Escape from Sobibor essays

Escape from Sobibor essays In the movie, Escape from Sobibor, takes place in Germany during World War 2. The movie shows how horrible life for the Jews was in Sobibor, a death camp during the war. Although the prisoners in the camps went through so much devastation, they still managed to entertain themselves and make the best f their situation. They struggled to survive and in the end, they were able to liberate themselves and escape. In the beginning of the movie, hundreds of Jews would arrive to the camp by train. Though Sobibor was a death camp, newcomers were told it was strictly a labor camp. The men and women were divided in two groups. Women and children on one side and men fifteen and older on the other. The SS officers then asked for all the seamstresses and shoemakers to step out of line. The rest of the people were told they would be taken to have a hot shower and get their clothes sterilized. However, they were taken to a gas chamber where they were naked and gassed to death. Hundreds of men, women, and children were left dead. Those who made shoes and were professional seamstresses were taken into the camp and made clothes and shoes for the officers. The workers faced hunger and feared for their lives. Some Jews came up with a plan to escape from Sobibor. They began secretly making knives and other weapons. When the day came to carry out their plan, they successfully killed several SS officers. They stole guns and ammunition from them and cut off the telephone lines. That afternoon the prisoners ran out of the front gate. Others cut down the wired fences and broke through the gates. Everyone fled to the woods to reach safety. Some, however, did not make it and were shot by machineguns while trying to escape. Sixhundred prisoners attempted to escape that day and over 300 fled to safety and were saved. The main theme of the movie was survival, every man for himself. The prisoners faced hunger and disease ...

3 Cases of Distracting Usage

3 Cases of Distracting Usage 3 Cases of Distracting Usage 3 Cases of Distracting Usage By Mark Nichol Word choice is problematic when the sense of a selected word, when read in association with another word, creates a diversion for the reader that distracts from the content. Here are three sentences with distracting words, along with solutions for revising them to avoid the distraction. 1. â€Å"He turned heads in scientific circles when he proposed that climate change is the driving force in human revolution.† The association of the past tense of the idiom â€Å"turn heads,† which means â€Å"draw sudden attention,† with the phrase â€Å"scientific circles,† a figure of speech in which the plural form of circle refers to a broad community of people with a common interest, unfortunately suggests that the subject caused the heads of his colleagues to rotate in a scientific manner. Revise one expression or the other: â€Å"He turned heads in the scientific community when he proposed that climate change is the driving force in human revolution† or â€Å"He attracted attention in scientific circles when he proposed that climate change is the driving force in human revolution.† 2. â€Å"The redrawn logo has drawn criticism.† The proximity of the adjective redrawn, which refers to the act of drawing an illustration over again, and the use of drawn as a verb to mean â€Å"attracted† creates an unintentionally humorous collision of ideas. Again, reword the adjective or the verb: â€Å"The revised logo has drawn criticism† or â€Å"The redrawn logo has attracted criticism.† 3. â€Å"An Ohio city will settle a lawsuit over 911 calls.† Because over is often used in place of â€Å"more than† to mean â€Å"an excess of,† the reader may momentarily assume that the number 911 is an amount rather than a sequence of digits that constitute a phone number. Replace over with another word (â€Å"An Ohio city will settle a lawsuit regarding 911 calls†) or, better, provide unambiguous details: â€Å"An Ohio city will settle a lawsuit regarding emergency 911 calls† or â€Å"An Ohio city will settle a lawsuit regarding calls made to 911.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:What Is Irony? (With Examples)How Long Should a Paragraph Be?I wish I were...

Student's Post Week 1 Research Paper Example | Topics and Well Written Essays - 500 words

Student's Post Week 1 - Research Paper Example Your post does not however seem to identify or compare characteristics of the practices and environments (Dlabay, Scott and Scott, 2010). I therefore think that you did not identify the exact objective of the discussion. I like your post’s concept about the United States’ reliance on foreign human resource. You also identify the concept of wage difference that encourages people to emigrate from their native countries into the United States for better wages. Based on your concepts, I identify two business environments that distinguish the United States from the international set up. The health care business environment in the United States lacks sufficient human resource for service delivery while its remuneration rates are relatively higher than rates in some segments of the international set up and this offers the nation a comparative advantage towards attracting human resource. Your experience therefore identifies sufficient knowledge of business operations and environment in both the United States and the international set up (Marber, 2007; Dlabay, Scott and Scott, 2010). Your proposed strategy to reconciling the different and contradictory views on globalization is valid, though it does not seem to be comprehensive. Researching on the views will only develop another knowledge base without significant impacts on the existing positions. This identifies the need for further initiatives and efforts for merging the views because of their respective opposition to each other. Reconciliation would also require a credible and analytical approach to merging the different opinions. I therefore believe that key parties to the different positions should be involved in the knowledge development and their hard lines determined before exploring long term and wide scoped impacts of globalization. The approach is likely to develop a central position but you only responded to one section of the discussion question

Reasons behind Nursing as Career Choice Literature review

Reasons behind Nursing as Career Choice - Literature review Example From this research it is clear that nurses often compose the biggest group of healthcare professionals all over the world. In the United Kingdom (UK), there are around 27 physicians for every 10,000 people, while there are 103 nurses and midwives for the same ratio. Nurses are also considered as versatile caregivers and the backbone of the national healthcare system. Recruiting general nurses, especially in the United States and Europe, however, has undergone considerable decline over the years. Lai, Peng, and Chang and Preston noted that nursing recruitment and attrition are worldwide concerns, even for first world countries. They are concerned of the reasons that compel nurses to leave the nursing profession, such as lack of support from other healthcare staff and poor avenues for professional development. These nurses would have stayed in the profession if they received more support from mentors or coaches, as well as opportunities for professional development. A decreasing number of entrants to the profession of nursing have also been a core issue for many countries. The increased rates of nursing student attrition have brought about multiple quality and quantity healthcare delivery issues. In 2002, Jennings reported attrition rates in pre-registration nurse education that ranged from 27 per cent to 40 per cent for the entire United Kingdom alone. Price reviewed the qualitative literature on nursing as a career choice and one of the reasons that students do not pursue nursing or stop pursuing nursing is because of the â€Å"paradox of caring†... These external and internal concerns are only some of the reasons that the nursing profession has experienced loss of nurses and decrease in nursing students. Chapter One will explore recruitment, selection, and retention issues. It will provide the overview on the positive and negative images of nursing to target students. It will show that there is a research gap on studying the motivations of both nurses and potential nursing students in pursuing nursing as a long-term career option. It will also discuss the research goals of the researcher. 1:2 The Demand is Not Equal to the Supply Numerous nursing recruitment (Wells and McElwee, 2000), orientation (Price, 2009), retention (While and Blackman, 1998), socialisation (Price, 2009) and attrition issues (Rognstad, Aasland, and Granum, 2004) have affected the supply of nurses all over the world. Demand for nurses and other healthcare professionals and workers, however, continue to rise, as life expectancy improves and people experienci ng acute and chronic health conditions increase (van den Heuvel et al., 2009). One of the main causes of the discrepancy between nursing demand and supply is the human resource management (HRM) practices and strategies of healthcare institutions (Locke, Alavi, and Wagner, 1997). According to reports, there have been challenges in nurse recruitment and the filling up of nursing positions at hospitals. For instance, in 2000, there was a shortage of an estimate of 110,700 registered nurses as reported by the Ministry of Health in the US (Sochalski, 2002). In addition, Buerhaus, Staiger, and Auerbach (2008) reported that the shortfall of registered nurses in the country is likely to

E-Business and E-Commerce Web Apps Essay Example for Free

E-Business and E-Commerce Web Apps Essay Identify E-Business and E-Commerce Web Apps for Planned Transformation Up-North Fishing Outfitters (UNFO) is the premier source for those fishing in northern Michigan. They provide equipment, watercraft, safety gear, and other products for local and tourist anglers. UNFO wants to pursue an e-business model to realize additional revenue streams, reduce costs, and improve customer service. With the full support of senior management, the IT department has been tasked to identify e-business and e-commerce web applications to support the proposed transformation. Having a presence on the web will open UNFO up to a wider array of customers. There are a number of free e-commerce software packages out there, but using them would require some technicians in the IT department to know how to customize, deploy and secure them. Some of the free packages are Apache OFBiz (Java), Magento (PHP), Spree Commerce (Ruby), and OpenCart (PHP). The free packages are the most cost efficient way for an e-commerce solution. Most companies advertise that they are low cost for the obvious reasons. Integrated Systems Management Inc. (ISM) boasts a low cost solution that has been â€Å"helping companies in diverse industries to use the Internet to streamline business processes, reduce costs, increase customer loyalty and satisfaction, improve their bottom line, and expand their Web presence.†* ISM will design, build, deploy, enhance, maintain, and even host and manage (if desired) your Web-based applications. Some security concerns would include cross-site scripting, exposure of PII and financial information. If a free option is chosen and management and maintenance are kept in-house, then technicians should be properly trained on how to best protect the web site and how to recognize fraudulent transactions. If control of the site will be outsourced, then the organization selected should be reputable, and UNFO and the selected organization should work together to ensure security of the information while it is in transit. Another concern would be storage of the information once it is collected. UNFO must ensure that they remain compliant with the regulations and laws that govern privacy and financial transactions. Failing compliancy could be costly in both money and reputation. Storage and backups should be a part of UNFO’s disaster recovery plan.

Health Policy and Chronic Pain Management Essay -- palliative care, ch

Introduction   Pain is not always curable but effects the life of millions of people. This essay examines the Essence of Care 2010: Benchmarks for the Prevention and Management of Pain (DH, 2010). Particularly reflecting on a practical working knowledge of its implementation and its relevance to nursing practice. It is part of the wider ranging Essence of Care policy, that includes all the latest benchmarks developed since it was first launched in 2001. It was produced specifically to improve localized quality in the delivery of healthcare. The document was chosen because I have a particular interest in palliative care and those suffering from chronic pain. Pain effects the quality of life effecting large numbers of the population, especially those near the end of life. This essay will look at defining what social policy is and give a brief overview of the selected policy. Examining the need for the policy, statistical evidence supporting this. Then the pressure groups lobbying and who may have been influential in policy development. The goals and objectives set out in the policy and subsequently analysing one aspect of the policy in particular are included. How patient care and nurses delivery of said care is improved by this policy. Practically considering the difficulties involved in implementing the policy in nursing practice. Along with methods of delivery and evaluation. Body So what is social policy? David Gill is often regarded as one of the most authoritive authors on the subject (1973 cited by Lavalette and Pratt 1997). For Gill it was â€Å"the analysis of access to life-enhancing and life-sustaining resources† In his book 'Social Policy' (Titmuss, 1974) Timuss suggested that 'policy' is action-orientated and proble... ...n.org.uk/__data/assets/pdf_file/0004/269185/003542.pdf [last accessed 6/5/2013] Titmuss, R. (1974) Social Policy. London: Unwin Hymen publishers. Toofany, S. (2005) Nurses and health policy. Nursing Management :(12)3 :pp. 26-30 Winfield, H., Katsikitis, M., Hart, L. and Rounsefell, B. (1989). Postoperative pain experiences: Relevant patient and staff attitudes. [online] 34(5): pp.543-552. Available at: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T8V-45WYV7R-7G&_user=10&_coverDate=12%2F31%2F1990&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=35e6b5e8c8f803b487b35d4ae3b06cef&searchtype=a[ [accessed 8/5/2013] World Health Organization (WHO)(2011). WHO's Pain Ladder.[online] Available at: http://www.who.int/cancer/palliative/painladder/en/. [Accessed 7/5/2013].

Micro-Environment Essay

1.0Background Information With the advent of gene technology, it is important to understand not only the phenotype of the organism but also the genotype. Previously, you should have learnt the analysis of genetic traits and the various ways where they can be transmitted from parents to children (by phenotype analysis). Each chromosome is divided into different sections called genes. Genes are the basis of inheritance where traits like hair colour and blood type are controlled by the production of proteins by these genes. Genes contain coded instructions that the body uses to assemble hundreds of different types of proteins that make an individual unique! These amazing trait controllers (genes) are made up of molecules called deoxyribonucleic acid (DNA). DNA is a double-helical polymer bound together by hydrogen bonds between complementary base pairing nucleotides (A to T, G to C). A particular gene is a set of coded instructions made up of a particular order of nucleotides. The variation of which allows the myriad of codes to exist in an organism for it to be unique. This is what controls the genotype of an organism and henceforth, the extraction and isolation of an organisms DNA is imperative, in order to allow further insight into the organism using different molecular-based methods. In this experiment, you will be taking a closer look at this DNA molecule. You will be extracting your own DNA using buccal/cheek cells as the starting material. 2.1Materials Saline 15 ml centrifuge tube Paper cup Drinking water Vortex Centrifuge 10% SDS Bromelain protease (50mg/mL) Ice cold isopropanol Graduated pipettes 2.2Methods IMPORTANT NOTE: Ensure that you have not eaten in the past 1 hour before conducting this experiment (if you are the DNA donor). Ensure that gloves are worn at all times in the experiment. 1. Swish you mouth with about 100 mL drinking water, for about 20 seconds, to remove any food particles. Discard this wash into the sink. 2. Using a permanent marker pen, label your group name onto the paper cup and 15 mL centrifuge tube containing 10mL saline. 3. Pour all the 10mL saline solution into your mouth and vigorously swish for 60s. Do not discard the centrifuge tube. 4. Expel the saline mouthwash into the labelled paper cup. 5. Carefully, pour the saline mouthwash from the paper cup, back into the 15 mL centrifuge tube from step 2. Tightly cap the tube. 6. Pass the capped tubes to the laboratory technician in order to be centrifuged (4500 rpm, 5 min). 7. Upon centrifuging, you should be able to see your buccal cell pellet (the whitish lower solid layer at the bottom of the tube). Gently, pour away the supernatant (the liquid upper layer). 8. Place the tube on ice. 9. Add 2 mL saline into the tube and vortex for 5-10 seconds. 10. Add 1 mL 10% (w/v) sodium dodecylsulphate (SDS) solution (active component in detergents). 11. Gently tap the tubes several times (~8 times) to gently mix the contents. You may invert the tube twice if needed. 12. On ice, add 2 – 3 drops of the lab supplied bromelain protease enzyme into the tube. 13. Gently tap the tubes several times (~8 times) to gently mix the contents. You may invert the tube twice if needed. 14. Cap the tube and place it is a 50oC for 10 minutes. 15. With a clean pipette, gently pipette in 10 mL ice cold isopropanol (95% v/v) slowly into the tube. Tip: Place the filled pipette with its tip against the inside wall of the test tube. Slowly allow the isopropanol to dribble down the inside of the tube. 16. Cap and place the tube in a test tube rack at room temperature for 10 minutes. DO NOT mix, shake, or bump the test tube during this period. 17. The isopropanol is lighter than the contents of the tube. When added according to the directions, the isopropanol will form a clear layer ABOVE the suspension. 18. Observe the test tube for 5 minutes. The DNA will gradually separate from the suspension and rise into the isopropanol layer. Describe the appearance of the DNA. 19. Take a photo as proof of your observation. 20. To remove the accumulated DNA from the tube, follow the directions for DNA spooling as below:- a. Gently insert the glass rod through the isopropanol layer into the clumped/accumulated DNA. b. Carefully, twirl the rod between your fingers, winding the DNA strands onto the rod. c. Slowly remove the rod. Describe the appearance of the spooled DNA. d. Take a photo as proof of your observation. 0. Questions 1. Which one of the following do you think will contain DNA? Explain your reasoning. Bananas; concrete; fossils; meat; metal; spinach; strawberries. 2. What effect would the SDS have on the cell membranes and cold ethanol on DNA? 3. What type of enzyme would be needed to separate the DNA into smaller pieces? 4. Is the DNA extracted pure enough for further applications (i.e. PCR)? 5. If you were to repeat the experiment with an equal number of red blood cells, the amount of DNA collected would either: increase / decrease / stay the same (choose one). Explain your answer. Adapted from:- Bres, M., Weisshaar, A., 2008. Thinking about Biology: An Introductory Laboratory Manual. 3rd Ed. Pearson Prentice Hall: New Jersey, USA. Pg. 333 – 338. Teaching AS Biology Practical Skills. University of Cambridge: International Examination. Pg. 74 – 78. 43 Practical 10 Digestion of Lambda (ÃŽ ») DNA with a Restriction Enzyme (EcoR I endonuclease) 1.0Background Information Restriction enzymes (nucleases) are enzymes that cleave the phosphodiester bonds on the sides of deoxyribonucleic acid (DNA). These nucleases recognize specific DNA sequences in the double-stranded DNA, which is usually a four to six base pair sequence of nucleotides, and digests the DNA at these sites, resulting in the DNA becoming fragmented into various lengths. Some restriction enzymes cut cleanly through the DNA double helix while some produce uneven or sticky ends. By using the same restriction enzyme to cut DNA from different organisms, the sticky ends produced will be complementary and the DNA from the two different sources can be recombined. In humans, no two individuals have the exact same restriction enzyme pattern in the DNA except for identical twins. Restriction enzymes are named based on a system of nomenclature where the first letters represents the genus name of the organism whereas the next two letters come from the species name. If there is a fourth letter, it stands for the strain of the organism. Finally, if there are Roman numerals, it represents whether that particular enzyme was the first or second etc. isolated in that category. FIGURE 10.1 Cartoon of how EcoR I recognises the restriction site and cleaves the DNA. The second technique used in this practical is the separation and analysis of DNA fragments. Agarose gels are commonly used for this where the  gels that have been prepared with a suitable nucleic acid stain in it, have wells for the samples of DNA to go into. The agarose gel is covered in a suitable buffer so that the DNA is in a neutral pH solution. That way, the DNA moves one direction because of its charge. Since the phosphate groups on the skeleton of DNA are negatively charged, the whole molecule takes on the negative charge. Hence, when the DNA is placed inside the gel and the electricity is turned on, the poles are drawing the DNA toward the positive side, where it will then move through the gel and separate according to the size of the fragments. This technique is called electrophoresis. Results are obtained with the help of UV light that is refracted by the nucleic acid stain that sticks onto the DNA fragments. In this experiment, you will be using the EcoR I restriction endonuclease to digest a known DNA called phage lambda (ÃŽ ») and analysing your sample using agarose gel electrophoresis. 2.1Materials Pre-laboratory work Computer/laptop LambdaDNA.docx (Word document file) Laboratory work Micropipette Sterile pipette tips Microcentrifuge tube (1.5 mL capacity) EcoR I (20 U/ µL) and buffer Distilled deionised sterilised water Agarose gel (prestained with EtBr) 1x TAE buffer Agarose gel electrophoresis set UV Transilluminator

I wonder if Princeton should be poorer Essay

â€Å"l wonder if Princeton should be poorer. † BY akp1993 If you’re a high school senior trying to seduce the admissions officer reading your application essay, this may not strike you as the ideal opening line. But Shanti Kumar, a senior at the Bronx High School of Science, went ahead anyway when the university prompted her to react in writing to the idea of â€Å"Princeton in the nation’s service and in the service of all nations. † Back in January, when I asked high school seniors to send in college application essays about money, class, working and the economy, I wasn’t sure what, if anything, ould come in over the transom. But 66 students submitted essays, and with the help of Harry Bauld, the author of â€Å"On Writing the College Application Essay,† we’ve selected four to publish in full online and in part in this column. That allowed us to be slightly more selective than Princeton itself was last year. What these four writers have in common is an appetite for risk. Not only did they talk openly about issues that are emotionally complex and often outright taboo, but they took brave and counterintuitive positions on class, national identity and the application process itself. For anyone looking to inspire their own children or grandchildren who are seeking to go to college in the fall of 2014, these four essays would be a good place to start. Perhaps the most daring essay of all came from Julian Cranberg, a 17-year-old from Brookline, Mass. One of the first rules of the college admissions process is that you don’t write about the college admissions process. But Mr. Cranberg thumbed his nose at that convention, taking on the tremendous cost of the piles of mail schools send to potential students, and the waste that results from the effort. He figured that he received at least $200 worth of pitches in the past year or so. â€Å"Why, in an era of record-high student loan debt and unemployment, are colleges not reallocating these ludicrous funds to aid their own students instead of extending their arms far and wide to students they have never met? † he asked in the essay. Antioch College seemed to think that was a perfectly reasonable question and accepted him, though he will attend Oberlin College instead, to which he did not submit the essay. â€Å"It’s a bold move to critique the very institution he was applying to,† said Mr. Bauld, who also teaches English at Horace Mann School in New York City. â€Å"But here’s somebody who knows he can make it work with intelligence and humor. † college that sent him a DHL â€Å"priority’ envelope, noting inside that he was a priority to the college. â€Å"The humor here is not in the Jokes,† Mr. Bauld added. â€Å"It originates in a critical habit of mind, and the kind of mind that is in this essay is going to play out extremely well in any class that he’s in. † Admissions professionals often warn people not to think that they can write their way into the freshman class. The essay is one document that, even in the best of circumstances, is written by an individual telling one story,† said Shawn Abbott, the assistant vice president for undergraduate admissions at New York University. â€Å"l don’t believe that any one writing sample should trump what they did over four years. † Still, he acknowledged that his staff had been taken with the story told by Lyle L’, a 19-year-old Brooklyn resident who applied this year. He wrote about his familys restaurant and his mother, an immigrant from China who once wanted to be a doctor and now works behind a cash register. When I visit my friends, I see the names of elite institutions adorning the living room walls,† wrote Mr. Li, a senior at Regis High School in Manhattan. â€Å"l am conscious that these framed diplomas are testaments to the hard work and accomplishments of my friends’ parents and siblings. Nevertheless, the sight of them was an irritating reminder of the disparity between our households. I was not the upper-middle-class kid on Park Avenue. Truth be told, I am Just some kid from Brooklyn. Instead of diplomas and accolades, my parents’ room emits a smell from the restaurant uniforms they wear seven days a week, all year round. â€Å"

How to Do Well on ACT Science for Non-Science People

How to Do Well on ACT Science for Non-Science People SAT / ACT Prep Online Guides and Tips ACT Science is really a misnomer.The test should be called the â€Å"reading with very confusing big words and tricky visuals† section.The reason ACT Science does not force you to memorize AP level Bio or complete IB Physics HL problems is that not everyone takes all of that math in high school. For ACT Science to be a fair standardized test for all high school students, the test asks you about basic science concepts in tricky or confusing ways. If you're one of those people who runs away from Math and Science Questions or considers themselves a writer or artistrather than a scientist or mathematician, do not fear! You can still get a 36 on ACT Science. The keys to success on ACT Science for non-science people are: Focusing only on what you need to know and practicing those skills, specifically: Scientific Method The 13 topics the ACT Science section expects you to know Reading visuals Avoiding the science terms Focusing on the reading aspect I'll delve into these three topics below. Focusing Only on What You Need to Know and Practicing Those Skills As I mentioned above, there is very, very little actual science you need to understand for ACT Science. However, you do need to have a basic understanding of these three categories. Scientific Method This is the basis for all of the passages in the ACT Science section.I will give you a basic summary of the scientific method, and you can read more about it in my Experimental Design question article.Scientists use the scientific method for all experiments. Scientists begin by observing something they want to study such as the freezing point of water. They notice water freezes somewhere between -5 and 5 degrees Celsius and want to know at exactly what temperature it will happen.Scientists then make a prediction or a hypothesis about what will happen. These scientists predict that the water will freeze at 1 degree Celsius. Scientists then conduct an experiment to test this hypothesis. To conduct an experiment, scientists use independent variables and dependent variable.The variables that the scientists actively change are the independent variables. The variables that they then observe are the dependent variables.In this case, the scientists put 5 g of water into freezers. Each freezer is set to a different measurement: -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, or 5 degrees Celsius. The freezer temperature is the independent variable.After 2 hours, the scientists check each freezer and note whether the water in the freezer is solid or liquid. Liquid or solid is the dependent variable. Scientists then draw a conclusion from the results.The scientists find that all water at or below 0 degrees Celsius froze while all water at or above 1 degree Celsius remained a liquid.So, their hypothesis was incorrect. Water freezes at 0 degrees Celsius. ACT Science Tip: You do not need to memorize the steps of the scientific method to ace the ACT Science section.You just need to understand that Scientists are looking to see how a change in one thing affects the outcome. How a change in the independent variable affects the dependent variable.You need to be able to distinguish between these variables on the test.Check out our Experimental Design article for more practice on this topic. The 13 Topics ACT Science Expect You to Know There are 13 science topics that the ACT Science section expects you to know, ranging from basic cell biology to how gravity works.There will only be 4 questions per test on these topics (out of 40 questions), and the ACT will not give you information on these topics in the passage.Check out this previous knowledge question below: In order to answer this question, you need to use the information from the passage, that â€Å"A pre-MS star becomes an MS star when the star produces the majority of its energy by fusing hydrogen nuclei (protons) at its center to make helium nuclei.†On top of this information, you need to know that protons are positively charged and like charges repel each other.So, the answer is G. I wrote an entire article covering all13 topics: check it out here.Make flashcards for each topic and drill them until you know them.If you are looking to score a 30 or below on ACT Science, do not stress too much about memorizing these topics as you could get all 4 questions wrong and still score around a 30. Instead, focuson the next skill covered, as it is the most tested: Reading Visuals This is the key to success on all ACT Science Passages.This is the most tested skill on the ACT Science section.Learn the basics of reading graphs and other visuals through our article on Factual Questions: How to Read Graphs, Tables and Data.Continue to practice this skill by taking ACT Science Practice Tests: check out our article on where to find the best practice tests. Avoiding the Science Terms As I said before, ACT Science is really a misnomer.You DO NOT need to comprehend the large science terms used in the passages.If you do need to know it to answer a question, the passage will explain what it means. See the example below: You can see in this passage they give you definitions for most of the terms: refracted, seismograph, focus, shadowzone, the types of seismic waves, the difference between p and s waves. When the ACT Science section doesn’t give you the definition of a word, don’t sweat it.Think of ACT Science questions as a matching game.You see a word you don’t understand in the question like average change in AGTB, and you match the word to its partner in the visuals: You never actually have to explain what it means. DO NOT stress over these big terms.Think of them as placeholders. Focus on the Reading Aspect As I’ve said many times, ACT Science is not really a science test; it is a reading test.So if you are a writer/artist, who loves to read, focus on that aspect.Think of it as reading section #2 where you happen to read about science experiments or studies.Read our article on The Best Strategies for Reading ACT Science Passages to make sure you are getting the most out of your reading skills. Recap Do not worry about your dislike of science; you can still get a 36 on the Science section.Study the material you need to know: Make sure you understand the scientific method. Check out our article on Experimental Design for more information. Study the only actual science material you need to know. Make flashcards using our other article The Only Actual Science You Need to Know for ACT Science Practice reading visuals as it is the most tested skill on the ACT Science section. Check out our article on Factual Questions: How to Read Graphs, Tables, and Data for more information. Do not get caught up in the big, scary science terms. Instead, think of the section as a matching game.Focus on the reading aspect if you enjoy reading! What’s Next? Keep practicing by learningabout the different types of ACT Science questions suchasfactual questions,interpreting trends questions, experimental design questions, and interpreting experiments questions. In a hurry to study for the ACT? Learnhow to cram. Not sure where you want to go to college? We can help you pick your target school and figure out what should be your target ACT score. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, 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: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Compliment vs Complement

Compliment vs Complement Compliment vs Complement Compliment vs Complement By Ali Hale I had an email at work recently which read â€Å"This new software will compliment the existing system.† Can you spot what’s wrong with that sentence? If you get confused by the difference between compliment and complement, or if you’re unsure which to use when, read on. Compliment Merriam-Webster defines a compliment as â€Å"an expression of esteem, respect, affection, or admiration; especially : an admiring remark†. It comes from Middle French, via the Italian complimento, and the Spanish cumplimiento, which originates from the Latin verb cumplir: to be courteous. For example: I was trying to pay that girl a compliment, but she ignored me. Sometimes he blushes when you offer him a compliment. In the plural, compliments can also mean best wishes. It is often used as â€Å"with compliments† such as on a compliments slip (a small piece of letter-headed paper, often used by companies for a quick note to a customer or client when a full sheet would be too large.) You also see the phrase â€Å"with compliments of the season† in greetings cards. The verb â€Å"to compliment† is very similar, meaning â€Å"to pay a compliment to†. Note that it is a transitive verb so must have an object. For example: Are you trying to compliment me, or trying to insult me? When he complimented the girl on her dress, his friends laughed at him. Complimentary The adjective complimentary is closely related to the word compliment, and in this context it can mean either â€Å"expressing or containing a compliment† or â€Å"favourable† (Merriam-Webster): My mother made some very complimentary remarks about my choice of shoes. The new restaurant has a very complimentary write-up in the local newspaper. Complimentary also has the meaning â€Å"free†, when something is given as a courtesy or favour: Please accept these complimentary tickets. I thought that the mini-bar was complimentary, but we were charged for our drinks. Complement The word complement comes from the same root as complete. It has nothing to do with being courteous, and comes directly from Middle English, from the Latin word complementum. Merriam-Webster’s first definition is â€Å"something that fills up, completes, or makes perfect†, and it can also be used to mean â€Å"the quantity, number, or assortment required to make a thing complete†, though can sound a little odd or old-fashioned in this context: We had the full complement of pots and pans. Our store does not have enough employees to work the required complement of hours. Complement is often used in scientific, technical or academic areas of discourse, where the complement of X supplies what X is missing, thus making a complete whole. Examples of this usage are: Complement good (economics) Complementary colour (art) You can find a fuller list in Wikipedias entry for the term Complement. In everyday writing, complement is more often used as a verb. Again, it is a transitive verb: The illustrations complement the text. Our new software will complement the existing product. So, my email correspondent should have written that â€Å"This new software will complement the existing system.† But I suspect she wouldn’t have replied to compliment me if I’d written back to point out the mistake†¦ Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:12 Types of Language"Replacement for" and "replacement of"Types of Plots

HRM and Personal Practice Report Essay Example | Topics and Well Written Essays - 1500 words

HRM and Personal Practice Report - Essay Example In the short term, I would like to complete successfully my studies in HRM at Cardiff Met and have to get a Bachelor degree with a minimum classification of Second Class Honors Upper Division. In the long term, I will continue my studies in HRM filed through a post-graduate specifically in Master of Science program at Manchester University, which could help me to enhance my skills in HRM. One of the positive attributes of the presentation is that it has a good introduction, which serves the purpose of preparing the audience for what to expect in the course of the presentation. Similarly, the presentation makes it easy for the audience to have a clear understanding of the content. This is achieved by defining of strategic HRM terms used in the course of the presentation. Seemingly, the presentation was thoroughly researched on, as reference materials are included at the end. Another positive attribute of the presentation is the fact that the recommendations that have been outlined at the end of the report are related to the content that has been discussed in the course of the presentation. Over and above, it is imperative to acknowledge that the structure of the presentation is ideal. This is supported by the fact that the slides are well organized and that the content is well presented. In as much as the presentation appears to be the finest article, it fails to meet the expectations at some instances. For example (Dennis, 2006) that is referred to in, the presentation has not been properly cited. In as much as the research has covered most of the aspects of strategic HRM, it has failed to give examples of institutions whenever necessary. If I were to repeat the task, I would develop the presentation by giving specific examples of organizations that have implemented the strategic aspects of HRM successfully or unsuccessfully. Similarly, I would make the presentation clear and