Scenario Planning for Multi-Stakeholder Partnerships Term Paper

Scenario Planning for Multi-Stakeholder Partnerships - Term Paper Example The antibiotic will also help CMS to save more money (28,000 dollars, annually). The administrator also acknowledges the drawbacks that come with the CMS using the antibiotic. The administration is for instance at home with the concerns that border on the lack of familiarity with the drug and the addition of a step to an already busy pre-operation nurses’ workload. However, the administrator’s initial statement and vouching for the antibiotic is premised on the antibiotic not have its pitfalls, but its benefits far outweighing its disadvantages. Stakeholder’s Background Thinking and First Responses and the Administrator’s Response Option Choice The stakeholder’s background thinking and the first response is largely ambivalent. While there are those who readily welcome the introduction of the antibiotic in CMS’ surgical interventions, others are diametrically opposed to the same idea. For instance, the pharmacist is positive about the introduc tion of the antibiotic, because he has learned about the drug. The financial analyst is likely to welcome this move since it will help save 28,000 dollars annually. The preoperational nurse and surgeon are not in support of the antibiotic. Although the nurse is interested in making her efforts patient-centered, she is worried that the move will add her other responsibilities at the preoperational stage. The surgeon, on the other hand, loathes government mandates and regards them as unnecessary since he has a generally positive track record for patients who have come from surgery. However, he lacks knowledge on the actual rate of post-surgery wound infections, due to his surgery patients. In this case, it is important that the administrator acknowledges these concerns since they are legitimate. Conversely, the administrator should consult the opposing team so as to place modalities on the introduction of the antibiotic. The modalities are to alleviate the setbacks that may shortchang e the preoperational nurse and the surgeon. During these consultations, the administrator must make it clear that the introduction of the antibiotic is inevitable. How to Communicate With the Stakeholders According to Dewar (2010), the best way of communicating with these stakeholders in order to convince them to welcome the use of the antibiotic is a dialogue. The administration can initiate and facilitate the dialogue by welcoming the stakeholders to a meeting. Efforts must be made to ensure that the meeting remains a dialogue instead of a monologue. In this light, the preoperational nurse, the surgeon and the like-minded who have reservations towards the introduction of the preoperational antibiotic must state their standpoints and qualify them. From this angle, the administration and the stakeholders must work together to designate modalities that can mitigate the demerits that accost the use of the new antibiotic. On the same wavelength, it will be imperative that the administr ation expounds on the need to integrate the antibiotic to CMS’ surgical intervention.

Alzheimer’s disease Essay Example for Free

Alzheimer’s disease Essay #1 Make Observation What causes Alzheimer’s disease neurologically? This question came to my mind when I was watching the movie ‘The Notebook’ for the fifth time. Unusual for a guy, I love romantic genre movies and I was wondering why Alzheimer causes short and long term memory loss. I also had an interest on the Alzheimer’s disease after watching the movie ‘Rise of the Planet of the Apes’ where the protagonist tries to fix the neurology nerve system to heal his father’s Alzheimer. #2 Ask Question What causes Alzheimer’s disease neurologically? #3 Create possible explanation I think the core reason of the Alzheimer’s disease lie on the nerve pathway signal transmission. I think the nerve pathway signal transmission system is same as all of the body functional system and as it grows older and older, the functioning of the specific nerve pathway signal transmission for memories weakens and decreases. #4 Making predictions based on this model If the problem of the Alzheimer’s disease is in the nerve pathway signal transmission, then the Alzheimer’s disease is indeed a neurological problem. If we can find out the way to re-ignite the signal or heal the receiving or sending parts of the neurological nerve signal system, then we will be able to delay the process of the disease or even fix it permanently. #5 Test with controls I do not know the system of the central neurological nerve system of the human nor the treatment of the Alzheimer’s disease. However, to find out numerous people with and without the disease should complete the cause of the Alzheimer’s disease. Run a MRI test on brain of the participants and compare the MRI results with the people with and without the Alzheimer’s disease. If it shows some difference showing the weakening or decreasing of the nerve pathway signal transmission then we can conclude that the neurological nerve pathway signal transmission is the cause of the Alzheimer’s disease. However, we can’t be sure that that is the only causes of the Alzheimer’s disease so we will have to create more experiments. #6 Exploration Alzheimer disease is a neurological disease and it is one of the many forms of dementia. The researches says that the Alzheimer’s disease is the most common form of dementia since its percentage is over half of the total dementia cases. My question was ‘what causes the Alzheimer’s disease neurologically?’ so I decided to first go research about the neuroscience of the human body since the Alzheimer’s disease is primarily the degenerating of the signal pathway system in the brain. The human have a special cell called the neurons in the nervous system and these cells communicate with other cells by synapses. This is the most basic difference between a normal cell and a neuron. Synapses signal can be either chemical or electrical and they are just membrane-to-membrane junctions with such molecular machinery that produces rapid transmission of signals. There isn’t just one neuron in human. In fact, there are hundreds of different types with differ ent functions and shapes. So all these information led me to an another question of ‘what kind of neurons are related to the Alzheimer’s disease?’ I found out that Alzheimer’s kills neurons due to the accumulation of proteins in the brain. That is why the Alzheimer’s diseases are called the neurodegenerative diseases. I couldn’t specifically find the exact neurons that are related to the Alzheimer’s disease but I found out that the Alzheimer’s kills these neurons in the brain by proteinaceous plaques. An article by ‘Journal of Neuroscience’ did a research on A-beta, a peptide that surrounds the dying neurons in certain regions of the brain. The research said they weren’t sure if the A-Beta is the protein that kills the neurons. A-Beta becomes toxic when it forms an oligomer. Oligomer means a molecule that consists of a few monomer units. A-Beta oligomers are bad for neurons because it causes the neurons to re-enter the cell cycle. This is bad because once the brain neurons become adult cells, these are not supposed to divide. This is why neuronal cancers are very rare because the neurons cells don’t divide once it reaches adulthood. Then the articles went into deeper matters with mouse models so I stopped my research of A-Beta here. It says that the cause for the Alzheimer’s disease is essentially unknown and all of these researches are part of the hypotheses. There are many hypotheses including the cholinergic and the amyloid hypotheses. But the A-Beta is the most recent hypotheses in the field of  science since the A-Beta theory was updated in 2009. Then, I took my TA’s advice and went to find the biology behind the transmission of nerve impulses. Neurons have a part called the dendrites and this is where the neuron fires a correct impulse to another neuron through the axon. Axon is a long projection that connects nerve cells. Just like a normal cell, the neurons have cell membranes as well. When the neuron is not transmitting impulse, the reason is in its cell membrane. When the neuron cell is polarized, that is when the neuron is inactive. The outside of the cell contains excess sodium ions and the inside of the cell contains excess potassium ions. However, the inside of the cell is negative due to other negatively charged protein and nucleic acid molecules inside the cell. There are Na+/K+ pumps on the membranes and it is permeable! When the neuron gets stimulated, the sodium ions flow in to the cell and the neuron gets depolarized. When the neuron reaches the complete depolarization, impulse is transmitted through the axon and thus makes the cell active. When the impulse fires from a neuron, the other neuron at the end of the axon depolarizes and calcium ions are allowed to enter the cell. Then a chemical called a neurotransmitter is released into the synapse. The neurotransmitter then binds to proteins on the neuron membrane to receive the impulse. The proteins are the receptors of the many different neurotransmitter and the neurotransmitters does have specific receptor proteins. It is logical that when the neurons die from proteins of the Alzheimer’s disease, the synapses and impulse decreases and decreases. Therefore, I began to have questions about the effect and the symptoms of the Alzheimer’s disease due to the death of many neurons. Alzheimer’s disease equals the loss of neurons and synapses in the cerebral cortex. The most common effect and symptom of the Alzheimer’s disease is the loss of memory and mental skills. The chance of getting an Alzheimer’s disease is higher for older populations. The symptoms advance as the time passes. The speed of the progress of the disorder differs from person to person but most of them start with forgetfulness. It is probably the neuron transmission failure. As the brain neuron dies, the mental state of the human weakens and decreases. When the Alzheimer’s disease attacks the frontal lobe of the brain, the person’s mood swing can be dangerously unstable. It is because the frontal lobe controls the feeling and the behavior of a person. The person can also have problems  with washing and cleaning him/herself because another function of the frontal lobe of the brain is to plan things based on what is wrong and what is right. Also 40% of the Alzheimer’s patients have low appetite in food and have significant weight loss because as the neuron dies, the olfactory and taste nerves fails. All of these symptoms are all directly connected to the problems with the brain neurons. So my first starting question of ‘what causes Alzheimer’s disease neurologically?’ was answered. A simple but sophisticated disruption of a tiny neuron cells in the brain causes the Alzheimer’s disease. Then I began to think if there are any treatment researches going on in the field of biology. I found one research that caught my eyes and it was stem cells. Professor Kim of the Chung-Ang University in South Korea successfully restored a mouse’s brain function by transplanting a human nerve stem cell. He was able to transplant a stem cell containing acetylcholine, a neurotransmitter, and the articles said that the mouse restored its brain function to a normal state. Professor Kim’s work is also announced in an international journal called ‘Cell Transplantation.’ #7 Repeat (Modify, extend or reject) ‘What is the specific molecule (possibly a protein) that affects the neuron of the brains so it causes the Alzheimer’s disease neurologically?’ and ‘How will transplanting stem cell containing a neurotransmitter called ‘Acetycholine’ affect the human Alzheimer’s disease?’ These are my two refined questions after my exploration of the Alzheimer’s disease.   Reference and Citation http://en.wikipedia.org/wiki/Nervous_system#Neurons http://en.wikipedia.org/wiki/Alzheimers_disease http://www.dummies.com/how-to/content/understanding-the-transmission-of-nerve-impulses.html http://scienceblogs.com/purepedantry/2009/02/12/how-does-alzheimers-kill-neuro/ (Authors: N.H. Varvel, K. Bhaskar, A.R. Patil, S.W. Pimplikar, K. Herrup, B.T. Lamb) http://voices.yahoo.com/the-dreadful-effects-alzheimers-disease-116725.html?cat=70 (Publisher: Carl Kolchack, freelance article writer) http://blog.naver.com/vitaminmd?Redirect=LoglogNo=110133967592 (Publisher: Vitamin MD) http://www.medworld.co.kr/news/articleView.html?idxno=63612 (Youn Sang Yong Reporter)

Comapring Gardners Model to the Theory of John Dewey Essay -- Teachin

Philosophers are part of history, caught in its movement; creators perhaps in some measure of its future, but also assuredly creatures of its past.-John Dewey American philosopher, social commentator, idealist, educator, and democratic theorist, John Dewey has had a profound impact on America's educational system. Proponent of change and advocate of "hands-on" learning and interactive classrooms, Dewey accomplished a great deal in his long life, (interestingly enough, he is the only major philosopher to live beyond his ninetieth year). He is the one professional philosopher of our age whose ideas have touched the common man through institutional changes in education and social action. Born on October 20, 1859, in Burlington Vermont, John Dewey was born into a small-town middle class family. His father was a reasonably successful town grocer and tobacconist, while his mother, almost twenty years younger and "better-born", had come from a prominent Vermont family. Dewey remembered his mother as a woman of great piety, strict with her sons, and frequently questioning their "rightness with Jesus". Until he was almost thirty years old, the greater part of Dewey's intellectual life was concerned with mediating between the core of evangelicalism that his mother had given him and life as men live it, particularly the intellectual life of the later nineteenth century. Mrs. Dewey prized the principles of work, prayer, benevolence, maternity, and ambitious goals for her family. The disappointment of her marriage seems to have led her to seek an exaggerated sense of self-reliance. Due to her strong convictions, the home life of her three sons was very demanding. The teachings of his mother left Dewey with the notion that the world... ...ample is the characteristic of egoism among creative individuals. This also seems obvious, especially when dealing with the individuals he has chosen, as they are all famous and recognized worldwide for their achievements. On the whole I do not agree with Gardner's model, and I believe that it is somehow wrong to stereotype and dissect people to the extent that he has. But hey, maybe that's why I'm not an psychology or phyciatry major. Works Cited 1. Hook, Sidney. John Dewey: Philosopher of Science and Freedom. 1950. Dial Press. New York 2. Campbell, James. Understanding John Dewey. 1995. Open Court. Chicago, Illinois 3. Johnson, A.H. The Wit and Wisdom of John Dewey. 1949. The Beacon Press. Boston. 4. http://www.albany.edu/~dkw42/s2-dewey-progr.html 5. http://education.ucdavis.edu/ACADEMIC/EDU120/dewey1.html 6. http://www.fred.net/tzaka/demointr.html

Are humans naturally good or naturally evil Essay

Are humans naturally good or naturally evil? Paul Bloom’s (psychologist) answer is yes. Most adults know wrong from right, for the excep*on of psychos. The heroes who come to the rescue, the ones that are disappointed, by some of the things that occur in our society and the act of kindness. There is a push to make the wrongdoers pay for what they commi-ed, help the needy, also emo*onal responses that revolve around morality. Research in laboratories, prove the claim that sense of good and evil are bred in the bone. Babies and toddlers can judge others ac*ons based on whether they are evil or good. They feel the same way about evil and bad and react the same way as adults. They also like Nikki Daniel 2/12/14 1st current event of quarter 3 per 2 those who do too. Based on their behavior, their judgments and ac*ons we can tell what they like and dislike. There is limit to morality. Babies start slow and then start seeing themselves as a group. Most humans obtain general moral ideas. Our ac*ons fall low compare to our moral principles. Communica*ng with people with the same morals and values as you is a big part of growing up to be a good person. This research might change the way that many people feel about their babies and children. Some think babies are bad seeds others think they are psychopaths. Our surrounding can change our natural moral senses. Understanding moral psychology can make the world a be-er place. The Nikki Daniel 2/12/14 1st current event of quarter 3 per 2 science of baby morality is all about human natures best and worst. It is actually pre-y goal that babies and li-le kids can tell the di5erence between good from bad. I think with people with be-er morality, the world would be a be-er place. Many people believe in one thing and do something completely di5erent. I learned something new. Honestly, I thought babies’ brain was like a size of a peanut and did not know right from wrong. I knew they could sense when someone is a good person or bad person but I did not know about all of this.

Maslow’s Hierarchy of Needs Essay

Abstract This paper will explain Maslow’s triangle and its application to interpersonal communications. An explanation will be given how the interpersonal communications, based off of Maslow’s triangle, can be used as an interview and interrogation tool. Examples will be provided of a personal experience that directly relates to the vertical progression through Maslow’s triangle. When Maslow’s hierarchy of needs (Maslow’s triangle) is understood, it is easier to understand another person and have better more effective interpersonal communication. Maslow’s triangle is a set of needs that must be met and people are self-motivated to fulfil the needs. Maslow’s triangle can be used during interrogation and interview as a means to build trust a rapport. Maslow’s hierarchy of needs can be divided into two parts, basic needs and growth needs (McLeod, 2014). To elevate to a higher need, the needs at the current level must be satisfied. The basic needs are believed to be self-motivating and the longer they go unmet the greater the desire for them becomes. For instance the longer one goes without sleep then the more tired they become and soon the body will breakdown. The bottom of the triangle is physiological needs. These are the most basic needs for survival such as food, water, breathing, sex, sleep, homeostasis, and excretion. The next level is safety needs which consists of protection from elements, security, order, law, stability, and freedom from fear. Love and belongingness needs is the third rung and is comprised of friendship, intimacy, affection and love, from work group, family, friends, and romantic relationships. The final basic need is esteem needs which includes achievement, mastery, independence, status, dominance, prestige, self-respect, and respect from  others. The top of the triangle, and the growth need, is self-actualization needs, made up of realizing personal potential, self-fulfillment, and seeking personal growth and peak experiences. Maslow believed that people have an inborn desire to be self-actualized (Cherry, n.d.). Self-actualization is when a person reaches their full potential. Understanding human needs can be a used persuade people as they are already self-motivated to fulfil their needs. This can be used by both preventing the obtainment of a current need or by providing a current need. In the later one can build rapport with the subject by providing the needs. This can further lead into security or love and belongingness where you as an interrogator or interviewer can be the stability or friendship need that is missing. By filling in the need you can passively be purvey to more information or even take a more aggressive quid pro quo stance. Furthermore you may even give an ultimatum that if the information you seek is not provided then the fulfilled need will be taken back leaving a deficiency. As this relates to my personal experiences and my progression through the hierarchy of needs, I am no different than anyone else and I must have fulfillment of one level before ascending to the next. I have been fortunate enough that air and water have always been present in my life. Sleep is sometimes lacking and can affect my health but on the whole a sufficient amount of sleep is met. Being that the lowest level needs have been generally fulfilled the next level is considered. Safety needs have generally been provided given that safety of employment was sufficient. While employed in the active duty military I had job security providing money that provided safety in resources. Safety in employment allowed the lower level item such as food to always be fulfilled as well as safety of property a need of the second tier. Employment allowed advancement into both the third and fourth levels as I was part of a family both in occupation and able to provide for one at home. I also had friendship within the employment and much respect both from self and others as well as a sense of achievement. This had much to do with the type of occupation being what it was (military). This all fed into a greater self-esteem and then into the top tier of the triangle, growth and self-actualization. The other side to  this is that when I was no longer in the active duty military and I lost the fulfilment of safety of employment I much of the fulfilment of other needs. I lost the steady monetary income and in direct correlation I lost safety of property as I was never sure if I would be able to make my house payment. Being able to provide for my family was always a question and this greatly reduced my self-respect and respect from family and relationship within the family dynamics. I was not sure if I would be able to always meet to need of food. My focus was fulfilling that unmet need, the need for safety of employment. At no time after I had a deficiency in level two of the triangle was I ever considering my self-actualization or full potential let alone even confidence or achievement from the level below that. When Maslow’s hierarchy of needs is understood, it is easier to understand another person and have better more effective interpersonal communication. The needs laid out in Maslow’s triangle can be used during interrogation and interview. They can be used as a means to build trust a rapport and or persuasion and coercion. References (n.d.). Retrieved from wikimedia,org: http://upload.wikimedia.org/wikipedia/commons/5/58/Maslow’s_hierarchy_of_needs.svg Cherry, K. (n.d.). Hierarchy of Needs. Retrieved from About Education: http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm McLeod, S. (2014). Maslow’s Hierarchy of Needs. Retrieved from Simply Psychology: http://www.simplypsychology.org/maslow.html Tay, L., & Diener, E. (2011). Maslow’s Hierarchy. Retrieved from Changing Minds: http://changingminds.org/explanations/needs/maslow.htm

Reverse Racism In America by Dan Heffron, a short 6 page essay describing reverse racism in America Today. Gives examples and references.

Reverse Racism In America by Dan Heffron, a short 6 page essay describing reverse racism in America Today. Gives examples and references. Reverse Racism In AmericaDan HeffronThere is surely no nation in the world that holds "racism" in greater horror than does the United States. Compared to other kinds of offenses, it is thought to be somehow more reprehensible. The press and public have become so used to tales of murder, rape, robbery and arson, that any but the most spectacular crimes are shrugged off as part of the inevitable texture of American life. "Racism" is never shrugged off. For example, when a White Georgetown Law School student reported earlier this year that black students are not as qualified as white students, it set off a booming, national controversy about "racism." If the student had merely murdered someone he would have attracted far less attention and criticism.Racism is, indeed, the national obsession. Universities are on full alert for it, newspapers and politicians denounce it, churches preach against it, America is said to be racked with it, but just what is racism?Dictionaries are not much hel p in understanding what is meant by the word.W. E. B. Du Bois (1868 – 1963), co-founder of th...They usually define it as the belief that one's own ethnic stock is superior to others, or as the belief that culture and behavior are rooted in race. When Americans speak of racism they mean a great deal more than this. Nevertheless, the dictionary definition of racism is a clue to understanding what Americans do mean.The dogma has logical consequences that are profoundly important. If blacks, for example, are equal to whites in every way, what accounts for their poverty, criminality#, and dissipation? Since any theory of racial differences has been outlawed, the only possible explanation for black failure is white racism. And since blacks are markedly poor, crime-prone, and dissipated, America must be racked with pervasive racism. Nothing else could be keeping them...

The Battle of Chapultepec in the Mexican-American War

The Battle of Chapultepec in the Mexican-American War On Sept. 13, 1847, the American army assaulted the Mexican Military Academy, a fortress known as Chapultepec, which guarded the gates to Mexico City. Although the Mexicans inside fought valiantly, they were outgunned and outnumbered and were soon overrun. With Chapultepec under their control, the Americans were able to storm two of the city gates and by nightfall were in tentative control of Mexico City itself. Although the Americans captured Chapultepec, the battle is a source of great pride for Mexicans today, as young cadets fought bravely to defend the fortress. The Mexican-American War Mexico and the United States had gone to war in 1846. Among the causes of this conflict were Mexicos lingering anger over the loss of Texas and the US desire for Mexicos western lands, such as California, Arizona, and New Mexico. The Americans attacked from the north and from the east while sending a smaller army west to secure those territories they wanted. The eastern attack, under General Winfield Scott, landed on the Mexican coast in March of 1847. Scott made his way towards Mexico City, winning battles at Veracruz, Cerro Gordo, and Contreras. After the Battle of Churubusco on August 20, Scott agreed to an armistice which lasted until Sept. 7. The Battle of Molino del Rey After talks stalled and the armistice was broken, Scott decided to hit Mexico City from the west and take the Belà ©n and San Cosme gates into the city. These gates were protected by two strategic points: a fortified old mill named Molino del Rey and the fortress of Chapultepec, which was also Mexicos military academy. On September 8, Scott ordered General William Worth to take the mill. The Battle of Molino del Rey was bloody but short and ended with an American victory. At one point during the battle, after fighting off an American assault, Mexican soldiers crept out of the fortifications to kill American wounded: the Americans would remember this hateful act. Chapultepec Castle Scott now turned his attention to Chapultepec. He had to take the fortress in combat: it stood as a symbol of hope for the people of Mexico City, and Scott knew that his enemy would never negotiate a peace until he had defeated it. The castle itself was an imposing stone fortress set on the top of Chapultepec Hill, some 200 feet above the surrounding area. The fortress was relatively lightly defended: about 1,000 troops under the command of General Nicols Bravo, one of Mexicos better officers. Among the defenders were 200 cadets from the Military Academy who had refused to leave: some of them were as young as 13. Bravo had only about 13 cannons in the fortress, far too few for an effective defense. There was a gentle slope up the hill from Molino del Rey. Assault of Chapultepec The Americans shelled the fortress all day on September 12 with their deadly artillery. At dawn on the 13th, Scott sent two different parties to scale the walls and assault the castle: although resistance was stiff, these men managed to fight their way to the base of the walls of the castle itself. After a tense wait for scaling ladders, the Americans were able to scale the walls and take the fort in hand-to-hand fighting. The Americans, still angry over their murdered companions at Molino del Rey, showed no quarter, killing many wounded and surrendering Mexicans. Nearly everyone in the castle was killed or captured: General Bravo was among those taken prisoner. According to legend, six young cadets refused to surrender or retreat, fighting to the end: they have been immortalized as the Nià ±os Hà ©roes, or Hero Children in Mexico. One of them, Juan Escutia, even wrapped himself in the Mexican flag and leaped to his death from the walls, just so that the Americans would not be able to take it in battle. Although modern historians believe the tale of the Hero Children to be embellished, the fact is that the defenders fought valiantly. Death of the Saint Patricks A few miles away but in full view of Chapultepec, 30 members of the St. Patricks Battalion awaited their grim fate. The Battalion was composed mainly of deserters from the US army who had joined the Mexicans: most of them were Irish Catholics who felt that they should be fighting for Catholic Mexico instead of the USA. The Battalion had been crushed at the Battle of Churubusco on August 20: all of its members were dead, captured or scattered in and around Mexico City. Most of those that had been captured were tried and sentenced to death by hanging. 30 of them had been standing with nooses around their necks for hours. As the American flag was raised over Chapultepec, the men were hanged: it was meant to be the last thing they ever saw. The Gates of Mexico City With the fortress of Chapultepec in their hands, the Americans immediately attacked the city. Mexico City, once built over lakes, was accessed by a series of bridge-like causeways. The Americans assaulted the Belà ©n and San Cosme causeways as Chapultepec fell. Although resistance was fierce, both causeways were in American hands by the late afternoon. The Americans drove the Mexican forces back into the city: by nightfall, the Americans had gained enough ground to be able to bombard the heart of the city with mortar fire. Legacy of the Battle of Chapultepec On the night of the 13th, Mexican General Antonio Là ³pez de Santa Anna, in overall command of the Mexican forces, retreated from Mexico City with all available soldiers, leaving it in American hands. Santa Anna would make his way to Puebla, where he would unsuccessfully try to sever the American supply lines from the coast. Scott had been correct: with Chapultepec fallen and Santa Anna gone, Mexico City was well and truly in the hands of the invaders. Negotiations began between the American diplomat Nicholas Trist and what was left of the Mexican government. In February they agreed on the Treaty of Guadalupe Hidalgo, which ended the war and ceded vast tracts of Mexican land to the USA. By May the treaty had been ratified by both nations and was officially implemented. The Battle of Chapultepec is remembered by the U.S. Marine Corps as one of the first major battles in which the corps saw action. Although the marines had been around for years, Chapultepec was their highest-profile battle to date: the Marines were among those who had successfully stormed the castle. The marines remember the battle in their hymn, which begins with From the halls of Montezuma†¦ and in the blood stripe, the red stripe on the trousers of the marine dress uniform, which honors those who fell at the Battle of Chapultepec. Although their army was defeated by the Americans, the Battle of Chapultepec is a source of much pride for Mexicans. In particular, the Nià ±os Hà ©roes who bravely refused to surrender, has been honored with a memorial and statues, and many schools, streets, parks, etc. in Mexico are named for them.

ACT Score All Questions Are Analytical

The Secret to Getting a Perfect SAT / ACT Score All Questions Are Analytical SAT / ACT Prep Online Guides and Tips It seems obvious that each ACT / SAT question must have exactly one answer, and this answer must be clearly and objectively correct. However, as we’ll explain below, that simple fact alone disqualifies vast swaths of reasonable questions that you otherwise see in everyday tests at school. This obvious fact also leads to a little-known secret that, when applied correctly, guarantees the cracking of each question.You don’t have to trust me read through this guide and ask any perfect or near-perfect scorer. They’ll agree on the secret. The premise is simple. Each ACT / SAT question must have exactly one right answer. This seems obvious enough after all doesn’t every multiple choice question have one right answer? It turns out that most multiple choice questions you’ve seen in life have relatively lax standards. Suppose your science teacher, Mr. Smith, gave you a multiple-choice quiz last week. Those multiple-choice questions are the same as those of the SAT / ACT right? Absolutely not! Mr. Smith is allowed to write imperfect questions. If there are two right answers, Mr. Smith will give some credit back. In the worst case, some students will have inaccurate scores. What if choice B is only a little more correct than choice C, and you put down C? Tough luck this question only counts for 2% of your grade anyway. A few bad questions a month is part of life. In short, the multiple-choice questions you are used to in school have much wider tolerances for error and fuzziness because they matter less in your academic career. Why the SAT / ACT Can't Tolerate Any Question Mistakes The ACT / SAT is a totally different ball game, a totally different league. The writers have to make a test that contains hundreds of questions, yet they can't make a single mistake. Not a single one of their questions can have two right answers or no right answers.Each question must have one right answer that stands objectively and clearly above all the other answers. This means that, if you put each question in front of 100 experts, all of must answer it exactly the same way, without any doubt. What happens if the SAT or ACT makes a mistake? The consequences would be tremendous. Many students on the margin would lose their scholarships. Students would literally lose their deserved acceptances to their dream colleges a product that the average family pays five to six digits for. Colleges who obsess about assembling the dream class would be going off flawed data. The truth is, the stakes are super high with the SAT / ACT, so there is no margin for error. Of course, the pain isn’t just to students and colleges it gets transmitted to the test makers as well. Even a few mistakes a year results in scandals (see the June 2015 SAT blowup over â€Å"just† 5 minutes timing difference). Both students and colleges will stop using the error-prone test. And, to kick it off, these mistakes have resulted in lawsuits that have cost the ACT / SAT hundreds of thousands of dollars to battle. Therefore, neither test can tolerate any chance of two right answers, no right answer, or any other question mistake. Why Each SAT / ACT Question Must Have One Very Clear Answer The ACT / SAT is also not allowed to have unclear answers or answers that rely on fuzzy reasoning. Suppose an ACT science question asked: How many planets are there in the solar system? A) 8; B) 9 †¦ It seems that the answer is pretty clear most scientists would say A) 8. But this level of clarity is not good enough for the ACT.Very recently we had nine planets, so some educators might argue that students who put down nine are answering as they’ve been taught and should be given credit; these educators would have a good argument. Other fringe scientists may not accept the consensus and argue that nine is still right. Also, the ACT runs the risk of a new planet being discovered between publication and test date. If two answers are close to each other in how good they are, this creates headaches for the test makers.First, the test makersmight make a mistaken judgment call and claim the slightly worse answer is the right one this leads to the horror show above. Another scenario is more insidious: it affects students who put down the â€Å"less good† answer but are at the cusp of a big prize. Maybe the student is right at the cutoff of a sports recruitment or a huge scholarship. She would be hugely incentivized to get the test to accept her answer as correct. In fact, many students do cause an administrative or legal headache for the ACT / SAT by making a fuss. With that environment in mind, you hopefully have a better understanding as to why the ACT / SAT can afford zero mistakes on the test. You should also understand why their multiple-choice questions can’t have a best answer that is just 20% better than the next choice. Now we’ll discuss how we can use this information to your bestadvantage. Every SAT/ACT question has exactly one correctanswer, and, once you learn this method, that correct answer will look very different from all the other options. Three Ways to Think About Having One Very Clear Answer OK, the SAT / ACT has to have one very clear answer that’s a little theoretical. How canyou think about the degree of clarity in a way that will help you on the test? For my students, I’ve come up with three rules that illustrate what â€Å"very clear† means. These rules get at the same single, central idea from three different directions. You should make note ofthese three rules to remind yourself on the test what clarity means. Rule 1: The 10x Rule of Clarity It turns out that the clarity of the right answer is so important that the best answer is not just 20% or 2x better than the next best answer, but in fact 10x better. That’s right, you might think D and E are close answers, but, to an infinitely knowledgeable test-taker, it turns out that E is actually ten times as good as D. Rule 2: Panel of 100 Experts Agree Another way to think about how clear the right answer must be is to realize that, if there were a panel of 100 experts, all of them would have to agree on what the right answer is. If even one or two of them disagree, suddenly the question is no longer objective it’s subjective and up for debate the test maker's worst nightmare. Because questions must be objective, a panel of carefully thinking experts must agree on the correct answer. Rule 3: Provably Correct One final useful way to think about how clear the right answer needs to be is to realize that it must be provably correct.If given a long enough time, you could write almost a math-style proof on why the answer is correct and the other choices are wrong. If you couldn’t write a math-style proof, then some part of the logic process has to be based on a â€Å"hunch." Hunches are neither clear nor objective, and therefore, the ACT / SAT cannot rely on these. Again, the ACT / SAT must have questions that can be solved using precise, analytical logic. How do these rules help? When you’re stuck on a question and two answers are looking very close to each other, you’ll realize this can’t be how the question is meant to be answered by the 10x Rule of Clarity. If you ever find yourself in a situation where you have to rely on a subjective judgment, where you catch yourself saying â€Å"my opinion is this† or â€Å"it seems likely that the answer is this," then the Panel of Experts rule will tell you that you can do more to answer your question. The most powerful rule, the one rule to rule them all, is the Provably Correct rule. This rule tells you that you never need to rely on fuzzy reasoning or a feeling to answer a question. If you have enough background information, enough time, and enough logic, you can prove that every answer you choose is correct. Thinking about the Provably Correct rule in the negative is also helpful. It means that, for all the wrong answers, you must be able to identify a fatal flaw that disqualifies them. Example Problems These rules also mean that, if you are getting stuck solving the hardest problems for you, the solution is not to â€Å"get better intuition† or â€Å"get subtler at fuzzy thinking† but rather to learn how to penetrate the analytical, logical core of each question. How do you apply these rules? One of the best ways to learn is to try them on real questions. For the rest of this article, we will demonstrate the rules on a math question, a grammar question, and finally a reading question. The rule will be most obvious in math, but most insightful in reading. For each of these three example problems, we will write math-style proofs to show beyond any doubt that the answer we choose is the right one. By proofs, I just mean breaking the problem down into very small but clear steps. No background on proofs ina math class is needed. I use the word much more loosely in this article, usually to emphasize that an explanation is crystal clear instead of fuzzy. Math Example The easiest place to start demonstrating these concepts is math. Math is the subject where it is most obvious that each question has one very clear, objective, provably correct answer. Since it is so obvious to everyone that math answers are objective, the following demonstration is less subtle than in reading, but it’s still useful to go through this example to learn. One of the most difficult ACT Math questions is as follows: Consider all pairs of positive integers w and z whose sum is five. For how many values of w does there exist a positive integer x that satisfies both 2^w = x and x^z = 64. (Statement 2) 0 2 4 8 Infinitely Many You can get at the single very clear answer by completing a proof, as I'll show you: First, we'll start with the information given to us. The two integers w and z must add up to five. That gives us four options for integer pairs for (w,z): (1,4), (2,3), (3,2) and (4,1). Let’s call the second sentence of the question above statement (2). Now we can prove for all four pairs above whether statement (2) holds: In each case, since z is a positive integer 2^w = x is a positive integer, we can ignore the restriction that x is a positive integer. For (1,4), statement (2) gives that 2^1=x=2. And x^z = 2^4 = 16 =/= 64. Thus, for the first pair statement (2) is false. For (2,3), statement (2) gives that 2^2=x=4. And x^z = 4^3 = 64 indeed. Thus, for the second pair statement (2) is true. For (3,2), statement (2) gives that 2^3=x=8. And x^z = 8^2 = 64 indeed. Thus, for the third pair statement (2) is true. For (3,2), statement (2) gives that 2^4=x=16. And x^z = 16^1 =/= 64. Thus, for the fourth pair statement (2) is false. Therefore, the above is a mathematical proof in the most original sense, that there are two pairs that satisfy the answer. The answer is two. This corresponds to B. Note that, as a mathematical proof, the above explanation is watertight. (I would know I've taken dozens of courses in theoretical math and spent countless hours writing proofs.) This proof passes the 10x rule of clarity (no other answer would be even 1/10th as correct). It would pass the panel of 100 experts rule in fact, I bet every single professional mathematician in the world would agree with the proof above. Finally, the proof is fully analytical it breaks the entire solution into small but obvious pieces. Proofs in reading, science, or writing won’t be nearly as perfect, but the above serves as a guideline for later in the article. Important Notes First, all proofs depend on a set of indisputable, underlying facts (in rigorous proofs, these are called axioms). Here, the two underlying facts I cited were that:1) a positive integer taken to a positive integer power is positive, and2) there are exactly four unique pairs of positive integers (w,z) such that w+z=5. Understanding these facts is assumed to be part of being an expert in math, and if you find yourself missing these facts when constructing proofs, then you know the problem is an underlying content problem. Most of the underlying facts in math and grammar, and some in reading, need to be memorized beforehand.If you lack these facts, no amount of logic and no amount of time will let you solve the problems. Second, the proof method is best used as training wheels, as an illustrative tool. On the real test, they are too time-consuming to use on more than a few rare occasions.On a real test, proofs are most useful in reading, then grammar, and least of all in math. After all, in math, the fact that there is a single, clear, objective, right answer is usually obvious. When are proofs useful then? Proofs are useful when you are stuck on the hardest 1-3 problems in each section and have extra time.Proofs are also useful when you are practicing the SAT / ACT. Whenever you feel a question has â€Å"two right answers," you can do a proof exercise to convince yourself that’s not the case. Also, I put the math proof first because it’s the simplest to understand; in fact, it’ll be the reading proof at the end that you’ll find most helpful on SAT / ACT training. How to Use the Proof Method on Math Problems Here are some general guidelines to follow when you start to solve math problems using this method: First, read through the question and break down the information it gives you. Then, identify the axioms, or indisputable math facts, you'll need to apply in order to solve this problem. This is where having strong mathematical knowledge comes in handy. If, for example, the question is about triangles, you should be able to quickly come up with all the triangle rules and information you know. After you've done this, you can start the proof. Work through the problem, making a new line for each new statement, until you've solved it and figured out your answer. Grammar Example The following question is from an ACT English section, and it's similar to a grammar question you might find on SAT Reading. Grammaris a great area to illustrate the Provably Correct concept because it’s an area where many students use fuzzy thinking. Many students, especially native English speakers, are used to â€Å"sounding phrases out† and choosing the one that â€Å"feels best.† However, it’s also obvious that grammar follows hard, explicit logical rules like math does. And those hard logical rules, not your ear, are the only method guaranteed to get you every question right. Consider now the following question: Choose the best replacement for the underlined portion. A musician balancing a cello case, two Buddhist monks in saffron robes, and a group of stockbrokers in crisp, charcoal gray suits get on the subway at the Wall Street station. No Change. charcoal gray suits, charcoal, gray suits charcoal gray, suits Like math questions, you can follow a set of steps to solve English questions using proofs. Every question on the English section will relate to at least one grammar fact. Your first step is identifying which grammar fact they are referring to. This requires a strong knowledge of English grammar, but if you study enough, you'll be able to easily identify the particular grammar rule you need. For this example, the sentence has multiple phrases with the same grammatical structure; therefore, the grammar fact you need to use is parallel construction. Go through the answer choices, applying the grammar rule to each of them, until you have clearly identified one correct answer and three incorrect answers. This one fact is particularly important for this question: Grammar fact (parallel construction): When there are multiple phrases that have the same grammatical structure, these phrases are to be separated by a comma. Conversely, separation by a comma strongly suggests phrases are parallel. E.g. The US flag is red, white, and blue. The words â€Å"red†, â€Å"white†, â€Å"and blue† are parallel construction and separated by a comma. Now, let’s examine the answers. Note that the only difference is in the placement of the comma (if it exists at all). We will prove the right answer by deconstructing all versions and showing that all but one is nonsensical or ungrammatical. Choice A: No Change. The sentence is talking about â€Å"charcoal gray suits†. The word â€Å"charcoal† modifies gray (it’s a type of gray), and the phrase â€Å"charcoal gray† modifies suit. This makes sense. Also, the commas imply parallelism between the three nouns in the sentence: the group of stockbrokers, the Buddhist monks, and the musician. This is also correct. Choice B: â€Å"charcoal gray suits,†This option puts a comma at the end of the phrase. This separates the sentence into four suggested parallel phrases: A musician balancing a cello case, two Buddhist monks in saffron robes, and a group of stockbrokers in crisp, charcoal gray suits,get on the subway at the Wall Street station. The first three are noun phrases and contain subjects (musicians, monks, and stockbrokers, respectively). The fourth phrase, however; doesn't include a subject and is instead a verb phrase which violates suggested parallel construction This means that placing the comma after the word "suits" would not be signifying parallel construction. To be rigorous, you must be aware that, in addition to parallel construction, commas can only be used to set off nonessential clauses, along with a few other minor cases. The verb clause is an essential part of this sentence; without it the sentence would not make sense, and it wouldn't be grammatically correct. The placement of the comma for option B is therefore inappropriate. This disproves B. Choice C: â€Å"charcoal, gray suits† By our first Grammar Fact, this suggests that charcoal and gray are parallel. This means both are modifying the word â€Å"suits." The suits are both gray (makes sense) and charcoal (doesn’t make sense). The suits are not literally made of the same charcoal that you barbecuewith! This parallelism gives the sentence the wrong meaning and thus can be provably disqualified. Choice D: â€Å"charcoal gray, suits† By our first Grammar Fact again, the commas here would strongly suggest that the phrases â€Å"crisp," â€Å"charcoal gray† and â€Å"suits† are parallel. However, the first two are adjectives, and the final word is a noun, again violating parallelism and disproving this option as the correct answer. And there we have it, we have â€Å"proven† above that the right answer must be A. (To be even more rigorous, we would want to list all valid uses for commas and eliminate these cases in each of the answers above. This gets truly arduous, but it will advance this proof from â€Å"10x correct† territory to â€Å"100x correct† territory. This again is a demonstration between thetrade offsbetween full rigor and time spent.) Who Is This Proof Most Useful For? The proof is best used for a student who is stuck between two answers which both look right. In this case, many students have complained that they can’t tell whether A or C is correct after looking at the question long and hard. They both â€Å"sound† correct. A proof allows you to show that one answer must be very right while the others are very wrong. In the case above, we relied on the role of the comma in parallelism. You'll want to use this method practically, and only if youhavesubstantial time to eliminate all ambiguity. You can use it 1) on a real test if you have extra time left 2) if you are studying and want to conquer the most difficult questions 3) if you’re working on improving content and don’t mind spending extra time demonstrating to yourself why one answer is exactly right. Proofs aren’t infinitely powerful. After all, you have to know the underlying Grammatical Fact put out at the beginning. A proof doesn’t give you an answer if you don’t know the subject! Second, proofs take much too long to implement on all questions on a live test. In a live test, you absolutely want to eliminate some choices â€Å"by ear† when they sound egregious, and you absolutely want to take timing shortcuts that give you 90% of the accuracy in 10% of the time. However, even if you don’t do an actual proof on the test, just knowing that a proof must exist is incredibly empowering. Even when you are using intuition or fuzzy feelings, you then know that the intuition or feeling must be overlaying a cold, hard fact. If you are going by intuition, you know that the final word in the answer cannot possibly be just a feeling. Provably Correct is something that should totally change your perspective on an ACT / SAT questions. Reading Example ACT / SAT Reading is my favorite area to apply our rule to! This is because reading seems so touchy-feely, so subjective, that it’s tempting for students to think of the section as uncertain, subjective, and intuition-based. In fact, reading questions are exactly the opposite: they are certain, objective, and analytical. Reading is the opposite of math in that proofs are the least obvious but the most helpful tool to improve your score. Let’s get to the question: Consider the following paragraph: "We plan makers are accustomed to things turning out not quite as good as we had in mind. Our world view includes the â€Å"diminished excellence† component. Diminished excellence is a condition of the world and therefore never an occasion for sorrow, whereas flawed competence comes out of character and therefore is frequently the reason for the bowed head, the furrowed brow." In the last paragraph, a comparison is made between "diminished excellence" and "flawed competence." From the narrator's point of view, the conditions are different because the one is: A source of sorrow while the other is a source of pride. Based in the family while the other is based in the self. Inherent in the environment while the other is inherent in the individual. A sign that the individual can improve the world while the other is a sign that the individual can't. If you want to really learn the proof method, I strongly encourage you to work through this problem. Give yourself 10 or even 20 minutes if you need. Write out your logic and compare it against the rigor below. If you are confused, introspect about your confusion. In just a few moments you’ll see an explanation that will prove beyond a doubt that one of the answers is clearly 10x correct. What Not to Do First, let’s go over what a student using â€Å"fuzzy thinking† might do. Frank the fuzzy thinker might look at F and think, â€Å"The paragraph does mention one of them being sorrow, so this looks fine.† He may then go onto G and go, â€Å"Well, there was no discussion of family in this paragraph, so that’s clearly out.† For H he thinks, â€Å"Yes, one of them is about the world while the other isn’t, so let’s keep H.† Finally, he goes onto J and thinks, â€Å"Well, yes, one of them is improvable, while the other isn’t†; so he keeps J. Frank has eliminated F because it feels a bit off to him, and he eliminated G because of a "feeling" he had. However, both H and J sound good. Frank would estimate that H sounds about twice as good as F, but J sounds the best of any of the answer choices, beating H by maybe 10-20%. Frank thinks the answer really depends on how you see the question it's subjective anyway, so he chooses J. Unfortunately for Frank, he chose the wrong answer. Even worse, the way he solved the problem demonstrates the worst of fuzzy logic! Rules That Frank the Fuzzy Thinker Broke Note that his final reasoning broke every one of our three â€Å"clear answer† rules. First, he thought that the best answer was only 10-20% better than the next, and at most 2-3x better than the third best answer, violating the 10x clear rule. Second, he thought the answer was subjective and broke the â€Å"consensus of 100 experts† rule. Finally, his reasoning lacked substantial analytical rigor. He relied on how he felt about the answers and used simple â€Å"word matching," breaking the Provably Correct rule. Breaking the Provably Correct rule on reading questions invariably shows some patterns. Frank illustrates some of them: Associative thinking: Frank saw the word "sorrow" in the paragraph and thought that, since answer F contains that word, it has a high chance of being right. Likewise, he ruled out G based on only the single word â€Å"family." While it is tempting to use word-matching to choose answers, this is the lowest form of non-analytical, fuzzy thinking. Reading questions are more subtle than hunting for the right word. Drawing inferences from the outside: To Frank, whether something is â€Å"inherent in the environment† (from the source paragraph) is the same as â€Å"a sign that the individual can’t improve the world† (answer J). However, this latter statement is actually not stated in the paragraph at all! Dropping or adding words to force things to fit: Frank keeps F even though the word â€Å"pride† isn’t anywhere in the paragraph. F otherwise seems like a good answer, so Frank ignores the minor inconvenience that an entire word is out of place. How to Solve This Problem Analytically With a Proof Now, let’s see why the above question is really not a subjective, â€Å"two good answers† situation. We’ll do this by bringing out our usual tool of analytical rigor, the proof. First, read the paragraph word-by-word slowly and carefully.Think about what each sentence means after reading it. Then, re-read the entire paragraph. I will start the proof by restating a large majority of the paragraph in my own words. The following statements are logically contained within the original paragraph: We are plan makers. We are used to things turning out less than our plan. The way we see the world includes a part called â€Å"diminished excellence." Diminished excellence is a condition of the world. Because of this, â€Å"diminished excellence† is not an occasion for sorrow. However, â€Å"flawed competence† comes out of character. Because of this, â€Å"flawed competence† is often why there is the bowed head, the furrowed brow. Each statement is a rigorous transformation of the original and totally implied by the original. We will use both the original and the implied transformation to prove the answers. Choice F: A source of sorrow while the other is a source of pride. The first part of this answer is true. It's true that one is implicitly a cause for sorrow. The paragraph states that â€Å"diminished excellence† isn’t a cause for sorrow, but the conjunction â€Å"however† implies strongly that â€Å"flawed competence† indeed causes sorrow. However, for all F to be true, the second part must be true as well; we must have a source for pride. Since â€Å"flawed competence† is taken by sorrow already, if F were true, then â€Å"diminished excellence† must be a cause for pride. Intuitively, â€Å"diminished excellence† doesn’t seem like a good cause for â€Å"pride†, but let’s prove it. The paragraph just says diminished excellence is a condition of the world and not a cause for sorrow. Nowhere do we have it explicitly said or strongly implied that â€Å"diminished excellence† is a cause for pride. This means F cannot be wholly true. Therefore F is wrong. Choice G: One is based in the family while the other is based in the self. Reading all the logical statements in the original paragraph, it is easy to see that no statement says anything about a family, nor anything that would imply a family (such as a group, relative, etc). Therefore, we can deduce that â€Å"based in the family† cannot possibly be a conclusion of the paragraph. Thus G is ruled out as an answer. (If you’re looking for extra credit, it is indeed true the paragraph says that â€Å"flawed competence† is based out of character, which is strongly associated with the self, so the second half of statement G is true. However half-true is just not good enough!) Choice H: One is based in the environment while the other is inherent in the individual. The paragraph clearly does state that diminished excellence is a condition of the world and thus the environment. This proves the first part of the statement as true. Now, the paragraph says the other term, â€Å"flawed competence," comes out from the character, which almost definitionally is inherent to the individual. This proves the second part of the statement as true. As a bonus, further reinforcing this proof is the fact that the entire paragraph is a parallelism between a concept with roots in the world, versus another with roots in character. This world vs. character contrast is exactly targeted by this answer which compares environment vs. individual. Thus H has very strong support, a proof in fact. Choice J: A sign that the individual can improve the world while the other is a sign that the individual can't. With fuzzy thinking, J looks similar to H. However, let us be precise. J says that one is a sign that the individual can improve the world. This first concept J refers to cannot possibly be â€Å"diminished excellence† since the paragraph does not say anything at all about the individual with respect to â€Å"diminished excellence†. Thus, if J were true, the first part of J must refer to â€Å"flawed competence†. It is true that the paragraph says â€Å"flawed competence† comes from the character and thus the individual. However, the paragraph says nothing about flawed competence being changeable. Also, even if â€Å"flawed competence† implied any potential for change, nothing in the paragraph speaks about the ability of this change to â€Å"improve the world†. Thus, J is disproven. As a bonus, you can also point out multiple other logically-rigorous, fatal flaws in J. For example, the paragraph says nothing about ifâ€Å"diminished excellence† modulates whether an individual can impact the world. The fuzzy thinking here is that the paragraph talks about two concepts that come from the world versus the individual, while choice J is instead talking about the impact of the individual on the world. Same concepts, but totally unrelated. It would be as unrelated as if the paragraph talked about the weather of New York compared to that of Los Angeles, and the answer talked about flights between New York and Los Angeles.Thus J is rejected too. We have written relatively objective, logical, and analytical proofs that show that H must be the right answer, and all the others must be wrong answers. Hopefully, if you thought the question was vague, subtle, and subjective before, the proof shows that the question is, in fact, analytical with a very clear, objective, and logical answer. For Reading questions, you'll want to first start by reading the passage, then transforming it into your own words, while keeping its entire original meaning intact, like we did in the example. Then, go through each of the answer options and compare them to both the original passage and your rewording to see if they are true. Remember, each part of the answer must be true. If only half the answer is true, then it is not the right answer. Takeaways From the Proof I hope that the proof above gives you confidence that, with enough time and application of logic, you can clearly show only one answer is true. By transforming what seems like a fuzzy question into cold hard logic, hopefully, the above demonstrated that, on the ACT / SAT, all questions are in fact analytical and provable. But if all questions are analytical, logical, and provable, then why doesn’t the ACT / SAT just directly test these skills in straightforward ways? The reason is that most of reading / English in academia is indeed subjective and often fuzzy. Who’s a better writer, James Joyce or Vladimir Nabokov? Subjective. What social actions did Orwell want to encourage in his readers by writing his bestseller 1984? Again, subjective. Many interesting and difficult academic subjects are inherently subtle and subjective. I can tell you this from firsthand experience, from writing countless college essays on topics like film studies and the Jewish Bible. Since much of real academia has a feeling of intuition, subtlety, and subjectiveness, the ACT / SAT wants to mimic these factors. They dress their questions up to look as subtle and fuzzy as possible. But we know from the beginning of the article that the ACT / SAT cannot afford truly fuzzy or subjective questions.Therefore, the fuzziness is a ruse. It becomes a set of trap answers for the student. The core of any ACT / SAT question is a hard, analytic question, and if you only see a fuzzy question, this means you haven’t seen the core of the question yet! Conclusion Now that you know that each SAT / ACT answer is provable, you’ll no longer approach difficult questions the wrong way. It is so common for students to think that they need to develop a finer sense of intuition or better fuzzy thinking to get the hard questions. In fact, what you should be working on is a fast analytic breakdown of every question. You can definitely do this yourself, and the above steps offerpretty good guide-by-examples of how to do it. For those interested, we also should mention that PrepScholar trains you in this method as well. Our program will detect when non-rigorous thinking is the major source of your errors. We see this mostly in high-performing students trying to nail those final questions, but we also see it to some degree in all students. Our program will provide you with lessons that teach you how to be analytic and give you practice problems for you to apply your new skills. If you liked our lesson here, give our program a free try: What's Next? Ready to try this method on your own?One of the best ways to prepare for standardized exams is to take practice tests. Check out our official SAT practice tests and official ACT practice tests. Aiming for a top score?Learn how to perfect your score on the SAT or ACT! Want to take your studyingone step further?Read aboutthe pros and cons of each type of test prep and learn which method is the best for you.

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Clostridium Botulinum (Microbial form and function) - Essay Example Clostridium botulinum Introduction Clostridium botulinum  is a gram positive, anaerobic, spore forming rod bacillus that produces exotoxin (protein), which paralyses the nervous system (Solomon and Lilly 2001). Botulinum spores are found distributed in mud, sewage, soil, marshy sediments in coastal areas and lakes, vegetables, fruits and in intestines of fishes and animals. Under specific condition, this bacterium may also grow in foods creating neurotoxin(s). When these toxin-containing foods are consumed, it results in a medical condition clinically referred to as botulism, which often causes death. The botulinum toxin produced by the Clostridium bacteria is the most poisonous substance found in the world, where 1 gram is potent enough to kill nearly 30 billion mice (Dilbaghi and Sharma 2007: 22). This Briefing Paper will aim to: a) present a brief background on Clostridium botulinum and nature of the toxin produced by it; b) the positive and negative aspects of the toxicity, how this toxicity acts and what is the treatment; c) review the therapeutic use of toxin produced by Clostridium botulinum (Botox) Discussion Background on Clostridium botulinum Clostridium botulinum is widely present in soil, and grows best under conditions where there is low oxygen. They can produce spores, which helps them to remain dormant until favourable conditions are available that support their growth. Clostridium botulinum is â€Å"sensitive to low pH (

The Swimming Race by Benjamin Tammuz Essay Example | Topics and Well Written Essays - 750 words

The Swimming Race by Benjamin Tammuz - Essay Example Someone placed this evil seed in his head and now he cannot get rid of it. Revenge is blind, it sees no excuse no distraction, it just goes in for the kill. The Swimming Race (1951) by Benjamin Tammuz is a great story about war and revenge. It tells that the victorious have complete autonomy over the defeated and oppressed. They do whatever they want to do with them. Problems don’t necessarily lie outside the individual. It is the interpretation of mind that turns an incident into a problem. The talk of a man dominated world has been around. When I read the Hand of Wax I immediately agreed with the authors thinking. If someone suffers in this world, it is not because of the circumstances (the male dominant society) but because of the victim’s acceptance to suffering. When the narrator of The Swimming Race (1951) goes to check the dead body of Abdul Karim, he looked as if aware of the narrator’s win on swimming contest (Tammuz 84). It is a bitter truth but most of the times we are our own worst enemies. Sometimes we cannot control our emotions, sometimes you're just blinded by revenge. It is a man's nature, his evil nature that pushes him to commit the crime, to shed blood, to kill to seek revenge. We built prisons around ourselves and cry feeling trapped. But passively we derive comfort from such a place. Our minds get used to the dark pessimistic environment that freedom seems strange. An unknown dimension can be very daunting. It might also require taking care of responsibilities. Most of the times the ‘victims’ in the story let things happen. Many times it is only a look of contempt against a stubborn thick-skinned man. This approach of passive aggression only lets things accumulate. It is also an indication to ‘him’ (the stubborn male) that there won’t be any serious consequences for letting him be. Be it, drinking, gambling or the husband putting a shield between his wife and him in the case of Hand of Wax.

Application project 1 Essay Example | Topics and Well Written Essays - 1250 words

Application project 1 - Essay Example Advertising actually can help them to choose the right thing. How otherwise you would learn what toothpaste to choose. Do you have enough time and money to try all the products? Moreover, new products appear daily, and the task of advertisement is to inform buyers of these changes and improvements. That is why advertising helps you to buy exactly what you need. Speaker 1: Or it helps you to buy what you did not need at all and, moreover, could not afford, but advertisement made you buy it! That is what I am talking about. Before Apple appearance nobody thought that telephones can be a part of image, and nobody would believe that a schoolgirl can save money for lunches to buy IPhone just because she believes that it will make her look cooler in the eyes of her peers. And that is due to advertising which does not inform but persuades buyers with psychological mechanisms. That is consumerism, when people stop choosing consciously but get under the influence of the power of brand which is created with the help of advertisement. Speaker 2: Look, market has appeared as soon as the civilization appeared. Before Internet and TV era people were selling their products with the help of bright signs which were substituted by TV and Internet commercials. It is a simple evolution. And nevertheless people bought the products which appealed to them most and were relevant to their understanding of quality. The girl with IPhone watches the rest of the telephones` ads, and has a free choice which one to buy. It is just that Apple sells products of high quality that are a little bit expensive for students, but the interdependence between quality and price is absolutely normal. Speaker 1: I understand your point, but the thing is that before bright commercials people did not realize how many things they need! Have you seen these ads of cosmetics, clothes, gadgets with young and gorgeous models? Advertising makes people think that

National Incident Management Systems Essay Example | Topics and Well Written Essays - 500 words

National Incident Management Systems - Essay Example It is set procedures, policies, personnel, equipment and facilities that are have been integrated to become a common structure of an organization that has been designed for the improvement of emergency response operations of any type or complexity (U.S. Department of Labor , 2015). 2. The Incident Commander also referred to as the Unified commander is the person responsible for every aspect concerning a response, which include management of incident operations and development of the objectives of the incident. Even though he/she has responsibilities, there is lack of a code of ethics. It would be better if he/ she had one since it would regulate his/her behavior as well as establish limits on the same (U.S. Department of Labor , 2015). 3. A concrete enforceable code of ethics would help professionals like IC perform their jobs better since its designation is to perform with honesty and integrity. Ii would also establish how the professionals would approach problems. 1. The DHS with congresses’ support has in a significant manner adapted as well as improved its ability to identify threats by means of a layered risk based system, in response to 9/11 as well as developing threats. Currently, about fifty one thousand transport security officers, behavior detection officers as well as transport inspection officers do serve at frontlines in over four hundred and fifty United States airports. Before 9/11, there only existed limited requirements of federal security for baggage and cargo screening. The transport security administration secure flight program the DHS does conduct a passenger watch-list matching of one hundred percent for covered United States plane operator as well as foreign air carrier planes that fly within, out of and into the US (Department of Homeland Security, 2013). 2. An example of a recent aviation incident is the Trans Asia Airways

Application project 1 Essay Example | Topics and Well Written Essays - 1250 words

Application project 1 - Essay Example Advertising actually can help them to choose the right thing. How otherwise you would learn what toothpaste to choose. Do you have enough time and money to try all the products? Moreover, new products appear daily, and the task of advertisement is to inform buyers of these changes and improvements. That is why advertising helps you to buy exactly what you need. Speaker 1: Or it helps you to buy what you did not need at all and, moreover, could not afford, but advertisement made you buy it! That is what I am talking about. Before Apple appearance nobody thought that telephones can be a part of image, and nobody would believe that a schoolgirl can save money for lunches to buy IPhone just because she believes that it will make her look cooler in the eyes of her peers. And that is due to advertising which does not inform but persuades buyers with psychological mechanisms. That is consumerism, when people stop choosing consciously but get under the influence of the power of brand which is created with the help of advertisement. Speaker 2: Look, market has appeared as soon as the civilization appeared. Before Internet and TV era people were selling their products with the help of bright signs which were substituted by TV and Internet commercials. It is a simple evolution. And nevertheless people bought the products which appealed to them most and were relevant to their understanding of quality. The girl with IPhone watches the rest of the telephones` ads, and has a free choice which one to buy. It is just that Apple sells products of high quality that are a little bit expensive for students, but the interdependence between quality and price is absolutely normal. Speaker 1: I understand your point, but the thing is that before bright commercials people did not realize how many things they need! Have you seen these ads of cosmetics, clothes, gadgets with young and gorgeous models? Advertising makes people think that

CP Essay Example | Topics and Well Written Essays - 500 words

CP - Essay Example Person-centred nursing is one factor that can foster the championing of collaborative practice, but as it is evident today, it lacks in nursing due to limiting factors such as ritualistic and routine nursing. This study will suggest means of championing future person-centred interprofessional collaborative practice based on rituals/routines and person- centeredness and as the central themes. As McCormack, Dewing, and McCance (2011, n.p.) define person-centred nursing, â€Å"it is an approach to practice that is established through the formation and fostering of therapeutic relationships between all care providers, patients, and others significant to them. Orchard, Curran, and Kabene (2005, p.2) highlight organizational structuralism, power relationships, and role socialization as factors creating potential barriers to collaborative nursing. They therefore suggest that traditional routines where nurses are directed and controlled should be alternated with supportive environments. In short, nurses should be able to air their views, consult with patients, and be part of the decision-making bodies (Hall &Roussel 2012, p.154). On matters of power imbalances, teamwork should be supported by scraping the organizational cultures where rather than work as teams, health professionals identify with their â€Å"common† groups and this clogs their ability to consider the per spectives and opinions of others (Reeves, Lewin, Espin, &Zwarenstein 2011, p.89). This not only affects the professionals, but the patients and the organization at large. In addressing this, collaboration should be instilled within healthcare contexts by shifting focus on cooperation rather than on competition as nursing is defined as a practice based on discipline (Black 2013, p.63). Therefore, nurses should realize that their focus is more on patient wellbeing than their own personal gains. Collaborative nursing practice, again, can be through creating an understanding

Speech Of Life Reason Essay Example for Free

Speech Of Life Reason Essay â€Å"Life is a gift from God and it’s too short, no one can tell when life of an individual will end but God† so me, I enjoy my life every day, every minute, every second or even every millisecond cause that’s the way how I show my appreciation of what God has given to me. Aside from our Lord, I also value the Love that my parents, relatives and fellas give me continuously. That is a massive thing to me because that Love is my strength, power and my bravery to endure life every day. Myself? Do I really know myself? A question that is so easy to answer, but if the answer of your mind is YES well then your mind’s answer is incorrect. For me, the one who knew you most are your pals. How can I say? Simply because there are lot of things that your friends notice in you and you can’t say anything but, â€Å"Oh my God, I’m like that. I’m so sorry† Anyways, this is Ma. Emelyn C. Malabanan speaking in front of you all. I have a simple life and I grew up in a not so rich family but my parents Rafael and Emelita Malabanan did their very best to raise us. They are the two most important people in my life, the reason why I’m striving hard to finish High school up to College so that I can give them back all the goodness that they have given to me. Someday I wish to have a profitable life because I want it to share with them and give them the best life that they didn’t imagined even in their wildest dream. For me, they are the rival teachers and even if they don’t give grades I know that they made me pass because I’m their daughter and that’s how much they love me. I graduated elementary at Saint Raphael Archangel Parochial School but my auntie was the one who paid all the payments there because my parents can’t afford that school. Now, I’m relishing my teenage life because of the people who taught me how to enjoy it.

Humans vs. Nature: Greenpeace Essay -- Essays Papers

Humans vs. Nature: Greenpeace There are an incredible amount of problems facing the modern world. Sometimes the problems go unnoticed while other times they get addressed and fixed. That is what has been happening with pollution and other environmental concerns since 1971. In that year, the organization called Greenpeace was created. Since then the group has jumpstarted many incredible changes dealing with the world around us. Greenpeace has done a great amount of environmental work with the aim of making the world a cleaner, safer, and better place to live. Greenpeace began in 1971 when the United States announced that they were going to test nuclear weapons on Amchitka Island near Alaska. A small group of individuals were upset by this announcement and they felt that something needed to be done. They knew that the testing of nuclear weapons could have horrible effects on the environment, so the concerned individuals sailed across the North Pacific on a boating vessel to protest the testing. (1) Soon their voices were heard and other people supported their fight against the government. The protestors decided that they needed a slogan, so they decided on Greenpeace. Since 1971 this group of people turned into a huge organization and they have made a difference worldwide. The organization’s mission as stated on their website: Greenpeace is an independent campaigning organization that uses non-violent, creative confrontation to expose global environmental problems, and to force solutions that are essential to a green and peaceful future. (2) The key words in that statement are non-violent and creative. Throughout the years the organi... ...CQ Weekly, 29 Jan. 2000, 191. 16. David Gates, "Give ‘Peace’ a Chance," Newsweek, 25 Oct. 1999, 82. 17. Jon Pareles, "Forget Futuristic Dreams, Think Sweet Love and Peace," New York Times, 11 Nov. 1999, p.1. Bibliography: 1. Gates, David. "Give ‘Peace’ a Chance." Newsweek, 25 Oct. 1999, 82. 2. Giff, Johnson. "Put it in my Backyard." World Press Review, Feb. 1996, 35. 3. Greenpeace. Home page. "Inside Greenpace." Online. Internet. 29 Feb. 2000. http://www.greenpeaceusa.org 4. Pareles, Jon. "Forget Futuristic Dreams, Think Sweet Love and Peace." New York Times, 11 Nov. 1999, p.1. 5. Pope, Charles. "Congress Likely to take a Piecemeal Approach Again to Environmental Legislation." CQ Weekly, 29, Jan. 2000, 191. 6. Scaglietta, Raffaella. "Why Monitor Greenpeace?" World Press Review, July 1998, 20- 21.

things change Essay -- essays research papers

The book Things Fall Apart, by Chinua Achebe tells the story about a native living in Africa during the period of European imperialism. By placing the book during this time period Achebe can first explain traditional Ibo culture and then talk about the effect that the white European evangelists had on Ibo society. The book dispels the commonly held view of Africans before colonization as savage and godless beings. Achebe explains the very advanced social order in Umuofia and the complex Ibo religion. In bringing together what I have learned about Europe and Africa during the time of Imperialism I will draw a comparison between the two continents politically, religiously, and economically. Europe was ruled by a set of very powerful and competing monarchs during the time of imperialism. In these monarchies a king and queen had supreme power over their countries. In Umuofia there was a democratic system of government with no one ruler and a complex system by which people could gain political power through economic success. I think it is very ironic that when the white missionaries came they lectured the natives on how everyone was equal in the eyes of God, but yet they had supreme rulers in their own countries and a very unfair social caste system. Contrary to popular belief the Africans had a very complex religion before Christianity came. Everyone in the community was extremely religious, even obeying their religious leaders when they were told to kill their own children ...

Motivation Letter Essay

Motivation Letter Application For Studying In University Paul Cezanne Aix Marseille To whom it may concern: In addition to all my documents provided, I would like to take this great opportunity to write a motivation letter to clarify my main reason that drives me to study in University Paul Cezanne Aix Marseille. After graduation from _____ University major in Industry International Trade, I acquired knowledge in an extensive business area, for example, accounting, finance, international trade, corporate management, law etc. I worked at Credit Control department at Accenture Consulting Company for around 2 years. My responsibility includes providing customer service to UK clients, collecting overdue debt, applying cash payments, making financial adjustments and analyzing credit status for customers. My interpersonal skills improved greatly and English skill was polished as well through daily contact with British customers. Currently I have been worked as assistant product manager at Golden Label 5 International Trade Company. My responsibilities are to communicate with the sales team, the distributors and the promotional girls in order to motivate them and to let them be more and more aware of our brands images to manage efficiently the existing marketing tools to participate in the development of new marketing tools and participate in the development of the promotions for the day market. I believe that my current working experience is the main reason that drives me to study in France. By choosing to study University Paul Cezanne Aix Marseille there are a few advantages that I can achieve my goal: My current job is to assist my French boss (marketing director) to communicate with the sales team, the distributors and the promotional girls in order to motivate them and to let them be more and more aware of our brands images. Meanwhile boost and maintain our brand image. In order to cooperate better with my boss, I started to learn French since last June. Although we still discuss in English during daily life, my French language does help me a lot when I explain some authentic French traditional wines and spirits knowledge to customers. I know more and more about French, French culture, French wine, etc. And I believe that what I will obtain in University Paul Cezanne Aix Marseille give me a global view of International corporate management and have a multi-culture background. France is a multicultural country, and University Paul Cezanne Aix Marseille is a well-known multicultural university. I can learn how to interact within different cultures to improve my interpersonal skills. I also can build up a network that comprises friends from different countries and areas. France has good relationship with China. And now China is becoming certainly the biggest potential market for France. With my multi- culture background and French experience and skills, when I have completed study in France and returns China, I can participate into the development of business cooperation or any other relationship. In short, by choosing to study in University Paul Cezanne Aix Marseille, I will benefit greatly from the extraordinary experience for building up my professional career, and I will help to build China, my motherland, into a well-managed market economy country. I am looking forward that my application can be assessed and approved at your earliest convenience! Kind Regards Li

The Virgin Group

Sam Yates-Smith Student ID: 000292201 CASE STUDY 6 THE VIRGIN GROUP 1. The corporate rationale of the Virgin group is to re-ignite static industries, with fresh ideas and developments, thus offering the consumer differentiation. Diversification is an extremely important attribute of Virgins rationale. Their SBU’s improve Virgin’s scope and therefore its existing markets and products. Virgin uses the ideology of ‘the corporate parent’ to add structure and guidance to its various business units, which in turn adds value due to the effective, disciplined approach that the rationale provides. . There are certain strategic relationships between businesses within the Virgin portfolio, these lie in ‘economies of scope’. This term refers to the notion that the Virgin groups have synergy amongst its SBU’s, therefore utilizing free standing tangible and intangible resources in order to fully comprehend and fulfill a particular new environment or m arket. This adds value to a new market whilst ensuring resources are not wasted. An example within Virgin would be their research into the global oil market and the search for greener fuels for its airlines. 3. Virgin as a corporate parent adds value to its group via the collective ambition and ideology which is ascertained via the strength of the Virgin brand. One aspect of Virgins Corporate parenting is the ideology of ‘envisioning’. Virgin provides ‘strategic intent’ by laying certain ideologies for its SBU’s to follow. This provides discipline and strong methodologies for the units to adhere too. Another element of ‘value adding’ via Virgins parenthood can be explained using the BCG matrix. The Virgin group’s portfolio shows high market share and strong growth within their markets. These positive denotations enable management to visualize the potential of concurrent markets and ensure growth is fully realized. 4. ‘’The greatest threat that the Virgin brand may become associated with failure’’ (Johnson et al, 2009). This signifies one of the issues facing the Virgin group. The larger the Virgin portfolio gets, the more issues they will face regarding the density of their diversification and therefore ensuring consumers are not undermined and loyalty is retained. Another issue is that of waning portfolio and growth which is susceptible to ‘slowing down’. Recognition of ‘Stars’ (BCG) turning into ‘Dogs’ is extremely important to ensure the correct visualization is atoned for and that growth is relative to the portfolio’s strength as a whole and not allowed to become complacent, leading to surplus resources and market share. 1

Are the Classical Functions Put Forward in 1949 Still Valid?

Academics for years have been pondering the effectiveness of classical approaches to newer conceptualizations within management functions. Are the classical functions put forward by Henri Fayol in 1949 still valid and true today? , or are the theories put forward by other academics such as Mintzberg more valid? , or would the scientific type management concepts be more fitting?. To answer such questions this report examines two Journal journals, â€Å"Are the classical management functions useful in describing managerial work? † (Journal 1) and â€Å"Some effects of Fayolism† (Journal 2).By analyzing the different arguments put forward, I aim to conclude which theory is more appropriate to management study today. In journal 1, Carroll and Gillen examine newer conceptualizations of a manager’s job, and compare its findings to that of Fayol’s classical approach. The basis of this evaluation is to determine which approach is more useful in determining the rol e of management for the purpose of management education. Journal 2 draws on Fayol’s theory of a set of activities that are common to all organizations, to prove the developed management functions.It then evaluates and compares’ this notion with that of Fredrick Taylor with reference to management fashions to determine which theory is more accurate and relevant to managerial conceptualization today. Journal 1 merits Fayol’s theory, in referring to the significance it has had in studying management. In examining 21 books published from 1983 to 1986, he found that all books mentioned Fayol’s functions to some degree. Fayol’s four classical management functions (POLC): Planning, Organizing, Leading & Controlling, have been adopted as the foundation for management study for a long time.Upon evaluating Fayol’s theory, empirical studies expanded Fayol’s functions to eight functions, now known as the PRINCESS factors (planning, representing, investigating, negotiating, coordinating, evaluating, supervising and staffing). In support of Fayol’s claims, such functions apply to ‘all’ forms of management. The author refers to a number of studies and experiments to show that time invested in the classical functions have brought positive results in areas such as organization performance, unit performance, managerial mobility and higher production records.Upon the empirical studies, there is sufficient evidence to merit the classical approach in its functions being used by managers. However Mintzberg did not agree with Fayol’s theory. Mintzberg felt that â€Å"Fayol’s fifty year description of managerial work is no longer of use to us† (Mintzberg, 1971 pp 39). Mintzberg proposed a different model consisting of ten work roles; interpersonal roles (figurehead, leader and liaison), informational roles (monitor or nerve center, disseminator and spokesman) and decision-making (entrepreneur, d isturbance handler, resource allocator and negotiator).However this model came under scrutiny by competing theorists. The author used many examples and refers to experiments done by other academics to criticize Mintzberg’s theory. McCall and Segrist (1980) limited the number of roles Mintzberg claimed, on the basis that certain roles overlapped each other and could not be called separate. Lau, Newman and Broedling (1980) limited the model to four factors (leadership and supervision, information gathering and dissemination, technical problem solving, and executive decision making) upon the findings of their experiment.The flaws within the Mintzberg Model rose due to the ‘observable physical’ approach taken. The journal stresses the importance of analyzing ‘neurophysiological activities’, as measuring physical managerial activities alone does not provide a comprehensive understanding of the managerial role, as it is rather a prominent ‘mentalâ₠¬â„¢ role. Non classical conceptualizations of managerial work (Mintzberg, Stewart etc. ) help define the nature of managerial work.However Fayol’s classical approach best conceptualizes management functions and a manager’s job, so it is the best source to be used for educational purposes. Journal 2 addresses two perspectives of management to evaluate the concepts of management fashion and its management recommendations. There is a logical supposition that organizations must strive to be unique in their business operations to have a fair chance of success, within competition. However the idea of management states presumes resemblance in all businesses, which calls for the profession of ‘managers’ to exist (Brunsson, 2008 pp33).This journal also recognizes the merit of Fayol’s theory in molding Management conceptualization. Furthermore recognizes the success of management recommendations listed by other theorists such as Mintzberg and Kotter, who ref er to Fayol’s functions to a respected degree. However the journal does not recognize any relationship between Fayol’s functions and organizational performance. Brunsson refers to Fredrick Taylor’s ‘bottom-up’ view to address this issue. Discussing managements recommendations in terms of fashions imply; â€Å"dissatisfaction ith the existing recommendations, and ambition to improve these recommendations, a sentiment that efforts at improvement, at least some of them fail, and some management recommendations should not be seen to belong to any management fashion. † (Brunsson, 2008 pp33) The journal promotes general management as a system of defining and classifying in order to improve organizational decision making. However empirical studies of managers shows an ‘mish-mash’ of those activities, implying Fayol’s theory of management has taken precedence of importance over the reality of management activities.This evidence ha s raised a new idea, that Fayol’s approach is no longer valid and â€Å"management order varies depending on the situation of a manager, and the position and personality of the manager† (Brunsson, 2008 pp42). If Fayol’s approach was scrutinized and his notion of general management was questioned, then Taylor’s scientific management concept may have prevailed and taken precedence. Both journals express the relevance and importance of Fayol’s classical approach to the development of Management study to date. However journal 1 implies that Fayol’s classical approach is more useful than other conceptualizing theories put forward.Journal 2 implies that the Fredrick Taylor’s scientific management principles are a more suitable and effective notion to define Management over the classical approach. In my opinion, Fayol’s classical approach holds the most credibility in studying management. I believe the depth to understanding manageria l concepts has no boundaries, due to the complexity of its study. As a result many theorists have attempted to understand this subject, and have criticized each other’s work, which proves there are no set guidelines to follow, it is rather subjective to its audience.However in my opinion Fayol’s four functions, cover the basis of activities involved to perform managerial duties. This statement is supported by the fact that it is a widely accepted approach and is used in all management textbooks. Fayol’s theory helps identify the functions clearly and distinctly. Managers are faced with decision making processes that have high impact on organizations. They are put into that role in the competitive industry, due to their understanding of managerial roles, so they can perform to their level best, and benefit the organization.Therefore as Fayol stated, it is important for managers to undergo training. Other theories put forward such as Mintzberg’s model, Kott er and Taylor’s scientific management approach, help us understand certain management functions in depth. I do not agree with some elements in Taylor’s scientific approach as to the difference in managerial work to Fayol’s theory which consists or a system of order. I believe that even in the ‘mish mash’ of overall managerial activities, there is a system of order and a logical process followed for each activity performed.However it is clear, that these theories are a product of evaluation on the initial Fayol’s classical theory. Therefore I believe Fayol’s classical approach still holds precedent, for purpose of managerial study and educational purposes. ? Reference list Brunsson, K. H, (2008), Some Effects of Fayolism, Int. Studies of Mgt. & Org. , 38, (1), 30-47 Carroll, S. J & Gillen, J. G, (1987), Are the Classical Management Functions useful in describing Managerial work? , Academy of Management review, 12, (1), 38-51