Whats the real problem (Supremacy Crimes) essays

What's the real problem (Supremacy Crimes) essays Supremacy by definition is supreme power or authority. In Steinems essay she discusses mens authority over women, or the lack there of. She also discusses what she feels contributed to this desire that men have. She discusses her views and supports her statements with actual accounts of this need for supremacy through murders. Steinems argument is that we teach our sons growing up to overpower women, causing them to have a desire and need to feel accepted by over powering others. She feels that the reason for these supremacy crimes is in how we raise our children. That, in this country, we raise our sons and daughters differently. Our sons learn at a young age that they should have power over women, Steinem says. She also states in her essay that our in the media is read as white, middle-class, and heterosexual. Its our sons and our can usually be read as white, middle-class, and heterosexual (Steinem 353). The use of language in an essay like this is extremely important. One aspect that helps her argument is her repetitiveness. Steinem makes her point once in plain words, then she can make her point several other ways in different context. This way, the reader will remember the point she is trying to make and he or she will remember it as he or she continues reading the essay. This is a good way of making the reader understand what her point is. If they dont get what she is saying once, she repeats it so they can understand more of it, or see more sides to her story and come to believe what she is saying. This does help her argument because it gives the impression that she has looked at the topic of discussion from all aspects and considered them all. Another way her language is effective is she admits that there are other ways of looki ...

How to Type Accents in Italian on a Keyboard

How to Type Accents in Italian on a Keyboard Suppose youre writing to an Italian friend, and you want to say something like  Di dov’à ¨ la tua famiglia?  (Where is your family from?), but you don’t know how to type the accent over the â€Å"e.† Many  words in Italian  need accent marks, and while you could just ignore all those symbols, it’s actually quite easy to type them on a computer keyboard. You only need to make a few simple adjustments to your computers keyboard program- whether you have a Mac or a PC- and youll be able to insert accented Italian  characters (à ¨, à ©, à ², , à ¹) for  any electronic message. If You Have a Mac If you an  Apple Macintosh computer, the steps for creating accent marks in Italian are quite simple. Method 1: To place an accent over: option tilde (~) / then press the ‘a’ keyà ¨ option tilde (~) / then press the ‘e’ keyà © option ‘e’ key / then press the ‘e’ key againà ² option tilde (~) / then press the ‘o’ keyà ¹ option tilde (~) / then press the ‘u’ key Method 2: Click on the Apple icon on the top left of the screen.Click System Preferences.Choose Keyboard.Choose Input Sources.Click the add button on the bottom left of the screen.Choose Italian.Click Add.In the top right-hand corner of your desktop, click on the symbol of the American flag.Choose the Italian flag. Your keyboard is now in Italian, but that means you have a whole new set of keys to learn. Semicolon key (;) à ²Apostrophe key (‘) Left bracket key ([) à ¨Shift left bracket key ([) à ©Backslash key (\) à ¹ You can also choose Show Keyboard Viewer from the flag icon drop-down to see all of the keys. If you have a PC Using Windows 10, you can actually turn your keyboard into a device that will type Italian letters, accent marks and all. Method 1: From the desktop: Choose Control PanelsGo to the Clock, Language, Region option.Select (click on) Add a LanguageA screen with dozens of language options will appear. Choose Italian. Method 2: With the NumLock key on, hold down the ALT key and strike the three- or four-digit code sequence on the keypad for the desired characters. For example, to type , the code would be â€Å"ALT 0224.† There will be different codes for capitalized and lowercase letters.Release the ALT key and the accented letter will appear. Consult the Italian Language Character Chart for the correct numbers. Tips and Hints An upper-pointing accent, as in the character , is called laccento acuto, while a downward-pointing accent, as in the character , is called laccento grave. You may also see Italians using an apostrophe after the letter e instead of typing the accent above it. While this isn’t technically correct, it’s widely accepted, such as in the sentence: Lui e’ un uomo simpatico, which means, He’s a nice guy. If you want to type without having to use codes or shortcuts, use a website, such as this one from  Italian.typeit.org, a very handy free site that provides typing symbols in a variety of languages, including Italian. You simply click on the letters you want and then copy and paste what youve written onto a word-processing document or email.

A Dialogue between Andrew Jackson and Henry Clay Research Paper

A Dialogue between Andrew Jackson and Henry Clay - Research Paper Example Before embarking upon the dialogue, it would be advisable to present a brief introduction of both the personalities under discussion. Andrew Jackson serves as one of the most influential statesmen the USA has ever produced. By dint of his talent, wisdom and foresight, he achieved the height of triumphs against his political opponents and was elected to be the seventh and eighth President of America. Jackson adopted courageous strategic policies and combated with several internal and external challenges in a successful manner. However, his economic policies are aptly criticized by the opponents to be inadequate ones. Similarly, Henry Clay is also regarded to be a considerable personality in the early history of America, who served as senator, speaker of the House of Representatives and US Secretary of State, who demonstrated his diplomatic skills while serving at the same position. He entered into conflict with President Jackson, and was among the most dominant personalities laying th e foundation stone of a new political group under the title Whig Party in 1833, which was to become an important political faction against the Jacksonian Democracy. The Dialogue: Jackson: As you know it very well sir that I had won the popular votes during 1824 elections, though I had not obtained majority votes (Nye & Morpurgo, 1955: 214). However, instead of supporting me on bagging electoral votes, you put your weight in favor of John Adam, who was not a popular leader, you see. You just gave him support for personal gains, as President Adams would appoint you as the secretary of state in order to return your favor subsequently. Clay: Mr. Jackson! It is right that I had voted in favor of President Adams, which was my right actually to let the candidate elected which I considered to be the most apposite one for this key position. However, I did not cast my vote for personal gains; rather, my appointment as the secretary of state was actually the acknowledgement of my talent and se rvices as statesman. It is therefore there appeared many diplomatic achievements in my career as secretary. I voted against you due to your unauthorized invasion on Spanish West Florida in 1818, during which you exercised cruelty and even did not hesitate to set the houses of the British and Spanish to fire as you thought that both these groups were involved into providing the Indians with financial and moral aid (Watson, 1998:31). Thus, targeting me by applying false allegations of selling my political position for personal benefits does not appear to be an appropriate way of criticism altogether. Jackson: Invasion on Spanish Florida was not my personal decision; rather President Monroe had appointed me as military governor in order to crush the revolt raised by the traitor Indians and slaves of Florida backed by the British and Spanish enemies of the country. I had the powers to crush the revolt that could put the solidarity of my country at grave jeopardy. It is therefore I appli ed all the methods that I felt inevitable for purifying the region from traitors and foes at large (Remini, 1999: 286). Since no serious revolt launched by the enemies of the country could be tarnished by applying kind and considerate measures, use of force and some cruelty was essential for gaining control over the area. Had I not dealt with this challenge in a rational manner, the USA could have lost the entire area subsequent to the revolt, you see.  

Bending moment in a beam Lab Report Example | Topics and Well Written Essays - 750 words

Bending moment in a beam - Lab Report Example l try to explain how bending occurs in simply supported beams, and it will also compare measured or the experimental values of bending moments with that of the theoretical values of the bending moments. The bending moments of different cross –sectional areas have different formulae of calculating the moments. This experiment will use a rectangular shaped cross-sectional beam for easier working and better understanding. The main objective of this simple experiment is to determine the bending of a beam that is simply supported that is subjected to the various loads that are arranged as shown below. The experiment will also help to compare the measured or the experimental values of bending moments with the values calculated using the theoretical approach. In this experiment, a simply supported beam, a spring load gauge and weights placed in weight hangers are used. A level spirit gauge is also used to check whether the beam is properly aligned. A simply supported beam is pivoted at a point and then loaded with different weights. A spring load gauge is connected to the beam at the pivot. The apparatus is as shown in the diagram. The span of the beam (L) and the distance to the bending moment position (x) from the left support are to be measured, and the values are recorded. The vertical distance between the pivot point and the spring load gauge (y) is to be measured too, and the value is recorded. The beam is then leveled by adjusting the horizontal spring load gauge and checked with a spirit level. Load hangers are then applied to the beam at the positions shown in the above diagram, and the positions are then recorded. Masses of 0.5 kilograms or 1.0 kilogram are added to the load hangers as shown in the table below. The beam is then leveled by adjusting the horizontal spring load gauge and checked with a spirit level. The reading from the horizontal spring load gauge is recorded. Remove all the loads from the hangers and repeat the steps from measuring and

Robert Frosts The Road Not Taken Essay Example for Free

Robert Frosts The Road Not Taken Essay Robert Frosts THE ROAD NOT TAKEN talks about the everyday choices that one makes while traveling down the road of life. In the first stanza the speaker introduces the poem by saying Two roads diverged in a yellow woodThis is interesting because it is suggests that there are two actual roads, as opposed to figurative roads. Then the speaker goes on to say And sorry I could not travel bothThis is one of the most powerful lines in the poem; because no matter whom the reader is they will relate to the feeling of regret, and sadness over a missed opportunity. When one reads something that they are able to connect with the piece of work then becomes that much more meaningful. And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. These last three lines in the first stanza are almost comical, because they paint such a clear picture of human nature. You as a reader can actually see yourself standing at the cross roads of life; trying to foresee what obstacles and opportunities you will have, as a result of the decision you are being forced to make. But try though you may, you will never really know for certain what the outcome of your decisions will be. In the forth and fifth line of the third stanza the speaker says Yet knowing how way, leads on to way I doubted if I should ever come back. This line verbalizes a sense of nostalgia that the speaker has, as well as a sense of determination not to look back at the same time; this is quite interesting and could only be the result of meticulously chosen words. In the forth (final) stanza the speaker again relays a felling of nostalgia, when he says I shall be telling this with a sigh Somewhere ages and ages hence. The speaker closes the poem with a sense of pride and accomplishment by announcing Two roads Diverged in a wood, and I- I took the one less traveled by, And that has made all the difference. By ending this poem the way that Robert Frost chose to, it is apparent that he is trying to send a message to his readers, through the lips of the speaker. This message is one that everyone should not only read, but  embrace. The message is to follow you instincts and listen to your conscience, and you will be led to a future that is filled with happiness and success. Far too many people are afraid to find their own way, and are much more content going along with the crowd. But in the end it is those that follow their hearts that end up where the want to be.

Sports, Athletes, and Nutirion - Athletic Fuel :: Exploratory Essays Research Papers

Pure Athletic Fuel      Ã‚  Ã‚   An athlete's diet must include foods particularly suited for the athlete's sport. This has been an area of great study in recent years. Researchers are creating diets that provide athletes with the foods that contain high levels of the nutrients needed for each particular sport. For an athlete to have proper nutrition in sports, one must have knowledge of the six classes of nutrients and the four basic food groups. The six classes of nutrients are water, vitamins, minerals, fats, carbohydrates, and proteins. Each class plays a different role in the energy cycle of the body.    Water is essential. An adult male body weight is about 60 percent water. The average person needs two and a half liters of water a day. It is also known that a person's water mass is replaced every 11 to 13 days under light physical activity (Smith 91). With these facts in mind, it is understandable why an athlete, who undergoes heavy physical exertion, has an extreme need for large quantities of water. This water comes from the intake of all fluids and food during a day.    Vitamins are needed in small amounts. It was the last class to be discovered. It is divided in to fat-soluble and water-soluble groups of vitamins. Vitamins help regulate body functions and are not a direct source of energy. Vitamins are needed in such small quantities that a person's natural diet will provide most of the necessary amounts (Smith 5-7).    The third class is minerals. This class is divided into the minerals needed in large amounts and the minerals needed in small amounts. The minerals needed in larger quantities include sodium, calcium, potassium, magnesium, sulfur, phosphorus, and various chlorides. Sodium is needed in extremely large amounts for very active athletes. This is because a person's sweat contains sodium; profuse sweating will cause a large drop in the sodium level of the body. Potassium is directly associated with muscle cells and muscle fatigue. It affects the amount of water a person's body will hold. The other large-amount needed minerals provide for an athlete but have no direct effect on an athlete's performance. The trace minerals number about fourteen.

Emergence of Communicative Language Teaching

Discuss the three terms â€Å"Approach†, â€Å"Method† and â€Å"Technique† and describe one Approach which provides the basis for a Method and subsequently some Techniques under that particular Method. APPROACH Theories about the nature of language and language learning Theory of language Structural Functional Interactional METHOD Objectives Organization of Content Syllabus Design Roles 1. Learner2. Teacher3. Materials Types of Interaction Types of activitiesContent Based TECHNIQUEImplementation of the design Classroom Practice Activities behavior's In English language teaching process, there are terms that teachers need to know. They are approach, method, and technique. About four decades ago (1963) Edward M. Anthony gave us a definition that has admirably withstood the test of time. According to Edward M. Anthony an approach is a set of correlative assumptions dealing with the nature of the language and the nature of language teaching and learning. In other w ords the word ‘approach’ in ELT refers to different theories about the nature of language and how languages are learned.Let us move on to our second definition – of method. Method is an overall plan for systematic presentation of language based on selected approach. It consists of a number of techniques, arranged in an order. When we talk about techniques we mean specific activities which take place in a classroom. Using flash cards in the classroom is a technique. Techniques must be consistent with a method, and therefore in harmony with an approach too. According to Longman Dictionary of Applied Linguistics, Approach refers to different theories about the nature of the language and how languages are learned.Method refers to a way of teaching a language based on systematic principles. It is an application of views on how language is taught and learned. Technique refers to what takes place in the classroom. The forthcoming analysis focuses on the behaviourist app roach, the audio lingual method and different drilling techniques. The Audio-Lingual Method The Audio-lingual method is a style of teaching used in teaching foreign languages. It is based on behaviorist theory. Behaviourist theory professes that certain traits of living things could be trained through a system of reinforcement.The Audio-lingual method was widely used in the United States and other countries in the 1950’s and 1960’s. The theory underlying Audio-lingual method is that ‘language is primarily speech’. If listening and speaking skills were developed, they would form the foundation for developing reading and writing skills. As learning a language is acquiring a certain set of habits, this method recommends that the teachers of English should take up pronunciation practice, pattern drills and conversation practice in their classroom regularly.Another principle that has become the basis for this method is that all of us have learnt our languages b y listening to the language spoken by others and speaking it starting with monosyllabic disyllabic sounds. According to ELT experts a second language can be learnt in this way. The Audio-lingual method is a method that deals with a behaviorist theory that uses stimulus, response, and reinforcement. STIMULUSRESPONSEREINFORCEMENT Here are some psychological foundations of the Audio-lingual method. Foreign language learning is basically a process of mechanical habit formation.Good habits are formed by giving correct responses rather than by mistakes. By memorizing dialogues and performing pattern drills the chances of producing mistakes are minimized. Language is verbal behaviour. Language skills are learned more effectively if they are presented orally first, then in written or printed form. An analogy provides a better foundation for language learning than analysis. Analogy involves the process of generalization and discrimination. Explanation of how language functions under certain rules is not given by the teacher.Students should practice a pattern in different contexts and arrive at the analogy between the first and the second language. The teaching of grammar is best done inductively rather than deductively. The meanings that the words of a language have for the native speaker can be learnt only in a linguistic and cultural context and not in isolation. Teaching a language thus involves teaching aspects of the cultural system of that people who speak the language. Dialogues and drills form the basis of Audio-lingual classroom practices.The use of drills and pattern practice is a distinctive feature of the Audio-lingual method. Various kinds of drills are used. Types of Oral Drills Repetition: where the student repeats an utterance as soon as he hears it Teacher: This is the seventh month. Student: This is the seventh month Inflection: Where one word in a sentence appears in another form when repeated Teacher: I ate the sandwich. Student: I ate the sandwiche s. Replacement: Where one word is replaced by another Teacher: He bought the car for half-price. Student: He bought it for half-price. Restatement: The student re-phrases an utteranceTeacher: Tell me not to smoke so often. Student: Don't smoke so often! Completion: where the student repeats the utterance in completed form. Techer: I’ll go my way and you go. Student: I’ll go my way and you go yours. Instruction materials in the Audio-lingual method assist the teacher to develop language mastery in the learner. †¢Tape recorders †¢Audiovisual equipments †¢Language laboratory In the late 1950s, the theoretical underpinnings of the method were questioned by linguists such as Noam Chomsky, who pointed out the limitations of structural linguistics.Despite being discredited as an effective teaching methodology in 1970, audio-lingualism continues to be used today. REFERENCES ?Richard. C. Jack and Rodgers. S. Theodore. 2003. Approaches and Methods in Language Teac hing . The Press Syndicate of the University of Cambridge. ?Rao Venugopal, K. 2002. Methods of Teaching English. Neelkamal Publications. pvt. ltd ? Allen, B. Teaching English as a Second Language. 1965. ?http//www. mindmeister. com ?http://en. Wikipedia. Org/wiki/audio-lingual-method

Administrative Problems

Administration and management remains to be an integral process shaping the educational sector. Here, it carries out leadership approaches in dealing with the purpose and objectives surrounding educators in meeting the needs of students.It takes into account themes that allows the faculty to recognize current trends and responsive efficiently. By trying to draw out particular strategies it provides opportunities to facilitate educational success, draw out faculty empowerment, and foster institutional growth. With such dynamics, decision making on a day-to-day basis becomes synchronized with what is essential in accordance to school objectives and policies.This paper seeks to outline how educational administration themes are constantly applied on a day-to-day basis. It takes into account themes related to organizational culture, organizational change, and communication practices between administrators and educators.In particular, the paper finds distinction and common actions shaping action and decision making between two administrators. By synthesizing opinions and responses from two educational administrators, better understanding can be made on how these administrators respond to school objectives and educational administration.IntervieweesThe first respondent is John Morris. He is a principal of Garland High School since 2001. With numerous years of experience in the school, he remains competent about Garland High School’s organization and continues to align specific policies in relation to the needs of both students and faculty (Garland High School, 2007).Having earned his bachelor’s degree in Stephen Austin University and Masters in Educational Administration, he provides wonderful insights on areas related to organizational culture, communication, and organizational change.The second interviewee is Linda Glassel. She is an administrator at Garland Christian Academy for almost five years. She finished her Bachelor’s degree in Psycholog y and pursued her Masters in Educational Administration.With her background and experience in dealing with educators and students from elementary to high school, it can be argued that she is competent to address issues related to administration and management.Organizational CultureLooking closely at the responses made by Linda and John concerning organizational culture, it can be seen that they have similar responses about its importance in their respective schools. Both believed that enhancing a process of a facilitative and supportive school environment enriches opportunities for students, faculties, and administrators to become responsive to their respective needs.Similarly, both also considered the need to recognize diversity as an essential process shaping education. By taking into account diversity, it encourages better cohesion of strategies and provides solutions to daily problems (Ornstein and Lunenberg, 2007).On the other hand, Linda and John opinions diverge when they tal k about how to deal with conformity and professional excellence. Here, it can be seen that Linda sees the need to constantly motivate people to become responsible and accountable to their respective roles within the school.It is through this process that they can open up and become adaptive to change and abide with specific and given standards. If there are existing conflicts, it gives easier means to resolve issues and conform to the norms provided.In contrast, John sees this daily problem as part of the role and responsibility of an educator and administrator. He believes that since standards and expectations are given accordingly, each one must be keen and responsible enough to function according to these parameters. Here, John sees the issue as more of an individual endeavor compared to Linda’s perspective that it must be a collective process.Organizational ChangeAssessing the responses made by John and Linda with regards to organizational change, it can be seen that thei r opinions agree on the idea that change is inevitable.They both see it as an opportunity to grow and function in accordance to the changing needs of their respective schools. Since organizational change can induce varied responses among members of the school, it is then crucial to clearly identify these resistances so appropriate attention can be made (Ornstein and Lunenberg, 2007).Likewise, Linda and John also believed that addressing problems of organizational change on a daily basis means incorporating aims and objectives by administrators. By advocating these policies, administrative problems can be alleviated and addressed in a more efficient manner.On the other hand, the main difference between John and Linda’s responses revolve around specific mechanisms that can be used to address organizational resistance and accountability problems. Specifically, Linda is more of a facilitative type, seeking to interact and develop an environment where teachers feel comfortable in their work and responsibility.She believes that this would then provide the necessary means to infuse better means to generate better reaction and feedback from employees.On the contrary, John seeks to expand communication lines and openness among his people. He believes that resistance only happens because individuals do not see the bigger picture or just too comfortable with the original setup of things. However, by bridging these gaps on a daily basis, educators and administrators can fully understand the situation and prevent confusions from happening.CommunicationThe last area discussed with the interviewees revolves around administrative problems related to communication. Here, Linda and John were asked specific questions on their perspective and opinions on how this problem can be solved daily and what specific means are available that each one can utilize.Reviewing the responses made by the two, it can be seen that their similarities revolve around the recognition that confl ict is inevitable in any organization. Likewise, both also believed that resolving conflict, miscommunication, and other hurdles in communication would mean establishing specific dynamics that opens up and diversifies how people interact both formally and informally.Again, like the previous two questions, Linda and John differ in their capacity to apply these changes in their schools. Since their respective educational environments vary in specific patterns of communication and level of professionalism, the methods used to address conflict and resolve issues are also different.For example, Linda argued the need to create an environment of openness and respect other people’s opinions concerning a specific issue. This would then help limit miscommunication and development of factions within the school.On the other hand, since John’s scope and responsibility is much bigger compared to Linda, he sees the need to establish appropriate protocols and rules that teachers shoul d follow. By developing a standard on how people can communicate, it can help establish a professional and responsible means to interact. Also, it can be argued that this is his solution on communication problems in his school on a daily basis.Analysis of Inputs and Responses from IntervieweesSummarizing the whole of the interview process, Linda Glassel and John Morris provided significant feedback of how administrators operate on educational issues related to their field. Here, it can be seen that each one provided ideas, opinions, and experiences on how they manage and further administrative goals in their respective schools.Assessing their responses, it can be seen that similarities are apparent in the manner on how leadership, responsibility, and open communication remains crucial in addressing organizational culture, organizational change, and communication (Refer to Appendix for more details). Each one believed that these principles help administrators become responsive with d aily issues revolving around their practice.On the other hand, distinctions can also be seen in the way Linda and John provided specific means of how the three elements can be addressed. It can be argued that since organizations vary according to culture as well as organizational dynamics, administrators must look into means to integrate their capabilities to ensure that administrative functions are met effectively (Fiore, 2004).That is why the strategies elaborated by the two interviewees correspond to what their organization needs. Also, such result goes to show how subjective and circumstantial the process of educational administration is. That is why administrators must be keen to analyze and interpret situations within their jurisdiction so that appropriate actions related to leadership and communication can be established (Musella and Davis, 1991).ConclusionOverall, the replies made by both Linda and John showcase the different dynamics involved in educational administration. Though their answers may vary in some aspects, both have identified important precepts that looks into enhancing communication, the importance of leadership and reinforcing responsibility.By taking into account daily administrative problems, it goes to show the value of decision making and strategies used by administrators in resolving the issue.ReferencesFiore, D.J. (2004) Introduction to educational administration: standards, theories, and practice.(US: Eye on Education).Garland Christian Academy. (2009) Mission Statement. Retrieved fromhttp://www.garlandchristian.com/about-gca/mission-statement/Garland High School. (2007) Administration. Retrieved fromHelping Pauline Face Her Sister DeathMusella, D. and Davis, J. (1991) Chapter 12: Assessing Organizational Culture: Implications forLeaders in Organizational Change. Understanding school administration issues: studies of the contemporary chief education officer. eds. Kenneth Leithwood and Donald Musella. (US: Routledege).Ornstein, A .C. and Lunenburg, F.C. (2007) Educational Administration: Concepts andPractices. (US: Cengage Learning).

The Best IB Math Study Guide and Notes for SL

The Best IB Math Study Guide and Notes for SL/HL SAT / ACT Prep Online Guides and Tips IB Math SL and IB Math HL are two of the toughest classes in the IB curriculum. It’s no surprise if you need a little extra help in either class. I’ve compiled this article of the best free online materials for IB Math SL/HL so you can get all the IB Math notes you need in one place. For convenience, I ordered the resources following the IB Math SL/HL syllabus. How To Use This IB Math Guide If you’re in search of information on one topic, use the Command + F function on your computer to search this guide for that specific topic. For instance, if you want to read about Algebraic Sequences, use Command + F to bring up the search function. Type â€Å"Algebraic Sequences,† and you’re computer will show you all of the study materials for Algebraic Sequences. I split the material into three categories: Broad Notes: Longer (generally 3-10 pages) that provide an overview of most or all of the subjects covered in a topic. Specific Subject: Shorter summaries of specific subjects within a topic. Video: demonstration videos of how to solve past paper problems related to the subject. Common Study Errors IB Math SL/HL Students Make IB Math SL/HL cover a lot of material. With so much material, you can’t afford to fall behind because you won’t be able to catch back up. You need to master the subjects during the school year in order to excel on the IB Math SL/HL papers. Common errors are: Ignoring the material you don’t understand. If you didn’t understand it from your teacher, you need to look for outside help, possibly in this IB Math study guide or for even more help consider tutoring. Only studying right before the IB Math SL/HL papers. As I said before, there are too many topics for both courses to master in only a couple weeks (that’s why these courses are spread over a couple years). Master the subjects when you’re learning them in class. Use this study guide or hire a tutor if you need extra help: Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Core Topics- 140 Hours for SL and 182 Hours for HL For IB Math SL and HL, all students study the topics listed below. Here are a complete set of IB Math notes. Complete IB Math Overview: Standard Level This 167-page set of notes includes every topic covered in IB Math SL. It's definitely not something you want to read in one night, but it's great to reference as you review different IB Math topics. It's highly organized, so you can search the table of contents to find the exact topic you want to study. Topic 1: Algebra Broad Notes: Topic 1: Algebra Specific Subject: Arithmetic and geometric series Arithmetic and geometric sequences Binomial theorem Completing the square Number sets, approximation, and scientific notation Videos: Arithmetic Sequences and Series Geometric Sequences and Series Sigma Notation Exponents (Laws and Solving) Logarithms (Laws and Solving) Binomial Theorem Topic 2: Functions and Equations Broad Notes: Topic 2: Functions and Equations Specific Subject: Composite function Concept and notation Exponentials and logarithms Exponential functions Factor theorem Inverse function Quadratic functions Quadratic forms Quadratic functions Transformations Functions Videos Functions (Domain and Range, Composite, Inverse) Functions (Transformations) Factorising Quadrants Completing the Square (Quadratics) Discriminant Test Rational Functions (Asymptotes and Sketching) Exponential and Logarithmic Functions Sketching Functions With a Calculator Topic 3: Circular Functions and Trigonometry Broad Notes: Topic 3: Circular Functions and Trigonometry Specific Subject: Equations of lines Trig ratios Sine and cosine rules Trigonometry Videos Radians, Length of Arc, Area of Sector Unit Circle and Trig Ratios Trig Identities Trig Graphs (Circular Functions) Solving Trig Functions Sine and Cosine Rules, Area of a Triangle Degrees vs Radians Topic 4: Vectors Broad Notes: Topic 4: Vectors Specific Subject: 2D and 3D lines Basic vector arithmetic Intro to vectors More on lines Scalar product Videos Vectors: Basics Scalar Product and Angle Between Two Vectors Vector Equation of a Line Intersection of Two Vector Lines Topic 5: Statistics and Probability Broad Notes: Topic 5: Statistics and Probability Specific Subject: Binomial distribution Probability rules Probability Set theory Logic review Representations of probability Continuous variables Discrete variables Standard deviation Statistics representations Stats vocabulary Using normal distributions Normal distribution Two variable statistics Videos Mean, Standard Deviation, and Variance Bivariate Statistics Venn Diagrams and Probability Conditional Probability Probability Distribution Binomial Distribution Normal Distribution Topic 6: Calculus Broad Notes: Topic 6: Calculus Calculus I Calculus II Specific Subject: Derivatives by first principle Intro to derivatives Derivatives of more complex functions Derivatives part 1 Derivatives part 2 Intro to integration Indefinite integrals Kinematics Limits Local max and min Optimization Tangent and normals Volumes of revolution Videos Differentiation Rules Equation of a Tangent Optimisation and Calculus Curves Integration Rules Integration by Substitution Volume of Revolution Kinematics Options- 48 Hours for HL Only IB Math HL students study one of the following four options listed below. There are fewer written notes for these topics, but you still have many videos and practice questions to use for your review. Topic 7: Statistics and Probability Videos Practice questions: Discrete random variables Practice questions: Probability density functions and cumulative distribution functions Practice questions: Correlation Practice questions: Regression Topic 8: Sets, Relations, and Groups Videos Practice questions: domain and range Practice questions: inverse functions Topic 9: Calculus Videos Practice questions: Maclaurin's series Practice questions: Taylor's series Practice questions: Exact equations (integrating factors) Substitution types Topic 10: Discrete Mathematics Videos Summary: The Best IB Math Study Materials IB Math has six Core Topics that both SL and HL students study, as well as one of four Options that HL students will also study. There are many free IB Math notes and study resources available online, especially when compared to other IB classes, which often have few high-quality online resources. This makes it easier to keep up with what you're learning in IB Math and be prepared for all the exams for the class. There are multiple types of IB Math study resources, including general study guides, in-depth notes, and videos you can watch. Try out each of them to see which ones work best with your study style. Remember, you want to study early and consistently in order to be well prepared throughout the school year. What’s Next? Learn more about IB Math: Every IB Math Past Paper Available: Free and Official Looking for more resources for IB Math review? Check out our articles on trig identities, completing the square, finding the mean of a set of numbers, and calculating statistical significance. Learn more about other IB classes: IB Biology Past Paper Available: Free and Official Every IB Business and Management Past Paper Available: Free and Official Where to Find IB Chemistry Past Papers - Free and Official Every IB Geography Past Paper Available: Free and Official Every IB History Past Paper Available: Free and Official Every IB Economics Past Paper Available: Free and Official Every IB English Past Paper Available: Free and Official The Complete IB Extended Essay Guide: Examples, Topics, and Ideas Where to Find IB Physics Past Papers - Free and Official Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

If Sans Que Talks Supposition, Use the Subjunctive

If Sans Que Talks Supposition, Use the Subjunctive Sans que (without) is a conjunctive phrase (locution conjonctive) that requires the subjunctive when theres uncertainty or supposition. The expression indicates a simultaneity of actions or a negative consequence.  Note that when you use sans que and you wish to express negation, add the more formal ne explà ©tif  (ne  without pas)  in the position you would normally find ne:   Je le fais sans quil ne me voie.   I do it without him seeing me. More examples of sans que: Tà ¢che de tapprocher sans quon te voie.Try to get close without anyone seeing you. Ils ont rà ©glà © le problà ¨me sans que nous ayons intervenir.  They dealt with the problem without us having to intervene. Le projet à ©tait passà © sans que personne (ne) sy opposà ¢t.  The bill was passed without any opposition. The Heart of the Subjunctive This goes to the heart of the subjunctive  mood, which  is used to express actions or ideas that are subjective or otherwise uncertain, such as will/wanting, emotion, doubt, possibility, necessity and judgment. The subjunctive can seem overwhelming, but the thing to remember is: the subjunctive subjectivity or  unreality. Use this mood enough and it will become second nature...and quite expressive. The French subjunctive  is nearly always found in dependent clauses introduced by  que  or  qui, and the subjects of the dependent and main clauses are usually different. For example:      Je veux que tu le fasses.   I want you to do it.  Ã‚  Ã‚  Ã‚  Il faut que nous partions.   Ã‚  It is necessary that we leave. Dependent Clauses Take the Subjunctive When They: Contain verbs and expressions that express someones will, an  order, a need, a piece of advice or a desireContain verbs and expressions of emotion or feeling, such as fear, happiness, anger, regret, surprise, or any other sentimentsContain verbs and expressions of doubt, possibility, supposition  and opinionContain verbs and expressions, such as  croire que  (to believe that),  dire que  (to say that),  espà ©rer que  (to hope that),  Ãƒ ªtre certain que (to be certain that),  il paraà ®t que  (it appears that),  penser que  (to think that),  savoir que  (to know that),  trouver que  (to find/think that) and  vouloir dire que (to mean that), which only require the subjunctive when the clause is  negative or interrogatory. They  do  not  take the subjunctive when they are used in the affirmative, because they express facts that are considered certain- at least in the speakers mind.Contain French  conjunctive phrases  (locutions conjonc tives), groups of two or more words that have the same function as a conjunction and imply supposition.   Contain the  negative pronouns  ne ... personne  or  ne ... rien, or the  indefinite pronouns  quelquun  or  quelque chose.Follow main clauses containing  superlatives. Note that in such cases,  the subjunctive is optional, depending on how concrete the speaker feels about what is being said.   Why Sans Que Takes the Subjunctive Sans que  is one of the conjunctive phrases (locutions conjonctives)  described in number 5, many of which are listed below. These require the subjunctive because they imply uncertainty and subjectivity; it is best to try to memorize them, although you can also decide according to the meaning of the tense.  Sans que  belongs to a subset of this category called opposition conjunctions, such as  bien que, sauf que, malgrà © que and others. These Conjunctive Phrases Take the Subjunctive condition que   provided that moins que  Ã‚  unless supposer que  Ã‚  assuming thatafin que  Ã‚  so thatavant que  Ã‚  beforebien que  Ã‚  althoughde crainte que  Ã‚  for fear thatde faà §on que  Ã‚  so that, in order that, in such a way thatde manià ¨re que  Ã‚  so thatde peur que  Ã‚  for fear thatde sorte que  Ã‚  so thaten admettant que  Ã‚  assuming thaten attendant que  Ã‚  while, untilencore que  Ã‚  even thoughjusqu ce que  Ã‚  untilpour que  Ã‚  so thatpourvu que  Ã‚  provided thatquoique  Ã‚  even thoughquoi que  Ã‚  whatever, no matter whatsans que  Ã‚  without AdditionalResources The French SubjunctiveFrench ConjunctionsThe Subjunctivator!Quiz: Subjunctive  or indicative?Expressions with  sans

Research Paper (discussion and conclusion)_1 Essay

Research Paper (discussion and conclusion)_1 - Essay Example Almost all the studies both from past literature and from present concur in terms of findings. However, no study has ever dug deep into the challenges this corporation is facing, as hinted in the literature review section. Most studies have always just concentrated on the challenges in general without a specific focus on a particular problem. Furthermore, the past studies viewed Kuehne+Nagel a company always on the upward trend (Johnson, 2010). Unfortunately, none tried to find out the tribulations behind Kuehne+Nagel’s constant and incessant improvements. However, contrary to what most past investigations have found out, the findings of this research are different. Kuehne+Nagel has faced and is still facing a broad range of challenges as it grows, especially the cost positioning. Achieving the company goal of being the key globe player in the Aerospace logistics sector has undergone through numerous problems pertaining to market structure, which according to Easterby (2012), almost rubbished its achievements. A scrutiny of the findings reveals that none of the past literature failed to observe the struggle Kuehne+Nagel has had with cost positioning, and market structure at large. Rousseau (2015) in his findings, found out that at one point, the company had to lower its prices significantly, a fact that caused a reduction in the company benefits that year. It was necessitated by the sudden shake in the aerospace logistics’ prices during that time, and partly contributed to by the rigid business model the company had. Needless to say, a business model is the determining factor in a company’s success. On that note, it is expected that a particular model applied by a company should always be flexible and able to accommodate sudden market changes wi thout affecting the company’s operations. Fortunately, the Kuehne+Nagel Corporation is not just operating