Friday, November 29, 2019

Industrial Revolution Essays (738 words) - Cellulose, Cotton, Crops

Industrial Revolution INDUSTRIAL REVOULUTION The Industrial Revolution is a term usually applied to the social and economic changes that mark the transition from a stable agricultural and commercial society, to a modern industrial society relying on complex machinery rather than tools. There have been numerous debates to the use of this term because the word revolution suggests sudden, violent, unparalleled change. Even though there was an unparalleled change in the world, it was by no means sudden nor violent. The worlds social and economic structures changed due to marvelous inventions and innovations. These inventions and innovations led to a factory system of large-scale machine production and greater economic specialization. Britain is credited for starting this revolution and the United States soon followed. However, we must examine the revolution and its effects in other countries outside of Britain and the U.S. In France, this Industrial Revolution came late because of the French Revolution. However, after the French Revolution came to an end, France began picking up its pace in development. In fact, the French government played a much more active role in development than did the British government. The French government had funded railways, whereas the British railways were privately funded. Even though industrialization did pick up in France, handcraft production still remained a significant element of the French economy. And some industries, like furniture production, mechanization was very unpopular. However, mechanization did hurt some of the French farmers and French weavers so much, that they were forced to the cities and later induced a second French Revolution. In Asia, Japan became the first industrial nation. In fact, the Japanese liked the idea of industrialization so much that the government made it a national goal in the late 19th century. In India, this idea of industrialization had a complete opposite effect. Indias economy survived on two major markets; the cotton market and the agricultural market. The cotton was grown by hand, picked by hand, and weaved by hand. Because of this, Indian cotton and cotton products were the best in the world and they carried a best in the world price. Beautifully hand woven cotton was very expensive and because of this, weavers and growers were living comfortably. But when the Industrial Revolution hit Britain, this all changed. The British (and an American man named Eli Whitney) invented new machines, such as the Spinning Jenny and the Cotton Gin, that could pick and weave cotton almost ten times faster than a hand could. Because more cotton products could be produced in a shorter time and therefore would cost less money, people began buying British cotton goods. This drove Indian cotton farmers and weavers out of work. And because of this, these unskilled workers had to move to cities or take up other jobs. For most Indians, this was impossible because they were so unskilled. No only did industrialization ravage the Indian Cotton Industry, but it ravaged Indian family traditions. Indians, who were lucky to find work, found it harder and harder to spend time with their families. So family ties and traditions almost ended right then. And since a large portion of the population relied on the Cotton Industry, a large portion suffered these hardships and most Indian traditions were lost forever. However, industrialization did come at a cost for other nations as well. The nature of work, around the world, became worse and worse for many people. The concept of industrialization placed great pressures on traditional family ties as work moved from around the home to outside the home. The economic and social differences between people of industrialized nations became further stratified, as was the rift between wealthy nations and poor nations. The environment suffered a great deal due to this industrialization. To this day, pollution, deforestation, and the destruction of plants and animals continue to skyrocket. Industrialization did have good outcomes. Material well-being and improved health care came to many industrial societies. New goods and new choices came about. It also led the way for other ideas such as womens rights and child labor laws, among others. Simply stated, industrialization did have its good aspects as well as its bad, and those can be arguable. But no one can argue that the Industrial Revolution was a

Monday, November 25, 2019

How to Get 800 on SAT Math, by a Perfect Scorer

How to Get 800 on SAT Math, by a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 600-750 range on SAT Math? Do you want to raise that score as high as possible- to a perfect 800? Getting to an 800 SAT Math score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've scored 800 on Math on all my SATs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 600 on SAT math or above. If you're below this range, my "How to improve your SAT Math score" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 600. Overview A lot of SAT Math guides out there are pretty bad. They're written by people who don't have actual expertise in the test, or they contain vague advice that isn't helpful to the advanced student. You need better advice than simple SAT Math tips like "remember there's no guessing penalty!" In contrast, I've written what I believe to be the best guide on getting an 800 available anywhere. I have confidence that these strategies work because I used them myself to score 800 on SAT Math, every time I've taken the SAT.They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring an 800 is a good idea, what it takes to score an 800, and then go into the 8 key SAT Math strategies so you know how to get an 800 on SAT Math. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why an 800 Math score is useful, since this will fuel your motivation to get a high score. Finally, in this guide, I talk mainly about getting to a 800. But if your goal is a 700, these strategies still equally apply. Understand the Stakes: Why an 800 SAT Math? Let's make something clear: for all intents and purposes, a 1530+ on an SAT is equivalent to a perfect 1600. No top college is going to give you more credit for a 1580 than a 1540. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 1550, don't waste your time studying trying to get a 1600. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 1520 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 1530or above. There's a big difference between a 1450 and a 1550, largely because it's easy to get a 1450 (and a lot more applicants do) and a lot harder to get a 1550. A 1530places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get an 800 on SAT Math? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your composite score moreso than your individual section scores. If you can get an 800 in SAT Math, that means you only need a 730 in SAT Reading and Writing. This gives you a lot more flexibility. MIT expects an 800 in SAT Math. There are two other scenarios where an 800 in SAT Math is really important. First is if you're planning for a quantitative or science major (like math, physics, statistics, chemistry). The second is if you're applying to a highly selective technical school like MIT or Caltech. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a math/science major, you're competing against other math/science folks: people for whom SAT Math is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, MIT, Caltech, and even less selective schools like Harvey Mudd, the 75th percentile SAT Math score is an 800. That means at least 25% of all students at these schools have an 800 in SAT Math. Even more surprising: the 25th percentile score for SAT Math at MIT and Caltech are 750 and 770, respectively. This means if you score a 750 on your SAT Math, you'rewell below average for these schools! I'm not going to lie. SAT Math was super easy for me. I got 800 on pretty much every practice test and official SAT I ever took. This was largely because I had a strong math background and competed in math competitions like AMC/AIME. I also worked hard and applied the strategies below to achieve perfection. You're competing against people like me. And if you apply with a 700 on Math, schools like MIT, Harvard, and Princeton are going to doubt your ability. Because SAT Math is supposed to be trivially easy for you. But if you can work your way to an 800, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score an 800 on SAT Math. The reason most people don't is they don't try hard enough or they don't study the right way. Even if math wasn't your strongest suit, or you got a B+ in Calculus, you're capable of this. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? It's purposely designed this way. The SAT can't test difficult concepts, because this would be unfair for students who never took AP Calculus. It can't ask you to solve Fermat's Last Theorem. The SAT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover. Basic algebra (solving single-variable equations, word problems), advanced algebra (quadratic and exponential equations), geometry (x-y coordinate geometry, circles squares and triangles), and basic statistics. You've learned all of this before in high school. But the SAT still has to make the test difficult to differentiate student skill levels, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: Find the area of the shaded region below, if the radius of the circle is 5. This is a classic SAT type question. You might already know how to solve it. But it's unlikely you ever ran into something like this in school. The first time you see this, it might be confusing. How do you get the area of each of the shaded corners? It kind of looks like a triangle, but not really because of the curve region. But you've learned all the concepts you need to solve this. Notice that the shaded area is the area of the square, with the area of the circle punched out. To get to the answer quickly, this means that the area of a square is 10 x 10 = 100, and the area of a circle isÏ€r2, orÏ€ * 5 * 5 = 25Ï€. So the area of the shaded region is 100- 25Ï€. The SAT math section is full of weird examples like this, some of which get much more difficult. To improve your score, you just need to: master the types of questions that the SAT tests, like the one above draw on the correct concepts you already know to solve the questions practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right an 800. What It Takes to Get An 800 in Math If we have a target score in mind, it helps to understand what you need to get that score on the actual test. There are 58 questions in the Math section, and how many questions you miss determines your scaled score out of 800. From the Official SAT Practice Tests, I've taken the raw score to scaled score conversion tables from 4 tests.(If you could use a refresher on how the SAT is scored and how raw scores are calculated, read this.) Raw Score Test 1 Test 2 Test 3 Test 4 58 800 800 800 800 57 790 790 790 800 56 780 780 780 790 55 760 770 770 790 54 750 760 750 780 53 740 750 740 770 52 730 740 730 760 51 710 730 720 750 Math has a REALLY strict grading scale. On 3 out of 4 tests, if you just miss a single question, you get dropped down to a 790. That's it- no perfect score! On one of these tests, you get an extra cushion of 1 question, but that's not much. This all depends on how the particular test you're taking is scored. The harder the math questions are, the more likely you can miss one question and get an 800. The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for an 800. Whatever you're scoring now, take note of the difference you need to get to a 800. For example, if you're scoring a 700 now, you need to answer 8-9 more questions right to get to an 800. As a final example, here's a screenshot from my exact score report showing that I missed 0 questions and earned an 800. (This was from the previous 2400 version of the SAT.) OK- so we've covered why scoring a higher SAT math score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get an 800 on SAT Math What's your greatest weakness? Strategy 1: Understand Your High Level Weakness: Content or Time Management Every student has different flaws in SAT Math. Some people aren't comfortable with the underlying math material. Others know the math material well, but can't solve questions quickly enough in the harsh time limit. Here's how you can figure out which one applies more to you: Take only the math sections of one practice test. We have the complete list of free practice tests here. For each section, use a timer and have it count down the time allotted for that section. Treat it like a real test. If time runs out for that section and you're 100% ready to move on, then move on. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." When you're ready, move on to the next section, and repeat the above until you finish the second math section. Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 700 or above? If NO (Extra Time score 700), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all SAT Math subjects. If YES (Extra Time score 700), then: Was your Realistic score a 700 or above? If NO (Extra Time score 700, Realistic 700), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 50 points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at math across most questions? Or did particular problems slow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 700), then you have a really good shot at getting an 800. Compare your Extra Time and Realistic score- if they differed by more than 30 points, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get an 800 with extra time, but score a 700 in regular time, you know exactly that you need to work on time management to get an 800. Strategy 2:Do a TON of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of SAT Math will knock you down from an 800. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 SAT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who did 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near an 800 on SAT Math. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: on every practice test or question set that you take, mark every question that you're even 20% unsure about when you grade your test or quiz, review EVERY single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. in a notebook, write down 1) the gist of the question, 2) why you missed it, and 3) what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (algebra- solving equations, data analysis- experimental interpretation, etc.) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the math skill or knowledge needed to answer this question. One step further:What specific math skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing. One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3:If You Have Math Content Gaps, Be Ruthless About Filling Them Within SAT Math, you have to master a lot of subjects. At the high level, you need to know basic algebra, advanced algebra, data analysis, and geometry. Even further, within algebra, you need to know how to solve equations, how to deal with word problems, properties of functions, etc. Here's our complete mapping of all 24 skills you need in SAT Math: Basic Algebra Linear functions Single variable equations Systems of linear equations Absolute value Advanced Algebra Manipulating polynomials Quadratic equations Dividing polynomials Exponential functions Function notation Solving exponential equations Systems of equations with nonlinear equations Problem Solving and Data Analysis Ratios and proportions Scatterplots and graphs Categorical data and probabilities Experimental interpretation Mean, median, mode, standard deviation Additional Topics Coordinate geometry- lines and slopes Coordinate geometry- nonlinear functions Geometry- circles Geometry- lines and angles Geometry- solid geometry Geometry- triangles and polygons Trigonometry Complex numbers Whew! That's a handful. This might be a greater breakdown of skills then you're used to, but at PrepScholar we believe in grouping questions by specific skill so you can train most effectively. In our program, we break down all our SAT Math content into these detailed skills so you can train your specific weaknesses in focused groups. Unless you're a math whiz and are already scoring a 750-800, it's unlikely that you've mastered all of these evenly. You probably have different strengths and weaknesses across these subjects. If from the analysis of mistakes above you find that you have a content problem, you need to improve your understanding of that content. By Content problem, I mean that you're not comfortable with the underlying math concepts in a subject. Maybe you forgot how to solve a type of problem, or you forgot a formula to use, or you just don't remember the subject material. If you've identified one of these issues, you've spotted an opportunity for yourself to improve your score. Fill in the potholes of your understanding. Think of a mistake like discovering a cavity in your mouth. When your dentist fills in a cavity, he doesn't just patch up the hole right away. He cleans out the entire cavity, sterilizes it, then adds a filling. Content mistakes are similar- you have a weakness in a subject, say x-y coordinate geometry. This probably means you have a lot of other weaknesses in that subject other than the one identified by that question. Don't just focus on understanding that one question you missed. Take the opportunity to research that subject and get more practice in it. You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. In our SAT prep program PrepScholar, we do that work for you by splitting up our 1,500+ practice questions by skill and difficulty. If you're weak in algebra- solving equations, you get 20+ questions in a quiz dealing specifically with that skill. This repetitive practice fills up your content gap far better than any other method I know. Strategy 4: If You Miss a Question, Try It Again Before Reading the Explanation When you're doing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider thispassive learning- you're not actively engaging with the mistake you made. Instead, try something different- find the correct answer choice (A-D), but don't look at the explanation. Instead, try to re-solve the question once over again and try to get the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new strategy, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 5: Master Every SAT Math Skill- Even the Rare Ones The SAT has an uneven balance of questions by skill. Algebra dominates the test, taking up over 50% of the test. This is somewhat good news, in that if you're an Algebra whiz, you'll do well on the bulk of SAT math. The bad news is that there's a long tail of straggling skills that show up just a few times a test. We've done a careful analysis of every math question on every official SAT test, and here are the LEAST common skills in SAT math. I'll show you the frequency of appearance, as well as the expected # of questions per test for that skill. Skill Frequency Expected Questions Per Test Dividing polynomials 1.72% 1 Trigonometry, radians 1.72% 1 Absolute value 1.29% 0.75 Complex numbers 1.29% 0.75 Experimental interpretation 0.86% 0.5 Lines and angles 0.86% 0.5 Solid geometry 0.86% 0.5 Systems of equations with nonlinear equations 0.86% 0.5 Function notation 0.43% 0.25 This might surprise you. Some of these skills have an expected # of questions lower than one. That's right: sometimes you might not even get a complex number or solid geometry question. But you have to know it anyway. You have to know it all. In some ways, this is really extreme. You have to know a LOT of topics in trigonometry, just to answer that one question per test. Here's an example: You need knowledge of radians and standard triangles to answer this question.To solve the question, you can realize that if the x length is√3, and the height is 1, then you know that this is a 30-60-90 triangle lying on its long side. Thus the angle is 30 degrees. Then, becauseÏ€ radians is 180 degrees, then the angle isÏ€/6 radians, so a = 6. But notice that you weren't tested on any other items in standard trigonometry- SOH CAH TOA, graphing functions like cos (90 + 2x), and converting between sin and cos. Yet you still need to know this, because you can't predict what they're going to test. This is also true of complex numbers, solid geometry (volumes, surface areas), absolute value, dividing polynomials, etc. This is the challenge of the 800 Math scorer- you need a wide BREADTH of knowledge as well as DEPTH of mastery in each one.No single test is going to test the entire breadth of your knowledge, but you must be prepared anyway. The way we handle this at PrepScholar, which is based on how I mastered the SAT myself, is to give you detailed lessons and quizzes for all 24 Math skills, and all Reading/Writing skills. For even the least common skills like complex numbers and solid geometry, you'll get dozens of questions to practice with and master the skill. You'll leave no stone unturned, which is why top scoring students love us. If you don't use PrepScholar, then you need to find great sources of practice content yourself, and to structure your study time optimally so you get both breadth and depth. Strategy 6: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at SAT Math that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish SAT Math sections in about 60% of the time allotted. This means I finish a 25 minute section in 15 minutes or less, and a 55 minute section in 35 minutes. This gives me a TON of time to recheck my answers two times over and make sure I make no careless mistakes. How can I finish a section this quickly? It comes down to mastery of the math skills and a LOT of experience with the test. When I see a question, I usually know exactly what the College Board is asking for, and I've seen so many such questions that I know exactly how to solve it in the fewest steps needed. It comes from hard work and perseverance.If you're pretty far from this time benchmark, don't fret- it took me a lot of training and experience to get to this level. (After all, I've seen thousands of questions in my own SAT prep and when designing our PrepScholar SAT program). So let's say you finish a section ahead of time. What do you do with all that extra time? Don't rest and don't put your head down. Use this valuable time to double-check, even triple-check your work. Remember, even ONE question missed will bring you down from an 800- you need to achieve perfection. What's the best way to double-check your work? I have a reliable method that I follow: Re-read the question again. Question your assumption about what the question is about. If the question asks for a specific variable, make sure you're solving for that variable! Try to resolve the question another way. If I solved a question algebraically, I can recheck it by plugging in the solution. If I'm 100% sure I'm right on a question, I draw a huge check mark in the test book and never look at the question again. Even if I feel just a little twinge of remaining doubt, I'll come back to it on the third pass. At least 2 minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go 5 at a time ("A D E C B") for more speed. Here's an example of solving a question two ways: First way: My natural instinct is to solve this algebraically. I know I can plug in numbers, but I feel that's slower and more error prone than getting a definitive answer through solving the equation. 3x - 5≠¥ 4x - 3 I can rearrange in my head in one step like so: -2≠¥ x (if you make careless mistakes, like the College Board expects you to do, it's worthwhile splitting it up into smaller steps) OK, so the solutioin set is numbers less than or equal to -2. This leaves answer A as NOT the solution. Doublecheck way:Now that I know answer A should be correct, I'm going to verify by plugging that value back in and expecting the inequality to fail: 3x - 5 ≠¥ 4x - 3 -3 - 5≠¥ -4 -3 -8≠¥ -7 That's obviously false, so I can verify that A is the right answer. At this point I'm confident enough that I can move on and not check this question again. Another time management tip: If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for an 800, don't be afraid to skip. You can come back to it later, and on your first pass it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you 2 minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just 10 seconds per question, you get back 200 seconds on a section that has 20 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. 5 minutes before the section ends, make sure you bubble in the answers you already have. Strategy 7: Eliminate Careless Mistakes Careless mistakes are one of the most frustrating types of errors to make, and nearly everyone makes them, especially on Math. You know the underlying material, you know how to solve the question, and you're feeling good. But then you grade the quiz, and you find a careless mistake. Oops- the question asked for the perimeter of the circle and not the area, which is what you calculated. These types of errors are the most costly and frustrating. You've already put in a ton of work to master the underlying material, and here a question has tricked you into losing a point. This is why finishing the test early, like I mention above, is so helpful. You get extra time to take a breather and double-check your answers. If you find that careless mistakes are a recurring problem for you, here are some strategies to get rid of them: In the question, underline what the question is specifically asking you to solve for. It's so easy for the SAT to trick you into solving the wrong thing. If you're solving for a particular value (like length, area, etc), write the units down in the scratch space. Be careful with calculator entry. A missing parentheses makes a big difference. "4 + 9 / 2" is completely different from "(4 + 9) / 2" Avoid bubbling errors by using the Quick Tip above. Here's an example: This question is asking us to solve for y + z. Not x, y, or any other combination of variables. To make sure I remember this, I underline y + z, and I also write "y + z = ?" in the work space so that I remember what I'm solving for. You can bet that in many answer choices, the SAT will have trap answers for other things you can solve for, like x. (This one happens not to, but it's very common). Memorize the SAT Math Formulas. Strategy 8: Memorize the Formulas and Common Math Facts If you're still flipping to the front of the section to look at the math formulas, you haven't gotten to understand SAT Math well enough yet. Not only does this cost you time, it also indicates that you haven't practiced enough with SAT Math to have the required formulas come to you fluidly. Memorize the formulas at the front of the section and these common math facts: calculating slope from two points (rise over run) remainder when dividing a polynomial common right triangles: by angles 45-45-90 (1-1-√2) 30-60-90 (1-2-√3) by sides 3-4-5 5-12-13 formula forvolumes, surface areas We have a complete list of SAT Math formulas here. Strategy 9: Don't Overly Depend on the Calculator As you likely already know, Section 3 is a Math section forbidding the use of calculator, with 20 questions. Section 4 is a Math section that allows calculator, with 38 questions. The calculator is really useful for certain questions that require complex calculations, like multiplying decimals together or taking square roots of weird numbers. However, in many other situations, it's too much of a crutch, and it can make you soft. Learning to solve questions without the use of a calculator will strengthen your math intuition and force you to understand the underlying math, rather than relying on a calculator. Actually, every question on the SAT is solvable without a calculator. Because the College Board cares a lot about equality, it doesn't want to give an unfair advantage to students who have grown up with graphing calculators compared to students who can't afford them or never used them in school. So it designs questions that don't require advanced calculators to solve. Practically, this is important because some of the no-calculator questions are solvable WITH a calculator, and you need to wean yourself off of the calc. Here's an example: Yes- you can solve this by plugging it into your graphing calculator's systems of equations tool. But this appears on the no calculator section, so you have to get used to solving this with pen and paper. The second reason to depend less on the calculator is because solving without a calculator is actually faster in many cases. Here's an example: The calculator way to solve this would be to solve for the quadratic formula, 0 = -4.9 t2 + 25t. You can plug it in and the calculator will spit out two values for t. How I would naturally approach is to factor first: 0 = t (-4.9t + 25) Obviously t = 0 is one solution, but the other solution is pretty easy to find too.I don't even need to use the calculator- I know 4.9 is close to 5, so I can see that t is close to 5. This is answer D. For me, the second way is faster and feels more robust than the first. I know I've solved for t definitively, and I'm confident in my answer choice. Whereas if I used a calculator, I don't have a "feel" for the solution- I'm purely trusting the calculator and what I entered into the calculator as correct. Now, when I doublecheck (Strategy 6), I might solve it a different way by plugging in the answer choices. I'll try plugging in answer choices C and D, and it'll be clear that Dis the better answer. But this is reserved for answer checking, rather than the first time I solve it. Being able to solve SAT Math questions without a calculator will train your SAT Math skills more rigorously. This is important when you're aiming for a perfect math score. Strategy 10: Keep a Calm Mind During the Test, No Matter What Now you know what it takes to achieve perfection on SAT Math. You know that it's critical to get a perfect raw score, or you might score a 780. This makes a lot of students freak out during the test. "I can't solve this question...my 800 is gone...I'm getting more nervous and I have to skip the next question too..." You can see how quickly you can unravel like this. Before you know it, you're scoring way worse than you ever did on a practice test. You need to learn to be mentally strong, like an athlete on game day. Yes, you might have to skip a question on the first pass through. Maybe even two in a row. But you've practiced hard up to this point. You know this stuff, and you'll come back to those questions and get it later. You need to keep up a positive mindset during the test, or you'll crumble. And in the worst case, maybe you won't get an 800. But if you've consistently been getting 800's on the practice tests, you likely won't go much lower than 750- and that's still really good. Recap: How to Get a Perfect SAT Math Score Those are the main strategies I have for you to improve your SAT math score to an 800. If you're scoring above a 600 right now, with hard work and smart studying, you can raise it to a perfect SAT Math score. Notice that I didn't actually teach you that much math content. I didn't point to any specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. If you want to go back and review any strategies, here are quick links to them: Strategy 1: Understand Your High Level Weakness: Content or Time Management Strategy 2:Do a Ton of Practice, and Understand Every Single Mistake Strategy 3:If You Have Math Content Gaps, Be Ruthless About Filling Them Strategy 4:If You Miss a Question, Re-Solve It First Strategy 5: Master Every SAT Math Skill- Even the Rare Ones Strategy 6: Finish With Extra Time and Double Check Strategy 7: Eliminate Careless Mistakes Strategy 8: Memorize the Formulas and Common Math Facts Strategy 9: Don't Overly Depend on the Calculator Strategy 10: Keep a Calm Mind During the Test, No Matter What Keep reading for more resources on how to boost your SAT score. What's Next? We have a lot more useful guides to raise your SAT score. Read our complete guide to a perfect SAT score, written by me, a perfect scorer. Are you aiming for a top school like Harvard or the Ivy Leagues? Here's my famous guide, How to Get Into Harvard. Learn how to write a perfect-scoring SAT essay, step by step. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. I built the PrepScholar program based on the principles in this article- the principles that worked for me and thousands of our students. Check out our 5-day free trial today:

Thursday, November 21, 2019

The Process of Product Analysis Essay Example | Topics and Well Written Essays - 1000 words

The Process of Product Analysis - Essay Example Watermelon is a nutritional fruit known to have originated from West Africa. Popular belief has it that watermelons are generally made up of water and sugar. However, studies have shown that it is a nutrient-dense fruit. Watermelons have high amounts of vitamins, antioxidants, and minerals. It is generally a low-calorie fruit which explains the high consumption rates in the US. The nutritional values are beneficial in curing various diseases like high blood pressure, cancers, asthma, hydration, and inflammations. Watermelons are readily available in the US as they are easily grown and don’t require lots of input. Most Americans grow them in their backyard. They generally thrive in hot and dry weather. A ripe watermelon is more sweat compared to those that are less mature. The popularity of the fruit is more during the summer and picnics due to their sweetness and their aid in combating the heat. There are different types of watermelons: seedless, yellow, orange, seeded and min i which is also known as personal. Seeded watermelons are the most popular type in the US. They are fairly cheap ranging between $2 and $4 per watermelon. Watermelons can take up to a week if well stored. The perishability of them is higher compared to other fruits like oranges and passion fruits. Watermelons are popular in the restaurants as they provide a good dessert. Restaurants offer watermelons in their menus in various forms. Watermelon can be blended to make juice and smoothies.

Wednesday, November 20, 2019

Business submission Essay Example | Topics and Well Written Essays - 1000 words

Business submission - Essay Example ch activities include; shifting manufacturing techniques or method, adopting new, better input materials, re-utilizing materials on site, and adoption of new product changes as well. Note that this has no exclusion to other firms under the same industry (Leipziger 2010). Precautionary approach to environmental challenges on the other hand involves organized use of risk assessment through identification of hazardous features or characteristics, management, as well as risk communication. This is based on the degree of certainty as shown by scientific evaluation techniques which must be conducted prior. Under this principle, the following activities by the organization in question (Microsoft) and its competitors have been witnessed. Provision of better information to the clients, communicating possible risk to the customers, the surroundings, or even the public and obtaining prior permission before certain commodities, are thought to be potentially harmful (Akhtarkhavari 2010). My position is to encourage these organizations to continue with such practices since they are essential in the compliance with the two principles of Global Compact. Despite the fact that the above business practices aim at compliance with the two principles I mentioned earlier, they also come with little side effects which we must agree to take charge of. To begin with, there are positive lessons learnt from the activities of Microsoft as it aims to comply with the two principles under the Global Compact. These include; the implementation of environmental friendly technologies that help in reduction on the use of raw materials, which in turn result into increased efficiency. Secondly, innovations pertaining to technology create a new whole world of more superior business opportunities which in turn helps the business to remain or win competitive advantage over others in the same industry. Furthermore, such technologies that use input materials more efficiently and even cleanly may be applied

Monday, November 18, 2019

Diversity Essay Example | Topics and Well Written Essays - 500 words - 2

Diversity - Essay Example There hardly seems to be any conflict or scuffle that is focused on racial or cultural paradigm. Indeed, the small skirmishes amongst the children are mostly focused on their games and older generation seems to enjoy their arguments while walking in the local park. Moreover, the gender and age distribution of observed people is also mixed. Most of the children in the park are in the age group of 3-12 years. I also find that there are a lot more people in the park who are above 50 years. Teenagers and young adults do not seem to frequent the local parks! Interestingly, the streets have more young adults and office goers and the same is true for the central market and local transport. May be there are slightly more boys than girls but the overall gender distribution within the population observed is almost same. The group formation within the mainstream population is also highlighted by diversity where whites mix with the ethnic population. It is fun to study the varying models of interaction amongst the people coming from diverse background. While the children and teenagers seem to be least bothered about their laughter, the aging white population is more reserved than their ethnic counterpart who seems to be enjoying life. They are full of life and seem to be living in the present than bogged down with the worries of tomorrow. In such a multicultural environment, I as a Mexican, have not been burdened by any cultural constraints to feel alienated. I have been accepted easily within the group and treated as friend. Surprisingly, the heterogeneous social groups behave homogenously! Indeed, had I not be studying diversity, I would not have noticed these small things which have become part of contemporary society. Furthermore, I realize that we have more cross cultural understanding and thereby are less surprised of new customs or feel awkward in group where people are coming from different culture,

Saturday, November 16, 2019

Deontological And Teleological Ethical Theories

Deontological And Teleological Ethical Theories The word ethics comes from the Greek ethos, meaning something like morals. In fact, ethics is defined as the systematic reflection on what is moral. In this definition, morality is the whole of opinions, decisions and actions with which people express what they think is good or right. So, in short, to think ethically, you need to systematically reflect on what people think is good or right. Ethics is not a manual with answers on how to act. It is only a search for the right kind of morality. We can distinguish two kinds of ethics. The descriptive ethics is involved with the description of existing morality. It is about facts. Descriptive judgments are therefore true or false. On the other hand, there is the prescriptive ethics, also known as the normative ethics. Utilitarianism is a theory in normative ethics holding that the proper course of action is the one that maximizes utility, specifically defined as maximizing happiness and reducing suffering. Classic utilitarianism, as advocated by Jeremy Bentham and John Stuart Mill, is hedonistic. It is now generally taken to be a form of consequentialism, although when Anscombe first introduced that term it was to distinguish between old-fashioned Utilitarianism and consequentialism. According to utilitarianism the moral worth of an action is determined only by its resulting outcome although there is debate over how much consideration should be given to actual consequences, foreseen consequences and intended consequences. Two influential contributors to this theory are Jeremy Bentham and John Stuart Mill. In A Fragment on Government Bentham says it is the greatest happiness of the greatest number that is the measure of right and wrong and describes this as a fundamental axiom. In An Introduction t o the Principles of Morals and Legislation he talks of the principle of utility but later prefers the greatest happiness principle. Utilitarianism can be characterized as a quantitative and reductionist approach to ethics. It is a type of naturalism. It can be contrasted with deontological ethics, which does not regard the consequences of an act as a determinant of its moral worth; virtue ethics, which primarily focuses on acts and habits leading to happiness; pragmatic ethics; as well as with ethical egoism and other varieties of consequentialism. Task 2 Business Ethics importance to business and to the society. (P2.1) Ethics are the backbone of American industry, well, they should be. Whether an organization has good or bad ethical standards, ethics is an issue for all people. Ethical problems arise not only from the difficulties experienced in making a valid moral judgment, but also from practical obstacles to the execution of even a correct decision. Often, it is harder to go through with a morally correct decision even though you know it is the right thing to do. More often than not, the temptation to take the easy way out is overwhelming. There are many definitions of ethics, but, according to author Herbert Johnston, ethics is concerned with two things: human conduct and what ought to be done. It also involves people s perceptions about what should be done. People have duties to do what is right and to not hurt other people. More or less, ethics involve obligations. Johnston also defines ethics as a practical, philosophical science by which we may reach conclusions concerning the rightness or wrongness of voluntary acts as related to our last end. Johnston is saying that ethics are judgments based on society s set moral standards that result in good outcomes or bad outcomes, depending on the goodness or badness of the judgment. More specifically, business ethics are an attempt to develop and apply basic principles in the area of human economic relations. With the definition of ethics now clarified, the reasons for being ethical arise. Why do/should businessmen act ethically. Based on Ray Baumharts 1998 survey of 1,031 businessmen, the most influential incentive for being ethical was a man s personal code of behavior. Most people are ethical because of what they believe to be right. Most people want to take the credit for doing the right thing when they will be recognized or even rewarded. The true test is seeing what people do when no one is looking. The following lists are the other top choices in descending order of importance to the surveyed businessmen: formal company policy, the behavior of a man superior, the ethical climate of the industry, and the behavior of a man s equals in the company. From these rankings, it appears that when a businessman acts ethically, he attributes it to his own ability to resist pressure and temptation, with some credit due to his superiors and the company policy. People want the reputation of being ethical. They feel like they are a good person if they are known as being ethically good. On the other hand, the human reluctance to blame oneself for ethical failings helps to explain why our respondents [to the survey] rank personal financial needs as least important of the five factors influencing unethical behavior .In some instances, people believe good business is good ethics (Lewis 48). Of those Baum hart surveyed, 98% believed that sound ethics is good business in the long run. However, after being questioned further, and when defining good business as maximized profit, then most disagreed that good business is good ethics. They stated that good ethics are not going to bring in maximized profit. Others argued that you can catch more bees with honey than with vinegar. This study leads one to conclude that businessmen are only ethical to make they look good and all is fair when it comes to making a dollar. The popular image of today s American businessmen includes the notion that they are relatively unethical. The standard consensus seems to think that most businessmen will do anything, honest or not, for a buck. An overwhelming 77% regarded business as a dog-eat-dog proposition. The sources of this popular image of businessmen are, of course, personal experience, but also, the stereotype is produced by communications media (television, radio, daily newspapers, and weekly magazines), plays, movies, and political speeches. Unfortunately for businessmen, their wrongdoings and shortcomings are what most often make the news. This negative press gives the overall impression that businessmen are unethical. Are they really unethical, or are they just getting the bad end of the deal due to negative press. According to Sal Marinos study, the results are bittersweet. Although the majority of those interviewed said they had never been propositioned to do anything unethical at work, a relatively high percent of those who had been propositioned had indeed done the dirty deed that they were asked to do. Marino made the following comment on the results of his study: The good news is that seventy-six per cent of the respondents said that they had never been asked (or ordered) to do anything they considered unethical pertaining to work. The bad news is that twenty-four per cent confessed that they have been asked (or ordered) to do something that they considered unethical. And the really bad news is that forty-one of those asked eventually did the dastardly deed that was requested of them without objecting. The ever-prodding Marino then asked the respondents what they would do if they discovered that their employer was asking them to do something unethical, dishonest, or unlawful. An alarmingly low five per cent said they would quit on the spot, another nine per cent would look the other way, and an overwhelming majority, seventy-eight per cent, would try to talk to their bosses or try to resolve the problem in some way that would not cause them to lose their job. The remaining eight per cent were uncertain about what they would do or they refused to fess up. Today, Americans, workers and non-workers, have developed an alarming tolerance for intolerance. People are not bothered as much by dishonesty, crookedness, or lack of respect. They have come to think of it as normal. People just do not expect anything more than a crooked businessman these days. In an interview with Marino, Alvin Toffler, a futurist, replied that, the sophistication of deception is increasing at a greater rate tha n the technology for verification. That means the end of truth. Many of our leaders are liars, skilled at deception. Lying has become tolerable, if not acceptable. (Bill Clinton: Are you listening?) Accountability has slipped. Lawyer lies, those technically true but misleading statements are prevalent. Why is this happening? Two reasons: Greed and poor ethics. Present day Americans are not ethical. They are selfish, deceitful, egomaniacs only looking out for them. Today, if the economy is good, it is tolerable to be bad. Today, if you merely apologize for a heinous crime, it is tolerable to be forgiven. Today, if you misrepresent the goods, it is tolerable if you are selling yourself. Today, if you work for a cheater, it is tolerable as long as you benefit from it (Marino 23). Ethical leaders, honest people who serve rather than deceive, will be increasingly cherished in the future. Right now we live in a time when the ends justify the means. 2.2 The social responsibility and the environmental consideration (P2.2) The growth of large multinational corporations (MNCs) in recent decades has produced some undeniable benefits. The ability of large corporations to seek out low-cost production opportunities provides a benefit to consumers in the form of lower prices. The prices of many manufactured goods, such as televisions and home appliances, have declined in real terms through improvements in technology and cheaper labor. In addition to low prices, large corporations are also capable of providing a familiar product of consistent quality in different regions of the world. For example, the fast-food restaurant chain McDonalds serves food with similar standards in more than 30,000 locations in over 120 countries. Large corporations offer some advantages to their employees, who are more likely than workers in small firms to receive fringe benefits such as health care and pensions. Average wages in the U.S. for employees in firms with more than 500 employees tend to be higher than in firms with fewer employees. Also, many large corporations that have been in existence for decades are unlikely candidates for bankruptcy (although there are some recent exceptions to this such as United Airlines and K-Mart). The stability of large corporations is attractive to investors seeking security and relatively stable returns. Large corporations implicitly recognize their interconnection with society in their donations to non-profit organizations. For example, Wal-Mart donated a total of $200 million in 2002 to thousands of organizations. Exxon-Mobil describes how they helped create the Save the Tiger Fund, which has collected about $9 million since 1995 to fund conservation projects around the world. General Motors reports on their cooperative efforts with Detroit-area schools to curb youth violence. In the late 1990s, annual contributions by American companies and their foundations amounted to over $8 billion. Corporate Scandals Perhaps the most obvious responsibility of corporations is that they obey existing laws. The regulation of corporate business practices has received increased attention in response to a wave of corporate scandals in the last few years. While the specific circumstances vary in each scandal, the primary issue has been the exaggeration of profits, and consequently stock prices, using unethical or illegal accounting practices. In most cases, top corporate executives sold billions of dollars worth of stock at inflated prices, while ordinary investors suffered large losses when the firms financial problems eventually became known. The accounting scandals in recent years can be linked to the widespread use of stock options as a means of executive compensation in the late 20th century. Many economists supported this practice arguing that executives would manage corporations for the benefit of all shareholders if their compensation were linked to the firms stock price. In addition to a regular salary, top executives are given shares of the firms stock. Unfortunately, economic theorists and corporate regulators failed to address a critical problem with the practice. Executives with large stock holdings also have an incentive to temporarily inflate the firms stock price and sell their shares at elevated prices. By the time the firms stock price eventually falls, executives can make huge profits while those holding the stock during the crash lose billions. Complex accounting methods often permitted executives to keep losses and liabilities off the books. Consider the case of WorldCom, the telecommunications firm whose stock price fell from over $60 a share to just pennies as it became evident that the companys profits had been overstated by nearly $4 billion. While WorldComs bookkeeping deception has been the largest measured in dollars, the scandal at Enron is perhaps the most famous because of its fast-paced culture of greed and influence at the highest levels of government. Social and Environmental Impacts of Large Corporations Economic activities often impact those who are not involved in the activity. For example, a corporation manufacturing automobiles generates pollution and the cost of this pollution is borne by nearby residents. External costs (or benefits) arising from economic activities are referred to as externalities. While firms of any size can create externalities, multinational corporations can use their political influence to avoid bearing responsibility for significant external costs. Given the close relation between minimizing costs and maximizing profits, it is natural to assume that an organization that seeks profits and has significant political power will feel some motivation to use that power to externalize costs, where possible. This motivation may be held in check by ethical considerations, by regulation, or by a fear of backlash from groups that might harm the organization; for example, consumer groups, or others who could mobilize effective public opinion. The benefits firms obtain from being able to impose externalities and shift costs to others are difficult to measure in economic terms. The only available estimate of the total public cost incurred to support the operations of private corporations was $2.6 trillion for 1994 in the United States. 2.3 Apply stakeholder theory and virtue to Avco Environmental Services.(P2.3) Pioneering work in the area of stakeholder management was provided by Freeman (1984), who outlined and developed the basic features of the concept in a book entitled Strategic Management: A Stakeholder Approach. Freemans work, even though it formally recognizes the importance of corporate constituents in addition to shareholders, leaves the 406 Academy of Management Review April status of the stakeholder concept as theory unclear. Donaldson and Preston (1995) argued that stakeholder theory explicitly or implicitly contains Theory of three different types-descriptive/empirical, instrumental, and normative. Descriptive/ empirical formulations of the theory are intended to describe and/or explain how firms or their managers actually behave. Instrumental theory purports to describe what will happen if managers or firms behave in certain ways. Normative theory is concerned with the moral propriety of the behavior of firms and/or their managers. Briefly summarized, descriptive/empirical, instrumental, and normative theories address the questions: what happens. Proponents of stakeholder theory strive to describe what managers actually do with respect to stakeholder relationships, what would happen if managers adhered to stakeholder management principles, and what managers should do visa-a-versa dealing with firm stakeholders. Donaldson and Preston (1995) concluded that normative concerns underpin stakeholder theory in all of its forms. Although quality scholarship on the normative facets of stakeholder theory is indeed needed, instrumental and descriptive/empirical aspects need attention as well. Thus, this article focuses on the instrumental realm. It should be noted that the term instrumental theory is used here in a manner that differs from its historical usage. Traditionally, in the philosophy of science literature, instrumental theories were deemed useful for explaining certain phenomena regardless of their truth or falsehood (Angeles, 1992). In short, they worked, albeit (perhaps) for the wrong reasons. The theories themselves were used as instruments to achieve some ends. The usage of instrumental theory employed in this article follows that used by Donaldson and Preston (1995), which appears to be original. For these authors, instrumental theory establishes (theoretical) connections between certain practices and certain end states. There is no assumption that the practices will be followed or that the end states are desirable. In instrumental theory, statements are hypothetical-if X, then Y or if you want Y, then do X. In this sense, X is an instrument for achieving Y. The truth or falsehood of instrumental theories of this latter type is an important issue. Task 3 3.1 The moral obligation of employee and employer relationship(P3.1) Employee obligations Employers can expect staff to fulfill certain obligations during training. Staff must: Understand and abide by all aspects of the training agreement. Make all reasonable efforts to complete the training and acquire the required skills. Inform you of any concerns they have with the training or training provider. Handle training resources supplied with reasonable care. Treat proprietary company knowledge learnt during the training as confidential. Respect the rights of colleagues during the training. Apprenticeships and traineeships Apprentices have to observe work and training responsibilities set out in the Apprenticeship/Traineeship Training Contract; Training Plan and the National Code of Good Practice in New Apprenticeships. These responsibilities include: Making every effort to acquire the skills and knowledge required to successfully complete their apprenticeship or traineeship Attending training sessions or supervised workplace activities and taking advantage of learning opportunities. Employer obligations As an employer you have both legal and moral obligations when training your staff. Legal obligations All employers who provide training to their staff are obliged to: Provide a healthy and safe training environment for all staff including those with special needs such as disabled employees Ensure staffs do not experience discrimination or harassment during the training Provide adequate supervision and support during training Have appropriate insurance policies for staff who undertake specialized training, such as heavy machinery training Inform employees of their rights and responsibilities throughout the training Commit resources necessary to complete agreed training such as safety equipment or computer hardware Good practice There are obligations that are not enforced by law, but represent good workplace practice during training. These include: Reporting and record keeping of training and its outcomes. Adequate resources to support the business while staff are absent for training. Management strategies to deal with issues associated with the training such as individual problems with the training or changing staff roles. Informal in-house training For informal in-house training, create a written training agreement to be signed by you and your staff. This will ensure that all parties understand what they can expect from one another. A training agreement will provide you with a reference document from which you can address any concerns that might arise in relation to the training. Throughout the training, employers must also observe their usual duties and statutory obligations, such as: Workers compensation Occupational health and safety Duty to pay appropriate remuneration Anti-discrimination Privacy 3.2. Own opinion about Dave Lamb and Angela van Wilgenburgs reactions towards this situation (P3.2) Chantale Leroux performs as a clerk for Avco Environmental Providers, a tiny toxicà ¢Ã¢â€š ¬Ã‚ waste disposal company. The company has a contract to dispose of healthcare waste from a neighborhood hospital. During the program of her perform; Chantale comes across paperwork that recommends that Avco has truly been disposing of some of this medical waste in a neighborhood municipal landfill. Chantale is shocked. She is aware this practice is illegal. And even though only a tiny portion of the health-related waste that Avco handles is being disposed of this way, any quantity at all seems a worrisome menace to public health. Chantale gathers with each other the proper documents and will take them to her instant superior, Dave Lamb. Dave says, Look, I do not feel that sort of point is your problem, or mine. Were in cost of recordà ¢Ã¢â€š ¬Ã‚ keeping, not producing selections about where this thing gets dumped. I propose you drop it. The subsequent day, Chantale decides to go one step more, and speak to Angela van Wilgenburg, the companys Operations Supervisor. Angela is clearly irritated. Angela says, This is not your concern. Seem, these are the sorts of costà ¢Ã¢â€š ¬Ã‚ cutting moves that allow a tiny firm like ours competes with our large rivals. Apart from, absolutely everyone understands that the regulations in this location are overly cautious. Theres no genuine danger to everyone from the very small sum of health care waste that slips into the municipal dump. I consider this issue closed. Chantale considers her predicament. The message from her superiors was loud and clear. She strongly suspects that creating further noises about this issue could jeopardize her task. More, she typically has faith in the companys management. Theyve often appeared like truthful, reliable individuals. But she was troubled by this obvious disregard for public safety. On the other hand, she asks herself whether or not possibly Angela was right in arguing that the danger was minimal. Chantale seems up the phone amount of an aged friend who worked for the regional newspaper. 3.3. Own opinion about organizational integrity and making integrity explicit of Avco Environmental Services (P3.3) Environmental ethics considers the ethical relationship between people and the natural world and the kind of decisions people have to make about the environment: Should we continue to cut down the rain forests for the sake of human consumption. Should we continue to manufacture petrol-driven cars when we have the technology to make cars which do not pollute the environment. Should we knowingly cause the extinction of other species. What are our environmental obligations to future generations. Should humans be forced to live a simpler lifestyle in order to protect and preserve the environment. Most people recognize that our planet is in a bad way and we all seem to have an opinion on environmental issues, such as climate change or the use of four-wheel drive cars in cities. The importance of environmental ethics is brought home daily by the news of global warming and its effect on our lives, both now and in the future. There has been a rapid growth in knowledge and technology, so that humans now face choices we have never had to face before that affect the continuation of humanity and the world within which we live. Environmental ethics has grown in importance in our times because to make no decisions about environmental issues is to decide in favor of the status quo, and that, we are told, is no longer an option. However, there is no agreed ethics for environmental issues, and no international environmental code. Environmental ethics simply tries to answer the questions of how humans should relate to their environment, how we should use the Earths resources and how we should treat other species, both plant and animal, but there are also those who are of the opinion that constant change is simply a fact of this planet and the planet will readjust to new conditions as it did in the past. There are differences among scientists as to the exact cause and nature of environmental problems and how to solve them, and so there are differences in the approaches to environmental ethics; some think the traditional forms of ethical thought are good guides and some that these traditional forms (at least in the West) are too human-centered. There are also the views of Christians and other religious believers who have a particular take on their role and responsibility towards the natural world. Task 4 4.1. Current issues in Business Sphere (4.1) Avco Environmental Services is a small, toxic waste disposal company. It has a contract to dispose medical waste from a local hospital. However, some of the waste was actually disposed in a local landfill; the company can save lots of money from the transportation and disposing technology of toxic wastes. This practice is illegal and can cause threaten to public health. Avco noticed the problem but it determined to ignore it. Avco thought if the problem is being exposure, their competitors will get more opportunities and therefore, they will receive bad reputation and less profit. As far as I am concerned, this action violates the business ethics. It ignores the public health in order to make more profit and have fewer costs. The company only cares about its own profit. Avco Company should deal with the problem as soon as they find it. Business ethics is the basic principle for a permanent firm. The company has a contract to dispose medical waste from a local hospital. During the course of her work, Chantale comes across documents that suggest that Avco actually disposed of some of this medical waste in a local municipal landfill. Chantale is shocked. She knows this practice is illegal. Even though only a small portion of the medical waste that Avco handles is being disposed of in this way, any amount at all seems a worrisome threat to public health. Chantale gathers together the appropriate documents and takes them to her immediate superior, Dave Lamb. Dave says, Look, I dont think that sort of thing is your concern or mine. Were in charge of recordkeeping, not making decisions about where this stuff gets dumped. I suggest you drop it. The next day, Chantale decides to go one step further, and talk to Angela van Wilgenburg, the companys Operations Manager. Angela is clearly irritated. Angela says, This isnt your concern. Look, these are the sorts of cost cutting moves that let a little company like ours compete with our giant competitors. Besides, everyone knows that the regulations in this area are overly cautious. Theres no real danger to anyone from the tiny amount of medical waste that slips into the municipal dump. I consider this matter closed. Chantale considers her situation. The message from her superiors is loud and clear. She strongly suspects that making further noises about this issue could jeopardize her job. Further, she generally has faith in the companys management. Theyve always seemed like honest, trustworthy people. But she is troubled by this apparent disregard for public safety. On the other hand, she asks herself whether maybe Angela is right in arguing that the danger is minimal. Chantale looks up the phone number of an old friend who worked for the local newspaper.

Wednesday, November 13, 2019

Dickens Social Commentary in Great Expectations Essay -- GCSE English

Dickens' Social Commentary in Great Expectations  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Charles Dickens' Great Expectations stands as one of the most highly revered works in all of English literature. The novel's perennial appeal lies in its penetrating depictions of character, rich panoramas of social milieu, and implicit crusades against social evils.1 Dickens used the growth of his characters in Great Expectations, particularly Pip, in relation to others to write about social reform, and most effectively illustrated this by using the first-person narrative style. In Great Expectations, Charles Dickens has written a social commentary using the development of his characters to illustrate his message. In my paper, I will concentrate on three of the main characters, Magwitch, Miss Havisham, Estella, and Joe Gargery. During the time when he lived, Dickens recognized many evils in society. In Great Expectations he focused on the problem of the whole idea of a class in society. It was a social commentary on society. His way to illustrate the solution to the problem of class in society was "to create characters who can get beyond the limitations and divisions of class identifications and see themselves as responsible humans."2 The people who read Dickens' works were often the kinds of people he was attacking. Dickens lived during the Victorian age which was known as the age of social criticism. Great Expectations was Dickens first attack on class in society.3 Dickens did not come right out and preach about social reform in his novels. He uses his rich characters to illustrate the values and morals he is trying to get across. Great Expectations is a novel of social criticism. In Dickens' opinion the two main social evils were selfishness an... ...ornback, 22. 3. Hornback, 4-5. 4. Hornback, 27-28. 5. Charles Dickens, Great Expectations (New York: Dodd, Mead and Company, 1942), 3. 6. Dickens, 395. 7. Dickens, 68. 8. Dickens, 71 . 9. Dickens, 72. 10. Dickens, 72. 11. Dickens, 598. 12. Dickens, 57. 13. Hornback, 25-26. 14. Hornback, 60.          Works Cited Chesterton, G.K. Charles Dickens: A Critical Study. New York: Dodd, Mead and Company, 1906. Dickens, Charles. Great Expectations. New York: Dodd, Mead and Company, 1942. Hornback, Bert G. Great Expectations: A Novel of Friendship. Boston: Twayne Publishers, 1987. Pearson, Hesketh. Dickens, His Character, Comedy, and Career. New York: Harper and Brothers Publishers, 1949. Priestley, J.B. Charles Dickens and His World. New York: Charles Scribner's Sons, 1961.   

Monday, November 11, 2019

Sex Discrimination at Walmart

Sex Discrimination at Wal-Mart OMM640 Business Ethics and Social Responsibility Dr. : David Britton May 14, 2012 Betty Dukes along with five other women filled a law suit against Wal-Mart Inc. in 2001 for discrimination against women, denying them their raises and also their promotions. Betty Dukes and the other women hope that they can stand for hundreds of thousands of other women who might have been similarly affected by this type of behavior when they were there also. Years later the ladies got the go ahead to represent 1. 6 other women in the case seeking back wages and maybe even punitive damages from Wal-Mart.This is by far the biggest class action suit against such a huge company and by these ladies getting the go ahead they have to prove to a court that Wal-Mart treated them unfairly. Wal-Mart has denied that such atrocities have ever taken place. If it is found that Wal-Mart did in fact do these things not only would their image ne tarnished, they would also end up paying b illions of dollars to these ladies and open a door for other suits to be filed against them for whatever purpose and also sends a message saying no matter how big a company you are you are still going to be held accountable for the way in which you treat people.That is why laws were established for this precise purpose. Wal-Mart was hoping to have the case dismissed and have all the women file separately which would be easier for them because all of the women filing together would stand to gain millions from them. The financial impact a law suit of this magnitude might have on Wal-Mart would be loss of business, loss of millions of dollars paid to the women and the majority of shoppers that frequent Wal-Mart are women and if they are found to be discriminating against women of course other women will not shop there.Them they would have to end up letting go a Lot of people if they don’t have the money to sustain them; companies that supply to them would pull out, and with the criticism they would get would probably destroy the company. Wal-Mart has maintained that they did not discriminate against Betty and the other women that filed claim against, but I believe that Wal-Mart knew exactly what was going on and just chose to ignore Betty when she was making her complaints. They began to take her seriously when she filed the suit.Some of the moral complaints the women were suing Wal-Mart for was for statistical disparities such female workers were less likely to be paid the proper wages as the men; they were denied promotion in a timely fashion different to those of the men (Boatright, 2009, pg. 199). There was a lot of bias involved with all of this; it even has a hint of gender stereotyping. I believe the moral complaints were justified because Betty made complaints to managers and higher up and because she did this they began to treat her differently and demoted her for not opening a cash register with a penny but for talking.When it came to promotions opportunities they were not made known, and those that she wanted they kept telling her they were filled and hired male counter parts that were not fit for the position. What made Wal-Mart managers determine what part of the store you worked was based on your gender and that was wrong, not because they were women meant they could not do what was needed. The women by far were more experienced than the men and the stayed longer on the job also.It was shown based on the records of the trial and brought up in the news that this massive company had so discrepancies that they had to correct as it pertained to the way they treated women. They would first have to start off improving their employment policies and what they are looking for in individual. They have to be an equal opportunity employer and employ People based on their skills and experience on a particular job. Women need to be promoted into management programs just as men do, not showing favoritism to men over women.They have to allow people to work anywhere in the store as long as they can do the job and not putting them in whatever department they think they should be in. Develop a program that teaches all employees about diversity in the work place and place emphasis on respecting women and treating them fairly. Starting an affirmative program would be to the benefit of the company, they have to learn that women are priced just as highly as men and the way they. For women with kids it is hard for them to work as they would because they have no child care and this is something that Wal-Mart must put in place.Proper compensation for the work being done and it should be equal pay for both parties involved. Training programs for employees that want to advancement and how to work with each other. In conclusion I would have to say it would have been a good luck for the women to win that discrimination law suit against Wal-Mart Inc. I am actually surprised at the outcome but I understand it. None the less Bett y Duke allowed the world to see Wal-Mart for who they really are and allowed them to see that they were treating women unfairly and they now have the opportunity to reevaluate the way they do things.Women have the right to be treated fairly and equally and also have the right to be paid and promoted just as any man. The law suit also opened up the eyes of all the other companies that were watching with a keen interest. References: Boatright, J. (2009). Ethics and the conduct of business (6th Ed) Upper Saddle River, NJ Prentice Hall Emily Friedman, April 16, 2010, Appeals Court Rules Wal-Mart Sex Discrimination Case Can Go to Trial Retrieved May 14, 2014 from http://abcnews. go. com/WN/Business/wal-mart-sex-discrimination-case-trial/story? d=10480510 Wal-Mart sex-bias case could have wide impact Retrieved May 14, 2012 from http://www. msnbc. msn. com/id/42250811/ns/business-careers/t/wal-mart-sex-bias-case-could-have-wide-impact/ Wal-Mart Wins Request in Bias Case Retrieved May 15, 2 012 from http://www. blackchristiannews. com/news/2009/02/wal-mart-wins-request-in-bias-case. html Betty. V Goliath Retrieved May 15, 2012 from http://walmartwatch. com/wp-content/blogs. dir/2/files/pdf/dukes_backgrounder. pdf

Friday, November 8, 2019

Premarital Sex Argumentative Paper Essays

Premarital Sex Argumentative Paper Essays Premarital Sex Argumentative Paper Paper Premarital Sex Argumentative Paper Paper Essay Topic: Argumentative Premarital Sex: Is it Worth the Wait? Premarital sex used to be a huge problem in the society. But, I’ve noticed that it hasn’t been lately anymore. Sex after marriage becomes less important every minute of everyday. As a matter of fact, in this present generation we live in, it has already been accepted among people, especially to the teenagers. It does not really bother or matter to them anymore but rather, if they’ve done it, they’re even in the â€Å"in† crowd now. When someone says he/she isn’t a virgin, it won’t be as that shocking news as some may have imagined it to be. Sex is already all over the society. Although, people having sex today are not aware of the consequences that come with having sex. They just think its fun and can please them by satisfying their needs. But nevertheless, I still think otherwise. I have several points that I want to point out to people so that they can consider these before engaging into premarital sex. The basic two reasons why we have to save sex for marriage is because, one, God tells us to and two, sex outside marriage cause damages in physical and relational consequences. Do people even know that premarital sex is a sin? Well, it is. Christians who engage in premarital sex are breaking Gods laws and are not following Jesus Christ word. God created sex not for pleasure but for the process of procreation with the person you truly love. You may ask, â€Å"What if my boyfriend and I really are truly in love? Can we then have sex now? † The answer is still no. I remember doing a report on love. It was a passage I got from the bible. It says, â€Å"Love is patient. Love is kind. It does not seek to please itself nor does it delight in evil † At that time, I didn’t truly understand what it meant, not until now. True love would be patient in waiting for the proper time to have sex. If you really love each other, you are willing to wait after you get married. Your virginity is the best gift you can give to your husband or your wife the purity in your heart, spirit and soul. Not only is it a sin but it also is dangerous. Would you risk your life just to be pleased and get satisfied by having sex? I don’t think so. There is a big risk of contracting STDs and AIDS with each other and it is a very serious issue. A person can die from a simple cold if they have contracted the AIDS virus. This disease has been responsible for killing millions of people already. Other than that, you can also get pregnant. What if you do and that person didn’t want to take responsibility of the your child because you don’t really love each other? What will happen now? You would probably abort the child, which will lead to another sin being committed then and there. Would you take a person’s life even without them being born yet? If you do, then you don’t have any heart. Having been said and explained these arguments, there is still this one question running through everyone’s mind: Why do they still do it? Most teenagers answer: â€Å"everyone’s doing it. † or â€Å"If you loved me you’d do it† and even â€Å"It’s okay I have a condom. †    But I don’t think these reasons are valid enough. You can’t give in to peer pressure that easily. Premarital sex can be harmful to our body, our future, and the scariest of all is our eternity. You have your own right to say what you want. If you’re not ready then don’t do it. If he/she forces you then that just means that they are only after one thing – pleasure. You shouldn’t be easily taken away with words they say. People usually lie just to get what they want. The main purpose of sex is really to unite a married couple as one loving body in the Sacrament of Matrimony and for them to procreate and bear a child as God wanted it to be. So if I were you, I would save having sexual intercourse with the person that is really meant for me.

Wednesday, November 6, 2019

Free Essays on Hamlet Vs Oedipus

In the play Hamlet: Prince of Denmark, a young prince is in search of the truth behind his father’s murder. At first, Hamlet sees the ghost of his deceased father and it tells him he was murdered by the now current king, Hamlet ¡Ã‚ ¦s Uncle Claudius. Hamlet has to think about how he will get revenge for his fathers death, but because his only knowledge came from a ghost that only Hamlet heard speak, he is hesitant to get his revenge quickly. Hamlet does everything he can to show others the truth he knows. It is important to Hamlet that he gets revenge but he also wants to torment the king and show everyone the truth. Hamlet knows his anger toward his Uncle may cause confusion in his judgement of the truth so he is hesitant to kill him right away. Hamlet second-guesses himself throughout the play only to end up dying, but not before he kills Claudius. In Oedipus the king, a child is born to a royal couple, this king and queen want to know how their child will be in the future. So they ask an oracle to tell them the future and it tells them he will kill his father and marry his mother. They have the child taken away to be killed, so they save themselves, but instead the child ends up in a new castle and is raised by another couple as their own child. They never tell Oedipus that he is not their own. When Oedipus hears he is to kill his father and marry his mother, he leaves his parents and searches for a new residence. Except he meets up with a man on the road and kills him. He then finds a castle that is being terrorized by a sphinx and answers the riddle it asks. He then marries the Queen and rules over the kingdom. In the end, the city is threatened by a plague that the oracle said will cease when the city gets rid of the one who murdered the king, Oedipus announces that the murderer will be punished. However, while searching fo r the truth Oedipus discovers that he is the murderer and the son of his wife. In the end, Oedipus finds h... Free Essays on Hamlet Vs Oedipus Free Essays on Hamlet Vs Oedipus In the play Hamlet: Prince of Denmark, a young prince is in search of the truth behind his father’s murder. At first, Hamlet sees the ghost of his deceased father and it tells him he was murdered by the now current king, Hamlet ¡Ã‚ ¦s Uncle Claudius. Hamlet has to think about how he will get revenge for his fathers death, but because his only knowledge came from a ghost that only Hamlet heard speak, he is hesitant to get his revenge quickly. Hamlet does everything he can to show others the truth he knows. It is important to Hamlet that he gets revenge but he also wants to torment the king and show everyone the truth. Hamlet knows his anger toward his Uncle may cause confusion in his judgement of the truth so he is hesitant to kill him right away. Hamlet second-guesses himself throughout the play only to end up dying, but not before he kills Claudius. In Oedipus the king, a child is born to a royal couple, this king and queen want to know how their child will be in the future. So they ask an oracle to tell them the future and it tells them he will kill his father and marry his mother. They have the child taken away to be killed, so they save themselves, but instead the child ends up in a new castle and is raised by another couple as their own child. They never tell Oedipus that he is not their own. When Oedipus hears he is to kill his father and marry his mother, he leaves his parents and searches for a new residence. Except he meets up with a man on the road and kills him. He then finds a castle that is being terrorized by a sphinx and answers the riddle it asks. He then marries the Queen and rules over the kingdom. In the end, the city is threatened by a plague that the oracle said will cease when the city gets rid of the one who murdered the king, Oedipus announces that the murderer will be punished. However, while searching fo r the truth Oedipus discovers that he is the murderer and the son of his wife. In the end, Oedipus finds h...

Monday, November 4, 2019

Discussion #3 Assignment Example | Topics and Well Written Essays - 500 words

Discussion #3 - Assignment Example Natural resources of Africa are exploited due to the fact that it would allow industrialization in the European region to grow at an improved manner. Furthermore, human resource is exploited because of the cheap availability of labor services in Africa. Consequently, this has also lead to slavery, as the poor African people were forced to serve the Europeans at an extreme level output with minimum possible rewards. Accordingly, the European nations are facilitated with the opportunity of performing trade and other business operations with reduced cost of production, which resulted to the economic growth of the same. In addition, this has resulted to the infrastructure development of European nations. The process of exploiting the resources has also simultaneously assisted in the development of the roads and railways. Subsequently, the development of the economic conditions and infrastructure of the European nations has led to the creation of increased job opportunities for the people of Africa (Ohaegbulam 50-256; Inikori, n.d.). Political Motive. With gradual success in trade by exploiting the resources of Africa, the European nations tried to gain political advantage over the African nations. This was mainly because of inclining the political power balance towards the European nations. The need for the political power was extremely important for each and every nation in the 19th century because of frequent occurrence of wars amid the countries. With the beginning of the 20th century, there were several wars and most notably the two world wars. These have made an extreme need for armed force. Thus, the people of the African origin were used extensively for the purpose of defense. Furthermore, most of the countries are divided into several states and thus, there was a need of political advantage. It can also be noted that the need for proper administration or even strict administration of the labor forces in Africa had assisted European nations to

Saturday, November 2, 2019

Reserch method Essay Example | Topics and Well Written Essays - 2500 words

Reserch method - Essay Example The domain of internet mass media systems has only recently been recognised but it is without a doubt a prolific form of mass media in its own right. While mass media has affected other aspects of modern life, there is little deniability that mass media has had an overwhelming effect on contemporary politics. This is all the more true for nations that pursue the path of democracy since the average citizen is an important part of the democratic structure. The opinion of the ordinary person in a democratic system makes all the difference between success and failure in regards to political issues. It has been argued that the mass media tends to bear an overbearing influence on the modern man in a democratic system so that the democratic process is biased. On the other hand, it has been advocated that mass media outlets only have the power to present people with the issues to think about while people decide on the issues themselves. The American Presidential race for example has come und er scrutiny time and again for it being tilted to favour one faction or the other due to overarching mass media influences. These mass media influences are chosen by a handful of mass media organisers who tend to exert sizable influence on the overall political process. This is only possible due to the very nature of the mass media structure that provides limited input exposure to the common man. Mass media gurus and bosses get to choose what is shown and what is not. Arguably, this should tend to subside with the introduction of more free mass media outlets such as the internet. Previous mass media streams whether print, broadcast or digital have been controlled exclusively by the mass media bureaucracy due to the inherent design of the overall process. However, the internet is highly differentiated from all of these mass media streams given that it is as accessible to the common person as it is to mass media gurus. The average person can simply go ahead and publish his views as he sees fit which was not possible under the conventional mass media regime given the limitations on what material to publish. This would also tend to indicate that the mass media in the form of the internet is free from the influence of overarching political structures. Hence, it could be assumed that the internet would serve as a means of liberation for the mass media that has been in the clutches of organisational structures for decades. The recent uprising in the Middle East sponsored by internet mass media especially social networking media has exposed a new dimension to mass media and politics. Mass media has been shown to be linked to political change without any remaining doubts since the Arab domino effect was able to remove three deeply entrenched dictatorial regimes. These regimes namely Ben Ali in Tunisia, Hosseni Mubarak in Egypt and Muammar Kaddafi in Libya had overwhelming control of mass media outlets except for the internet. Throughout the entire conflict, none of the se dictators were able to subject the internet mass media machine to their wishes. Consequently, internet mass media was used to disseminate information and to rally support against these political machinations. It could be inferred from these changes that the internet mass media has independence and potential for open and fair change. However, neither before nor after the Arab uprisings was internet mass med