The Message of Courage in Schindlers List by Thomas...

The Message of Courage in Schindlers List by Thomas Keneally Throughout the novel of Schindler’s List, by Thomas Keneally, the message of courage is portrayed greatly. Keneally was a gentile man who wrote about how bad the Holocaust was, even-though he was not Jewish. He tells a story of how one man successfully saved thousands of Jews by letting them work for him. Keneally wrote about how helping someone pays off and by letting someone have a second chance which gives them a sense of hope in times of hardship. When Schindler was helping out Jews, Germany was taken over by Hitler’s Nazis. In times of hardship, some people stand up for the people in need and protect and help them. Oskar Schindler, a rich factory owner, risks his†¦show more content†¦He wants the reader to know how life was exactly like for people throughout the years of change in Europe. Due to the volatile times, the European powers had to build up their military and by training soldiers for maneuvers all spring and summer, this made them battle-ready. K eneally wants to show the reader exactly how something happened and by doing this it draws the reader’s attention. He does this by using factual events in his work, which also makes it so people can relate to what he is saying since they had experienced or learned about this time. Keneally shows how writing with description captivates the reader’s attention because of the factual events in his work. Throughout the novel, Oskar Schindler has many conflicts with the Nazis. He has to always protect his workers by telling the Nazis that all people work for him. His workers are primarily Jewish and he had to save them from being executed because of their race. Oskar had to persuade Nazis to let his workers be on a day to day basis. â€Å"Don’t touch any of my workers!†(101) This shows how Oskar wants to keep his workers intact and he wants to spare their lives since it was a time of religious persecution due to the uprising of Hitler. Oskar is shown to be a ca ring person and he always has conflicts and shows how is ingenuity lets him prevail without hisShow MoreRelatedThe Story Of Schindler s List1206 Words   |  5 PagesThe novel Schindler’s List written by Thomas Keneally and the film recreated by the award winning director Steven Spielberg is known to be one of the most â€Å"amazing portrayals of the Holocaust† (Marks and Torry). Many stated that when the novel was written, â€Å"Thomas Kineally wrote something much more powerful than just a biography, not only did he tell the story of a great Holocaust hero, but also at the same time it described dreadful horrors of World War II† (Marks and Torry). The story of Schindler’sRead MoreSchindlers List Essay2291 Words   |  10 PagesQuestion: ‘Schindler’s List’ is no less a â€Å"Jewish story† or a â€Å"German story† than it is a human story. And its subject matter applies to every generation.’ [Stephen Spielberg] Discuss. The film ‘Schindler’s List’, directed by Steven Spielberg and based on the novel Schindler’s Ark, by Thomas Keneally, gives us an insight into the corruption and destructive capabilities of humans. This film portrays many themes, all of which are evoked due to the factual historical event of the Jewish Holocaust

Rap Music Controversy Free Essays

Since rap music made its way to the music scene, it has been a topic of much dispute and argument. Rap music controversy seems to continuously grow parallel to the popularity of the music itself. People have been taking sides on the issue on whether rap music is proper or not — or if it is even to be considered as music in the first place. We will write a custom essay sample on Rap Music Controversy or any similar topic only for you Order Now It all started smooth at first, the music was whimsical with a little funny scratching sound in the background.Hip-hop music with its rhymes and wonderful low-frequency beat is the music everybody dances to on the dance floor. Some elders say it’s only a trend, just the kids singing (and dancing) their heart out, nothing serious about it. However, music evolves as younger generations create a unique beat from time to time. It’s as if every generation tries to define their identity with the music they create. Suddenly, The Old Rap, which frolicked more on the rhythm than the lyrics, begins to emerge into a new form.The drumbeats resounded with cramming break beats, crazier scratchings, and the biggest controversy of all — content totally shifted. The lyrics morphed into nasty, violent, and scandalous words; moms and dads listen with contempt and swear not to let their kids get an ear for that kind of music, or noise, as they will probably call it. On the other hand, youngsters found rap appealing and they love jamming to it madly. Rap music controversy escalated when Gangsta Rap was introduced to the world. The lyrics of so many songs talk about killing with the sounds of gun shots in the background.This level of rap was criticized because of its graphic sexual content and its promotion of violence. Explicit lyrics include talks about drugs and women are referred to with derogatory adjectives. Rap continues to evoke a clash of ideas and concepts between critics, who say rap music glorifies violence, and artists who are claiming their freedom to express themselves and tell their story. The main criterion for rap music controversy is the explicit lyrics and how they influence young people’s way of life and speech.Rap so often talks about drugs, alcohol, and violence to be norms in life. Another reason why rap music controversy heated up is with the issue regarding women. Women are degraded in the lyrics, many people view rap as anti-female. Rap music is known to promote racism, violence, and contempt for women. Rap artists talk about rape, assault, and sexual harassment as though they are okay. Some people, however, argue that rap can provide listeners with valuable information. Not all rap music shows profanity or express contempt.There are some rap artists who do not use hate language on their lyrics. There are many positive messages coming from lyrics of certain rappers like Nas, Mos Def, Black Eyed Peas, The Streets, and many other artists who prefer to keep their music clean and appropriate for everybody’s ears. Rap music controversy sprouts from content. Hopefully in the coming years, artists will become more thoughtful and use mindful words. If this happens, everyone will be amused and the rap music controversy dispute will eventually end. How to cite Rap Music Controversy, Papers

Meena Alexander Essay Example For Students

Meena Alexander Essay This struggle is the very reason for the writings of memoirs on the parts of Meena Alexander and Sara Suleri. The authors are not very old meaning that a general need to convey the sum of their life experiences has not beset them yet for their lives are obviously not over. While they certainly feel a general urge to impart their knowledge and experiences to the world, the primary objective of their texts is the selfish goal of assistance in their own definitions of themselves and the spaces of womanhood in which they exist. By imprinting this struggle to paper, the authors assist themselves in this definition. While this endeavor into the realm of the self assists the authors of the memoirs, it is not the means by which they elect to connect with their readers. The actual connection required for a higher level of appreciation finds itself within the physical and tangible imagery conveyed by Suleri and Alexandar (Barlow 286). Within their self-definition, these authors assert their own feminine physical nature, and thereby communicate a sense of themselves through their images. The culmination of this defining takes form in Alexanders vivid description of birth and the feel of lips, and my breast beneath (Alexander 167). In turn, the physiological imagery utilized by Suleri bolsters not only her self-image and presence, but also the very tangible and realistic relation of these images in the physical world. In her writing temporal boundaries are transcended through the realistic nature of her images. The reader connects to the text in a sense that in order to appreciate these visions of another persons life and space, one must enter into the described situation for a moment and feel therein, not only the actual description, but also the emotions and views of the author at that precise moment. In the reading of this scene in Meatless Days, to sleep on Ifats bed was milk enough, to sleep in crumbling rest beside her body. Sometimes like water she runs through the sentences of sleep, a medium something other than itself, refracting, innocent of all the algae it can bear and capable of much transmogrification. Her water laps around me almost in reproach (Suleri 186), the reader cannot only envision the bed Suleri discusses, but also, through her control of syntax by means of utilizing the present tense and first person narrative, the understanding of the images of algae, milk, water lapping and crumbling rest evolves to a level of emotional understanding and connection with the view of the author. Through this the space the reader is effectively transcended and the labeling of the other not only disappears, but is never even given a chance to exist. The use of imagery within writing takes on entirely new assets inside works of fiction, primarily in terms of its depth and the convenience of its access in the midst of this medium. The symbolic images of fiction are meant to be interpreted. This much more complex shape of symbolism reflects an art form of expressing the depth and intensity of a given situation through alternative means of literary tools by moving beyond already presented knowledge. This in turn constructs an emotional link between oneself and the text as the reader becomes more psychologically and emotionally involved in the interpretation. In Fasting, Feasting, Anita Desai repeatedly demonstrates her ability to manipulate both of the literary aspects of symbolism, beginning with the more descriptive symbolism as a contrivance through which to better acquaint the reader with the setting and characters of the novel. .u712b6f24bba7767f7991f37c460536ea , .u712b6f24bba7767f7991f37c460536ea .postImageUrl , .u712b6f24bba7767f7991f37c460536ea .centered-text-area { min-height: 80px; position: relative; } .u712b6f24bba7767f7991f37c460536ea , .u712b6f24bba7767f7991f37c460536ea:hover , .u712b6f24bba7767f7991f37c460536ea:visited , .u712b6f24bba7767f7991f37c460536ea:active { border:0!important; } .u712b6f24bba7767f7991f37c460536ea .clearfix:after { content: ""; display: table; clear: both; } .u712b6f24bba7767f7991f37c460536ea { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u712b6f24bba7767f7991f37c460536ea:active , .u712b6f24bba7767f7991f37c460536ea:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u712b6f24bba7767f7991f37c460536ea .centered-text-area { width: 100%; position: relative ; } .u712b6f24bba7767f7991f37c460536ea .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u712b6f24bba7767f7991f37c460536ea .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u712b6f24bba7767f7991f37c460536ea .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u712b6f24bba7767f7991f37c460536ea:hover .ctaButton { background-color: #34495E!important; } .u712b6f24bba7767f7991f37c460536ea .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u712b6f24bba7767f7991f37c460536ea .u712b6f24bba7767f7991f37c460536ea-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u712b6f24bba7767f7991f37c460536ea:after { content: ""; display: block; clear: both; } READ: What Do Christians Believe About Ghosts? EssayAs the narrative progresses, one sees instances of symbolic imagery beckoning the reader to engross himself or herself in the character of Uma, portraying the authors opinion that an emotional connection to the protagonist must transpire. Through the image of, a koel calling in the neem tree piercingly, questingly, over and over again (Desai 25), the reader is allowed a moment to question and consider the meaning of this symbol in the context of Uma as a character, and thereby finds themselves inadvertently, and more importantly, consciously connected to her. A similar evocation of cognizant and emotionally involving thought occurs when hurl themselves at the like heathens in the frenzy of their false religion, and die with small, piercing denotations (Desai 167). The only difference in these two quotes is that the latter one concerns an emotional connection to the novels second protagonist, Umas younger brother, Arun. The importance of these images depends not upon the actual meaning of these symbols, rather upon the realization that the understanding of these symbols requires effort and consideration. In a novel concerned with a culture differing from that of its readers, the establishment of an emotional connection becomes necessary due to the removal of the reader from the characters and text by means of cultural barriers and stereotypes. Through the incorporation of symbolic imagery the reader feels actively involved within the emotions and thoughts of the characters, and becomes much more apt at following the authors gaze, or viewpoint, than situations in which the plot lines are merely narrated (Finke 45).

Staging Absolutism free essay sample

Staging Absolutism The Model for Absolute Royal Authority began with absolute monarchy during the fifteenth century in Europe. The ultimate goal of maintaining power and wealth was the primary focus for the rulers of Spain, France, Italy and Germany. The strategies developed by kings and nobility during this period were successful and as a result, yielded complete authority over the government and the lives of people. It was well noted, upon the succession of kings in France, the country served as a model for absolutist government for other countries to follow. From King Henry IV through King Louis XIV absolute monarchy was challenged by nobility. The intention for King Louis XIV was to rule with sovereignty. Absolutism reached its peak during Louis XIV reign. The king was viewed as a God ordained through his possession of absolute blood right. This view caused for the unconditional acceptance of the King Louis XIV and the successors that he represented (Marc Bloch, 1924-1946). We will write a custom essay sample on Staging Absolutism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The king further elaborated intentions through the integration of policies, military and provinces. The reign of King Louis XIV completed the process of consolidating royal authority. As it emerged it was strengthened and reinforced by public displays of royal power to the masses, including the people of France and the rest of the world. Traditional privileges continued to create appearances regionally and within social groups. Nobles were still prevalent with political power and very highly visible as the French Estates General and provincial assemblies. While many nobles still held positions of judges they had the power of a congress to counteract royal edicts from becoming a decree. The Sun King, Louis XIV ruled Europe as Spain had in the 1500’s and his motto was â€Å"none his equal† (Weisner) The primary focus was to rule France with a skill and power unmatched by any other ruler in Europe and this tenacity helped to destroy the feudal monarchy. This newly designed governmental development was revived by building a intrinsic hierarchy for the bureaucracy. While new organs of administration were required there were limits that were inevitable for this idea of royal power. During these periods France also experienced significant population growth and the provinces created caused regional differences. The culture of the French people was vastly different. These issues were no easy tasks for the kings to address and overcome. â€Å"The antiquity of the monarchic institution is reflected in the developed terminology for kingship† to be precise the kings, created a â€Å"Cult of Kingship† to overcome these obstacles. (Chaney) This strong presence of nobility began to cease due to the inspirational writings and the creation of Versailles. According to the writings of Jean Bodin and Jacques Benigne Bossuet the origins of sovereignty were biblical. Bodin suggests laws were put in to place by godly rule. â€Å"The first and principal function of sovereignty is to give laws to the citizens generally and individually, and, it must be added, not necessarily with consent of superiors, equals, or inferiors† Bodin further justifies absolute authority by stating, â€Å"Law, on the other hand, comes forth in one moment at the order of him who has the power to command† Bodin, he uses this passage to justify the difference and effectiveness of custom and that of law. â€Å"Customs proposes neither rewards nor penalty; law carries one or the other.. In other words, it is the final will of the sovereign ruler who is divinely appointed to rule and no advice or guidance from nobility or council is required. Bossuet a well respected priest and confessor for the King himself, Bossuet seemed to worship authority. He believes that God exists and that he shape and governs the course of human affairs. Bousset speaks to Monseigneur Le Dauphin, heir to the French throne. He indicates that the conduct established for absolutism solely comes from God. â€Å"Accordingly we have established by means of scripture that monarchical government comes from God†. In Book III, The Nature of Royal Authority, he states the essential characteristics for royal authority. Royal authority is sacred. God established kings as his ministers and reigns over people through them. Second proposition, the person of the king is sacred. Like God, who is sovereign and sacred and royal authority is designated from him. From scriptures, he quotes â€Å"God has chosen my son Solomon to sit upon the throne of the kingdom of Jehovah over Israel. He further adds from Ecclesiastes â€Å"God gives each people the governor an Israel is manifestly reserved to him†. In the third preposition he writes, that obedience to rulers is necessary so that rulers may have the ability to exercise moral judgment. â€Å"Religion and conscience demand that we obey the prince† â€Å"Therefore submit yourselves to the order established among men for love of God; be subjected to the king as the God†. Louis XIV early on had excursions from St. Germains for outings but, primarily for privacy to be with his mistress. These were the cause for the â€Å"immense buildings he erected† memoirs of court life from the Duke of Saint-Simon, Louis de Rouvroy who had greatly admired Louis VIII and a defender of the older style of kingship. The king expected absolute loyalty from everyone. This lavish display of power, wealth and etiquette was performed by him every day. Royal architects deliberately designed the palace to impart a message to all who entered. Everything that the King engaged in was a ceremony. The waking and dressing for the privilege few who attended to him. His royal bedroom was a cathedral itself richly decorated and paintings with biblical scenes. The painting of Louiv XIV â€Å"Taking Up Personal Government† hanging from the ceiling of the Hall of Mirrors for everyone who enters there to see. This painting is symbolic of his equality to God he has bestowed upon him by the presence of angels and France itself being under his rule. With this painting on the ceiling the king has erased any doubts that he is the final rule of authority only next to God himself. Hyacinthe-Francois-Honoree, Pierre- Andre’ Rigaud, has captured the royal pose of the king. The king’s attire conveyed in this portrait is symbolic of king. This self portrait proudly displays the kings wealth and powwealth and power. His adorned wig, robe, trousers and shoes are made of the finest quality and design for this period. The background of the portraits reveals the richness of drapes and fabrics hanging from beams and his crown displayed prominently next to him. Not a smile on his face but, a image of determination fit for a king. The mask of Apollo, God of Light, is reminicent of how the sun warms and protects the earth. As king, he is also the protector of France and its people. The Garden of Facades, there creatively centered, a sculpture of the King and his angel with cherub divinely displayed as God’s anointed choice. This is the new voice and conduct of government. Another illustration of absolute royalty was the Chateau of Marly, 1724 a portrait by Pierre Denis Martin. No one can overlook the scale of this palace and wonder what it could be compared to. Its architectural design has his residence at the very top, at the palace grounds. The 12 pauvillions representing the months of the year The architectural design and the size of this garden undoubtedly conveyed to anyone that entered absolute royal power of King Louis XIV.

NCAA SAT Scores What You Need to Be Eligible

NCAA SAT Scores What You Need to Be Eligible SAT / ACT Prep Online Guides and Tips Calling all student athletes! Are you aiming to go to college as an NCAA athlete? Two important NCAA Clearinghouse requirements have to do with your high school grade point average (GPA) and SAT scores, which are compared on a sliding scale. Let’s talk about the eligibility criteria for NCAA athletics, and how you can achieve the scores you need. First, let’s review GPA requirements and how your GPA is calculated. How Your GPA Is Calculated Your GPA is calculated on a 4.0 scale, meaning your letter and percentage grade scores get translated to a number between 0.0 and 4.0. As you can see on the chart below, a 4.0 is an A or A+. A 3.0 is a B, and a 2.0 is a C. Letter Grade Grade Point Percentage A 4 94-100% A- 3.7 90-93% B+ 3.3 87-89% B 3 83-86% B- 2.7 80-82% C+ 2.3 77-79% C 2 73-76% C- 1.7 70-72% D+ 1.3 67-69% D 1 60-66% F 0 0-59% NCAA only looks at your core courses to determine your GPA. Your core courses include 4 years of English, 3 years of math at Algebra I level or higher, 2 years of natural or physical science (one lab if offered at any high school attended), 1 year of additional English, math or natural/physical science, 2 years of social science, and 4 years of foreign language, philosophy or comparative religion. You can review core course requirements here, as well as check your own high school to see which of its courses count as NCAA eligible core courses. Since NCAA is only looking at the grades in your core courses, your NCAA GPA may be different from the one provided on your transcript, which usually includes all your courses and electives. Another important requirement for NCAA is your SAT score. Let’s take a look at how the SAT is scored and why this matters for your NCAA eligibility clearinghouse. How the SAT Is scored Your SAT is scored in twosections, Math and Evidence-based Reading and Writing. NCAA doesn’t look at the optionalessay score, should you choose to take it, so all you have to worry about is Critical Reading and Math. These sections are scored out of 800, so you could get a maximum total of 1600 for Critical Reading and Math combined. Check out our article for a review of exactly how your SAT scores are calculated. To give a quick review, your scaled score falls somewhere between 200 and 800. It is calculated from your raw score, which is just the number of questions you got right minus 0.25 points (or a  ¼ of a point) for each question you got wrong. Skipped questions do not add or subtract anything from your score. If you answered 20 Critical Reading questions correctly and got one wrong, for example, then your raw score would be 19.75. This translates to a scaled score of about 430 in Critical Reading. If you take the SAT more than once (which is a good idea - students almost always improve the more times they take the test), then NCAA will look at your best section scores across all dates. So if your Critical Reading is higher on one test and your math is higher on another, the NCAA will take these scores to determine your SAT combined score for initial eligibility. Now that you know NCAA is looking at your core course GPA and Critical Reading and Math combined score, let’s discuss how they relate to each other. NCAA Eligibility: The Sliding Scale To be eligible for the NCAA, you need to achieve a certain GPA and SAT (Critical Reading + Math) score. However, what you need on your SAT varies with your GPA, and vice versa. If you have a high GPA, then the requirement for your SAT scores is lower. If your GPA is on the low side, then you need to make up for it with higher SAT scores. For example, let’s say your core course GPA is a 2.5. With this GPA, you need at least a combined score of 1000 on your Critical Reading and Math for your NCAA SAT scores. This could mean you get a 500 on both sections, a 600 on Critical Reading and 400 on math, or really any combination that adds up to a 1000. If you score an 820 on your SAT, which is a bit lower, then you would need a core course GPA of at least 2.95 to be eligible for NCAA. This chart shows the requirements for student athletes who aim to play on Division I teams. Starting August 1, 2016, you will need at least a 2.3 GPA to fully qualify. Students with a GPA between 2.0 and 2.3 may qualify for â€Å"Academic Redshirt† - they will get athletic aid and practice but cannot compete. Scroll down to see the sliding scale for Division II. Division I Division II Core Course GPA SAT (Verbal and Math) Core Course GPA SAT (Verbal and Math) 3.550 above 400 3.300 above 400 3.525 410 3.275 410 3.5 420 3.25 420 3.475 430 3.225 430 3.45 440 3.2 440 3.425 450 3.175 450 3.4 460 3.15 460 3.375 470 3.125 470 3.35 480 3.1 480 3.325 490 3.075 490 3.3 500 3.05 500 3.275 510 3.025 510 3.25 520 3 520 3.225 530 2.975 530 3.2 540 2.95 540 3.175 550 2.925 550 3.15 560 2.9 560 3.125 570 2.875 570 3.1 580 2.85 580 3.075 590 2.825 590 3.05 600 2.8 600 3.025 610 2.775 610 3 620 2.75 620 2.975 630 2.725 630 2.95 640 2.7 640 2.925 650 2.675 650 2.9 660 2.65 660 2.875 670 2.625 670 2.85 680 2.6 680 2.825 690 2.575 690 2.8 700 2.55 700 2.775 710 2.525 710 2.75 720 2.5 720 2.725 730 2.475 730 2.7 730 2.45 730 2.675 740-750 2.425 740 2.65 760 2.4 760 2.625 770 2.375 770 2.6 780 2.35 780 2.575 790 2.325 790 2.55 800 2.3 800 2.525 810 2.275 810 2.5 820 2.25 820 2.475 830 2.225 830 2.45 840-850 2.2 840 above 2.425 860 2.4 860 2.375 870 2.35 880 2.325 890 2.3 900 2.275 910 2.25 920 2.225 930 2.2 940 2.175 950 2.15 960 2.125 960 2.1 970 2.075 980 2.05 990 2.025 1000 2 1010 Now that you have a sense of what scores you need, read on to find out exactly what steps you should take to hit your target scores. How To Achieve Your Target SAT Scores Create a Testing Strategy As we said above, NCAA only looks at your Critical Reading and Math scores - they do not look at Writing. So right off the bat, you can focus your prep and energy on those two sections. Find out your core course GPA so you know exactly what your target scores are. Since this is a composite target score, you can define your own goals for each section. Where do your strengths lie? Do you like reading and analyzing texts, or are you more of a math person? Once you know your target composite score, you can play to your strengths by focusing your prep more on one section than on the other. With your target scores figured out, you can also determine what raw score you need, or how many questions you can afford to get wrong or leave blank in each section. For example, to get a 400 in Critical Reading, you need a raw score of 16, or only 16 correct answers out of 67. To get a 400 on math, you need a raw score of 13, or only 13 correct answers (keeping in mind the 0.25 point deduction for wrong answers). You could even skip â…“ of the questions in math and still achieve qualifying scores for NCAA! This means you can leave the hardest ones completely blank. This way you won’t waste time on questions you’re unsure about, and you won’t risk getting the 0.25 point deduction. While you also shouldn’t waste too much time determining which questions are hard and which are easy, you can be strategic about how many questions you answer. So skip the ones that are totally unfamiliar and look for ones you know to build up your raw score. Treat SAT Prep Like Your Sport Just like with your sport, you’ll improve your SAT performance through training. Doing well on the SAT is about how prepared you are. Studying will help you get comfortable with the concepts, familiar with the format of the tests, and skilled at pacing yourself under timed limits. To keep up your training schedule, you need to access the same values of practice, dedication, discipline and internal motivation that you give to athletics. Make time to practice, drill your weaknesses, and become an SAT pro. Understand the Test Make sure you understand the content and format of the SAT. Check out our free E-Book and other resources to learn more about the test. By understanding the skills and subskills being tested, you can figure out what exactly you need to master. The math section, for example, covers algebra, geometry, probability, and number operations, to name a few. Each skill can be further broken down - for example, algebra may involve solving equations, graphing functions, and other problem types. Not only will a thorough understanding of the test help you figure out exactly what you need to study, it will also help you break up your studying into small, manageable goals that will aid you in seeing your progress over time. Remember, NCAA continues to have academic requirements once you reach college, so these principles and this approach to studying will help you succeed as a student-athlete throughout college. Find Time in your Busy Schedule With your busy schedule of school, homework, practices, and games, you don’t have the luxury of studying here and there in your spare time. Make a schedule and set aside specific time for SAT prep. Creating and sticking to a schedule is critical in ensuring that you prepare sufficiently. You can also add some extra practice to your busy day with SAT Questions of the Day. They are a quick and easy way to practice online or on your phone, to try a wide variety of questions, and to figure out where you need to practice more. Take the Test More Than Once Students almost always improve the second and third time they take the test. Since NCAA will take your highest section scores across all test dates, you can take the SAT more than once without worrying about one section score going down. Start early to give yourself enough available test dates. If the test registration fee is financially difficult, check out our article on SAT fee waivers to see if you might be eligible to have the fee waived. When you register for the SAT, enter 9999 to indicate the NCAA Eligibility as one of your score recipients. To Sum Up†¦ Now that you know all about how the NCAA sliding scale works, you can figure out your core course GPA and NCAA SAT requirement well ahead of time, at least in early junior year. This way you’ll have enough time for test prep and to take the SAT more than once to reach your target scores. Since you already have proven yourself to have the drive, discipline, and motivation to be an NCAA athlete, now you have to believe in your academic self and access these same qualities to achieve your target scores and continue your career as a student-athlete at the college level. What’s Next? How long is each section in the SAT? Get familiar with the SAT’s timing and length and learn about how you can prep for this long test. Feeling crunched for time? Learn 9 important strategies for saving time while taking the SAT. Is the test day drawing near? Get tips for test day - everything you need to know to perform your best on test day. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also feature thousands of practice questions, 10 official SAT practice tests, and personal feedback on your essays from an expert instructor. Check out our 5-day free trial:

Sting of the Tale

Sting of the Tale Devyani Borade is the creator, and real-life version, of Debora. Her fiction, nonfiction and art have been accepted/published NOTE FROM HOPE: I fell in love with Devora, so dont be surprised to see her appear in her writing escapades every once in a while. Thought youd appreciate relating to her writing issues.  Visit her website Verbolatry at http://devyaniborade.blogspot.com to contact her, and enjoy more of Deboras adventures.

Grid computing Essay Example | Topics and Well Written Essays - 750 words

Grid computing - Essay Example The use of computational grid better known as grid technology is basically an application of numerous computers facing the very same problem. Grid computing involves dealing with huge chunks of data and this term is soon becoming extremely popular with each passing day. The most imperative part in grid computing involves the use of software that divides several pieces of program among many computers; it involves dealing with tens and thousands of systems at a time. Cluster computing at a very large stage can also be called as grid computing. Grid computing can be restrained in a corporation or it can be distributed in the public sector too, efficiently meeting the need of the hour. Grid computing involves the use of super or virtual computer and the super computer performs the task of distributed computing. This is an amazing technology which has been applied to more areas than one. For instance, this technology has been applied in the field of Mathematics, problem solving in academi cs etc. This technology is very useful in various fields like drug development, handling the back office work etc. When it comes to e-commerce and web development, no company can ever realize its full potential without making use of this technology. This technology is very different from the conventional cluster computing systems in terms of grid distribution, heterogeneity of grids and the dispersal of grids. This technology involves the use of many loosely coupled grids and also the geographical distribution of grids is extremely different when compared to the conventional cluster computing systems. The advantages of grid computing will be discussed in the following part of the paper. â€Å"Grid computing has been around for a few years now and its advantages are many. Grid computing can be defined in many ways but for these discussions lets simply call it a way to execute compute jobs (e.g. perl scripts, database queries, etc.) across a distributed set of resources

Was it a mistake for Hitler to allow German forces to venture into the Research Paper

Was it a mistake for Hitler to allow German forces to venture into the Mediterranean regions - Research Paper Example It was not famous for the bad defeat the Americans faced there. It was far better to lose in this way at the beginning of the engagement then later in the decisive days of the campaign. The truth is that what the American army learned in this loss helped them immeasurably to improve their command structure and strategy when dealing with the Germans later on. This led Hitler and the Germans to underestimate the Americans too. The truth was always that Hitler saw the Mediterranean as a diversion (Murray, 108). And that it is what it was—something that distracted him from what he should have been doing, a mistake. Although many see Eisenhower as the most towering figure to come out from the victories of North Africa, two other Allied generals also made their name in that dusty theatre of war. The first of these two men, General Patton, was able to take control over one of the main American armies after the battle of the Kasserine Pass and to use it to maximum advantage. Patton wa s well known for driving his men hard and also for his iron discipline. The second famous general of this part of the conflict was the British general Bernard Montgomery, who became famous at the battle of El Alamein, one of the decisive victory of the North African theatre. These men gained the confidence in this theatre that they would later use to crush the Germans (Murray, 2002).

Ethical Decision Making Model analysis Essay Example for Free

Ethical Decision Making Model analysis Essay What is the ethical decision making model? What is critical thinking? In this paper I will discuss the ethical decision making model and how critical thinking impacts ethical decisions. Personal experiences will be used as examples. When we are faced with making an ethical decision we are usually faced with an ethical dilemma. To make a good decision we need to use Logical thinking that draws conclusions from facts and evidence which according to www.ncrel.com is the definition of critical thinking. Recently I was personally faced with an ethical dilemma that has to do with work and school. Im currently on a tuition reimbursement program though my company and there are certain criteria that will make my paid education taxable or nontaxable. Of course if my tuition is nontaxable I dont have to pay taxes and Ill be saving lots of money. One of the criteria for making my tuition taxable is if my educational program qualifies me for a new position at work. If I answer no, the tuition is not taxable and Ill save some money but, in my situation the answer would be yes so my tuition should be taxed but, If I answer no, no one will find out and Ill be cheating my company or the government out of some money. Im now stuck with an ethical dilemma. In the end I choose to answer yes and pay the taxes, following an ethical decision making model helped me do the right thing. The ethical decision making model I followed and will break down is from the Josephson institute of ethics. The model follows 7 simple steps to finally come to a conclusion and make a decision. 1. STOP AND THINK One of the most important steps to better decisions is the oldest advice in the world: think ahead. To do so its necessary to first stop the momentum of events long enough to permit calm analysis. Stop and think wont always be used if you are faced with a decision that needs to be made very quickly but, if youre permitted the time to think about the situation you should. In my case I though about what could happen if I were to avoid paying taxes. I could get in trouble with the law and even my  company. Would it be worth getting fired? No I dont think so. Stopping to think provides several benefits. It prevents rash decisions. It prepares us for more thoughtful discernment. And it can allow us to mobilize our discipline (1). 2. CLARIFY GOALS Before you choose, clarify your short- and long-term aims. Determine which of your many wants and dont-wants affected by the decision are the most important. The big danger is that decisions that fulfill immediate wants and needs can prevent the achievement of our more important life goals. If I were to break the law it would definitely affect my goal of getting my BS in business management. I could also loose my job if I didnt pay taxes and I wouldnt have the resources to pay for school. 3. DETERMINE FACTS Be sure you have adequate information to support an intelligent choice. You cant make good decisions if you dont know the facts. To determine the facts, first resolve what you know and, then, what you need to know. If you dont have enough facts then go find out more about it. Once we know more facts we then see that more decision factors come into play and its easier to make a decision. Here are some guidelines provide by Josephson institute: Consider the reliability and credibility of the people providing the facts. Consider the basis of the supposed facts. If the person giving you the information says he or she personally heard or saw something, evaluate that person in terms of honesty, accuracy and memory. Remember that assumptions, gossip and hearsay are not the same as facts. Consider all perspectives, but be careful to consider whether the source of the information has values different than yours or has a personal interest that could affect perception of the facts. Where possible seek out the opinions of people whose judgment and character  you respect, but be careful to distinguish the well-grounded opinions of well-informed people from casual speculation, conjecture and guesswork. Finally, evaluate the information you have in terms of completeness and reliability so you have a sense of the certainty and fallibility of your decisions. To find out the facts about my tax evasion I ask my friend Megan Kau whos a tax attorney what she thought I should do. Lets just say that the punishment is worse than the crime and thats all the facts that I needed. 4. DEVELOP OPTIONS Now that you know what you want to achieve and have made your best judgment as to the relevant facts, make a list of options, a set of actions you can take to accomplish your goals (2). If its an especially important decision, talk to someone you trust so you can broaden your perspective and think of new choices. If you can think of only one or two choices, youre probably not thinking hard enough but, in my case I would be breaking the law so actually there were no other choices. I was either breaking the law or not breaking the law. 5. CONSIDER CONSEQUENCES Two techniques help reveal the potential consequences also provided by Josephson Institute: Pillar-ize your options. Filter your choices through each of the Six Pillars of Character: trustworthiness, respect, responsibility, fairness, caring and citizenship. Will the action violate any of the core ethical principles? For instance, does it involve lying or breaking a promise, is it disrespectful to anyone, is it irresponsible, unfair or uncaring, does it involve breaking laws or rules? Eliminate unethical options. Identify the stakeholders and how the decision is likely to affect them. Consider your choices from the point of view of the major stakeholders. Identify whom the decision will help and hurt. In this case, Ive said before, I would have been breaking the law and if I  anyone were to find out about it I would be very ashamed of what I did. In prior readings I remember a quote that said to make a ethical decision ask yourself, would you be ok with it if it was posted on the front page of your local news paper, If the answer is no, then dont do it. 6. CHOOSE Its time to make a decision. If the choice is not immediately clear, use on of the following strategies to make the decision: Talk to people whose judgment you respect. Seek out friends and mentors, but, once youve gathered opinions and advice, the ultimate responsibility is still yours. What would the most ethical person you know do? Think of the person you know or know of who has the strongest character and best ethical judgment. Then ask yourself: what would that person do in your situation? Think of that person as your decision-making role model and try to behave the way he or she would. I choose to do the right thing which is to pay taxes. 7. MONITOR AND MODIFY Since most hard decisions use imperfect information and best effort predictions, some of them will inevitably be wrong. Ethical decision-makers monitor the effects of their choices. If they are not producing the intended results or are causing additional unintended and undesirable results, they re-assess the situation and make new decisions (3). In my case I think Ill live with the decision Ive made. No one will be hurt by my decision and the law wont be broken on my part. As you can see making an ethical decision can be broken down with the 7 steps provided and if the steps are followed, an ethical decision should be made. Critical thinking plays a big part in making my decision even when following the 7 steps listed. Again critical thinking is Logical thinking that draws conclusions from facts and evidence. Critical thinking plays a huge role in step 3 of the model that I used. I think step 3 is one of the most important steps in the process. Sometimes I still have the urge to save some money and skip out on paying taxes but, because Ive used critical thinking as part of my decision, Ive learned to know that facts are important and in the end making the right decision will better me in the future and also help me reach my goals with less obstacles. Works Cited The seven step path to better decisions http://www.josephsoninstitute.org/MED/MED-4sevensteppath.htm Web definitions www.ncrel.com

A Comparison of Evil in Richard III, Titus, and Romeo and Juliet :: comparison compare contrast essays

Evil Within and Evil External in Richard III, Titus, and Romeo and Juliet  Ã‚  Ã‚  Ã‚     Shakespeare's villains seem to fall into one of two categories: those who are villainous of heart (inherently and genuinely evil or Machiavellian) and those who are circumstantially turned antagonists. Richard III's carefully plotted plans to usurp the throne contrast heavily against Aaron's (of Titus Andronicus) rambling which contrasts with Aaron's lack of action. The motivations of these two characters are different however. Richard seizes the opportunity to take over the throne by Machiavellian means when presented with the opportunity. Aaron represents the evil presumed of a "godless moor," his character being a symbol as much as his skin colour particularly to an audience familiar with the conquests.    Tamora is truly more evil than Aaron. She is the one who commands her sons to rape and cut up Lavinia leaving her dishonoured, with two bloody stumps for hands and no tongue with which to tell the tale. Aaron suggests that he tutored the sons in their behaviour (Act V Scene I Lines 99-111): Indeed I was their tutor to instruct them. That coddling spirit had they from their mother, As sure as a card as ever won the set; That bloody mind I think they learn'd of me, As true a dog as ever fought at head. Well, let my deeds be witness of my worth: I train'd thy brethren to that guileful hole, Where the dead corpse of Bassianus lay; I wrote the letter that thy father found, And hid the gold that within that letter mentioned, Confederate with the queen and two sons; The audience never witnesses Aaron's supposed teachings however, nor is it likely that if he were to continue living as before that he would commit the acts he pledges himself to as he is to be hanged (Act V Scene I Lines 125-144). Aaron talks of evil and trickery, while Tamora lives its epitome, marrying herself into the queen-ship of the conquering tribe. When presented with his child Aaron does care for it, and only agrees to speak upon the condition that it shall be saved. This insight into his character makes him seem almost a worthier person than Titus who murders his own sons. The villain shows more care for his kin than the hero does for his. This serves to make Aaron a more realistic villain by making him more human. A Comparison of Evil in Richard III, Titus, and Romeo and Juliet :: comparison compare contrast essays Evil Within and Evil External in Richard III, Titus, and Romeo and Juliet  Ã‚  Ã‚  Ã‚     Shakespeare's villains seem to fall into one of two categories: those who are villainous of heart (inherently and genuinely evil or Machiavellian) and those who are circumstantially turned antagonists. Richard III's carefully plotted plans to usurp the throne contrast heavily against Aaron's (of Titus Andronicus) rambling which contrasts with Aaron's lack of action. The motivations of these two characters are different however. Richard seizes the opportunity to take over the throne by Machiavellian means when presented with the opportunity. Aaron represents the evil presumed of a "godless moor," his character being a symbol as much as his skin colour particularly to an audience familiar with the conquests.    Tamora is truly more evil than Aaron. She is the one who commands her sons to rape and cut up Lavinia leaving her dishonoured, with two bloody stumps for hands and no tongue with which to tell the tale. Aaron suggests that he tutored the sons in their behaviour (Act V Scene I Lines 99-111): Indeed I was their tutor to instruct them. That coddling spirit had they from their mother, As sure as a card as ever won the set; That bloody mind I think they learn'd of me, As true a dog as ever fought at head. Well, let my deeds be witness of my worth: I train'd thy brethren to that guileful hole, Where the dead corpse of Bassianus lay; I wrote the letter that thy father found, And hid the gold that within that letter mentioned, Confederate with the queen and two sons; The audience never witnesses Aaron's supposed teachings however, nor is it likely that if he were to continue living as before that he would commit the acts he pledges himself to as he is to be hanged (Act V Scene I Lines 125-144). Aaron talks of evil and trickery, while Tamora lives its epitome, marrying herself into the queen-ship of the conquering tribe. When presented with his child Aaron does care for it, and only agrees to speak upon the condition that it shall be saved. This insight into his character makes him seem almost a worthier person than Titus who murders his own sons. The villain shows more care for his kin than the hero does for his. This serves to make Aaron a more realistic villain by making him more human.

Humanities Paper Essay

Humanities is a topic that has so many wide-ranged meaning in regards to historical literature and arts. After conducting much needed research on the topic at hand, the author will discuss their informational findings in a research paper. In this paper, the author will define the meaning of humanities, discuss a cultural event that has been experienced such as music, dance, theater, art, literature, etc. The author will then elaborate on how a particular event was an expression of what he/she knew about the humanities, art, style, genius, and culture of the time  period it represents. Finally the author will explain how the selected form of cultural expression compares with other forms he/she know about from the same time period. Hopefully after reading this paper, the audience will have a better knowledge about Humanities in the Past, Present, and Future. Humanities Humanities can be very abroad, but one of the meanings of humanities, according to the American Heritage Dictionary, is â€Å"Those branches of knowledge, such as philosophy, literature, and art, that are concerned with human thought and culture; the liberal arts† (American  Dictionary, 2000). Culture is a big part of humanities. These patterns, traits, and products are considered as the expressions of a particular period, class, community, or population (American heritage dictionary, 2000). Humanities has really helped paved the way for future endeavors such as the way we think, conduct ourselves, and the way we observe things. Select a cultural event you have experienced, such as music, dance, theater, art, literature, or others. 3 Defining the Humanities Paper Growing up in Louisiana, I have had the honor and pleasure of experiencing many  cultural events, but I must say my favorite cultural experience would have to be music. Music is one of the many ways I could escape from the turmoil in the world. In high school I was in the choir and my favorite instrument at the time was the piano. I use to lead the choir and sometimes, I was able to perform a solo piece while playing my piano. This was a great experience for me because I had an outlet to express myself without even speaking. My high school choir had the honor of performing at a nursing home in St. Francisville where there were a lot of singers,  ex-musicians, and dancers who were in the choir and performed around Louisiana just like my school. They really enjoyed our performance and they shared great stories about the times when they were in high school in the choir, and how music has changed since their days of playing music. Explain how your selected event was an expression of what you know about the humanities, art, style, genius, and culture of the time period it represents. I learned so much about the expression of humanities just by listening to the older  individuals talk about their experiences and the different ways they made music. They did not have the use of different instruments like we have now back in their day. These individuals made music with whatever they had and enjoyed every minute of it. They also expressed their concerns about the schools eliminating the music programs, they feel that they are taking â€Å"art† and â€Å"freedom of expression† away from our youth in the schools. Discuss how your selected form of cultural expression compares with other forms  you know about from the same time period. 4 Defining the Humanities Paper By listening to the elderly individuals at the nursing home it really gave me some insight on the cultural expression I chose which was â€Å"Music†. It showed me just by listening to each of them that music was relevant just as much then as it is now. They just had a different way of making music and expressing themselves while doing so. They made music with cups, buckets, washboards, keys, and anything that made some kind of noise. In today’s society, we now have  advanced technology which allows each one of us to have access to different instruments, such as the piano, guitar, drums, etc. Although the elderly individuals did not have access to the instruments we have today, they still appreciated what they had. Conclusion In conclusion, after conducting research on the topic at hand, the author discussed their informational findings. The author defined the meaning of humanities, discussed a cultural event that was experienced such as music, dance, theater, art, literature, etc. The author then elaborated on how a particular event was an expression of what he/she knew about the humanities, art, style, genius, and culture of the time period it represents. Finally the author explained how the selected form of cultural expression compares with other forms that he/she knew about from the same time period. Hopefully after reading this paper, the audience now have a better knowledge about Humanities in the Past, Present, and Future. 5 Defining the Humanities Paper Reference www. ahdictionary. com/.

Speech Class

Seven of Australia's nine provinces have long historical tradition predating the establishment f the republic of Austria In 1918: upper Austria, lower Austria, Astray, Corinthian, Salisbury, Tyro, and Overlarge. The provinces of Borderland and Vienna were established after World War 1 . Austria is located in a temperate climate zone with a central European climate influenced by the Atlantic climate. It has four seasons which all have typical temperatures and climatic characters. Some of the most popular sports In Austria are football, alpine skiing, and ice hockey.In Austria you can expect a first class musical experience with the multiple musical festivals they have throughout the year. There are many famous people from Austria a couple commonly known ones are actor, Arnold Schwarzenegger, and the composer Mozart. Austria has three main religions, Roman Catholic, Protestant, and Muslim. The official language which is spoken by 98 percent of the population is German although, there a re very distinct differences between the many religion dialects. There are three other languages are taught alongside German In some bilingual schools.Austria is very strict about their family values. Some of the mall ones are 1 ) forming the basis of the Austrian social structure, 2) Families are usually small, and due to lack of migration, they are generally closely knit with a certain town or village, 3) Weekends are devoted to family activities which often take place outdoors, 4) Eating dinner every evening with the family is a norm, and 5) Sundays are for visiting grandparents for dinner, and/or enjoying a hike In the country as a family.Austrian are very conservative people, who are prudent and moderate In their behavior. Appearance Is very important, even when dressed Informally they are neat and conservative with the way they look and present themselves. Austrian customs are very simple, they include making eye contact during a greeting, a quick handshake is the most traditi onal greeting for them. Some older Austrian men kiss the hand of a female, but it is important to know that men from other countries should not kiss the hand of a female as a greeting.When you enter a room It Is appropriate to shake the hands of everyone In the room Including children Individually. Just Like us one of Australia's main holidays is Christmas in which they exchange gifts with their families, they also exchange gifts for birthdays regularly also. They celebrate something called The Feast of SST. Nicholas on December 6th of every year and the children receive gifts. You should open a gift when it is received and they are normally to be neatly wrapped. Now that I have told you about Austria I hope It has told you a little more about you.

Criminal Justice Organizational Structures Essay Example

Criminal Justice Organizational Structures Essay Example Criminal Justice Organizational Structures Essay Criminal Justice Organizational Structures Essay Identify and Explain Three Different Communication Barriers that Might exist within a Criminal Justice Organization. Communication barriers are the obstacles that prevent information from reaching the receiver in good form. In many organizations, there are problems with information being passed because as it is moved across channels, some information may be removed or added thus passing across an entirely different message from the original one. Many organisations have problems with communication thus failure of the systems which may eventually lead to the collapse of the organization. The challenges of communication that exist within a criminal justice organization include lack of clarified assumptions, poor planning methods and differences in status and power. In criminal justice organizations, people in high power may not be willing to disclose information to their subordinates since they view themselves to be more superior (Doss, 2014). The juniors may also be unwilling to communicate to their seniors for fear of being apprehended. They may also fail to disclose information to their seniors esp ecially if they do not respect them. Their differences in power affect their readiness to pass information to each other and also affect nature of the information being given. Poor planning methods also affect communication within a criminal justice organization. When information being communicated is not well thought out and planned, it may mislead people in the organization. It can also lead to distorted information being passed around, therefore, misguiding the people in the organization. Lack of clarified assumptions can also be a barrier to communication in a criminal justice organization (Doss, 2014). When an employee in the criminal justice organization leaves out relevant information, with the assumption that the employer already knows, it may cause serious trouble. For example, it can lead to the occurrence of severe terrorist attacks like the 9/11 attack. Discuss what Steps should be taken by an Organization to Reduce the Risk of the Communication Barriers you have Selected To lower the possibility of the communication barrier, members of an organization should ensure they have a well thought out plan. It is so as to communicate facts and figures without passing misguided information. Planning of information is crucial to criminal justice organizations where information is in a hierarchal chain of command. It is because information needs to reach the most junior staff member without being distorted so as every member of the organization can have and understand the same information. Colleagues of an organization also need to resolve their power and status differences to reduce the risk of communication barriers. Senior employees need to accept junior employees and not look down upon them to ensure effective communication. They should also disclose all necessary information to their juniors to enhance the proper flow of information. The junior employees should, in turn, respect their managers and report to them in the case of a problem in the organization . They should also not fear their employers to enhance a proper working environment. This way all employees will be at peace with each other, and thus information will be passed through the right channels. The risk of communication barrier can also be avoided by clarifying information being communicated (Doss, 2014). Employees should not assume that their managers are aware of particular facts or theories. They should include information necessary to avoid misleading information being communicated. Discuss the Role of Technology in Ensuring that Criminal Justice Agencies have Effective Intra-and Inter-organizational Communication Protocols Established Technological changes are causing continuous changes in the way various jobs are conducted. Most organizations ae now relying on technology to carry out their primary activities and ensure productivity. Technology has enhanced productivity in the criminal justice agencies in many areas. Firstly, technology has improved quality communication. Since many criminal justice agencies deal with a lot of paperwork and type a lot of documents, the use of grammar and spelling checks and other devices among other aspects can help produce high-quality documents (Bloom, 2014). The use of video calls has also enhanced quality communication since it ensures face to face conversation, where one can see the expressions of the other, and also it ensures the firsthand information being transferred. Secondly, technology has reduced the time needed to complete individual projects and tasks. It is because it allows one to use or recycle information or forward information to many people at once. It reduces the time used to create new data. The use of telephones, emails and electronic memos has also reduced time wasted when a person moves from one office to another to pass a message across. Thirdly, technology enhances convenience in the criminal justice agencies. It is because correspondence can be distributed through methods such as emails, fax, and voice messages thus making work more convenient. It enhances communication between agencies. Lastly, technology makes the work environment more enjoyable (Bloom, 2014). It helps streamline tasks for example; the use of voicemails has eliminated the need to take written telephone messages. Technology has also reduced time and money used on messengers who go around distributing copies of papers or posting letters. Since many criminal justice agencies are structured with the hierarchal chain of command, the use of electronic memos, letters and minutes has decreased the need to print many copies of papers to be distributed throughout the cha in. Identify Potential Weaknesses that currently exist and the Steps Necessary to correct these Communication Gaps. Communication gaps occur when the recipient of information does not understand the meaning of the intended message by the sender. It can happen when the sender overloads the recipient with too much information especially if he or she is in a hurry. The recipient may not hear certain words or he may hear other words incorrectly. It may result in confusion and misplaced priorities. Communication gaps may also occur due to technological errors. For example, a telephone line may disconnect before all information is communicated thus leaving hanging messages. Communication gaps may also arise due to personality differences between the communicators (Doss, 2014). Communication gaps can be corrected by firstly, identifying the source of the communication problem. The office equipment should be assessed and be checked whether they are functioning properly. Through the identification of the origin of the communication problem, one will be able to put across possible measures that will resolve the problem. Secondly, an organization can train employees on current communication methods. For example, employees can be taught how to use computers and other new technological devices used in the connection. Thirdly, communication gaps can be resolved by introducing an open door policy. It is where employees are encouraged to give their views and talk about their grievances openly without being reprimanded. It encourages employees to communicate effectively and openly without fear. Fourthly, communication gaps may be corrected by evaluating the means needed to fix the communication problem. For example, new technological devices may be brought to repair the communication gaps caused by the old appliances. If it is an issue between employees, a staff meeting can be held to resolve the issue. If the dispute is involved, the workers can be put on a mediation program to settle their differences. Lastly, communication gaps can be resolved by assessing differences in the grapevine (Do ss, 2014). Formal messages and their feedbacks should be measured to ensure that there is additional information that distorts the message. References Bloom, N. (2014). The distinct effects of information technology and communication technology On firm organization. Routledge. Doss, D. A. (2014). The foundations of communication in criminal justice systems. CRC Press.

5 Types of Phrasal Adjectives That Require Hyphens

5 Types of Phrasal Adjectives That Require Hyphens 5 Types of Phrasal Adjectives That Require Hyphens 5 Types of Phrasal Adjectives That Require Hyphens By Mark Nichol Hyphens, for the most part, have been relieved of their duty to connect prefixes to root words (though many people persist in unnecessarily hyphenating such terms as nonprofit). The primary function of the hyphen now is to indicate the interdependence of words that modify a noun, and many writers remain confused about or ignorant of their application in phrasal adjectives. The following sentences illustrate the types of errors that often occur. 1. That’s a totally played out joke we’ve seen a million times before. Unless two or more words that modify a noun constitute a standing phrase (such as â€Å"real estate† in â€Å"My sister is a real estate agent†), those words should be linked with one or more hyphens: â€Å"That’s a totally played-out joke we’ve seen a million times before.† (This strategy eliminates the possibility that readers will be confused about the meaning of the sentence, asking themselves, â€Å"How is an out joke played?†) 2. Police are seeking stun-gun wielding bandits who robbed beer from a convenience store. When one of the elements of a phrasal adjective itself is an open compound, as in â€Å"stun gun† here, writers sometimes correctly link the words in that compound but neglect to include one between that noun turned adjective and the adjective itself, an omission rectified here: â€Å"Police are seeking stun-gun-wielding bandits who robbed beer from a convenience store.† (Again, this form clarifies that the last two words in the phrase â€Å"stun-gun-wielding bandits† do not constitute a noun phrase; the sentence is not about the stun-gun subtype of a criminal called a wielding bandit.) 3. During this time, he started developing his man of action persona. Phrasal adjectives of the noun-preposition-noun form follow the same rule: â€Å"During this time, he started developing his man-of-action persona.† (This style compartmentalizes â€Å"man of action† into a single idea to aid in quick comprehension.) 4. He was signed to a $10 million a year contract. When a reference to a large amount of money modifies a noun, the number and the order of magnitude are not hyphenated (â€Å"$10 million contract†). However, the value â€Å"$10 million† is part of a phrasal adjective here, so it and the other two elements (a and year) must be linked: â€Å"He was signed to a $10 million-a-year contract.† 5. His resurrection came with unintended consequences, as is always the case in this sort of it’s not nice to fool Mother Nature morality tale. When an extended phrasal adjective that consists of a stock statement, as above, is not formatted as a modifying phrase, it cannot easily be identified as such until the reader reaches the end of the sentence, creating a significant obstacle to narrative flow. So that the sentence need not be reread for comprehension, unify the entire phrase: â€Å"His resurrection came with unintended consequences, as is always the case in this sort of it’s-not-nice-to-fool-Mother-Nature morality tale.† In this case, however, because the phrasal adjective consists of a quoted saying, it is easier on the eye to simply frame the statement in quotation marks: â€Å"His resurrection came with unintended consequences, as is always the case in this sort of ‘It’s not nice to fool Mother Nature’ morality tale. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:The Meaning of "To a T"Peace of Mind and A Piece of One's MindQuiet or Quite?

The effect of liberation on economic growth of China Essay

The effect of liberation on economic growth of China - Essay Example After setting up of WTO with an aim to enhance international trade to a large extent by demolishing all kinds of trade barriers imposed by individual countries, the member states of WTO has been making extensive efforts to liberalize their trade with each other and with other countries as well. China is not an exception. In the china, efforts to liberalise trade by reducing different trade barriers have been started to be undertaken since the initiation of economic reform in this country during the decade of 1970s. Theory suggests a close link between foreign trade and economic growth. There have been a large number of theoretical and empirical works, which have tried to examine the link between international trade and economic growth. While a number of studies have found a positive association between enhanced international trade and economic growth, a large number of studies have also refuted the claim on the basis of their research that international trade facilitates economic growth. (Edwards, 1993) In the present study the case of China will be taken under consideration, as china has become one of the most powerful and rapidly growing economies in the present world. It would be very interesting to see how trade liberalization has affected economic growth in China. For this the period of 1970-2007 will be taken under consideration, as it was only in the decade of 1970’s (late 1970’s) when China put emphasis on the issue of trade liberalization as one of its economic reform policies. However, in this context, one thing should be mentioned that trade liberalization got a huge boost in China during 1990s as it was making its path easy to became a member of WTO during this period. Trade liberalization basically implies reduction in the tariff rates and removal of non-tariff barriers. Since late 1970s china has started to undertake several measures of trade liberalization to increase its foreign trade. This paper will

Planning Report for the Computer Forensics Lab Essay

Planning Report for the Computer Forensics Lab - Essay Example On the other hand, the second administrative employee would assist the first administrative employee and would also serve as a ready hand replacement when the first administrative employee is absent. In addition to the above, these administrative employees would also be responsible for the safety and privacy of the computer data being investigated (Anderson et al., 2003). The technicians hired to do computer forensics work would be trained and qualified computer personnel geared to deal with forensics work. However, not all technicians hired to deal with computer forensics work would have the same amount of experience. Two of the technicians would possess at least five years or more of computer forensics experience while another technician would possess at least three years of computer forensics experience. The last two technicians would be recently qualified and lightly trained computer forensics experts that would train under the more senior technicians. This distribution of employ ee structure on the technical side would ensure that senior technicians are available to deal with the more complex work while new technicians are being trained to deal with future work. In case that the senior technicians leave at a later stage, there would always be backup in the form of more junior technicians. 2. Lab budget planning (what kind of facilities you want to acquire?) The lab’s budget would be split into two major heads namely being set up expenses and running expenses. The set up expenses would cover one time installation costs such as buying hardware, acquiring a place for the lab, electrical fittings etc. On the other hand, running expenses would comprise of regular expenses that could be expected to occur at the month’s end such as paying the utility bills, paying employee salaries, buying new hardware and software etc. As far as the set up costs are concerned, the major part of the expense would be the acquisition of fitting hardware for forensic pu rposes. In order to mitigate the expenses, a mix of new hardware and customizations would be introduced. The senior technicians would assemble certain pieces of hardware such as read write blockers in order to lower the amount of overall expense (Prosise & Mandia, 2003). Work stations would be acquired from branded companies such as Dell or HP. However, one work station for heavy duty purposes would be assembled in house from market acquired hardware in order to lower costs (Dominguez, 2007). The other major setting up expense would be acquiring a place to set up the lab as well as acquiring the furniture and electrical fittings such as cables and extension cords etc. The typical running expenses of a forensics lab would include the salaries of employees, any new hardware or software purchases, utility bills and the rent of the acquired lab. When the lab is being set up, the running expense would be covered by having at least six months worth of running expenses in hand in order to deal with slow business at start up. 3. Certificate / training plan Previously there was little trend for proper certification and training for computer forensics work. However, the need for training and qualification in the computer forensics field has gone up significantly. At this point in time there are a number of

What is Enlightenment Essay Example | Topics and Well Written Essays - 750 words

What is Enlightenment - Essay Example Kant refers to those who have taken the role of reasoning for the rest of the lazy society as â€Å"benevolent guardians†. Kant argues that freedom is the most fundamental ingredient for enlightenment. He states further that hindrances to enlightenment were not only individual-imposed but also societal. Religion and laws were among the many ways in which society restricted free-thinking among the people. Religion and laws to some point offered threats to people to bar them from practicing free-thinking. However, there came a time when some few individuals started seeking ways to remove the societal obstacles to enlightenment. Kant calls this period â€Å"an age of enlightenment† and it occurred in the late eighteenth century. Kant believes that as the society allowed more freedom to the people, the people became more enlightened. He, therefore, defines enlightened age as the age when the people started practicing freedom of rational thinking and self-determination pursuit. According to Kant, in as much as he did agree to some point that revolution could bring freedom, there are many other ways to freedom. He states that revolution only replaced â€Å"old prejudices ones†. He says that to experience harmony whereby the society functions optimally, individuals needed to narrow their reason to the betterment of their societal roles. He believed that this was necessary as far as harmony was required, and indeed it is required and he referred to it as the private reason. Kant elaborates this by giving an example of an office concentrating on a law instead of obedience to it. Kant further states that private reason is counterbalanced by public reason. In public reason, individuals do not have the freedom to think and act on their own. They depend on scholars who practice the private reason for ideas and thoughts. He illustrates that â€Å"private reasoning makes one pay tax whereas

Sr Research Experiment Builder

Sr Research Experiment Builder The SR Research Experiment Builder SREB is a visual experiment creation tool for use by Psychologists and Neuroscientists. The SREB is designed to be easy to use while maintaining a high degree of flexibility. This unique design combination allows for a wide range of experimental paradigms to be created by someone with little or no programming or scripting expertise. When used in combination with the SR Research EyeLink ® eye tracking system, the SREB provides seamless integration into the EyeLink hardware and software platform. Experiments are created in the Experiment Builder by dragging and dropping experiment components into a workspace and configuring the properties of the added components. There are two main classes of experiment components in the Experiment Builder: Actions and Triggers. Actions tell the computer to do something, like displaying a set of graphics on the screen or playing a sound. Triggers define the conditions that must be met before an action can be performed. The flow of the experiment is achieved by connecting sequentially related components in the workspace in a flow diagram like fashion. One of the important concepts in SR Research Experiment Builder is hierarchical organization of events in an experiment. A typical experiment can be dissected into several levels along a hierarchy of Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Blocks à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trials à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trial Runtime / Recording. All of the events within each level of this hierarchy can be conveniently wrapped in a loop (called sequence or sub-graph in Experiment Builder). This allows the whole sequence to be connected to other objects as a unit and be repeated several times in a row. Creating EyeLink Experiments To create an Experiment with SR Research Experiment Builder, the user needs to take the following the following steps: Experiment Design Building and Test-running Experiment Deploying Experiment Participant Data Set Randomization Data Collection Data Analysis Following these, a set of files are generated so that the experiment can be run for data collection without relying on the Experiment Builder application. To illustrate the use of Experiment Builder, a very simple eye-tracking experiment can be shown which runs three blocks of four trials. In each trial, a single word is displayed in the centre of the screen. Creating a New Experiment Session Click on the Experiment Builder to start a new session. When the application starts: Click on File à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ New on the application menu bar. In the following New Project dialog box, enter Simple in the Project Name edit box. Click on the button on the right end of the Project Location to browse to the directory where the experiment project should be saved. If you are manually entering the Project Location field, please make sure that the intended directory already exists. Make sure that EyeLink Experiment box is checked for an EyeLink experiment. Note: The user shouldnt manually add or remove files in the experiment directory. Configuring Experiment Preference Settings After a new experiment session is created, the user needs to check whether the default display and screen preference settings are fine for the experiment to be created. Select Edit à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Preferences from the application menu bar or press the F4 key. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Devices à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Display to check display settings. Make sure that the settings (Width, Height, Bits per Pixel, and Refresh Rate) used are supported by your video card and monitor. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Screen to check Screen Builder settings. Set the Location Type as Center Position. If any of the above settings have been changed and if you want to keep the new settings as defaults for all of your future experiments, click on the button save properties as default. Creating Experiment Block Sequence The first step is to add a block sequence for repeating blocks: Click on the Experiment Tab in the Project Explorer Window to start. Click on the Action Tab of component toolbox. Select the Sequence node, hold down the left mouse button and drag it into the work area. Place the mouse cursor on top of the START node; hold down the left mouse button while moving the mouse cursor on top of the SEQUENCE node. This makes the connection from the START node to SEQUENCE node. (Note: dont make a single or double click on the START node as this will select the node instead. If you have done so, place the mouse cursor on a blank area in the work space and make a single click there. Redo the current step again.) Click on any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in a hierarchical fashion. Click on the SEQUENCE node in the structure list to continue. Editing Block Sequence Next, one will need to edit the properties of the Block Sequence. This involves changing the Label of the sequence to make it more meaningful and changing the iteration count (total number of times a sequence must be executed) to the actual number of blocks to be tested. Click on the value field of the Label property of the Sequence created. Write BLOCK in the text editor and press the ENTER key to finish. Click on the Iteration Count value field and enter 3 as the total number of sequence loops. In the experiment Work Space, double click on the Sequence object to continue. In each block, one has to first give an instruction, perform a camera setup, calibration, and then run the trials (an example has been given below) Click on the Action Tab of the component toolbox, select the Display screen action, hold down the left mouse button and drag the action into the work area. Click on the Trigger Tab of the component toolbox, select the Keyboard trigger, hold down the left mouse button and drag the action into the work area. Add an EyeLink © Button trigger to the work space. Add a Timer trigger to the work space. Click on the Timer trigger and set the duration to 20000 msec. Click on the Action Tab of the component toolbox and add a Camera Setup action to the work space. Click on the action and set the Background Color to white (255, 255, 255). Click on the Action Tab of toolbox and add a Sequence node to the work space. This will be our trial sequence. Place the mouse cursor on top of the START node. Hold down the left mouse button while moving the mouse on top of the DISPLAY_SCREEN node. This makes the connection from the start node to the DISPLAY_SCREEN node. Similarly, connect from DISPLAY_SCREEN to KEYBOARD, EL_BUTTON, TIMER triggers. Note that a number is added to these connections, indicating the evaluation order among the three trigger types. Make the connection from the latter three triggers to the EL_CAMERA_SETUP node and from EL_CAMERA_SETUP to the SEQUENCE node. Click at any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in an orderly fashion. Double click on the DISPLAY_SCREEN object in the work space (not from the structure list) until the Screen Builder interfaces displayed in the Graph Editor Window. Creating Instruction Screen The user may want to provide instruction to the participants at the beginning of the experiment. This can be done by creating an image file containing the experiment instructions and then using DISPLAY_SCREEN action to show the image. The instruction text can also be created with the multiline text resource. In the current example, multiline text resource text source is used. Click on the multiline text resource button on the screen builder toolbar to select the type of resource to be added. Click anywhere on the screen. In the following Multiline Text Resource Editor: Enter the instruction text. Press CTRL + A to select all text entered. Click the Margins button box to set the text margins. Enter 100 (or desired value) in all fields. Click the OK button on the dialog box. Make sure that the text is still selected. Now click the buttons on the toolbar to set the desired text appearance (font name, font size, font style, alignment style, line spacing, and text colour). Click on the Close button at the top right corner of the dialog to finish. To work with images instead of texts: The image resource is flexible enough to accommodate various modes of displaying (e.g., original image size vs. stretched, top-left aligned or centred). The following discusses the option of displaying images in original size or stretching it to a specific dimension. To display the image in original size, after the image is added to the display, the user should have Use Original Size field of the image checked. Please note that, enabling that field will also make several attributes read-only (Width, Height, Clipping Location, Clipping Width, Clipping Height, and Clipping Area is Gaze Contingent). To stretch all images to a fixed width and height (1024 ÃÆ'- 768 for example), after the image is added to the display, the user should first make sure that the Use Original Size field is unchecked. Check the values of Width and Height fields of sample image added and adjust them if necessary. In addition, the user may need to check the values of Clipping Location, Clipping Width and Clipping Height attributes, which are used to control the part of the image to be shown. By default, the clipping width and height are the same as the image width and height. Please note that the clipping location is always top-left based and the location is relative to the top-left corner of the image. If images are stretched to different dimensions, the user should add two columns in the experiment data source to specify the desired image width and height. After the sample image is added to the display, the user should refer the width, height, clip width, and clip height of the image to the two columns created in the data source. Editing Trial Sequence: Data Source Next, one will have to work on the sequence, which will contain all necessary triggers and actions in each trial. One would also have to create a data source to be used for setting parameters in individual trials. Click on the last SEQUENCE node on the structure list to start. In the property table, click on the value field of LABEL. Set it to TRIAL. Click on the Data Source property to bring up Data Source Editor. Click on the Add Column button. In the following dialog box, type Trial (without quotation marks) in the Column Name editor box and set Column type as Number. Click OK button to finish. Click on the Add Column button again. Set the Column Name as Word and Column type as String. Click OK button to finish. Click on the Add Row button. Enter the desired number (here 12) in the Number of Rows edit box to generate the number of rows of empty cells (here 12). Click on the empty cells of the table just generated. For this example, the values of the Trial column are set as 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. For the word column, the following strings have been used: One, Two, Three, Four, till Twelve. Click on the Split by value field. Enter a value (here [4]. This makes sure that only 4 trials are run in each block.) Double click on the TRIAL sequence node in the structure list. Click on Start node under it to continue. Editing Trial Sequence: Preparing Sequence and Drift Correction Each recording trial should begin with a prepare sequence action, followed by a drift correction action, and then by the actual trial recording. The prepare sequence action allows the user to preload the image files or audio clips for real-time image drawing or sound playing, to draw feedback graphics on the Host PC to evaluate participants performance, and to reinitialize trigger settings. The user should typically call this action before performing a drift correction. Click on the Action Tab of the component toolbox, select the Prepare Sequence action, hold down the left mouse button and drag the action into the work space. Click on the added PREPARE SEQUENCE action and review the settings in the property table. Make sure to check Draw To EyeLink Host field is set to IMAGE or PRIMITIVE. This will draw image or simple graphics on the host screen for the purpose of evaluating gaze accuracy. Add a Drift Correction action from the action tab of the component toolbox. Click on the Action Tab of toolbox, select the Sequence node, hold down the left mouse button and drag it into the work space. Make a connection from the START node to PREPARE_SEQUENCE, from PREPARE_SEQUENCE to DRIFT_CORRECTION, and from DRIFT_CORRECT to the SEQUENCE node. Click on any blank area in the Work Space. Click the right mouse button and select Arrange Layout in the popup menu to re-arrange the nodes in an orderly fashion. Double click on the newly created sequence to fill in the actual events in the recording. Editing Recording Sequence In a simple recording sequence, one has to display a screen and then wait for a button press response from the participant. The trial times out automatically if no response is made within a user specified time interval in seconds. The display screen is then cleared. Select the newly added Sequence node. Rename the label as RECORDING. Make sure that the Record and Is Real time checkboxes are checked. Double click on the RECORDING node in the structure list until seeing a START node under it. As we double click on the START node, the content of the work area window is also updated. Click on the Action Tab of the component toolbox, select the display screen action, hold down the left mouse button and drag the action into the work area. Click on the Triggers Tab of toolbox, select the TIMER node, hold down the left mouse button and drag the trigger into the work space. Double click on the Timer object. Enter Time out (without quote) in the Message value field and 10000 (time in ms) in the duration field. Add an EyeLink © Button trigger. Add another display screen action. Double click on the action and modify its label as DISPLAY_BLANK. Also uncheck the Send EyeLink DV Message box. Make a connection from the START node to DISPLAY_SCREEN, from DISPLAY_SCREEN to TIMER, from DISPLAY_SCREEN to EL_BUTTON, from TIMER to DISPLAY_BLANK and from EL_BUTTON to DISPLAY_BLANK. Click at any blank area in the work space, then click the right mouse button and select Layout à ¢Ã¢â€š ¬Ã‚ ¦ in the popup menu. Click ok in the following dialog box. This will re-arrange the nodes in an orderly fashion. Modifying Properties of Display Screen One must first need to check the property settings of the display screen actions. For better Data Viewer integration and for reaction time calculation, a message should be written to the EDF file to indicate the time when the stimulus was visible to the participants. In addition, one may need to draw simple graphics onto the host screen so that the participants gaze accuracy during recording can be evaluated. Click on the DISPLAY_SCREEN node. In the property window of the action, double click on the value field of Message property. Type in SYNCTIME and then press ENTER key to register the change. Make sure that the Send EyeLink © DV Messages and Use for Host Display properties are checked. Select the DISPLAY_BLANK action. Double click on the value field of Message property. Type in blank_screen and then press ENTER key to register the change. Make sure that both Send EyeLink © DV Messages and Use for Host Display checkboxes for the DISPLAY_BLANK action is unchecked. Creating Display Screen In here, one has to add a text resource to the display screen and modify the properties of the text resource, such as font name, size, text to be displayed, and alignment style. One also must have to create an interest area for the text. To do this, first double click on the DISPLAY_SCREEN object in the work space, until the screen builder interface is displayed in the Graph Editor Window. Click on the Insert Text Resource button on the Screen Builder tool bar, and click at any position in the work area. Double click on the current value of Font Name (New Times Roman). This will bring up a dropdown list. Set the new font name as Arial (or any other). Double click on the current value of Font Size (20). Enter the desired text size (40) in the text editor. Double click on the far right end of the value field of the Text property. This will bring up an attribute editor dialog. Click on DataSource node under TRIAL sequence on the node selection list. Double click on the word node in the node attributes window. This will update the contents of Attribute editor dialog as @[emailprotected]. Click on the OK button to finish. Check the Use Runtime Word Segment box. This will create interest area automatically for the text used. Select the newly added text resource, click on both Horizontal Center Alignment and Vertical Center Alignment buttons to place the text in the center of the screen. Select the text resource on the work area, click the right mouse button, and select the Lock Selection option so that the resource will not be moved accidentally. Writing Trial ID to EDF file A TRIALID message should be written to the EDF file so that the actual experiment condition under which the trial was conducted can be identified during analysis. Click on the Experiment (the topmost) node in the structure list to start. In the property table, click on the value field of the EyeLink © DV Variables property. In the following dialog box, for each of the variables to be added to the trial ID message, select the variable and click the ADD button. The order of the selected variables can be modified with the Move up and Move down buttons. Click on OK to finish. Showing Experiment Progress Message on Tracker Screen During trial recording, a text message can be displayed at the bottom of the tracker screen so that the experimenter can be informed of the experiment progress. For example, in this experiment, a text message like Trial 1/12 One on the tracker screen was shown. Click on the Recording sequence node in the structure list to start. In the property panel, click on the far right end of the value field of the EyeLink © Record Status Message property. In the attribute editor, enter an equation as: =Trial + str(@[emailprotected]) + /12 +str(@[emailprotected]) Click on the OK button to finish. Building the Experiment Click on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Build menu to build the experiment. The Editor Selection Tab in the Graph Editor Window will be set to the Output tab and build information will be displayed. Watch out for error (displayed in red) and warning (in brown) messages during building. The following is a list of common errors during experiment building: Image file not found No positions are added to the custom pattern Use of runtime value with pre-build to image option on No value is set at row for the column The node could not be used in the sequence Reference to not found in the graph. No link from node. Infinite loop found Invalid Reference. No recording sequence found in an EyeLink © experiment. The following is a list of common warnings during experiment building: The keyboard trigger and mouse trigger is used in a real-time sequence. If this is the case, check whether these two triggers are indispensable for the experiment design. If so, uncheck the Is Real-time box in the recording sequence. Default value use in attribute The user may also test the experiment by clicking on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Run from the application menu-bar. This will try to connect to the tracker PC and execute the experiment code. It should be noted that this should only be used for the purpose of testing and debugging experiment code. To collect experiment data, the user should use the deployed version of the experiment as it does not have to rely on the Experiment Builder application and can be run on a different computer. Deploying the Experiment After the experiment is built, the user must deploy the experiment to a new. This will generate a set of files so that the experiment can be run on a different computer without relying on the Experiment Builder application. If a data source is used, this will create a datasets subdirectory with a copy of data set file in it. The user can create several copies of data set files with the randomizer application Running the Experiment To run the experiment, open the directory where the experiment is deployed to and click on .exe. If the EyeLink © host application is already running on the Host PC and the Ethernet connection and settings between the host and Display PCs are ok, the experiment should now start. This will first popup a dialog box asking for the data source file. Go to the datasets directory and select the target data source file. Following this, enter the desired EDF file name (must be in DOS 8.3 format) and click on the OK button to continue. Following the initial welcome message, the participant will be shown the camera setup and calibration screen and the recording can be started following calibration, validation, and drift correction. After the experiment has ended; an EDF file will be transferred to the Display PC. It may take some time to complete the file transfer. Possible Errors Error in Initializing Graphics: When you start the experiment and see an Error Initializing Graphics error, please check whether the display settings (screen resolution, colour bits, and refresh rate) specified for the experiment are supported by your video card. If not, please change the Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Display settings. Error in Tracker Version: SR Research Experiment Builder works well with both EyeLink and EyeLink II eye trackers. The default tracker version is set to EyeLink II (see Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ EyeLink). Therefore, EyeLink I users may see such an error message with the default tracker setting. If this is the case, please set the tracker-version in the device settings to EyeLink I. Participant Data Set Randomization In most experiments, the user will need to randomize trial order so that the experiment materials are not presented in the same sequence across participants. Randomization of data source can be done with either an internal randomizer or an external randomizer. These two randomization methods are almost identical and therefore the user may use the internal randomizer to perform randomization unless counterbalancing or Latin-square designs are needed. The configuration of the internal randomization settings should be done before deploying the experiment project whereas the external randomization can be done after deploying the experiment project. Data Collection Data can now be collected from the deployed version of the experiment. Double click on the executable file in the deployed experiment directory or type in the .exe file name from the command-line prompt. If the experiment uses a data source, a dialog will be displayed, allowing the user to choose the appropriate data source file. In an EyeLink © Experiment, the user will also be asked to enter the experiment session name. At the End of experiment, an EDF file will be generated for EyeLink © recording session and saved in the experiment directory. Optional result file(s) will be created if the user has specified them in EyeLink © and non-EyeLink © experiments. Data Analysis EyeLink © recording file can be conveniently analyzed with EyeLink © Data Viewer as the experiments created with Experiment Builder are fully integrated with this analysis tool. Experiment Builder sends messages to the data file so that images or simple drawing can be added as overlay background. The user can also specify trial variables, create interest areas, and send messages for the ease of data analysis. The result file(s) from a non-EyeLink © recording session contains columnar outputs for selected variables in the experiment. This file can be easily loaded by common statistics packages. Lists of Application Menu Bar and Toolbar File Menu and Tool Buttons Edit Menu and Tool Buttons Experiment Menu and Tool Buttons Help Menu Lists of Actions, Triggers and Other Node Types Actions Triggers Other Node Types