The Summary Paper Joseph Conrad’s The Heart of Darkness Essay Example

The Summary Paper: Joseph Conrad’s The Heart of Darkness Essay There are different communities and different cultures on the Earth. Yet all of them consist of the same entities – human beings. Joseph Conrad’s The Heart of Darkness proves the point that respect for other cultures helps to keep the human self in the alien surroundings. Modern critical responses to the book show how valuable it is even nowadays, when the world seems to be more humanistic than in the 19th century. The story is called the â€Å"longest journey into self†, â€Å"a sensitive and vivid travelogue†, and â€Å"an angry document on absurd and brutal exploitation† (Guerard, 1987, p. 5).I will try to prove the points stated above by analysing the attitudes, which the characters of the story demonstrated to the other culture. I want to comment specifically on Marlow’s reasons to start for Africa; on the significance of â€Å"darkness† in the story; and of Conrad’s perceptions of colonization. I argue that in The Heart Of Darkness we are taught that violating people and cultures, which are different to ours, may seriously damage a human soul.Marlow seems to travel to Africa for several reasons. First, he made his child dream alive with admiration of â€Å"all the glories of exploration† (Conrad, 1946, p. 52) and â€Å"many blank spaces on the earth† (ibid.). Significant is his fascination with â€Å"a mighty big river†, on the African map, which resembled in his mind of â€Å"an immense snake uncoiled, with its head in the sea, its body at rest curving afar over a vast country, and its tail lost in the depths of the land† (ibid.). Marlow recalled that this snake-like river mesmerized him as if he was a bird.In the beginning of the narration, it is obscure why Marlow, first, refers to Africa among the places unexplored as delightful, and then, suddenly, speaks about â€Å"a place of darkness† (ibid.). One critic assumed that Africa â€Å"functions in the novel as a ‘foil’ for Europe, constituting a negative, blank space onto which is projected all that Europe does not want to see in itself, everything that is abhorrent and abject† (Brown, 2000, pg. 2). In our minds, snake symbolizes danger and seduction. It seems that the image of mysterious continent seduced Marlow into â€Å"the night journey into the unconscious, and confrontation of an entity within the self† (Guerard, 1987, p. 9).Marlow was not a businessman to get ivory at the Belgian trade stations. He was a sailor of peculiar sort, â€Å"a seaman, but he was a wanderer, too† (Conrad, 1946, p. 48). Marlow refers to the black continent as â€Å"the farthest point of navigation and the culminating point of my experience† (Conrad, 1946, p. 51). To him the desire to reach the river, which he has been dreaming about since the childhood, was somehow unreasonable. â€Å"I must get there by hook or by crook† (Conrad, 1946, p. 53), he explained to the listeners of his story about Mr. Kurtz.From the very beginning, the narrator underlines a strange uneasiness about the travelling obsession, as if â€Å"instead of going to the centre of a continent, I were about to set off for the centre of the earth† (Conrad, 1946, p. 60). The atmosphere of mystery and bad expectations is created by the author through the striking contrasts of dark and light, which are described in details by Marlow.At first thought, a reader thinks of the juxtaposition as natural distinction between England, where â€Å"the water shone pacifically; the sky, without a speck, was a benign immensity of unstained light; the very mist on the Essex marshes was like a gauzy and radiant fabric† (Conrad, 1946, p. 46); and Africa with â€Å"colossal jungle, so dark-green as to be almost black, fringed with white surf† (Conrad, 1946, p. 60). As Guerard puts it, â€Å"the introspective voyager leaves his familiar rational world† (1987, p. 10), where everything is seen through the light lens. On the contrast, African river, the former fairy-tale snake, turns into the â€Å"streams of death in life, whose banks were rotting into mud, whose waters, thickened into slime, invaded the contorted mangroves, that seemed to writhe at us in the extremity of an impotent despair† (Conrad, 1946, p. 62). Guerard on the point of death references states, â€Å"And even Kurtz, shadow and symbol though he be, [†¦] is sharply visualized, an ‘animated image of death,’ a skull and body emerging as from a winding sheet, ‘the cage of his ribs all astir, the bones of his arm waving’† (1987, p. 14), proceeding with the remark, â€Å"This is Africa and its flabby inhabitants† (ibid.). Thus, a negative conceptualization of Africa as a dark, mysterious and perilous place is evident here. There white men become shadows of death and repulsive in their change.Besides scenery-based references to dark a nd light, there is another important realm where this contrast plays a significant role. That is the relationships of different races on the African continent. Marlow stresses that he is â€Å"not particularly tender† (Conrad, 1946, p. 65). Yet this mature and harsh man is beyond himself with bewilderment, sorrow, disgust and even terror at watching how hard native people were exploited by Belgian colonizers. The scene when he arrives at the trade station and meets the party of chained black starving ragged creatures doing unbearably hard work is striking. He speaks of devils there, comparing â€Å"the devil of violence, and the devil of greed, and the devil of hot desire† (Conrad, 1946, p. 65) to â€Å"a flabby, pretending, weak-eyed devil of a rapacious and pitiless folly† (Conrad, 1946, p. 65), evidently meaning colonization.The key to the understanding of genuine yet implicit motives the author held in mind when contrasting dark and light is Marlow’s reference to England as â€Å"one of the dark places of the earth† (Conrad, 1946, p. 48). He proved his point by reconstructing the behavior of the Romans during the colonization of the British Isles. However, Marlow does not call them colonizers. Neither does he give such name to the Belgian pilgrims in Africa, which means that he â€Å"establishes certain political values† (Guerard, 1987, p. 14). Brown assumes that â€Å"in Marlows account of his journey [†¦] there can be observed an obscure vacillation between the horror as an effect of colonial intervention and the location of the horrors cause as the environment itself† (2000, pg. 6). The negative attitude to colonization, therefore, is implicit in the story, when â€Å"colonial intervention [†¦] loses its possible critical edge by remaining an account merely of atrocious things happening in the colonies. This contrasts to the perversion of the Wests self-image†, as Brown proves (2000, pg. 6).Africa became a suitable territory for â€Å"the devotion to efficiency† (Conrad, 1946, p. 50) with its rich natural resources. There any man of white skin was regarded as â€Å"an emissary of light† (Conrad, 1946, p. 50) regardless of his personal qualities. And native people were seen as black ants in the fierce sun whose destiny was to carry loads and do dirty job. The living symbol of darkness in its specific sense which Conrad creates in the story is Mr. Kurtz, the most successful trading agent of the Company. Marlow is sent to pick him up from the farthest station with his loot of ivory. It appears that speaking about â€Å"heart of darkness† (Conrad, 1946, p. 95), Marlow did not mean the dark tint of African rivers or the dark color of the bush. Instead, he spoke about â€Å"the triumphant darkness† (Conrad, 1946, p. 159) of a white ruthless colonizer like Mr. Kurtz.In the end, Marlow recalls â€Å"the colossal scale of [Kurtz’s] vile de sires, the meanness, the torment, the tempestuous anguish of his soul† (Conrad, 1946, p. 156). A poor man who was unable to marry the woman he loved, Kurtz became a successful trader who served at his best for the Company but never forgot his own promotion. In his strive to be an honoured member of the high and prosperous society, Kurtz stomped over all human virtues of respect, morals, servitude and humanism. The dry heads, which surrounded his last camp in the African wilderness, symbolize the dryness of his human nature. Kurtz was a gifted and charismatic leader. However, he embodies the â€Å"triumph for the wilderness, an invading and vengeful rush† (Conrad, 1946, p. 156). Marlow refers to him as a â€Å"soul satiated with primitive emotions, avid of lying fame, of sham distinction, of all the appearances of success and power† (Conrad, 1946, p. 147).My Intended, my ivory, my station, my river, my everything belonged to him. It made me hold my breath in expec tation of hearing the wilderness burst into a prodigious peal of laughter that would shake the fixed stars in their places. Everything belonged to himbut that was a trifle. The thing was to know what he belonged to, how many powers of darkness claimed him for their own. (Conrad, 1946, p. 116)â€Å"Marlows temptation is made concrete through his exposure to Kurtz, a white man and sometime idealist who had fully responded to the wilderness: a potential and fallen self†, Guerard assumes (1987, p. 9). Marlow calls Kurtz devil because no human being is allowed to be so atrocious and reckless in his desire to suppress people who are different than he, a white dominant male. His blindness to diversity – of cultures or human values – drives him to death and creates the atmosphere of darkness dominating.The idea of dominance is criticized by Marlow and Conrad as the author:The conquest of the earth, which mostly means the taking it away from those who have a different co mplexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much. (Conrad, 1946, p. 50-1)Now we can recall once again the discourse about the Romans colonizing the Britons. Then, Marlow spoke of the warriors amidst the alien tribes who spoke different language, awful climate and etc. â€Å"They were men enough to face the darkness†, he admits almost admiringly (Conrad, 1946, p. 49), meaning that they faced difficulties and performed their duties well. However, closer to the end of the story the narrator seemed to be more indignant with â€Å"the seed of commonwealths, the germs of empires† (Conrad, 1946, p. 47). Those germs, which remind us of some contagious disease, makes one man suppress the other, who is no less unique or significant. The detailed depictions of starving natives aim at teaching the lesson of tolerance and acknowledging the diversity. Kurtz, a white colonizer, in his obsession with power, appears to be more barb arous than the people he suppressed. Though energetic and charismatic, Kuntz dies as well as the idea of colonization in the modern world. This proves the initial argument about ominous results cultural and human violation brings to human soul and body. The Summary Paper Joseph Conrad’s The Heart of Darkness Essay Example The Summary Paper: Joseph Conrad’s The Heart of Darkness Paper There are different communities and different cultures on the Earth. Yet all of them consist of the same entities – human beings. Joseph Conrad’s The Heart of Darkness proves the point that respect for other cultures helps to keep the human self in the alien surroundings. Modern critical responses to the book show how valuable it is even nowadays, when the world seems to be more humanistic than in the 19th century. The story is called the â€Å"longest journey into self†, â€Å"a sensitive and vivid travelogue†, and â€Å"an angry document on absurd and brutal exploitation† (Guerard, 1987, p. 5). I will try to prove the points stated above by analysing the attitudes, which the characters of the story demonstrated to the other culture. I want to comment specifically on Marlow’s reasons to start for Africa; on the significance of â€Å"darkness† in the story; and of Conrad’s perceptions of colonization. I argue that in The Heart Of Darkness we are taught that violating people and cultures, which are different to ours, may seriously damage a human soul.Marlow seems to travel to Africa for several reasons. First, he made his child dream alive with admiration of â€Å"all the glories of exploration† (Conrad, 1946, p. 52) and â€Å"many blank spaces on the earth† (ibid.). Significant is his fascination with â€Å"a mighty big river†, on the African map, which resembled in his mind of â€Å"an immense snake uncoiled, with its head in the sea, its body at rest curving afar over a vast country, and its tail lost in the depths of the land† (ibid.). Marlow recalled that this snake-like river mesmerized him as if he was a bird.In the beginning of the narration, it is obscure why Marlow, first, refers to Africa among the places unexplored as delightful, and then, suddenly, speaks about â€Å"a place of darkness† (ibid.). We will write a custom essay sample on The Summary Paper: Joseph Conrad’s The Heart of Darkness specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Summary Paper: Joseph Conrad’s The Heart of Darkness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Summary Paper: Joseph Conrad’s The Heart of Darkness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer One critic assumed that Africa â€Å"functions in the novel as a ‘foil’ for Europe, constituting a negative, blank space onto which is projected all that Europe does not want to see in itself, everything that is abhorrent and abject† (Brown, 2000, pg. 2). In our minds, snake symbolizes danger and seduction. It seems that the image of mysterious continent seduced Marlow into â€Å"the night journey into the unconscious, and confrontation of an entity within the self† (Guerard, 1987, p. 9).Marlow was not a businessman to get ivory at the Belgian trade stations. He was a sailor of peculiar sort, â€Å"a seaman, but he was a wanderer, too† (Conrad, 1946, p. 48). Marlow refers to the black continent as â€Å"the farthest point of navigation and the culminating point of my experience† (Conrad, 1946, p. 51). To him the desire to reach the river, which he has been dreaming about since the childhood, was somehow unreasonable. â€Å"I must get there by hook or by crook† (Conrad, 1946, p. 53), he explained to the listeners of his story about Mr. Kurtz.From the very beginning, the narrator underlines a strange uneasiness about the travelling obsession, as if â€Å"instead of going to the centre of a continent, I were about to set off for the centre of the earth† (Conrad, 1946, p. 60). The atmosphere of mystery and bad expectations is created by the author through the striking contrasts of dark and light, which are described in details by Marlow. At first thought, a reader thinks of the juxtaposition as natural distinction between England, where â€Å"the water shone pacifically; the sky, without a speck, was a benign immensity of unstained light; the very mist on the Essex marshes was like a gauzy and radiant fabric† (Conrad, 1946, p. 46); and Africa with â€Å"colossal jungle, so dark-green as to be almost black, fringed with white surf† (Conrad, 1946, p. 60). As Guerard puts it, â€Å"the introspective voyager leaves his familiar rational world† (1987, p. 10), where everything is seen through the light lens. On the contrast, African river, the former fairy-tale snake, turns into the â€Å"streams of death in life, whose banks were rotting into mud, whose waters, thickened into slime, invaded the contorted mangroves, that seemed to writhe at us in the extremity of an impotent despair† (Conrad, 1946, p. 62). Guerard on the point of death references states, â€Å"And even Kurtz, shadow and symbol though he be, [†¦] is sharply visualized, an ‘animated image of death,’ a skull and body emerging as from a winding sheet, ‘the cage of his ribs all astir, the bones of his arm waving’† (1987, p. 14), proceeding with the remark, â€Å"This is Africa and its flabby inhabitants† (ibid.). Thus, a negative conceptualization of Africa as a dark, mysterious and perilous place is evident here. There white men become shadows of death and repulsive in their change. Besides scenery-based references to dark and light, there is another important realm where this contrast plays a significant role. That is the relationships of different races on the African continent. Marlow stresses that he is â€Å"not particularly tender† (Conrad, 1946, p. 65). Yet this mature and harsh man is beyond himself with bewilderment, sorrow, disgust and even terror at watching how hard native people were exploited by Belgian colonizers. The scene when he arrives at the trade station and meets the party of chained black starving ragged creatures doing unbearably hard work is striking. He speaks of devils there, comparing â€Å"the devil of violence, and the devil of greed, and the devil of hot desire† (Conrad, 1946, p. 65) to â€Å"a flabby, pretending, weak-eyed devil of a rapacious and pitiless folly† (Conrad, 1946, p. 65), evidently meaning colonization.The key to the understanding of genuine yet implicit motives the author held in mind when contr asting dark and light is Marlow’s reference to England as â€Å"one of the dark places of the earth† (Conrad, 1946, p. 48). He proved his point by reconstructing the behavior of the Romans during the colonization of the British Isles. However, Marlow does not call them colonizers. Neither does he give such name to the Belgian pilgrims in Africa, which means that he â€Å"establishes certain political values† (Guerard, 1987, p. 14). Brown assumes that â€Å"in Marlows account of his journey [†¦] there can be observed an obscure vacillation between the horror as an effect of colonial intervention and the location of the horrors cause as the environment itself† (2000, pg. 6). The negative attitude to colonization, therefore, is implicit in the story, when â€Å"colonial intervention [†¦] loses its possible critical edge by remaining an account merely of atrocious things happening in the colonies. This contrasts to the perversion of the Wests self-image†, as Brown proves (2000, pg. 6). Africa became a suitable territory for â€Å"the devotion to efficiency† (Conrad, 1946, p. 50) with its rich natural resources. There any man of white skin was regarded as â€Å"an emissary of light† (Conrad, 1946, p. 50) regardless of his personal qualities. And native people were seen as black ants in the fierce sun whose destiny was to carry loads and do dirty job. The living symbol of darkness in its specific sense which Conrad creates in the story is Mr. Kurtz, the most successful trading agent of the Company. Marlow is sent to pick him up from the farthest station with his loot of ivory. It appears that speaking about â€Å"heart of darkness† (Conrad, 1946, p. 95), Marlow did not mean the dark tint of African rivers or the dark color of the bush. Instead, he spoke about â€Å"the triumphant darkness† (Conrad, 1946, p. 159) of a white ruthless colonizer like Mr. Kurtz.In the end, Marlow recalls â€Å"the colossal scale of [Kurtz’s] vile desire s, the meanness, the torment, the tempestuous anguish of his soul† (Conrad, 1946, p. 156). A poor man who was unable to marry the woman he loved, Kurtz became a successful trader who served at his best for the Company but never forgot his own promotion. In his strive to be an honoured member of the high and prosperous society, Kurtz stomped over all human virtues of respect, morals, servitude and humanism. The dry heads, which surrounded his last camp in the African wilderness, symbolize the dryness of his human nature. Kurtz was a gifted and charismatic leader. However, he embodies the â€Å"triumph for the wilderness, an invading and vengeful rush† (Conrad, 1946, p. 156). Marlow refers to him as a â€Å"soul satiated with primitive emotions, avid of lying fame, of sham distinction, of all the appearances of success and power† (Conrad, 1946, p. 147). My Intended, my ivory, my station, my river, my everything belonged to him. It made me hold my breath in expectation of hearing the wilderness burst into a prodigious peal of laughter that would shake the fixed stars in their places. Everything belonged to himbut that was a trifle. The thing was to know what he belonged to, how many powers of darkness claimed him for their own. (Conrad, 1946, p. 116)â€Å"Marlows temptation is made concrete through his exposure to Kurtz, a white man and sometime idealist who had fully responded to the wilderness: a potential and fallen self†, Guerard assumes (1987, p. 9). Marlow calls Kurtz devil because no human being is allowed to be so atrocious and reckless in his desire to suppress people who are different than he, a white dominant male. His blindness to diversity – of cultures or human values – drives him to death and creates the atmosphere of darkness dominating.The idea of dominance is criticized by Marlow and Conrad as t he author:The conquest of the earth, which mostly means the taking it away from those who have a different complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much. (Conrad, 1946, p. 50-1) Now we can recall once again the discourse about the Romans colonizing the Britons. Then, Marlow spoke of the warriors amidst the alien tribes who spoke different language, awful climate and etc. â€Å"They were men enough to face the darkness†, he admits almost admiringly (Conrad, 1946, p. 49), meaning that they faced difficulties and performed their duties well. However, closer to the end of the story the narrator seemed to be more indignant with â€Å"the seed of commonwealths, the germs of empires† (Conrad, 1946, p. 47). Those germs, which remind us of some contagious disease, makes one man suppress the other, who is no less unique or significant. The detailed depictions of starving natives aim at teaching the lesson of tolerance and acknowledging the diversity. Kurtz, a white colonizer, in his obsession with power, appears to be more barbarous than the people he suppressed. Though energetic and charismatic, Kuntz dies as well as the idea of colonization in the mode rn world. This proves the initial argument about ominous results cultural and human violation brings to human soul and body.

What Is the SAT Experimental Section

What Is the SAT Experimental Section SAT / ACT Prep Online Guides and Tips In many regards, College Board has made the SAT a lot more transparent. As of March 2016, the majority of the test has a very clear and consistent format - with one exception. In recent months, some students encountered an unexpected 20-minute experimental section at the end of their tests. This guide will explain everything we know so far about thisexperimental section and how it differs from the experimental section on tests past. Read on to learn about this extra material and what it means for your test prep. What's the SAT Experimental Section? For many months leading up the new SAT, students and SAT experts thought the redesigned test had eliminated the experimental section.College Board made no mention of it, and thefree practice testsit released featured no trace of extra questions. Then, on February 4th, just a month before the new SAT was set to debut, a College Board officialsaid in a conference for test center coordinatorsin Boston that some students would get an experimental section. College Boarddidn't elaborate much further on what this meant. When counselors received theirAdvising and AdmissionHandbook, they saw these instructions: "The SAT given in a standard testing room (to students with no testing accommodations) consists of four components - five if the optional 50-minute Essay is taken - with each component timed separately. The timed portion of the SAT with Essay (excluding breaks) is three hours and 50 minutes. To allow for pretesting, some students taking the SAT with no Essay will take a fifth, 20-minute section. Any section of the SAT may contain both operational and pretest items."* *Emphasis mine. Operational items, by the way, are questionsthat count toward scores. Pretest itemsare not scored and don't factor in. Despite their declared commitment to transparency, College Board has been pretty opaque about the experimental section and whether or not it counts toward students' final scores! When the new SAT was administered in March and May, some students got an extra 20-minute section at the end. All the students that got the experimental section had chosen not to take the essay. All students who opted for the essay section did not have the extra experimental section. It could have been Writing, Reading, or Math. It's possible thatthis experimental section is unscored and meant to test out future material. It may be thatCollege Board is being vague on this point to make sure that students still take this section seriously. If students knew it was unscored, then they might not try as hard - or even skip it completely - and then College Board wouldn't be able to test out material for future tests. At the same time, no one seems to know yet whether or not this section indeed has "operational items." At this point, if you get an extra 20-minute section during your test, you should treat it no differently than you do the rest of the SAT. Before getting into additional tips on how the experimental section affects your test prep, let's compare it to the experimental section on the old SAT. What was that experimental section like, and what's the purpose of experimental sections on the SAT in the first place? What Was the Experimental Section on the Old SAT? The experimental section on the old SAT was much more easily understood than the one on the new SAT. College Board was transparent about the fact that there was an experimental section on every SAT. All students got this extra section. It was unidentified, so they couldn't know which section it was. The experimental, or variable, section was an extra 25-minutes that could have appearedasany subject - Math, Writing, or Critical Reading. It remained unscored, andtest-takers couldn’t predict which section was the experimental one. College Board kept it unidentified so that studentswould take it as seriously as any other section. In theory, the experimental section was indistinguishable from other sections of the SAT. In reality, though, and especially on test administrations immediately preceding the redesigned test, students noticed some strange questions unlike anything they’d prepared for on practice tests. Some of these unusual questions, as it turned out, resembled material that has sinceappeared on the redesigned SAT. So even though past students didn't know which section was experimental, they did know to expect one. On the new SAT, many students were surprised to be met with an extra 20-minute section. So why does College Board include these extra sections on the SAT?What exactly is their purpose? Why Are ThereExperimental Sections on the SAT? In the past, the SAT experimental section was given for three main reasons: to test out future material, to ensure fairness and gauge difficulty level, and to detect any evidence of cheating. Presumably, the experimental section on the new SAT hassimilarpurposes. Let's look at each function in a bit more detail. To Test Out Future Material College Board, or rather its contracted test developer, Educational Testing Service (ETS), used the experimental section for years to try out new questions and material for future tests. In the past, ETS mainly used this section for developing near identicaltests. More recently, though, the experimental sections included especially novel question types as ETS worked toward therevampedSAT. If you took the "old" SAT in 2014 or 2015, you may have felt likean SAT guinea pig. The fact that College Board's been unclear about the experimental section on the new SAT suggests that it's still being used to test out future material. They want students to take it seriously, so they can get an accurate sense of the quality of their questions. At the same time, College Board has suggested that any section on the SAT, including this extra 20-minute one, could have a combination of "operational" and "pretest" items. Therefore, we can't know for sure yet whether or not every question on the extra 20-minute section really is unscored, even though only a fraction of students are taking it. To Ensure Fairness and Gauge Difficulty Level In years past, ETS used the data from the experimental section to determine whether questions were fair and comparable to past tests. They also analyzed the results across gender, race, socioeconomic status, and other social categories to ensure that the questions were equally accessible to students across demographics. Of course, manywould argue that SAT scores have always correlated with levels of family income and parental education and will continue to do so. This correlationkeeps the SAT and its validity a matter of controversy.It alsounderlies the statements given bymany colleges about why they've recently adoptedtest optional or test flexible admissions policies. Beyond working toward fairness, ETS also used results from the experimental section to gain insight into the levels of questions. If 80% of students got a question correct, for instance, then ETS could categorize it in the "easy" level. This understanding helped test designers select and arrange questions on new tests. Presumably, College Board is analyzing data from the 20-minute experimental section of the SAT in a similar way. One notable difference, however, is that only students who opted out of the essay section weregiven this extra section. To Find Evidence ofCheating Finally, inrare cases, ETS used the experimental section to detect cheating. There have been a few cases where students gained access to questions and answers before test day. If a student performed amazingly on all sections except the experimental one, then ETS could audit the test to investigate for any unfair advantage. Any students who had access to the test beforehand would have known which section was experimental (and probably freak out a little on the inside). But of course,the majority of students would never cheat on this important test, and they also would have beenhard pressed to figure out which section was experimental. Let's consider that last issue in some more detail. Did takers of the old SAT know which section was experimental? How obvious is it to takers of the SAT now? CanTest-Takers KnowWhich Section IsExperimental? The answer to this question varies depending on whether students took the old SAT or are taking the redesigned SAT of today. As such, let's consider them separately, starting with takers of the SAT today (ie, in March of 2016 and after). Takingthe New SAT Takers of the new SAT could tell which section was experimental. The new SAT has a straightforward format. It starts with a 65-minute Reading section, followed by a 35-minute Writing section. Then you get a 25-minute Math No Calculator and a 55-minute Math with Calculator. Thus the unexpected20-minute section of unpredictable subject matter was clearly the experimental one. Students who registered for the SAT with Essay wentonto the 50-minute essay as their last section. Students who opted out of the essay likely thought they were all done, but many then had to takean extra 20-minute section. As this section was not represented in College Board's breakdown of the test and practice tests, it appeared to be the experimental one. Takers of the old SAT had it a little differently, as you'll see below. Taking the Old SAT Takers of theoldSAT, unlike many who took the new SAT, knew to expect an experimental section. However, they couldn't easily figure out which one it was. They knew that the experimental section was 25-minutes, but the old SAT also had fiveother 25-minute sections. At the end of their test, students could deduct which subject their experimental section covered, Math, Critical Reading, or Writing, byfiguring out where they had extra material. However, they had no sure way of knowing which Math, Critical Reading, or Writing section was experimental. There was one exception to this rule. While most experimental sections blended in indistinguishably from the rest of the test, a few on 2014 and 2015 tests stood out for their unusual question types. A few students noted that they got "evidence-based" questions on Reading, which asked for the evidence to their answer to a previous question. These question types were unprecedented on the old SAT, but they later showed up in abundance on the redesigned test, as you've seen if you've taken or prepped for it at all. Now that you have a sense of the experimental sections on the old and new SAT, let's figure out how this extra section affects your test prep, if at all. What can you doto prepare for an extra 20-minute section of unpredictable content? Should the experimental section affect how you trainfor the SAT? How Does the Experimental Section Affect Your Prep? Just knowing about the experimental section is one important way to prepare for the test. If you're taking the SAT without the essay section, then don't be too surprised if you get a 20-minute section in Math, Reading, or Writing as a fifth section, after the Math with Calculator. If you're taking the SAT with Essay, then so far it seems that you don't have to worry about the experimental section. Unfortunately, College Board hasn't been too explicit about this section, who gets it, or what it means. We'll try our best to give you advance warning if they end up adding an extra section to the SAT with Essay version of the test, too! Besides learning about the experimental section, there are a few additional tips to consider when prepping for the SAT. Take All Questions Seriously Let's say you've signed up for the SAT without the essay and made it through your first threehours of testing. Then you get an extra 20-minute section in Math, Reading, or Writing. It might feel all too easy to blow off this section and just start filling in random bubbles. This would be a mistake, though. College Board has said that all sections, including this 20-minute one, contain operational and pretest items. There's no way of saying for sure that your performance on these questions won't be counted toward your final scores at all. As you saw above, College Board also used the experimental section in past years to determine the validity of scores. If you did great on other sections but bombed the experimental section, then this inconsistency raised red flags. We don't know yet whether the 20-minute section is used for these same purposes, but dismissing it as insignificant doesn't seem worth the risk! While you may start to feel fatigued at the end of such a long test, try your best to finish up strong. That brings us to the next tip - prepare for a longer test. Prepare for a Longer Test If you're taking the SAT without the essay, then you might benefit from prepping with longer tests. Taking timed practice tests is an important part of your prep, as it allows you to hone your time management skills and get better at staying alert over a long period of testing. Since the experimental section adds 20 minutes, you could simulate the experience by adding extra questions to your own practice tests. There aren't actually any 20-minute sections on the official SAT practice tests - the one that comes closest is the 25-minute Math No Calculator section - so you might have to create this extra section from scratch by collecting extra practice questions. Since the 65-minute Reading section usually has 52questions, you could collect 16or so to answer. For Writing, you might answer about 25questions. Math No Calculator could stay about the same, perhaps taking away two or three questions. For the Math with Calculator, you could design a section with about 13 or 14questions. Don't worry about getting the proportion of time to questions exactly right. The important point is that you add 20 minutes or so of additional testing time with SAT practice questionsto train your focus over a longer period of time. Of course, it's unclear whether all students who are taking the SAT without the essay will get an experimental section. This unpredictability leads us to our final point - stay adaptable! Stay Adaptable For the most part, you can know exactly what to expect on SAT test day, from testing procedures to the structure of the test to the types of questions you'll encounter. The main source of unpredictability is this 20-minute experimental section, which may feature additional Reading, Writing, or Math questions. Since College Board has historically used the experimental section to test out future material, it may add unusual question types that you're not prepared for. If you encounter something weird, try not to let it mess with your head. Just doyour best and roll with the punches. While you can't know for sure and should take every section seriously, many items on this section might be "pretest," or unscored, anyway. At least, that's what you can tell yourself so you can keep your cool and stay confident! Again, you can largelyknow what to expect on test day. As long as you practicefor answering questions and managing your time, you can expect to achieve similar scores as you have on practice tests. By prepping with a plan, you can feel confident about the test, with or without an extra experimental section! What's Next? Are you curious about other changes to the SAT this year? Check out the ten major changes you need to know about the redesigned SAT. Once you've familiarized yourself with the changes, you're ready to start studying! This expert guide discusses the best ways to study for the SAT. Are you looking to hone in on a particular section? Check out our ultimate study guides for the Reading section, Writing section, and Math sections of the SAT, along with our step-by-step instructions for writing the essay! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Summarize Essay Example | Topics and Well Written Essays - 500 words - 1

Summarize - Essay Example The report cited several important in the findings of the 2008 survey. First, financial fraud still constitutes the largest and most expensive cybercrime and security incidents. Here, it was found that an average of $500,000 was lost to those who have experienced fraud. Secondly, virus incidents still dominate the computing and networking community. The report, for instance, found that 49 percent of the respondents have experienced it for the past year. Then there is also the case of bots and malwares, which costs organizations around $350,000 to eliminate. Other cases of threats include theft of hardwares such as laptops and mobile devices and insider abuse of networks, breaches in security such as unauthorized access, website defacement, system penetration, password sniffing and sabotage. The findings of the survey, compared to that of last year, reflected a downward trend in cybercrimes and attacks on computer security. This could be attributed to the increase in security efforts of organizations. The study found that at least 68 percent of organizations have a security in place; 18 percent are developing theirs; while only one percent does not have a security policy. Furthermore, IT security budget still constitutes a significant share in the security budget for organizations in 2008. In regard to solving cybercrimes, the CSI survey reported that while most organizations attempt to identify the perpetrators, only 27 percent report the incidents to law enforcement agency or has been referred to legal counsel. In addition, organizations are also more averse to be involved in information sharing in order to solve computer and networking threats. According to the survey, the future computing and networking problems, as with the past two years, still concern issues about virus, malware, security, legal issues. The CSI, in its conclusion identified two kinds of threats that must addressed: the actual threats and the developing

Business Plan Essay Example | Topics and Well Written Essays - 250 words

Business Plan - Essay Example By combining these two measures you will be able to significantly increase your annual profits. Essentially the goal for any business is to increase yearly sales. How do you accomplish this with a product that is already competitively priced? You do this by creating an online presence. Nearly everything is digital these days, why shouldn’t your company be? A business webpage allows users to easily access all the information they are looking for about your products and services. You can also easily add a cart allowing customers to shop directly from your site. This is where you can compete with your prices by offering discounts for bulk purchases and have specific sections geared for businesses and schools. Another valuable hint about creating an automated system is you can reach a larger community. Rather than only focusing on your specific city, you will be able to reach millions around the globe. You could potential double your yearly sales by simply having a virtual store. In today’s ever growing technology, no business will survive without a functioning website. Paperclips are virtually the most inexpensive and multi fictional item on the market today. Here’s where we are proposing you expand your target market by offering specialty items. What we mean by this is rather than sticking to the same old plastic and metals.

If I Were to Pose for an Oil Portrait in the Style of The Ambassadors Essay

If I Were to Pose for an Oil Portrait in the Style of The Ambassadors - Essay Example We have mapped the world, but I now live in a scientific age capable of mapping the very scientific architecture of life itself.   Ironically, what is large or significant is, in reality, so very small.   Knowledge is in the details, and this projected image of the human genome will emphasize attention to detail.   This background will further serve as the governing theme, that of scientific achievement, for the remainder of the objects in the portrait. The bottom shelf will represent the past. The shelf, though brown, is of a duller shade than the upper shelf. It is worn and splintered. Though old, the shelf is sturdy. It represents the foundation upon which the future shall forever rely. The bottom shelf contains, from left to right, a leather-bound volume describing the Phoenician Alphabet, an abacus standing upright, an oversized computer mouse, and old rabbit-eared antennae. The alphabet represents our ability to memorialize and to classify information; the abacus represents the evolution of our ability to calculate using technological innovation; the oversized computer mouse represents our ability to transfer remote persons into vast seas of information; and, the rabbit-eared antennae represents the ability to coordinate disparate scientific technologies for unified objectives-- it symbolizes reception or past successes. The top shelf will represent the future. It is wooden, too, but in the middle, it is nearly transparent. T he edges are varnished and a bright shade of brown. The transparency symbolizes looking into the future. This shelf will have a sculptured facial bust of an unknown person, a golden pillar with a clear glass of water on top, and a computer with legs. The objects on the upper shelf are intentionally vague. This vagueness is deliberate; indeed, it is suggesting that science can be unpredictable and surprising. The bust of the unknown person represents one person and everyone; the golden pillar and the clear glass of water represent the reality that fundamentals are too often forgotten.  

Gender differences in intelligence?

Gender differences in intelligence? Sex differences in intelligence have been a popular argument for generations. Francis Galton had little doubt that men were more intelligent than women (Mackintosh, 2000, p. 182), whereas Cyril Burt and Louis Terman agree that this should be as straightforward as any concept, and can be answered through empirical evidence. In general intelligence, the findings of various studies have arrived at similar conclusions of either no difference, or men having a slightly higher IQ than women. In specific intelligence, men excel at spatial ability whereas women perform better at verbal tasks. (Lynn, 2005) The major inconsistencies of findings throughout studies have led to the critical analysis of intelligence tests. Implications of these findings will centre on employment and education opportunities, as well as criticisms of methods used leading to suggestions of how intelligence should be measured in the future. According to Maltby, Day and Macaskill (2007, p. 258), Sir Francis Galton is the forefather of intelligence tests. He made the first attempt to study sex differences in intelligence directly. He hypothesised that sex differences do exist between males and females. Alfred Binet created the first intelligence test for children called the Binet-Simon scale, which could determine the childs mental age. Charles Spearman aimed to test an individuals general intelligence. He was interested in relationships between subtests and found that if an individual scored highly in one subtest, they were likely to score highly in others. He found that these subtests correlated positively with each other. Through these findings Spearman developed his two factor theory. Specific intelligence refers to each type of intelligence that is used for a specific kind of task, such as verbal or spatial intelligence. General intelligence refers to the intelligence that is required to perform on all types of intelligence tests. In 1938, John Carlyle Raven published his Ravens Progressive Matrices, which were free from cultural influences and did not depend of language capabilities In 1939, David Weschler developed the first intelligence test based on Spearmans two factor theory called the Wechsler-Bellevue test. This test concentrated on specific abilities and how they correlated with each other to form an overall measure of general intelligence. In 1955 Weschler introduced the Weschler Adult Intelligence Scale (WAIS). These scales included a set of subtests to analyse specific intelligence. Lewis Terman (1916) studied almost 100 school children between the ages of four and sixteen using the Stanford-Binet test and found that the girls had slightly higher IQs. Charles Spearman (1927) found no sex difference in intelligence, as did Raymond Cattell. Raymond Cattell theorised the differences between fluid and crystallised intelligence, finding no difference on the two dimensions. Fluid intelligence is free of culture and is innate whereas crystallised intelligence is based on cultural experiences and acquired through learning. J.H Court (1983) conducted a meta-analysis of 120 studies on information provided on the Raven Progressive Matrices. He found mixed results with half of the studies finding no difference and the other half finding a slightly higher IQ in males. However, Court concluded that there were no differences. Jensen (1998) and Mackintosh (1998) found similar results with the only differences being very small with males having a slight advantage of one to two IQ points. Anderson (2004) reviewed literature on the Ravens Progressive Matrices and the Weschler intelligence test and concluded that they show no difference. Richard Lynn and Paul Irwing (2005) did a meta-analysis of 57 studies from 30 countries, covering 80,000 people who gave information on the Ravens Progressive Matrices. They found no sex differences among children up to the age of fifteen, which does not parallel with Termans findings. After the age of fifteen, males gradually scored higher IQ points than women, totalling up to five points when they reached adulthood. However, when looking at the effect sizes of Lynn and Irwings findings, the difference in IQ scores are not very significant. The effect size allow[s] us to determine the importance of the findings. (Maltby, 2007, p. 352) An effect size of .2 or below is considered as insignificant whereas an effect size of .8 represents a larger difference. Lynn and Irwings finding of males having a slightly higher IQ than females in between the ages of fifteen to nineteen had an effect size of .16, whereas males scoring five IQ points higher than women had an effect size of .2-.3, the refore this finding is not significant. Lynn and Irwings meta-analysis also showed that males scores had a larger variance than women. Irwing and Lynn report that there are twice as many men with IQ scores of 125 and 155, there were 5.5 men for every woman. (Maltby, 2007, p. 353) However, Terman (1916) and Herrnstein and Murray (1994) both disagree with these findings. They claimed that they found no difference in the variations of IQ scores. Although other studies that used the Weschler test agreed with Lynn and Irwing, showing that men had a variance of five percent larger than females. Even though it has been concluded that there is no significant difference between men and women in general intelligence, specific intelligence is another matter. The agreed hypothesis is that men and women differ on specific aspects of intelligence. Eleanor Maccoby and Carol Nagy Jacklin (1974) concluded that men perform better on tests of spatial ability and women, tests on verbal ability. M. C. Linn and A. C. Petersen (1985) found an effect size of .44 of males performing better on spatial perception. J. S. Hyde and M. C. Linn (1988) also found an effect size for -.33 of women performing better on speech production, which supports Maccoby and Jacklins conclusion. However, due to the small effect size of verbal abilities, Hyde and Linn believe that this is not significant enough to claim that the difference exists. When considering the validity and reliability of types of measurements, intelligence tests have been criticised. Maltby et al. (2007, p. 298) claims that intelligence is probably much more than what can be measured by intelligence tests; rather, [it is] the result of the individual engaging in a variety of skills and information within their cultural context. It would be a challenge to measure a concept such as this which is so dependent upon if the individual is truly willing to take part. Another difficulty is the dilemma of knowing the most reliable measurements. Measures of intelligence produce inconsistencies. Nybourg (2005) states that in half of various studies, there have been no difference found, whereas in the other half, males have a slightly higher IQ, averaging at 3.8. Jensen (1998) found that when certain subtests were eliminated from a study that favoured either sexes, the findings were very different, therefore the findings depend very much on which subtests are used. In conclusion to knowing the extent of sex differences in intelligence, due to Lynn and Irwings meta analysis; there is an insignificant amount of difference in general intelligence between males and females. However, when considering specific intelligence, many studies have shown that men clearly have a better spatial ability, whereas women perform better on verbal tasks. When including each of the specific abilities, they cancel each other out to reach a sum of no difference. Another fact to acknowledge is that male IQ has a much wider spread than females. Females have more of an average grouping of IQs whereas males reach wider ends of the spectrum, either reaching a score of 120 and being labelled as a genius, or scoring lower than 50 and being labelled as mentally challenged. The fact that males have such a large variance in their IQ scores has implications on how IQ should be measured. In the future, IQ should be measured by specific intelligence rather than general due to this large variance belonging to males. When looking at the implications for males and females in everyday life, these findings will have a big impact on education and employment opportunities. Leatta Hough (1992) found that intelligence effects various aspects in the work place such as competence and creativity. These aspects will affect future employment for the individual because of how their previous employers will reference them for their prospective employers. The implication of the previous findings regarding males have a slightly higher IQ score than women will directly influence the employers decision about who to hire. Employers are more likely to hire men because of their higher intelligence scores. These findings may also have an impact on what type of job males and females can work in. Due to the findings of specific intelligence, males are more likely to work in jobs that require spatial performance such as construction work, whereas females are more likely to work as a presenter or interviewer which requires high-quality verbal performance. However, this finding would not have an impact on school children due to Lynn and Irwings findings of there being no difference between children up to the age of fifteen. This finding does not however generalise to further education such as applying for universities. Educators and professors of a specific university will want the most intelligent students to study at their university; therefore they are more likely to choose males over females after considering their A Level grades as well as taking into consideration the above findings. However, certain universities, such as Oxford and Cambridge, who interview every candidate maybe more in favour of females due to them being statistically better at verbal tasks. The interviewers knowing this statistic maybe biased before the candidate enters the room which could affect their chances of entry. In general, the above findings will have an impact on general stereotypes in society. Women are commonly seen as below men in many areas of life, such as the work place. The findings of men having slightly higher IQs than women will add to this typecast of women being secondary. Although Lynn and Irwing claim that these findings are insignificant, in todays society, the fact that men do have, on average a higher IQ score in general intelligence will outweigh the psychologists findings. The inconsistency of the above findings shows that researching specific intelligence is more accurate than studying general intelligence. General intelligence is a very wide and open research topic, and the precision of studying this form of intelligence is not as clear cut as studying specific aspects of intelligence. Institutions should therefore use specific IQ scores to make decisions, because the specific scores would show the employer or educator where lies the individuals strengths and weaknesses, rather than ordering them in order of intelligence. In conclusion, when considering general intelligence, males have a slightly higher IQ score than females. However, the effect size for this finding is .2 meaning that the difference in too small to be significant. Specific intelligence tests show that males perform better at spatial tasks whereas women perform better at verbal tasks, therefore cancelling each other out. Due to males and females performing better at different things, their scores average out to be very similar for general intelligence. This difference does not occur until the individual reaches the age of fifteen. In early adolescents Lynn and Irwing discovered there are no sex differences at all. Although males score higher on IQ tests, they have a much larger variance in their scores. When looking along the spectrum of intelligence, males tend to score on either end of the scale, whereas females score closer to the average IQ of 100. The implications of these findings will have a great impact on further education for students, depending on how the university or college base their decisions on. For adults, the findings will impact on what type of job they are more likely to work in. Due to criticisms of past studies, implications for further studies are that more tests should be conducted for researching specific intelligence rather than general, due to the wide scope of what general intelligence tests can include. Education: The Backbone of a Nation | Essay Education: The Backbone of a Nation | Essay Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. The wealth of knowledge acquired by an individual after studying particular subject matters or experiencing life lessons that provide an understanding of something. Education requires instruction of some sort from an individual or composed literature. The most common forms of education result from years of schooling that incorporates studies of a variety of subjects. The function of education is to teach one to think intensively and to think critically. Intelligence plus character that is the goal of true education. The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things. It is the most powerful weapon which we can use to change the world. Education is good but can be really bad and unproductive when it becomes indoctrination. When one talks about education and being educated in this part of the world, people are quick to think about going to the university. They see those that have access to the university education who are regarded as being educated and those without the privilege as illiterate. Having seen and experienced this, I realize that when schooling becomes indoctrination, only the truly educated ones become successful. Now, what does it mean to be truly educated? What does it mean to be indoctrinated? What connection do these two have with schooling? To answer these three significant questions, we will need to define the nouns or verbs from which each of them is derived and analyze them. Longman Dictionary defines education, a noun from which educated is derived from: the process by which your mind develops at school, college or university. Indoctrinate, a verb from which indoctrination is derived, according to Longman dictionary means: to train someone to accept a particular set of political or religious beliefs and not consider any others. The English dictionary defines indoctrinate as to teach with a biased, one-sided or uncritical ideology. School, a noun from which schooling is derived, is defined in the English dictionary as: (U.S.) an institution dedicated to teaching and learning; an educational institution. (British) an educational institution providing primary and secondary education, prior to tertiary education (college or university). It must be noted that school is not limited to a certain institution, it is simply any institution for learning and education can be derived from any of these institutions. It is only indoctrination that makes people glorify one ahead of the other. Almost all of us belong to the school of thought that without university education a person is not educated. A polytechnic graduate is always rated lower than a university graduate regardless of intelligence of the former; thus certification has taken the place of real intellectualism and technicality. This indoctrination is a great tragedy to youth development. We have been made to believe that without a university education, we are no better than illiterates are. When we talk about intelligence, people are fast to measure it by the good grades acquired through formal education. We also have not been studious enough to see the difference: being a university graduate does not guarantee a successful life. The pieces of evidence are here but we couldnt see. Thats indoctrination. It is a gross waste of time to sit down and wait for admission when what we want to study in school is unrelated to what we really want to become, perhaps in what we are skilled. It is a lack of vision to accept a change of course just to be a university student, but our society has provided us with no other choice than to join them if we cant beat them. Everyone just wants to answer the name university graduate just for the sake of it. Therefore, we forgo our visions, dump our dreams for the title that comes with certificates which we might dump in our wardrobes and not make use of for the rest of our lives. It is true no knowledge is lost but such indoctrination comes with lesser or no profit. For the records, not being a university student does not make a person less or an illiterate. Let us overcome this wrong mentality in which we have been so much enslaved. University education with a good certificate is an achievement on its own, but it is not the most accurate determinant of efficiency nor does it necessarily enhance productivity or efficiency in the labor market. Year in year out, young boys and girls register for universities entrance exams and when they fail to make the required grades, they are considered failures. The ones that are tired of trying settle for colleges of educations, technical schools or polytechnics while the so-called determined ones, most of whom have no idea what they want to do with their lives, continue in the struggle of rewriting university entrance examinations. They keep making money for the universities when it is certainly most of them have no business being university students. Now, what does it mean to be truly educated? Going by the definition of education in Longman dictionary, it is the process by which your mind develops at school, college or university. The dictionary only mentions school, college or university in order to foster understanding in a layman, but the true meaning of education is the process by which mind and the whole being is developed through learning. This learning can be acquired in any designated institution. However, there can be no true education where there is indoctrination. Education is all about learning how to achieve ones passion and goals while indoctrination, going by its definition, is believing what one is told or what seems agreeable, convenient and best in order to avoid the stress of learning and engaging in its practicality. If one who doesnt ever attend university is considered educated, then who is uneducated? An uneducated person is a person who doesnt know anything about his lifes visions and goals and how to pursue them; one who does not have what it takes to succeed in his chosen lifestyle. For instance, if we want to be in life is a footballer and we go to school to study mechanical engineering when we should register ourselves into a football academy and develop our skills, we are simply uneducated. It doesnt matter if we have a Ph.D. in it. Ph.D. in mechanical engineering will never make us a better footballer. Imagine if Messi and Ronaldo have left football academy to go to university, will they have become the famous and successful footballers that we know today? However, being an illiterate who is unable to read and write; having less than an expected standard of familiarity with language and literature, or having a little formal education; not conforming to prescribed standards of speech or writing, will always limit anyones level of education. Of course, there are natural talents that do not require being taught in order to have them. If one is unable to read and write, he or she will definitely have limited education. Education can be acquired via other sources but literacy or the ability to read and write is vital. However, being a university student is not the proof that one is educated. For one to be able to sit for university entrance examination he or she must be educated, that is, he or she must be a literate and have at least ordinary level of formal education. That means one can be educated even without a university education. Tertiary education is not for everybody and those who are there are not superior to those who are not. It is only a required type of education for those whose goals and dreams in life could be shaped thereby, but if not it is a gross waste of time and wrong indoctrination. We should understand and discover our dreams and passions and should give them the most priority. We should take our destinies into our own hands, follow our dreams and not unnecessarily crave for university education and become a nuisance after graduating even with good grades. When schooling becomes indoctrination, only the truly educated ones become successful. To be successful in life requires more than just university education and most significant success stories in life are not as a result of it. The truly educated people are those who are original, resourceful and creative, who dream dreams and think out of the box to attain their dreams and fulfill their passions. They are those that acquire the only type of education that liberate their passions and help them to reach their set goals, not university graduates. True education is concerned not only with practical goals but also with values. Our aims assure us of our material life, our values make possible our spiritual life. In true education, anything that comes to our hand is as good as a book: the prank of a page- boy, the blunder of a servant, a few table talks they are all part of the curriculum. True education flowers at the point when delight falls in love with responsibility. No group and no government can properly prescribe precisely what should constitute the body of knowledge with which true education is concerned. No one has yet realized the wealth of sympathy, the kindness, and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.

Physics of Snowmachine Clutches :: sport physics snowmobile clutch

* A snowmachine clutch actually consists of two separate clutches connected together by a rubber belt. o The primary clutch is connected to the engine's crankshaft o The secondary clutch is mounted on the end of the jackshaft (which connects to the drive shaft via a chain and gears). * The primary purpose of the clutch is to smoothly transmit power from the engine to the jackshaft and to remove the connection when the engine is idling so that the machine is not always rolling. * This type of system is also referred to as a continuously variable transmission. It is called this because as the engine speed increases the final drive ratio increases. That is, the difference between the engine speed and track speed decreases. It is equivalent to an automatic transmission on a car with an infinite number of gears that you never felt shift. Let's take a look at how this "infinite gearing" process works: 1. At idle the primary clutch just spins and does not "grab" onto the belt. As engine RPM (revolutions per minute) increases to engagement speed (the RPM where the snowmachine starts moving), the primary clutch begins to pull together and start squeezing the belt. 2. Now the belt is turning. This makes the secondary clutch turn, which causes the track to turn and the snowmachine to move forward. 3. As engine speed increases above engagement, the primary clutch squeezes together some more and pushes the belt so that it moves to a larger radius on the primary. Because the two clutches rotate about fixed points, the belt gets pulled into the secondary, spreading it farther apart and moving the belt to a smaller radius. * Note that the primary clutch (on the left) never stops spinning, but the secondary (right) does stop spinning at idle speeds. * In case you are curious, the engine rpm got up to about 7000 rpm and the track speed got up to about 60 mph or more during this clip. I supported the track with a stand and ran the throttle while an observer ran the camera.

McDonald’s and the McCafe Coffee Initiative Essay

Looking at McDonald’s Canada from a resource-based view (please refer to the appendix), I believe that McCafà © will succeed in Canada. McDonald’s has a plethora of valuable resources in its disposal. Among them, arguably the most important is brand equity. The â€Å"Golden Arches† are instantly recognizable to just about everyone in the planet, and that level of brand awareness will play a big part in McCafà ©Ã¢â‚¬â„¢s entry to Canada. Furthermore, McDonald’s, being a major player in the fast-food industry in Canada, has a considerable amount of cash and infrastructure. This ensures that McDonald’s will have the means to market and distribute McCafà ©Ã¢â‚¬â„¢s products respectively. Another valuable resource that McDonald’s has access to is its large network of competent franchisees. A large percentage of the McCafà ©s in Canada will be add-ons to currently existing McDonald’s restaurants. Therefore, McDonald’s can be assured that the management of the McCafà © initiative in the individual restaurants will meet the high standards that the corporation already imposes on their franchisees. Finally, McDonald’s already has a solid reputation in Canada for their fast-food service. A sound marketing strategy can help transfer this positive reputation to the McCafà © brand. McDonald’s faces stiff competition from several firms in the Canadian retail coffee industry. However, the McCafà © concept will carve out a unique competitive advantage for McDonald’s, setting it apart from its competitors. McCafà © combines the speedy service of Tim Horton’s with the comfortable atmosphere and sophisticated image of Starbucks. McDonald’s blends the â€Å"best of both worlds† and has the potential to take market share from both types of competitors. It will be in a different league all by itself. The major factor detracting from McCafà ©Ã¢â‚¬â„¢s success is McDonald’s poor reputation for coffee in Canada, as seen in the SWOT analysis (please refer to the  appendix). It is important to note that despite McDonald’s poor reputation for coffee, the coffee itself is made from premium ingredients (100% pure Arabica beans). For McDonald’s to succeed with the McCafà © initiative, reversing this negative image is absolutely crucial. Furthermore, coffee is a staple in modern Canadian breakfasts, so having a strong brand of coffee on the menu can help revitalize McDonald’s breakfast sales. McDonald’s poor reputation for coffee can very well be the reason for its recent loss of market share in the breakfast industry. Thankfully, the market for retail coffee in Canada is experiencing significant growth, so if McCafà © becomes popular, it can make a sizeable contribution to the company’s profits. McDonald’s must find a way to change the negative image of its coffee by using the resources available to the firm. In order to change the negative perception of its coffee in Canada, I recommend that McDonald’s give away free samples of the coffee for a limited time. Although McDonald’s will initially make no revenue from the coffee, it will give Canadian coffee consumers a convincing incentive to try it out and potentially â€Å"switch sides†. With the large number of store locations that McDonald’s has in Canada already, the free coffee will see wide-scale distribution, meaning that a large percentage of the nation’s population will be able to taste the coffee and judge it accordingly. Marketing this campaign is absolutely essential to its success. McDonald’s has used television advertisements to great effect in the past, and it should be no different for this campaign. Word-of-mouth communication will inevitably take place and more people will get a chance to taste the coffee. With all that being said, McDonald’s must implement measures to prevent customers from taking advantage of the free coffee. For example, it can limit the free coffee to the small cup size and implement a one-cup-per-customer rule. Furthermore, McDonald’s must set a precise time period for the campaign. Customers shouldn’t come into McDonald’s expecting free coffee after the campaign is over. Proper use of McDonald’s brand equity, cash and infrastructure is the key to the success of McCafà © in Canada. Although the McDonald’s brand is well known, it is important to note that the McCafà © brand is just beginning to grow in Canada. For this reason, I recommend that all McCafà © locations start off as extensions of existing McDonald’s restaurants rather than stand-alone restaurants. Once the McCafà © brand becomes popular enough in its own right  (likely after the free coffee campaign mentioned in the paragraph above), stand-alone McCafà ©s can be established. As of right now, taking the stand-alone route is much too risky. Finally, I recommend that all McDonald’s locations which will take on the McCafà © extension receive an upgrade to its interior design. Since McCafà © will be acting as a pseudo-competitor to sophisticated coffee retailers like Starbucks, design changes must be made to reflect the transformation. For example, bright colours like red and yellow must be replaced with warm, inviting colours like cream and mocha. Moreover, some of the standard four-seat tables should be replaced with sofas and loveseats. The addition of soft, contemporary music in the restaurant would also help in conveying the image of an upper-class coffeehouse. With my given recommendations, I strongly believe that McCafà © will be successful in Canada. If you have any questions regarding my report, please feel free to contact me. Regards, Sanger (Sung-Young) Yoo Appendices Resource Based View of McDonald’s Canada ResourceValuable?Rare?Inimitable?Substitutable? Tangible Assets CashXX Number of store locationsXX Strong managementX Strong franchiseesXX Existing product lineXX Global presence (121 countries)XX Intangible Assets Good reputation in fast-foodXX Depth of supply chainXX Brand equityXX Customer loyaltyXX Organizational Capacity Fast customer serviceX Product developmentXX Consistency of qualityX Appeal to all agesX SWOT Analysis of McDonald’s Canada (Regarding McCafà ©) StrengthsWeaknesses -Powerful supplier â€Å"partners† including Coca-Cola, Disney and Nestlà © -Good quality coffee (100% Arabica-brewed coffee) -Combines affordable coffee with sophisticated environment-Bad reputation for coffee -Declining market share in breakfast sales OpportunitiesThreats -Potential merger with another company (similar to Starbucks and Chapters) -Explosive growth in retail coffee consumption in Canada (Growing market for McCafà ©)-High levels of competition

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