculator" section together with the "calculator permitted" section. Working quickly and efficiently under narrow time constraints is still an essential skill, but now you also have to endure focus for longer periods of time. You’ll also need to sharpen your time management skills, figuring out how to divide your time so you don’t, for example, spend an hour on one or two Reading passages and run out of time on the remaining ones. Finally, you should work on mental strategies for recovering from a particularly challenging question or passage. You don’t want to let one hurdle trip you up for the rest of the section. Instead, you’ll have to know when to move on because your time will be better spent on otherquestions. #2: Determine Whether You Need the Essay Since the new essay is optional, you have some more research to do before you register for the SAT besides your optimal test date. You should figure out whether or not you need to take the essay section for your prospective colleges. If you are taking the essay, then you’ll have to prepare for this section separately from the other sections. First, you should familiarize yourself with the rubric that graders will use to give you their three scores for reading, analysis, and writing. Then you should focus on honing your ability to analyze an argument and write an organized, well-supported essay under time constraints. This section calls on your writing skills, but it also tests your reading comprehension and analysis. With the elimination of the experimental section, you're no longer a College Board guinea pig. #3: Forget About the Experimental Section The new SAT no longer features an extra unscored section to test out new material. Since this section was never identified, its absence shouldn’t affect your test-taking experience very much. Fortunately, you won’t have to deal with unusual format or question types you haven’t prepared for, nor will you have to add an extra section to your practice tests to account for extra time. Instead, you can feel confident that your official SAT practice tests will resemble the SAT you’ll get on test day. The structure is much more predictable, so you should go into test day knowing exactly what to expect. #4: Use the New Scoring System to Your Advantage There are a few ways that you can make the most of the new SAT scoring system. For one, the rights-only scoring means that you shouldn’t leave any questions blank. Since there are no more point deductions, you should make your best guess on every question. Even if you’re not sure, you have a shot at getting it right (an even greater shot now that the multiple choice questions feature four answer choices instead of five!). Since math now counts as half of your total score (in the past, it counted toward one-third), you may shape your test prep to reflect this altered emphasis. You may divide your time so that you focus just as much on math as you do on the verbal sections, especially if you’re weaker in math. Of course, the way you divide your time also depends on your individual strengths and weaknesses as a student. Finally, you can use all the cross-test and subscores to inform your test prep. You should take the time to calculate these various scores for your official practice tests. Then you can look for patterns in the questions you tend to answer right and the ones you tend to get wrong. For instance, your subscores might reveal that you’re strong on Words in Context questions but need to work on Command of Evidence. You can use these score typesas feedback to adjust your test prep and target your weak spots. Reading this guide is a great initial step in studying for the SAT, as it helps you get familiar with big picture format, like timing and number of questions. Below are some moreresources for learning about thecontent ofeach section, along with some strategies for studying for the new SAT. Now that you know about the format of the new SAT, you can move on to learning about content and question types. How Can You Prep for the New SAT? Now that you understand the structure of the test, you may have some other questions that have come to mind. What exactly is Heart of Algebra, for instance. How do questions test your Command of Evidence? How do the passage-based Writing questions differ from the passage-based Reading questions? We have lots of guides covering the content of the new SAT, as well as articles that offer strategies for time management and approaching each question type. Here are a few essential ones that may be useful as your next step in learning about the SAT. New SAT Math: What's Changing? New SAT Reading Section: Changes and Strategies New SAT Writing: What You Need to Know How to Study for the New SAT in 2016 How Long Should You Study for the SAT? A 6 Step Guide Once you know exactly what to expect on test day, you can delve even deeper into content and strategies and design your best study plan to conquer the SAT. What’s Next? If you’re familiar with the ACT, you might have noticed that the SAT and ACT now look extremely similar. This guide shows just how alike the two tests are with a full comparison of the new SAT and the ACT. In addition toits format changes, another major change to the SAT is its elimination of obscure vocab words. Check out this guide to learn about how important vocabulary is on the new SAT and how to study vocab in the right way to prepare. In its efforts to becomemore transparent about the SAT, College Board partnered with Khan Academy to offer free study resources tostudents. Check out this guide to learn about Khan Academy’s SAT prep program, as well as some of its limitations. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: