How do block/unblock a website using command prompt Essays

How do block/unblock a website using command prompt In Windows XP/ Windows 7 u have must to do Below Steps 1. Click Start->All Programs->Accessories->Command Prompt2. Click Command Prompt This will open a DOS command window. 3. Type: notepad C:/Windows/System32/drivers/etc/hosts 4. Locate the line 127.0.0.1 localhost 5. To block the website google.com for example, just add this text under 127.0.0.1 localhost: 127.0.0.1 google.com 127.0.0.1 www.google.com You can add as many sites any site, However you will need to prefix it with "127.0.0.1". 6. Save the file Google will now be blocked in all web browser. This is an advanced but easy method on how to blow a website. TO UNBLOCK: 1st Trick 1- Open the command prompt 2- Ping the website you want to unblock by typing "ping www.website.com" without the "" 3- Copy the IP next to "Reply From" 4- Paste the IP into your address bar. 2nd Trick 1- Open command prompt and notepad. 2- Write "ping localhost" without the "" into the command prompt. 3- Copy the IP into the notepad file, hit tab and write localhost 4- Ping the website you want to unblock in the command prompt, as in "ping www.website.com" without the "" 5- Copy the IP of the site into the notepad file, hit tab and write the link to the site, without http://, as in "www.google.com" 6- Hit enter and repeat step 5, should look like this 00.00.0.00 localhost 000.000.00.00 www.website.com 000.000.00.00 www.website.com 7- Save the notepad file into your desktop as "host." with the "", if it wont let you just leave it as host. with the "." 8-Go to My Computer>Your Hardrive>WINDOWS>system32>drivers>ect and drag the notepad file into that folder

Top 10 most stressful jobs of 2018

Top 10 most stressful jobs of 2018 All jobs have components that make them stressful- even the ones that don’t seem like very high-stakes occupations. Certain scenarios or times of the year come up and it’s a mad sprint requiring late nights and all hands on deck. Then there are the jobs that just don’t seem to ever let up. Here 10 of the most stressful jobs out there for 2018- based on deadline demands, public scrutiny, required travel, physical risk, physical demands, environmental conditions, hazards, and public interaction. See if any of them call out to you- maybe you crave a life of pressure! Or†¦ maybe a career in a cubicle sounds just lovely to you. It takes all kinds to make up the workforce!1. Enlisted military personnelWith an average salary of $30k, constantly putting your life at risk, all over the world, makes the military one of the most stressful careers out there.2. FirefighterYour job is starting to look pretty cushy, when you consider that for less than $50k a year, on aver age, some people have to run into burning buildings on the regular. And you thought that big project was really making you stressed!3. Airline pilotWith a median income of just about $105K per year, airline pilots are well compensated for the stress of ferrying hundreds upon hundreds of souls around the globe.4. Police officerMaking about $60K per year, just a bit more than a firefighter based on median income, police officers are also under a great deal of stress and risk their lives on a daily basis.5. Event coordinatorEvent coordinators may not risk their  lives or limbs, but they are still the people  left holding the bag when anything- major or minor- goes wrong. If the hors d’oeuvres come out five minutes late- or early- or if the band has the wrong cord to connect their amp, or if there is a typo in the invitations†¦ You name it, they  bear the brunt of the yelling. These aren’t life threatening stakes, but the stress is almost always at a high.6. PR execPublic relations executives are responsible for the reputations and the fame-level of their clients. They don’t just have to manage logistics, they have to manage perception and public opinion. And that takes a lot of nail biting. Especially when their clients do something that requires the putting out of fires (albeit, of course, not literal fires).7. Senior corporate execIf you’ve made it to the top of your company tree, it’s not all big bonuses and stock options. With every rung up the ladder comes a great deal more pressure. And with pressure comes†¦ you guessed it, stress.8. BroadcasterFor a surprisingly low annual median salary of less than $40k per year, a broadcaster is required to clearly and calmly read the news from a teleprompter often riddled with typos. She must be poised and in control at all times, as all of   the action unfolds live. You think public speaking is hard? Try doing it every day on television.9. Newspaper reporterYou wonâ €™t make a lot of money, and you’ll have to run headlong into potentially dangerous or volatile situations to get a story. And once you get it, you have to race to get it published first. On top of that, if you make one mistake you’ll have lost your reputation.10. Taxi driverThis gig is perhaps the least well-paid of the top 10, with a median pay of $24K per year. Taxi drivers have to deal with rude people, drunk people, and people in a rush- not to mention other lunatic drivers, rush hour traffic, accidents, and weather. Plus they’re stuck in a car. Imagine trying to find a parking space in NYC every time you had to pee! It’s also a field that is getting extra pressure from rideshare companies like Uber and Lyft, so being a taxi driver is more stressful than ever these days.

Performance measurement system Research Paper Example | Topics and Well Written Essays - 1250 words

Performance measurement system - Research Paper Example (Franceschini, Galetto, & Maisano, 2007) A statistical model needs to be developed to get results of performance and a full picture can never be measured directly and sometimes observation is the only way of coming to a conclusion about performance and you do not get figures to assess with. The main aim behind a performance management system is to better the performance of an organization. Communicating better in an organization and having a trustful relationship with your peers and bosses is not something that is directly linked to bettering performance than perhaps training individuals but they are indirect measures that will in the long run help to get to the final purpose of the organization. Some reasons to use PMS are to assess how an organization is performing; for this the managers in an organization need to determine what the organization was supposed to achieve. This means that the mission and vision statement of the organization should be clear. For this performance also, data is obtained from not only the observable performance but also the environmental hazards and also looking at the companies the organization had benchmarked itself against and seeing them as a comparative database. Ideally, the organization needs to be using the best practice which is the most efficient and cost effective process even in regards of health, safety and environment. Benchmark could also be the same organizations past and present performance with the same or different processes used. PMS also helps to keep the organization’s functions under control by making sure that managers and subordinates are doing what they are supposed to be doing. Managers do not have the hierarchical control that they used to have before however, taking space into account, they still use certain measures to control their business. Everyone must comply with these

Finance Assignment Example | Topics and Well Written Essays - 1500 words

Finance - Assignment Example This affects the interest rates. An interest rate is at the very basic the cost money. It’s how much you pay to receive money and how much you earn to sell money. Banks basically help determine the interest rate. While each bank may offer different interest rates to customers, the basic rate or the discount rate is determined by the Central Bank (Mathieu, 1995, p. 64). This is the rate at which the central bank lends to all other banks. And the central bank sets this rate by considering factors such as the demand and supply of money, interest rates, exchange rates, balance of payments and the growth rate. The financial sectors set the interest rate which affects the exchange rate of a currency. A high interest rate means that the currency essentially â€Å"costs† more. It also means that if foreign investors put their money in local accounts they will get higher returns. This is known as hot money inflow. As more investors buy the local currency, the currency appreciates. While high interest rates lead to hot money inflows it also means that the country’s exports are now more expensive for foreigners. This means that if previously an American had to pay $1 for PKR 80, now they might have to pay $80/70 since $1 is now equal to PKR 70 and not PKR 80. This means that if previously an item in Pakistan cost PKR 800, the American had to pay $800/80=$10. But now since PKR has appreciated he has to pay $800/70=$11.43. So it costs him more now and depending on the elasticity of demand, he might buy less or not buy at all. So an appreciation of currency is not necessarily a good thing. On the other hand imports become cheaper. E.g. if a barrel of oil cost $100, a Pakistani importer had to pay PKR 100x80=PKR 8000 per barrel. But now he has to pay PKR 100x70= PKR 7000 per barrel. However as imports increase this can create inflationary pressures in the economy and on the balance of payments. If exports are greater than imports, all things held

Marketing Plan - Echeverry Vodka Essay Example | Topics and Well Written Essays - 2000 words

Marketing Plan - Echeverry Vodka - Essay Example The company understands the significance of retaining customers therefore, it will work on the principle that marketing strategy will aim to satisfy its customers by making a reputable name in the market. Mission The Echeverry Vodka mission is to lead the best quality and innovative production of wine in the American market. The company will keep very close and excellent relationships with the consumers to fulfill their needs and requirements. Company will satisfy consumers at any place or time with the best quality product. The Echeverry Vodka will also keep satisfactory profit margins from its business to maintain the company’s growth and financial stability. The vodka company will maintain a friendly and healthy working environment by adding value to the people and implement innovative marketing strategies to strengthen market position by introducing innovative, new, and best quality products in the existing competitive market. Marketing Objectives The marketing objectives for the vodka company that they will follow to maintain its growth and position in the market are: Every month, the company will sustain its positive growth and stability. Each quarter, company will show increasing market penetration. The company will design marketing strategies with huge campaigns for awareness of its product through the trade shows, which will be figured out by the consumer’s responses and feedbacks on quality of the product. The company will use different modes of advertising to market their product through media, home programs and special shows, through direct mails, hotel guides and different charity events. Market Needs To determine the need of market is the most significant management activity for companies because it is useful for making or developing the new product (Morey, Maybury, & Thuraisingham, 2002). The company will provide tasteful wine to its customers and taste of Echeverry Vodka will be different from the competitors wine. Most of the peop le in Virginia are experiencing similar taste of wine therefore, it is the need of the market to introduce new wine different from others, and people will be able to get a different feeling when experiencing that wine. Echeverry Vodka seeks to provide high quality wine to its customer for making them satisfy and enticing them to drink this wine again. Market Analysis and Competitors: Due to the economic downturn of 2008, the Virginia wine industry has seen a decline, because people became hesitant of buying the product for their luxury. Due to this reason, the competitors have cut down their prices because they do not want to lose their market share (Full Glass Research, 2011). However, Echeverry Vodka has decided to launch itself because it is predicted that the wine industry will increase by 11% in the year 2013, and revenues of this industry will increase up to $49 billion. The popularity of mixed drinks is rapidly increasing in the market and consumer’s spending for non-d urable goods has increased more than 6% therefore, company has an opportunity to launch itself at this stage. The main competitors of Echeverry Vodka are Absolut Vodka and Smirnoff because the rates these competitors are offering is similar to the rates of Echeverry Vodka (ABC, 2012). Financial Objective The Financial Objectives that Echeverry Vodka Company will follow are as follows: Every quarter the company

Dyscalculia Wheres The Difficulty Education Essay

Dyscalculia Wheres The Difficulty Education Essay Mathematics is a subject that is challenging for almost every learner, during all the years of education. However, there are a great number of pupils that experience this challenge, in an even worse degree. These learners have to deal with a difficulty called, dyscalculia. Dyscalculia is a specific learning difficulty, which characterises a number of people, who face severe difficulties in mathematics, and it is caused by a combination of biological, environmental and cognitive factors. The focus of this essay, will be on explaining in more detail, two specific difficulties that are related to dyscalculia. These difficulties are, the numerosity difficulties, which are basically difficulties in understanding the most basic principles of mathematics, and the difficulties with number processing and calculation, which are related to the way individuals, process the numbers, in order to make mathematical calculations and solve arithmetical tasks. A new phenomenon has drawn the attention of researchers in the area of learning difficulties, the last few years. This phenomenon is associated to the area of mathematics, and specifically, to the difficulties that learners have in the particular area. A great number of pupils have difficulties in understanding the complex concept of mathematics, something that does not necessarily mean that these difficulties are caused by a learning disability. However, there are several learners that have an extreme difficulty in Mathematics (Reid, 2003, p. 252), a difficulty that is related to a specific type of learning difficulties, which is called dyscalculia. Dyscalculia can be defined as a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence (DfES, 2001). In other words, learners, that are dyscalculic, may have difficulties, not only in the procedures that are important in solving a maths problem, but also they may have difficulties in understanding the basic notions of mathematics, such as what does the magnitude of a number represents or what the maths symbols signify. Therefore, the difficulties that dyscalculic learners face, in the area of mathematics, can be rightly considered as more severe than the difficulties that pupils, who dont have a specific learning difficulty, face in maths. Regarding the causes of dyscalculia, there seems to be a variety of biological, environmental and cognitive factors that lead to this learning difficulty. In particular, a study by Shalev et al. (2001) revealed, that children, who have siblings with dyscalculia, are at a very high risk of becoming dyscalculic, in comparison with the general population. This study supports the idea that was firstly introduced by Kosc (1974), which proposes that dyscalculia is related to genetic factors. This idea is also supported, by a research with monozygotic and dizygotic twins, which revealed a percentage of 58% and 39% respectively, between the siblings, in the emergence of dyscalculia (Alarcon et al., 1997). In addition to this, there also seem to be some differences between dyscalculic individuals and individuals who dont have a difficulty in maths, in the way their brain functions, during mathematical procedures (Shalev and Gross Tsur, 2001). According to several researchers (Levin et al., 1996; Levy, Levy Reis and Grafman, 1999), who studied the brain activity of two dyscalculic adults during arithmetic processing (Shalev and Gross Tsur, 2001, p. 339), there seems to be a unilateral activation of the frontal and parietal areas of the left hemisphere of the brain and also a deficiency in the parietotemporal region of the specific brain hemisphere, in dyscalculic individuals. On the contrary, individuals, who dont have a specific learning difficulty, during mathematical procedures, have a bilateral activity on their prefrontal and inferior parietal cortices (Rueckert et al., 1996 in Shalev and Gross Tsur, 2001, p. 339) rather than a unilateral activation. One cannot be sure though ho w accurate is this fact about dyscalculic individuals, because the studies, that took place in order to examine the brain differences of dyscalculic individuals in comparison with the general population, had a sample of only two people with dyscalculia, who were adults. This small sample may not be very representative of the dyscalculic population in general, and therefore the suggestion that there are differences in the brain activity of dyscalculic individuals, in comparison with individuals without maths difficulties, during mathematical procedures, may not be factual and may need further examination. Furthermore, there are several researchers, who dont believe that dyscalculia, is a learning difficulty that has a biological basis. They consider a number of environmental factors to be more accurate in explaining the nature of dyscalculia (Shalev and Gross Tsur, 2001). Specifically, they believe that factors, like not having the opportunity for a proper education (Miller and Mercer, 1997; Gifford, 2005) or not being confident about your mathematical skills (Gifford, 2005), is the reason why several learners have dyscalculia. However, one cannot be absolutely sure that the difficulties, an individual has in maths, because of these factors, could truly cause dyscalculia or if they just characterise an average person, who has several difficulties in maths which can be reduced by improving these factors. Maybe further research, which will examine if dyscalculia stays persistent even after improving these factors, could solve this reflection. Another environmental factor, which may lead to dyscalculia, is the anxiety that is generated to the learner, because of maths (Ashcraft, 1995). According to Ashcraft (1995), maths anxiety can cause dyscalculia, because learners with this type of anxiety tend to feel really nervous when they have to deal with maths, something that makes them to do mathematical calculations really quickly. Therefore, the learners, because of their hastiness in making mathematic tasks, they may have low performance and inaccurate results in mathematics, something that could be considered as dyscalculia or it could make the situation for a dyscalculic learner even worse (Ashcraft, 1995). Also, maths anxiety could lead to low self confidence. Still, it is more possible that maths anxiety worsens and not causes dyscalculia or math difficulties in general, because if dyscalculic learners are forced to make arithmetical procedures hastily, then they probably will make more mistakes or they wont be able to solve a maths problem at all, because of the pressure they might feel. Furthermore, maths anxiety is something that all students and not only dyscalculic students may experience at some point, as a result of the complex nature of mathematics, and therefore its causal role for dyscalculia is questionable. Overall, one may assume that maths anxiety is not necessarily a causal factor for dyscalculia, but it is a characteristic that a dyscalculic learner could present. Regarding the cognitive factors that are responsible for dyscalculia, there seems to be a belief that a dysfunction on the visuospatial abilities or the verbal and auditory comprehension abilities, of an individual, can cause dyscalculia, as well as other cognitive disabilities (Rourke, 1993). In addition, several other researchers (Geary, 1993; Koontz and Berch, 1996) believe that problems with the working memory, can also lead to dyscalculia, because it affects the effort of learners in performing mathematical procedures. According to a research by Temple and Sherwood (2002) though, children with dyscalculia didnt have any differences in comparison with children without dyscalculia, in any of the tasks that measured their working memory, and also a correlation between the working memory and the arithmetic ability measures, was not found. Therefore, it is not certain if working memory difficulties have a causal role in dyscalculia or if they appear at the same time with the difficul ties that are linked to dyscalculia (Butterworth, 2005). Overall, a combination of all the factors, that are considered to play a causal role in the development of dyscalculia, may clarify in a better way the concept of dyscalculia. This is because, dyscalculia seems to be a disability that is more possible to be generated by a great number of factors, just like dyslexia (Frith, 1997), rather than by only one, and therefore, it could be better understood if it was seen as whole. That is, to be seen from all the aspects that could generate it, rather than from one aspect only. A better understanding of dyscalculia may also arise by examining the difficulties that are linked to it, and not only be examining the causes of it. Specifically, there appear to be several difficulties that can be identified on dyscalculic learners, difficulties, which in a way, are connected with each other. These difficulties have to do, with the way learners comprehend mathematics from their simplest form to their most complicated one. In particular, they have difficulties with understanding arithmetical concepts, like the numerosity of a number that refers to understanding the magnitude of a number, with the processing of mathematical facts and the calculation of them, which refers to how a learner processes the numbers and the maths symbols that he sees in order to solve a task, and also with difficulties that may be associated with other learning difficulties, such as dyslexia and ADHD, because of the high co morbidity there is between dyscalculia and these two learning difficulties (Shalev and Gross Tsur, 2001; von Aster and Shalev, 2007). For example, in the case of co existence of dyscalculia and dyslexia, the learner has maths difficulties that are related to language, such as reading mathematical problems and solving maths exercises following the correct sequence (Reid, 2003; Bennett, 2006). In the case of dyscalculia and ADHD, a possible difficulty that a learner may have, is not being able to finish a maths task, because of the lack of concentration he may present, something that usually characterises learners with ADHD. This difficulty may also be present to dyslexic learners as well, because of the high co morbidity there is between dyslexia and ADHD, and therefore a learner may have dyscalculia, dyslexia and ADHD concurrently (von Aster and Shalev, 2007). From this, one can assume that there are four categories of dyscalculic learners; learners with dyscalculia alone, learners with dyscalculia and dyslexia, learners with dyscalculia and ADHD, and learners with dyscalculia, dyslexia and ADHD. Even though the issue of the difficulties that a learner may present, because of the co morbidity between dyscalculia and these two other specific learning difficulties, seems to be really exciting and interesting, this essay will focus on the difficulties that characterise learners with dyscalculia alone. Specifically, it will focus on the difficulties that dyscalculic learners have with numerosity, number processing and calculation of mathematical procedures, rather than on the difficulties that result from this co morbidity. In particular, the first difficulty mentioned above, which is numerosity, refers to the abstract form of numbers, which reveals their magnitude (Butterworth, 2005), and it should be the first thing that learners should learn, in order to be able to understand mathematics. As Butterworth (2005, p. 3) indicated, numerosity can be the basis of arithmetic. The numerosity refers to an abstract type of numbers, because it is possible for numbers to be arranged in different sets that can be represented by different parts, which may have abstract or concrete substance, like straws, sticks, sounds etc. (Butterworth, 2005, p. 3). In addition, when several parts are being put in a specific set to form a number, something that represents the numerosity of this set, the learners can easily understand them, in comparison when they see these parts (e.g. dots on dice) in a different order (Mandler and Shebo, 1982). Therefore, numerosity is significant in learning and understanding the numbers, and w hat these numbers represent, especially when it is presented in specific groups. According to Butterworth (1999), there are four principles that a learner should follow in order to comprehend what numerosity is. Firstly, he must know the one to one correspondence principle (Butterworth, 1999 in Butterworth, 2005, p. 4), which refers to the ability of a learner to recognise when the numerosity of two sets of numbers is the same, by examining the parts of each set which must correspond to each other (Butterworth, 2005). In other words, in order for two sets to have the same numerosity, they must be constituted by exactly the same number of parts. Secondly, it is important for the learner to understand that numerosity is a variable and not a fixed concept and that different sets may have different or the same numerosity. Thirdly, the learner must have in mind that numerosity can be abstract, and therefore the sets may be represented not only by concrete things but by invisible, abstract things (Butterworth, 1999 in Butterworth, 2005, p. 4) as well. Finally, it is i mportant for a learner to be able to identify numerosities of sets of four objects the most, without needing to count them verbally. One can suppose that these principles are truly essential in order for a learner to be able to understand the complex meaning of numerosity, because in fact, these principles compose the concept of numerosity. Therefore, by being able to comprehend these aspects, a learner will be able to understand numerosity as well. Regarding the abilities that a learner must have, in order to have an appropriate understanding of numerosity, Piaget (1952) talked about three basic abilities. The ability to reason transitively, the ability to understand the stability of the number of items in a set, and the ability to recognise the abstract nature of the items that form a set despite their personal characteristics, like their colour or shape (Piaget, 1952 in Butterworth, 2005, p. 4). Specifically, the first ability refers to logical calculations that a learner can make, after examining several facts. For example, if there are three items, from which the two have the same size and the third is smaller, then the learner must be in position to identify that the third item will be smaller not only from the first item, but from the second item as well. The second skill that should characterise a learner, in order to possess the idea of numerosity, is to know that the number of items in a set will not change if there is a modification in their sequence, except if an item is removed or added to the set. The third ability, is relevant to the suggestion made by Butterworth (2005) regarding the abstract character of numerosity and also the one to one correspondence principle, because it has to do with the fact that the characteristics of the items of a set cannot affect its numerosity, and therefore it is possible, two sets that are structured by different items, to have the same numerosity. The principles, mentioned by Butterworth (2005), and the abilities, mentioned by Piaget (1952), about the comprehension of the concept of numerosity, may be affected in dyscalculic children, because these children have already problems in understanding the general idea of numerosity (Butterworth, 2005). Specifically, children with dyscalculia seem to have difficulties in comparing the magnitudes of several numbers (Geary, Hamson and Hoard, 2000) and also in counting tasks (Koontz and Berch, 1996), something that could lead to the conclusion, that these children have numerosity difficulties, as numerosity is the basis of this type of abilities. Regarding the counting skill, in order for a child to be able to count, he must firstly know the counting words, then he must connect each counting word with only one object, and finally he must have the awareness that, the last counting word he says, is the total number of all the things in a group that he counted, something that basically is the numerosity of the group (Butterworth, 2005). These three characteristics represent the three principles, which were suggested by Gelman and Gallistel (1978) to be essential for the ability to count, and they are called, the stable order principle, the one to one principle and the cardinal principle, respectively (Gelman and Gallistel, 1978 in Butterworth, 2005, p. 7). Two other principles were indicated by Gelman and Gallistel (1978 in Butterworth, 2005, p. 7) as well, which are the abstractness and the order irrelevance, and refer to the ability to recognise the abstract nature of numbers, something which was noticed by Piaget (1952) as well, and the awareness that the order, in which a learner starts to count the items in a group, is not important, as long as he counts each item only once. The principles indicated by Gelman and Gallistel (1978), depend on the principles of numerosity and therefore, in order for a learner to encompass these principles, he must first encompass the idea of numerosity (Butterworth, 2005) A dyscalculic learner may have difficulties with counting, because as it was noticed by Geary (1993) and Koontz and Berch (1996), dyscalculic children may have several difficulties with their working memory, and therefore they will find it difficult to count a large amount of objects. This is because, they probably wont be able to maintain in their memory the number of the items that they have already counted, in order to count the rest of them and therefore to find the total number of the items. This difficulty seems to be associated with the third principle, which was indicated by Gelman and Gallistel (1978), because if a learner is not able to remember the items that he counted until one point, he may then consider as the last number of a set, which will represent the total of the items as well, an incorrect number. In addition, sequential and visuospatial difficulties (Bennett, 2006; Rourke, 1993), that usually characterise dyscalculic learners, may also affect a dyscalculic lear ners skill to count, because he may find it difficult to count an item only once, following the one to one principle (Gelman and Gallistel, 1978 in Butterworth, 2005, p. 7), because of the confusion he may have about the sequence of the items. Therefore, one can assume that this kind of difficulties, affect not only the ability of a dyscalculic learner to count, but his knowledge about numerosities as well, as numerosity is essential for counting. These particular difficulties, can lead to the appearance of other maths difficulties as well. These difficulties have to do with the number processing and calculation abilities. According to McCloskey, Caramazza and Basili (1985, p. 173), the number processing skills, have to do with the ability of a learner to understand and produce numbers, and the calculation skills, refer to the facts and procedures that are necessary in making mathematical calculations. In particular, McCloskey et al. (1985, p. 173) referred to two different systems that are related to these skills, which are the number processing system and the calculation system. The number processing system, is composed by two subsystems, the number comprehension subsystem, and the number production subsystem (McCloskey et al., 1985, p. 174). These subsystems include two units, the Arabic numbers unit and the verbal numbers unit, which have to do with the appearance in which the numbers are presented, either in digit or in oral / written form correspondingly. Each of these units is divided into a lexical processing and a syntactic processing element (McCloskey et al., 1985, p. 173). These two elements are associated to the ability, to recognise each part of a number (lexical processing) and to the ability to recognise, according to its elements, the specific number (syntactic processing). For example, if the number 516 is presented to a learner, either in Arabic or verbal form, he must be able to recognise the meaning of each number of the set, something that has to do with the lexical element, and to understand that, with this order, the specific numbe r, will have five hundreds, one tens and six units, a procedure that depends on the syntactic element (McCloskey et al., 1985). Dyscalculic learners may present difficulties on one of the subsystems of the number processing system and consequently, on one of the units or the elements that these two subsystems include. Specifically, a research by Benson and Denckla (1969) with one dyscalculic individual, revealed a difficulty in the production of numbers of both forms and in the lexical processing of numbers, whereas the individuals comprehension and syntactic processing components, were fine. In addition, McCloskey et al. (1985) noticed in two dyscalculic individuals, that one of them had difficulties in distinguishing the magnitude of two numbers when those numbers were presented verbally, and the other individual had difficulties when the numbers were presented digitally. Even though the difficulties indicated by Benson and Denckla (1969) and McCloskey et al. (1985) are difficulties that a person could notice in dyscalculic learners, one cannot be sure about the reliability of the results of the specific studies, because the sample they used was really small and because the studies took place several years ago, and consequently the particular results, may not be adequate for today. However, some of these difficulties, like in the case were the individual had to compare two numbers about their magnitude, seem to be associated to the concept of numerosity mentioned above, and therefore these difficulties, may be sufficient in characterising dyscalculic learners. Regarding the calculation system that was indicated by McCloskey et al. (1985), it is constituted by three units and it depends in some point on the number processing system. These three units, work independently from each other, and have to do, with the way the maths symbols, or words, are processed, with the arithmetic facts, and with the calculation procedures (McCloskey et al., 1985, p. 179). The first unit refers to the ability of a person to understand what calculation he must do, in relation to the maths symbol or word that is presented to him (McCloskey et al., 1985). For example, when a person sees the symbol x or hears the word multiply, he knows that the operation he must do, is multiplication. However, a dyscalculic learner may confuse the arithmetic symbols and, even though he may know the right answer, he may answer incorrectly. Something similar happens when the arithmetic symbols are presented with words, but with the difference that when maths problems are related to language, there is a belief by several researchers (Reid, 2003; Bennett, 2006) that these problems are more associated to maths dyslexia rather than to dyscalculia, and therefore this suggestion is more related to the co existence of dyscalculia and dyslexia, rather than to dyscalculia itself. Overall, difficulties with the arithmetic symbols or words may be generated by visuospatial (Rourke, 19 93) or language difficulties (Reid, 2003; Bennett, 2006) that sometimes characterise dyscalculic learners, thus dyscalculia can be characterised by difficulties with the operational symbols as well. The second unit is related to the ability of an individual to maintain and retrieve from his long term memory, the correct answers of specific mathematical facts (McCloskey et al., 1985). An example of arithmetic facts, is the knowledge of a learner about the times tables. This unit is independent from the first one, because a learner may have difficulties in recognising the operational symbol, but his answer may be correct when another symbol is used, or he may do the right operation but retrieve the incorrect arithmetical fact. For example, Ferro and Botelho (1980), noticed in a dyscalculic learner, that instead of adding two numbers when she saw the symbol +, like for example 9 + 2, she multiplied them and answered 18 instead of 11. In addition, McCloskey et al. (1985) observed that a dyscalculic individual couldnt retrieve the correct answer in a case of multiplication, even though he understood the concept of multiplication adequately. Several dyscalculic learners may face diff iculties in learning or in retrieving arithmetical facts (Russell and Ginsburg, 1984; Kirby and Becker, 1988; Geary, 1993; Temple, 1994; Ginsburg, 1997; Jordan and Montani, 1997; Geary and Hoard, 2001; Shalev and Gross Tsur, 2001), and a reason for this may be the fact, that some dyscalculic individuals have difficulties with their working memory (Geary, 1993) or with their long term memory, as well (Reid, 2003). This, may limit the ability of a learner to maintain or to retrieve a mathematical fact from his long term memory, and therefore to cause him difficulties that characterise dyscalculia. The third unit of the calculation system refers to the abilities that learners have in making mathematical calculations (McCloskey et al., 1985). These abilities are related to the way learners comprehend and learn the procedures of executing math calculations, something that in dyscalculic learners is usually impaired (McCloskey et al., 1985; Temple, 1994; Butterworth, 2005). For example, dyscalculics may have difficulties in completing procedures in which they have to carry a number, whilst doing a maths operation, because of the fact that they may put the number on the wrong place, something that leads to wrong calculations. Also, they may have difficulties with procedures, in which they must do two different mathematical operations at the same time. Both of these difficulties, may be the result of sequential difficulties (Bennett, 2006), or again of memory difficulties (Geary, 1993; Reid, 2003), that are considered to be related to dyscalculia, and therefore dyscalculics may face this kind of difficulties, as well. The specific model for number processing and calculation abilities, even though it was created several years ago, is in general lines, sufficient in explaining this type of abilities, in relation to dyscalculia. In addition, the aspects described in the model, seem to be have a common ground with the numerosity, described above, regarding the causes of the difficulties that dyscalculics may present. Therefore, one can assume that similar methods can be used, in order to help a dyscalculic learner to limit his difficulties with numerosity and with number processing and calculation abilities. Specifically, several researchers suggest that multi sensory methods (Bennett, 2006) in combination with the learners learning styles (Chinn, 2001; Marolda and Davidson, 2000; Sharma, 1989) can be vital in teaching and helping dyscalculic learners. This is because, by focusing on the way that an individual learns the best, one can help this individual to grasp the concepts of numerosity and of nu mber processing and calculation, in the greatest extent, and by using multi sensory methods, he will make the learning for the individual to be fun, less stressing and more motivating. With this way, the learner will probably feel more confident, and therefore more determined to improve his difficulties in mathematics. In conclusion, dyscalculia is a very recent issue in the area of learning difficulties, and

Attempting to Cheat Fate :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Would it ever seem reasonable for a winner of the Nobel Prize in Literature to be associated with a king who murders his father and procreates with his mother? It is possible because of one quotation by the 1921 Nobel Prize Literature winner Anatole France, that he is connected to the notorious king Oedipus from Sophocles’ famous play, ‘Oedipus Rex’. â€Å"It is only human nature to think wisely and act foolishly† (Anatole France) best exemplifies the theme in Sophocles’ ‘Oedipus Rex’: fate cannot be cheated nor altered. It is human to try and change fate, which is a foolish act because it is impossible to do. This can be seen in many aspects of the play including the context and characters of the story and the hubris of the royal family; Jocasta, Lauis and Oedipus. Within each of these components many different literary devices can be used to further explain how the theme of the story relates to the quote by Anatole France.   Ã‚  Ã‚  Ã‚  Ã‚   A prime example can be seen in the 2nd Episode where Oedipus confesses everything to Jocasta from the prophecy to the incident when he killed a man similar to Lauis’ description. The parts of his monologue that best illustrate changing fate and being foolish are when Oedipus says, â€Å" And so unknown to mother and father I set out for Delphi†¦he [the oracle] flashed before my eyes a future great with pain, terror†¦I can hear him cry, ‘You are fated to couple with your mother†¦you will kill your father, the man who gave you life!’ I heard all that and ran†¦Now, Jocasta, I will tell you all. Making my way toward this triple crossroad I began to see a herald, then a brace of colts drawing a wagon, and mounted on the bench†¦a man, just as you’ve described him†¦I strike him in anger! †¦ I killed them all- every mother’s son!† This exemplifies the statement that trying to change fate is fooli sh because in attempting to avoid his awful destiny, he kills his own father. One might argue that this is not a well thought out example because Oedipus had no idea that one of the men he killed on the crossroads was his father. On the other hand, Oedipus did not have to kill anyone; he let his anger control him. This in turn always leads a person to tragedy. Descriptive diction is used to enhance the episode because in ancient Greek theatre, imagination was the only outlet for visual depictions of the most gruesome of scenes.

Declaration of Independence from Ap Homework

When, in the course of human events, it becomes necessary for one student to dissolve the burden of excessive and unnecessary work, and to assume, among the powers of the earth to which the laws of nature entitle them, the right to freedom of arbitrary busy work requires that they should state the reasons which impel them to the dissolution. We hold these truths to be apparent: that students are expected by the law and society to attend school in order to prepare them for the world and their future careers. That school they are expected to complete the work assigned to them. That the work assigned in school is intended to better the students in their study of that particular subject. But when this work that is intended to be beneficial is so excessive that it is actually detrimental, it is the right and the duty of the students to speak out and declare this flaw in the school system. Such has been the patient sufferance of students afflicted by the homework assigned in AP classes. To prove this, let facts be submitted to a candid world. It has caused me to lose countless hours of sleep, therefore causing me to be less attentive, preventing me from reaching my full potential in school, which it exactly what it is meant not to do. It has disregarded the fact that I have many other stresses weighing on me and deliberately adds to it tremendously. It has deprived me of the majority of my free time outside of school. It has prevented me from completing the entirety of my homework almost every single day, affecting my grades and my overall GPA. It has forced me to care more about the minimum amount of work I need to complete than the actual subject itself. It has kept me from completing the tasks I am responsible for at home. A system that is the cause of all these consequences listed is not a pragmatic system, and therefore the students have a right to demand change for the well-being of their future. We call attention to the teachers who assign such homework. We have countless times pleaded for teachers to decrease the amount of homework they assign, with valid reasons for doing so. Yet they disregard us and assign excessive and unnecessary homework. They too have been deaf to the voice of justice and of rationality. Therefore, until there is change, we the students declare complete separation from AP homework, and the teachers that assign it as well. We, therefore, the representatives of the future of our world, the students, by the authority of the right to our own future, declare the complete and total dissolution of excessive and unnecessary AP homework. We the students have the right to the freedom of such work by the fact that we determine the future and we have a duty to protect it.

The Beatles2 essays

The Beatles2 essays There has been more books published about one 20th-century icon than any other, this band that is said to have broken down barriers in all ways, is the Beatles. Their music was said to have driven that younger generation mad. Perhaps it was because they were one of the first bands ever play real rock and roll music. Or maybe it was just because they were foreigners in the world of music, yet seemed to fit right in with the young people. Whatever reason was, the Beatles were a band that shaped a generation and ones soon to come. The Beatles were more than just a rock and roll band, they were a group of young men who wanted to go a new direction in music. John Lennon, one of lead vocalists, basically started with the intention of moving away from the "Skiffle Boom Era" which was dominating the time (Buskin 110). In his doing so, he began to lay the foundation for what would later be the most famous rock band ever. The original band members were as follows : John Lennon, vocals and guitar ; Paul McCartney, vocals ; George Harrison, guitar ; Pete Best, drums ; Stuart In March of 1961, the Beatles began to play at the club that would later be nicknamed "The Home of the Beatles". The Cavern Club, which's premises comprised a small group of cellars below a seven story warehouse which had originally been used as an air raid shelter during the war. Later, Alan Sytner, a jazz fan decided to open it up as a new jazz club. After a few years, he sold it to Ray McFall another jazz fan. The club was originally strictly jazz and no rock. Luckily for the Beatles, the times were changing and McFall quickly changed the policy the Beatles soon became regulars. This would be the club that would make them famous.(Davies 78) News of the band's Liverpool popularity soon became know throughout England and later a large part of Europe. Shortly after their first tour of Hamburg, ...

Deconstruction of a Kerrang Double Page Spread Essays

Deconstruction of a Kerrang Double Page Spread Essays Deconstruction of a Kerrang Double Page Spread Essay Deconstruction of a Kerrang Double Page Spread Essay There is only one image on this double page spread, which is of Oli Sykes from the band Bring Me The Horizon , and it takes up only one page, the left side, of the spread. The camera shot shows the singer from just above the waist sitting at a reflective table. He is wearing what I presume to be a black jacket with a white top. The image has been shot in black and white so it gives the effect that this interview is a formal, serious one and it takes up one whole page of the double page spread. There is nothing bright on both pages so the whiteness of his top really stands out.Oli s expression is serious and his lips are slightly pursed. You can see on the table that he s sitting at, a wine glass but it has been blurred so that the reader automatically focuses on him. The lighting looks as though its coming from a the left of him as there are shadows on the right side of his face. Use of Layout: Each page of Kerrang! is just shorter than an A4 page. There is a little dead space on this double page spread and there are three columns that take up just over half of the right page. The page is text-led as the interview takes up more space.The only pull-out quote from the interview acts as the title and is in bold, white font. The subheading is yellow and all of the text is on a black background so that it stands out. The limited colour palette mainly consists of 3 colours, black, white and grey, but there is the odd splash of yellow text. Again, the whole interview has been placed on a black background because the text is mainly white and small, so this makes it easier to be read. On this double page spread there are 3 different fonts. The title of the interview ir and the star instead of actually being between the interviewer and interviewee.The caption used to anchor the main image is Facing the Future which is appropriate as Oli feels as though his bands reputation, as well as his own, will change after what has happened. There are quite a few screamers within the interview as he makes argues his point to the interviewer and the reader. The sentences aren t really that long but they re not short either. There have been 11 questions asked in the interview but only 5 of them have been answered with 1 to 4 word sentences. The average paragraph in the interview is about 6 or 7 sentences long.The sentence construction is compound, not too simple and not too hard to understand even though the subject is a complicated one. Brand Identity: The magazines brand identity is about rock music and anything related. News Articles such as this one wouldn t be shown on world wide news like the BBC. In the music industry, rock star incidents aren t really that important to broadcast on TV whereas news such as Britney Spears losing custody of her children is, because of the fact that she s more famous and more people know who she is.The target audience of this article must consist of people who are actually interested in the band Bring Me The Horizon , the true fans and those who idolise Oli Sykes for his musical talent and character. I think that if someone who didn t know who this band was or the lead singer, picked up this issue of Kerrang! and read this article, they would quickly misjudge him for what he was accused of doing and stereotype every other person in rock to be a trouble maker.

Reserach utilization project proposal Research Paper - 1

Reserach utilization project proposal - Research Paper Example With more nurses opting to work elsewhere, newly graduate nurses are absorbed readily in hospital institutions. Ironically, they account for higher turnover events, in a rate of 35% to 60%, compared with senior nurses (Weng, Huang, Tsai, Chang, & Lin, 2010). As new nurses are fresh from school room settings, they need to cope with â€Å"issues of...organizational structure, and group work that may be new to them† (Santucci, 2004, p. 274). Due to lack of professional confidence and excessive work pressures, 30% leave their posts a year after entering the job (Lavoie-Tremblay, Lecler, Marchionni, & Drevniok, 2010). Despite excessive occupational stress, nurses in transition still seek work stability through promotion of â€Å"autonomy and...collegiality among nurse peers† (Altier & Krsek, 2006, p. 70). Yet, older and younger generations of nurses are conflicted by varying work ethics, compounding problems on personnel retention. Thus, occupational pressures and intragener ational conflicts are plausible sources job dissatisfaction and shift in careers -- accounting for higher turnovers in nurses. As shortages continue, serious implications are observed. There is said to be a direct correlation between higher number of patient load with the risk of client death--with 7% increment in probability of death in surgical wards. Quality care is greatly reduced with unequal nurse-patient ratio. Mediocre services mean lower admissions, reducing profits and financially straining institutional operation. Not only are nurses placed at critical professional points, their actions threaten lives of clients, and discredit reputation of affiliated institutions; these manifest severe outcomes of nursing shortage on overall condition of citizens dependent on effective and reliable health provisions--in strict societal terms. In remedy, addressing crucial aspects of job satisfaction in work environment can serve profound effect in health care organizations. Prior to this, a

Renault-Nissan Strategic Analysis Case Study Example | Topics and Well Written Essays - 2750 words

Renault-Nissan Strategic Analysis - Case Study Example Statement of Problem The strategic alliance that was signed in 1999 between Renault and Nissan saw the formation of our company. The company has managed to enjoy economies of scale and this has made significant contributions in our company becoming competitive in the market for cars and spare parts. However, our company has been recording poor financial results and this has led to the raising of concerns by shareholders and potential investors (Ramaswamy, 2009, p. 3). Analysis 1. SWOT Analysis The rationale behind the use of SWOT analysis was to identify the strengths, weaknesses, opportunities and threats relative to our company. The analysis on strengths and weaknesses was to identify the internal factors of the company whereas the analysis on threats and opportunities was aimed at identifying the external conditions that influence the performance of the business. Strengths refer to the factors that have enabled the company create competitive advantages in the market whereas the weaknesses refer to the factors that hinder the company from making progress (Ramaswamy, 2009, p. 11). On the other hand, opportunities factors that our company may explore to remain competitive and threats represent the factors that may hinder the company from recording positive performances. ... Europe and North America account for more than 60 percent of the market share for motor vehicles whereas Asia accounts for 21 percent. Our company also enjoys a diverse management team that consists of managers from both Nissan and Renault. The strategic alliance has also proven to be instrumental in driving sales and enhancing economies of scales that allow the company to operate at efficient levels. The company Chief Executive Officer has vast experience in the motor industry and has managed to record positive results in almost all of his former positions including Michelin. The company has been recording increasing sales from its subsidiary, Nissan. b. Weakness Nissan has been facing quality problems in its Ohio plant and this has created a bad publicity for the company. The company has also been recording fading profits since 2007 and this was compounded by the fact that the company has been missing its sales targets since 2009 (Ramaswamy, 2009, p. 9). Nissan has also recorded a decrease in its operating margins with its domestic market recording reductions in sales levels. Generally, the company has lost a significant share of the market. In the case of Renault, we have not managed to improve our product line which has led to the ageing of the product line. We also have poor human resource management structures that have led to the company facing increasing demands from unions. c. Opportunity There is a market gap for the production of hybrid vehicles that are environment friendly. In recent times, there has been an increase in the price of fuel and gas hence creating demand for fuel efficient vehicles. Market statistics indicate that the common influencing factor on consumer purchases in fuel efficiency. An increasing number of