Poetry In Humans Essays - Run, 9, Szd Speech,

Poetry In Humans I plan to play a lot of basketball this summer. We will probably end up going to nationals in Orlando, which would be a lot of fun. I will lift a lot of weights to get stronger also. Other than playing basketball, I will be going to Oregon and visiting friends and family. I should spend about 3 weeks there. I will obviously work on my tan. I plan to work on learning the bass guitar. That should be a lot of fun, because I have a lot of musical talent that I haven't had the time to use. I think that peer-pressure for me right now isn't bad at all. I am not being pushed into drugs heavily, or anything else that is illegal. The pressure to perform well in basketball is high right now. I am not liking that, I feel that I will probably take a break from playing ball relatively soon. Because of my peer-pressure in basketball, I have not had much time to do school work. It get frustrating when your teachers get mad at you for not doing your work, when it really isn't your fault. I think I have put lots of work into my school year. I will stay up all night sometimes to do projects, like I am doing right now. Considering I have basketball, school, chores, weights, and friends to deal with, I think that I am doing alright. Some teachers just are never satisfied though. I am excelling well in all of those categories. Next year I will do a lot better in school though. I need to come out of high school with about a 3.4 GPA. I don't necessarily have a dream car. There are many cars that interest me, but none that out-weight the rest. I am sufficient at time management skills. I definitely could improve in that area, but for all the things that I have to do in one day, I think that I do a plenty good job. As I said 2 paragraphs ago, I will be spending more time on school next year, which means that something will have to give a little. I believe that something will be basketball. I don't think there should be but one rule in the dress code. I think that the only rule should be that you can't come to school naked. Telling kids what they can and cannot wear because it is ?revealing' is stupid. The reason that the code is even put there, is because of all the horny guys in this school of ours. So the stupid principal forces a dress code on the student population, which is mainly put in for the girls. If men are so big on respecting girls, then why do they dictate what the girl can and cannot wear. I would like to see change in this rule soon. I think that having a pager or cell phone is perfectly fine. As long as the pager or phone isn't on in class, it should be fine to have on campus. There is no danger. The paranoid geezers of this school are worried about drug deals if you have either of these. Well that is none of their business of who does drugs and who doesn't. Leave it to the cops to take care of things like that. I think that it is just a big power struggle, and the adults don't want to compromise because they think that we are ?lower' than them. I think that this is a form of prejudice and it should be stopped. I don't think there should be a ?legal' age for when you can get a job. If the person has the skills required, then they should be able to get the job. Telling a person when they can begin earning money in my opinion is wrong. I think it violates some kind of law. Considering all of the geezer adults in the country are all anal about law and stuff, they should pay attention to this one more carefully. Schools should definitely have more classes that students are interested in. Teens wont pay attention in class if it isn't interesting to hear. I think that if they just made the curriculum more interesting, then there would be better grades. If they had a whole new class that students wanted to take, then that would be even better, because there would be student activity in the class. Again it relates

Inference Questions in ACT Reading Strategies + Practice

Inference Questions in ACT Reading Strategies + Practice SAT / ACT Prep Online Guides and Tips Questions that ask you about what infomation can be inferred from a line or series of lines on ACT Reading comprise about 15% of ACT Reading questions (based on my analysis of 4 publicly available ACTs). In order to answer these inference questions correctly, you must be able to understand what is written in the text and take one tiny, logical step beyond what is directly stated. But how are inference questions asked, and what ACT Reading strategies can you use to answer them? Keep reading to find out and prep for this important question type! feature image credit: Stevie Nicks by Trish Hamme, used under CC BY 2.0/Cropped from original. What Are Inference Questions? Inference questions on ACT reading ask you to interpret or infer the meaning (rather than function) of a phrase, line, or series of lines. Unlike with detail questions, this meaning asked about in inference questions will not be directly stated in the text, which is why inference questions use wordings like â€Å"can be reasonably inferred that† or â€Å"suggests that.† Since there can only be one correct answer, however, the answers to inference questions cannot be subjective or ambiguous. On ACT Reading, there are three main subcategories of inference questions: deduction, speculation, and examination questions. Type 1: Deduction Deduction questions are the simplest type of inference questions, because they only ask you to fill in missing information. In some ways, they are very similar to detail questions, except the paraphrasing that you must do in order to answer them requires you to make a logical deduction. Here's an example of a deduction question: It can reasonably be inferred from the passage that the woman most strongly desires to attain which of the following qualities from dreaming? A. RelaxationB. Self-awarenessC. EntertainmentD. Self-control For this example, I’ll save you the work of having to go through the passage and find the relevant lines (although that’s part of what makes inference questions challenging on the ACT). Here is an excerpt from the opening of the passage with the information you need: The woman never dreams and this makes her intensely miserable. She thinks that by not dreaming she is unaware of things about herself that dreams would surely give her. She doesn’t have the door of dreams that opens every night to question the certain- ties of the day. She stays at the threshold, and the door is always closed, refusing her entrance. My thoughts: So the woman â€Å"never dreams† which makes her â€Å"intensely miserable.† Why is she miserable? Because â€Å"she thinks that by not dreaming she is unaware of things about herself that dreams would surely give her.† So she’s unhappy about not dreaming because she thinks it’s stopping her from gaining awareness about herself (self-awareness). To take a step further, then, self-awareness is something that she wants to gain. The answer to this question is B. There will be a more full walkthrough of an inference question later on in this article – the point of that was to show the itsy bitsy step you have to take beyond what is written to answer inference questions. This is not like high school English literature classes, where you’re encouraged to make any interpretation you can, as long as you can back it up with enough words/rambling; you are really only making a logical extension from things that are directly stated in the passage. Some examples of how these questions have been asked on the ACT (modified for your entertainment): â€Å"It can most reasonably be inferred that the narrator’s discovery that an error has been made in programming the Mars probe is for him a source of:† â€Å"It can reasonably be inferred from the passage that before Harrison’s efforts, other individuals trying to solve the problem of space travel had failed to:† â€Å"The passage suggests that Armstrong’s most important contribution to science was his:† Type 2: Speculation This second subtype of questions ask you to speculate (hence the name) about the meaning of a statement, description, or something else in the passage. Speculation questions can be worded similarly to function questions, but the answer choices and the skills needed to answer the questions differentiate them. Example: In the context of the passage, the statement â€Å"All the guitars are made from certified wood† (lines 34–35) most nearly suggests that Gomes’s workshop: To turn this into a function question, the question would have to change to the following: â€Å"In the context of the passage, what is the function of the statement ‘All guitars are made from certified wood (lines 34-35’)." ...to which the answer would be something like "demonstrate that there is accountability at every level of the instrument making process." Instead, the question as it is currently worded asks "what does [the description] say/what’s the implication or suggested meaning of this statement/what does this emphasize about that other thing?" Here are a few more examples of how this sort of inference question is asked: â€Å"The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to:† â€Å"The paradox mentioned in the second paragraph (lines 9–14) is best described by which of the following statements?" â€Å"It can most reasonably be inferred from the passage that when the narrator says, â€Å"I didn’t see the red, yellow, and purple clusters that meant flowers to me† (lines 30–31), she is most nearly indicating that:† â€Å"When the narrator says, â€Å"I began to think of the present more than of the future† (lines 80–81), she most likely means that meeting Eugene led her to:† â€Å"It can most reasonably be inferred that for the narrator, the image of the diver bursting through the ocean’s sparkling membrane† (line 52) symbolizes her:† â€Å"By her statements in lines 77–80, the narrator is most nearly asserting that:† Type 3: Examination The wording of examination questions is very close to that of deduction questions, often starting with the phrase "It can reasonably be inferred that..." Rather than asking about specific facts, however, examination questions ask about the internal thoughts, feelings, or motivations of the narrator, author, or someone mentioned in the passage. Every examination question can basically be boiled down to "What would [that person] think about [this thing]?" Examination questions are the most complex type of inference question, because they ask you to get into the head of the author, narrator, character, or other person mentioned in the text. Furthermore, these types of questions often show up on paired passages, asking with the author of one passage would think about something the author of the other passage discussed. See below for some examples: â€Å"It can reasonably be inferred from the passage that the narrator regards her initial discovery of the truth about the reason the Mars probe failed as:† â€Å"It can reasonably be inferred from the passage that within the scientific community the year the passage was published, the small-comet theory was:† â€Å"It can most reasonably be inferred from the passage that regarding NASA, the author feels:† It can reasonably be inferred that after seeing the first man walk on the moon, compared to the narrator of Passage B, the narrator of Passage A felt: 20-Funny-Shocked-Cat-Memes-3 by Sparkle Motion, used under CC BY 2.0. As I believe I've said before, it’s a shame the answers to questions on the ACT cannot be cat pictures. Because that's probably the most concise description of how the narrator of Passage A felt. 5 Fabulous Strategies to Attack ACT Reading Inference Questions Today, I have gathered together for you five top strategies here to help you with inference questions. Some of these strategies are more useful for certain passage approaches (for instance, if you read the pasage thoroughly, you probably don't need to look for context as much as students who skim or start with the question first). Some advice, however, is useful for everyone Look For Context One weird thing that the ACT Reading section likes to do (and the SAT Reading does NOT do) is to ask you to make inferences about things from the passage...without providing any location information. I personally think that this is a pointless exercise, because all it does is give you less time to think because you're scrambling through the passage to even find the information being asked about in the first place. Although I suppose that this is a skill that could come in handy in college/university if you haven't done the reading for the class and are unexpectedly called upon to answer a question about it. In any case, even after you’ve found the thing being asked about in an inference question on ACT Reading (for instance, â€Å"the first woman to command a mission to the International Space Station†), you might find that that sentence may not contain all the information you need to answer the inference question. If you're struggling with an inference question because you need more context, the best places to look are at the sentences directly before and after the phrase, sentence, or lines you're given in the question. In those cases where you need even more context to answer inference questions, like knowing the bigger picture/main point/perspective of the text/author, I find the best strategy is to circle the question and come back to it after you’ve answered relevant big picture questions (such as questions about the paragraph/section the lines in question are in, or even questions about the whole passage). Answer In Your Own Words I believe that this is the most important strategy for answering inference questions correctly. If you can come up with the answer in your own words before you look at the answer choices, you will more easily be able to sidestep the traps the ACT has set for you. Why? Because if you answer the question using your own words, you're far more likely to only include relevant (and accurate) information. Your answer for â€Å"Garrison mentions the impact of a certain kind of meteor in order to illustrate†¦Ã¢â‚¬  will probably not be as elegant as the answer choices, but if you've done your job and only based your answer on the text, you will have a far easier time of picking the right answer (all you have to do is choose the answer choice that best matches your own). Wrong answer choices often have irrelevant information, or contain interpretations that â€Å"seem like they could be true.† This is especially annoying because, as I stated earlier, high school classes train you to see a situation from as many points of view as possible, so your impulse may be to try and prove how each answer COULD be true. No! Don't listen to it! There is only one right answer on the ACT, and even inference questions will not require you to assume much beyond what is written. If you start with your own answer in your own words, it's a lot easier to choose the right answer choice (which has the correct answer, but in the ACT's own words). Nail Down Other ACT Reading Skills As I was completing my analysis of ACT Reading sections by question type, I had this realization: inference questions are often the trickiest type of questions because you need several of the other Reading skills in order to answer them successfully. Take this question: It can reasonably be inferred from the passage that the narrator thinks her hometown has: F. improved significantly over the years.G. made little genuine progress.H. remained about the same as it was years ago.J. a chance of being rebuilt as it used to be. To answer this question correctly, you need... Little Picture skills. You need to figure out where in the passage the narrator indicates she is thinking about her home town and how it has changed. Big Picture skills. You need to be able to scan passage to get a sense of the attitude of the narrator. Even if all you're able to figure out is the general tone of the passage (is it positive or negative towards her hometown? Which answers are positive and which are negative?), you might be able to get rid of some answer choices. hammer time by Seniju, used under CC BY 2.0/Cropped from original. Let your will be as the hammer and the nails as the ACT Reading skills you will hammer into the surface of your brain. I don't know what your fingers are in this analogy, though. Answer ACT Reading Questions In The Order That Works For You Something that it can be hard to wrap you mind around is that you don't have to answer questions in the order of they appear on ACT Reading. Going out of order runs you the risk of accidentally skipping questions, but the time you may save from answering questions in a particular order could make up for it (since you could use that extra time to make sure you've answered all the questions and filled out the right answers). I've created three different scenarios of the order in which you could answer questions, depending on how you approach the passage. If you are a quick and thorough reader, and read each passage in full before answering questions, I recommend that you start with big picture questions before moving on to inference and function questions. The advantage of being able to read quickly (and thoroughly) is that you can answer questions about larger amounts of text while they're still fresh, so it makes sense to start out with those questions, rather than getting bogged down in detail with little picture or vocab in context questions. If you read quickly enough to get through the passage and still have plenty of time to answer the questions, going in order is possible, but as someone who reads a book every couple of days (that is, I read quickly), I would still recommend starting with big picture questions and then moving on to inference questions. If your approach to ACT Reading involves reading the questions, then going back to the passage as needed, my advice is the complete opposite: start with little picture and vocab in context questions before moving on to inference questions. The answers to those kinds of detail questions will provide more information about the author and topic being covered, which in turn will provide context that might be useful for answering inference questions. If it turns out that you need "big picture" information to answer a particular inference question, you can always mark that question and come back to it later. If you start out ACT Reading by skimming the passage, then answering what questions you can before going back to the passage, I recommend getting both big and little picture questions out of the way before you move on to inference questions. Unless the phrase, sentence, or lines being asked about in an inference question was/were in the part of the text you read in your skim-through, it's unlikely you would be able to answer it right off the bat, whereas you might have the information you need to answer big picture questions and little picture questions (because you know where those details are likely to be) from skimming. Eliminate Answers The fundamental rule to answering every ACT Reading question is that you must eliminate three wrong answers. While answering the question in your own words first can make eliminating wrong answers easier (since you're looking for answer choices that match the answer you came up with), this is not always the case for inference questions. On occasion, I have found myself frustrated with inference questions because the inference I make from the text is correct, but it's not the information the ACT is looking for. As an example, for the question "It can most reasonably be inferred that the narrator’s discovery that the last of Boston's excessive snow melted on July 14th was to her a source of:" my initial instinct was that this fact was an endless source of jokes for the narrator, when in fact the question was asking about the narrator's feelings (and so none of the answer choices matched my inference, even though it was possibly also correct). So if you are in a situation where you haven't been able to use context and answer the question in your own words in a way that matches up with the answer choices, what do you do? Going through each answer choice might seem daunting at first, since each answer is has multiple facets to it. In actuality, though, complicated answer choices are easier to eliminate, because if any part of the answer choice is false, you can cross it out. Here's an example: Each of the three projects described in the passage reveals: A. the increasing antagonism between the grandfather and grandson.B. the errors the narrator makes and the disapproval they bring from others.C. that such incidents set the stage for the Bryant family traits to emerge.D. that the narrator is determined to avoid being ungrateful, hateful, or overly fastidious. If you can eliminate any part of the answer choice, you can eliminate the whole thing. Take answer A. the increasing antagonism between the grandfather and grandson. Is there antagonism between grandfather and grandson? If not, ELIMINATE (spoiler: there is not) Is that antagonism increasing? If not, ELIMINATE Do the projects show that the antagonism between the grandfather and grandson is increasing? If not, ELIMINATE As you can see, there are many chances for elimination – it should be really hard for an answer to make the cut. For this question, the correct answer, C, passes this test: there are incidents (the three projects) and they do set the stage for Bryant family traits to emerge. Inference Questions: A Walkthrough through Real Questions Before giving you some practice inference questions to work on, I wanted to do a walkthrough of answering an inference question. I'll have way more in depth explanations in this walkthrough than you would have to justify to yourself on the test, because I want to make sure my reasoning is clear, so don't be intimidated by how detailed it gets. My internal thought process is presented in italics. Here's the question: The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: A. feel more like a patient than a physician.B. become a more important part of the real world.C. understand his patients’ illnesses better.D. see if being a naturalist is like being a physician. Rephrase the question: change it from â€Å"why does the author leave the hospital† to â€Å"what’s the main thing that leaving the hospital let the author do?† Here is that last paragraph: With this in mind, I have taken off my white coat, deserted, by and large, the hospitals where I have spent the last twenty-five years, to explore my subjects’ lives as they live in the real world, feeling in part like a naturalist, examining rare forms of life; in part like an anthropologist, a neuroanthropologist, in the field- but most of all like a physician, called here and there to make house calls, house calls at the far borders of human experience. Step one: Look for context Luckily, this question gives specific location information (last paragraph), so I don’t have to hunt all through the passage for the information to answer the question. magellan by fPat Murray, used under CC BY 2.0/Cropped from original. Monkey and binoculars: not necessary for finding the answers to inference questions, but still adorable. Step two: Answer in my own words So the main thing that leaving the hospital to visit his patients lets the author do is â€Å"explore my subjects’ lives as they live in the real world,† which involves â€Å"feeling in part like a naturalist, examining rare forms of life; in part like an anthropologist, a neuroanthropologist, in the field- but most of all like a physician† Step three: Can I eliminate any answers based on my answer in my own words? The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: A. feel more like a patient than a physician. No, because it says he feels â€Å"most of all like a physician.† I can eliminate this straight off the bat! The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: B. become a more important part of the real world. Mentions something about the real world in the passage. not sure. Can’t eliminate it just yet. The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: C. understand his patients’ illnesses better. Mentions exploring his patients’ lives†¦maybe related to understanding illnesses? Can’t eliminate just yet. D. see if being a naturalist is like being a physician. Does say something about â€Å"feeling in part like a naturalist,† and â€Å"but most of all like a physician,† which I guess could be comparing them? I don’t know. Need to examine the next more closely. Let’s go back to the text again: With this in mind, I have taken off my white coat, Wait, hold up. The first sentence of the paragraph begins, â€Å"With this in mind.† NO no no no this is not how we start paragraphs. Not with an unclear antecedent! But since the author made that choice, I GUESS I need to figure out what the â€Å"this† that he’s keeping in mind is. To the previous paragraph for more context! The study of disease, for the physician, demands the study of identity, the inner worlds that patients, under the spur of illness, create. But the realities of patients, the ways in which they and their brains construct their own worlds, cannot be comprehended wholly from the observation of behavior, from the outside. Aha! So the doctor decided to visit patients at home keeping in mind that â€Å"The study of disease†¦demands the study of identity†¦But the realities of patients†¦cannot be comprehended wholly†¦from the outside.† Does the paragraph make more sense now? With this in mind, I have taken off my white coat, deserted, by and large, the hospitals where I have spent the last twenty-five years, to explore my subjects’ lives as they live in the real world, feeling in part like a naturalist, examining rare forms of life; in part like an anthropologist, a neuroanthropologist, in the field- but most of all like a physician, called here and there to make house calls, house calls at the far borders of human experience. Okay. So the answer to â€Å"what’s the main thing that visiting patients at home allows the author to do† is that it allows him to â€Å"explore my subjects’ lives as they live in the real world† because figuring out what’s wrong with them can’t be done just â€Å"from the outside† Another look at the remaining answers: The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: B. become a more important part of the real world. Seems broad. I’m already making the inference that the doctor wants to explore his patients’ lives from the inside to figure out what’s wrong with them because doing it from the outside isn’t enough – taking another leap to having him do it to â€Å"become a more important part of the real world† seems too iffy for the ACT. Tentatively cross this one out. The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: C. understand his patients’ illnesses better. Oh. Well. Yes. That is the reason, except instead of â€Å"figure out what’s wrong with his patients† the ACT is way more elegant and went with â€Å"understand his patients’ illnesses better.† I guess I’ll check the last answer, just in case. The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: D. see if being a naturalist is like being a physician. Nope, he doesn’t care about being a naturalist! It’s a red herring! The answer must be C. Red herring @ Lowestoft, Suffolk by Tim Parkinson, used under CC BY 2.0. Don't be fooled by red herring answer choices! ACT Reading Practice Questions on Inferences: Your Turn! Now that you've made it through that walkthrough of an inference question, it's time for you to practice on your own! Click on the image below for a larger version of the passage. 1. It is reasonable to infer from the passage that the narrator looks back on the dinner-dances as a time when: F. her parents were in conflict over her mother’s work.G. the entire family was filled with excitement and anticipation.H. she and her father had a much easier relationship with each other.J. her mother and father had renewed hope for the future of the family. 2. When the narrator says, â€Å"I solemnly would nod- the honored recipient of this arcane cultural wisdom† (lines 53–54), she most likely means that: A. she felt intimidated when her father was giving her information that she did not understand.B. her father was honored to be able to share personal information with his daughter.C. when her father put on his tie, she pretended to be honored, even though she thought his comment was silly.D. the information her father was giving her seemed important and made her feel valued. 3. The sentence â€Å"Like an eagle, her words slipped regally down a great distance and struck with awful ease† (lines 75–76) indicates that the narrator: F. was not sure what her mother expected of her.G. recognized that her mother was being demeaned.H. wanted to distance herself from her mother.J. was ill at ease with her position in the family. 4. Based on the last two paragraphs (lines 78–92), which of the following statements indicates what the narrator’s father and mother have in common? F. They both want control of the family finances. G. They are both fighting for their self-respect. H. They both want to teach a lesson to their children. J. They are both angry at the woman who came for the fitting. Answer key (scroll down when ready): 1. G 2. D 3. G 4. G In Conclusion... Inference questions ask you about the meaning of a phrase, sentence, or series of lines in a passage Look for context to help you answer the question Answer the question in your own words before looking at the ACT’s answer choices Nail down other ACT Reading skills to help you answer inference questions Attack questions in an order that makes sense, based on the way you read the passage/your own test-taking style Eliminate 3 wrong answers What’s Next? Want to up your ACT Reading game? Check out more of our ACT Reading Skills articles, including articles on vocab in context, big picture, little picture, function and development, and paired passage questions. For a deeper look at paired passages, also be sure to read about why ACT Reading paired passages are so difficult. Feeling overwhelmed and not sure how to read the passage? Find out the best way to practice ACT Reading and what's actually tested on ACT Reading. Worried about running out of time on ACT Reading? You’re not alone. Read more about how to avoid a time-crunch here! Do you find that breaking down questions by skill type and drilling them really works for you? Consider the signing up for the PrepScholar platform to jumpstart your test prep! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Gunpowder Facts, History and Description

Gunpowder Facts, History and Description Gunpowder or black powder is of great historical importance in chemistry. Although it can explode, its principal use is as a propellant. Gunpowder was invented by Chinese alchemists in the 9th century. Originally, it was made by mixing elemental sulfur, charcoal, and saltpeter (potassium nitrate). The charcoal traditionally came from the willow tree, but grapevine, hazel, elder, laurel, and pine cones have all been used. Charcoal is not the only fuel that can be used. Sugar is used instead in many pyrotechnic applications. When the ingredients were carefully ground together, the end result was a powder that was called serpentine. The ingredients tended to require remixing prior to use, so making gunpowder was very dangerous. People who made gunpowder would sometimes add water, wine, or another liquid to reduce this hazard since a single spark could result in a smoky fire. Once the serpentine was mixed with a liquid, it could be pushed through a screen to make small pellets, which were then allowed to dry. How Gunpowder Works To summarize, black powder consists of a fuel (charcoal or sugar) and an oxidizer (saltpeter or niter), and sulfur, to allow for a stable reaction. The carbon from the charcoal plus oxygen forms carbon dioxide and energy. The reaction would be slow, like a wood fire, except for the oxidizing agent. Carbon in a fire must draw oxygen from the air. Saltpeter provides extra oxygen. Potassium nitrate, sulfur, and carbon react together to form nitrogen and carbon dioxide gases and potassium sulfide. The expanding gases, nitrogen and carbon dioxide, provide the propelling action. Gunpowder tends to produce a lot of smoke, which can impair vision on a battlefield or reduce the visibility of fireworks. Changing the ratio of the ingredients affects the rate at which the gunpowder burns and the amount of smoke that is produced. Difference Between Gunpowder and Black Powder While black powder and traditional gunpowder may both be used in firearms, the term black powder was introduced in the late 19th century in the United States to distinguish newer formulations from traditional gunpowder. Black powder produces less smoke than the original gunpowder formula. Its worth noting early black powder was actually off-white or tan in color, not black! Charcoal Versus Carbon in Gunpowder Pure amorphous carbon is not used in black powder. Charcoal, while it contains carbon, also contains cellulose from incomplete combustion of wood. This gives charcoal a relatively low ignition temperature. Black powder made from pure carbon would barely burn. Gunpowder Composition There is no single recipe for gunpowder. This is because varying the ratio of the ingredients produces different effects. Powder used in firearms needs to burn at a fast rate to quickly accelerate a projectile. A formulation used as a rocket propellant, on the other hand, needs to burn more slowly because it accelerates a body over a long period of time. Cannon, like rockets, use a powder with a slower burn rate. In 1879, the French prepared gunpowder using 75% saltpeter, 12.5% sulfur, and 12.5% charcoal. The same year, the English used gunpowder made from 75% saltpeter, 15% charcoal, and 10% sulfur. One rocket formula consisted of 62.4% saltpeter, 23.2% charcoal, and 14.4% sulfur. Gunpowder Invention Historians believe gunpowder originated in China. Originally, it was used as an incendiary. Later, it found use as a propellant and explosive. It remains unclear when, exactly, gunpowder made its way to Europe. Basically, this is because records describing the use of gunpowder are difficult to interpret. A weapon that produced smoke might have used gunpowder or could have used some other formulation. The formulas that came into use in Europe closely matched those used in China, suggesting the technology was introduced after it had already been developed. Sources Agrawal, Jai Prakash (2010). High Energy Materials: Propellants, Explosives and Pyrotechnics. Wiley-VCH.Andrade, Tonio (2016). The Gunpowder Age: China, Military Innovation, and the Rise of the West in World History. Princeton University Press. ISBN 978-0-691-13597-7.Ashford, Bob (2016). A New Interpretation of the Historical Data on the Gunpowder Industry in Devon and Cornwall.  J. Trevithick Soc.  43: 65–73.Partington, J.R. (1999). A History of Greek Fire and Gunpowder. Baltimore: Johns Hopkins University Press. ISBN 978-0-8018-5954-0.Urbanski, Tadeusz (1967),  Chemistry and Technology of Explosives,  III. New York: Pergamon Press.

Perfect Competition and Monopoly Essay Example | Topics and Well Written Essays - 1250 words

Perfect Competition and Monopoly - Essay Example These structures leave one benefitted and other worsen off. Economist offer infer that perfect competition is the right way to progress in the long run as it bring efficiency in the market however; detailed discussion and comparison is essential to reach a conclusion. (Baumol & Blinder, 2011) They can be compared on the following four characteristics. No. of firms Monopoly is an industry which is comprised of a single firm who is undeniably the price maker with extensive control over the market. He is known to maximize profit through controlling output in the market. He will increase the output only if his marginal revenue is greater than its marginal cost, which will ultimately result in maximization of profits. Utility service providers are a perfect example of monopoly. In contrast, perfect competition is an industry comprised of large number of small firms, each with absolutely no control over price. They are the price takers and follow price set by the demand and supply principl es. For instance, soybeans market in California is an example of perfect competition as there are many buyers and sellers and price is set where demand and supply meets. Available Substitutes: A monopoly firm produces a unique product which has no close substitutes. Monopoly being the sole producer of the product can control the market and influence price through this characteristic. There is hardly any other company providing railway services then one in county. This gives the company a monopoly power as no close substitute is available. In contrast, a perfectly competitive industry produces identical products with limited or no differentiation in products. This industry has infinite number of substitutes which are readily available in the market. This characteristic does not allow perfectly competitive firms to charge higher than the market price. Resource Mobility: Monopoly structure contains strong barriers to entry which is the prime reason for monopolies to exist. . Adding up, there are four primary advantages that allow the monopoly firm to enjoy power and restrict the other firms to enter the market. These are economies of scale, economies of slope, cost complementary and patents. This restricts any other player to enter the market even if abnormal profits are on offer. Pharmaceutical firms pay large sum of money to buy patents which restricts other manufacturers to enter the market. In contrast, perfectly competitive firms have absolute freedom to enter or exit the industry. There are no barriers for them which does not all this structure to enjoy abnormal profits as companies enter to reap profits when they notice a probability of such a scenario. If this scenario occurs, then firms will enter the market to reap those profits which will shift the supply curve to right as shown in the graph below. The supply curve shifts from S0 to S1 which will reduce the market price from P0 to P1 that would eventually result in dipping profits. On the other hand, i f the firm in short run incurs losses, it will leave the industry and force the supply curve to left or upward from S0 to S2 , which will increase market price from P0 to P2 and hence; the firm that remain in industry will enjoy increased profits (Lambert M. Surhone, 2010). This fluctuation will remain until average cost of product is equal to market price. S1 S0 P MC S2 AC Pe Pe = MR = MC Information: In a monopoly, the information obtained by the company is

Extra assignment Essay Example | Topics and Well Written Essays - 500 words

Extra assignment - Essay Example The article talks about the evil practice of evading taxes and the topic has been narrowed down by the author and primarily focuses upon the citizens of Switzerland. There are about 52000 American depositors who have intentionally hidden some information regarding tax evasion with the help of their Swiss Bank accounts, the Swiss authorities are known for their secrecy and this is a double edged weapon and it is certainly proving out to be that way. The US government is putting extreme pressure on the Swiss government to provide them with information of the American citizens who have Swiss bank accounts. The US government has even launched a civil suit in Miami to get access to this pivotal information. The US government firmly believes that the American citizens have hidden their potential worth of about $ 14.8 billion in various Swiss bank accounts and recently a Swiss bank by the name UBS provided information important information to the US authorities of as many as 250 US citizens who have their bank accounts with the bank. The Swiss government is trying really hard to implement a tax system which will complement their secrecy but this has not been implemented yet. The French president has also got involved in this and he recently said that Switzerland would be put in a black list of the G-20 members for being a tax- haven nation. The Swiss president has assured the US authorities that they have set up a panel to deal effectively with this potential problem of tax evasion. The Swiss officials have acknowledged that they have not been invited in a conference that deals mainly with reforming the international financial system. This is quite unfair, the officials should have invited to the conference in order to solve this problem. Avoiding these officials will not help in solving this colossal problem, the whole world is facing the same problem and this does not mean that the officials involved in solving this

Ethics Program Essay Example for Free

Ethics Program Essay The success of Company X is largely determined by the ethical actions and integrity of the employees that support Company X. We are committed to providing education and dialog to promptly address ethical questions or concerns raised by an employee. Managers should encourage discussion amongst employees especially regarding ethics. Ethics dialog should become integrated into a normal work day to keep ethics fresh on everyone’s minds and allow for manager and peer coaching. Ethical dilemmas can occur at any level of business and all employees should be able to make a decision that properly reflects the values and integrity of Company X. We must strive that every action at Company X promotes credibility and builds trust both internally and externally to the company. Respect for Others We all deserve to work in an environment that encourages employee growth and collaboration. Company X is an equal opportunity employer and is fully committed to providing a workplace that is free of discrimination or harassment of any type. The law is very clear regarding this matter and Company X will not tolerate discrimination against another person that includes, but is not limited to, race, sex, age, religious affiliation, national origin, disabilities, or any other class that is offered protection by federal, state or local laws. In addition, harassment of any nature will not be tolerated. Harassment in the work place can take many forms that can include, but is not limited to, unwanted sexual advances, derogatory statements or jokes, lewd emails, unwanted touching, and leering at someone are a few examples of actions that could be considered harassment. It is important to remember what may seem acceptable to you may make someone else feel uncomfortable. A diverse base of cultures, ethnicities, religion and values is at the foundation of America and it should be expected in the work place. You must be contentious of how your actions translate across different cultures and how your actions may be perceived, regardless of intent. Anything that creates a hostile or offensive work environment is unacceptable and will be addressed by management. Any employee who feels discriminated or harassed against should immediately report the incident to his or her manager or human resources. Open Door Policy Company X has an Open Door Policy; this means that everyone should feel comfortable speaking his or her mind, particularly regarding ethics concerns, without fear of reprisal or intimidation. Managers have a responsibility to create a supportive environment where employees feel comfortable discussing any concern or questions that they may have. Company X will only truly benefit when employees feel like that can take any concern they may have to management to prevent a mistake or wrong doing by asking the right question at the right time. Under no circumstance will Company X tolerate retaliation or intimidation against an employee who report instances of questionable or unethical behavior in good faith. All claims will be fully investigated by Human Resources. Any employee who makes a false claim, with malicious intent will face disciplinary actions, up to and including termination. Some actions that could be brought forward in good faith include, but are not limited to, lodging an internal complaint, filing complaint with external agency, unethical practices, requesting accommodations in accordance with ADA Act, refusing to follow unlawful orders, or filing workers compensation claim. Employees are encouraged to address any concerns they may have with their direct manager, ethical or otherwise. In the event the employee does not feel comfortable addressing the concern with his or her direct manager or the direct manager is culpable or unresponsive regarding the ethics violation or other issue, the employee is encouraged to report the incident to the Director of Human Resources. All issues of this nature will be kept confidential unless information must be shared due to legal action. Safety Company X is committed to providing and maintaining a safe workplace. Your safety and the safety of others should take precedence over anything else. All employees are required to comply with all of Company X’s safety rules and guidelines as well as any federal, state and local laws. Each employee is responsible to provide a safe work area for themselves and coworkers by maintaining an organized work area that is free from potential hazards. If there is ever any doubt regarding safety then you should immediately stop and notify manager. If there is ever a doubt about how to safely perform a task, then immediately stop and notify manager. No employee should ever be put in a situation or put others in a situation where they fear for their safety or the safety of anyone else. Any additional measures that could be taken to further increase the safety of an employee should be taken. Any unsafe working conditions or procedures must be immediately reported to your manager. In the event of an injury, regardless of severity, it must be reported immediately to your manager and Human Resources. There is nothing more important at Company X than the safety of our employees. There should never be a situation where an employee is put in an unsafe situation nor should an employee fear reprisal for reporting an unsafe condition. Employees should address safety concerns with direct managers; in the event that the direct manager is unresponsive then the employee must take safety concern to Director of Human Resources. No work is to occur until any safety concern is appropriately addressed. Conflicts of Interests  Employees at Company X must avoid any relationship or activity that might affect our judgment regarding business decisions. We may be faced with a situation where the decision we make to benefit Company X may conflict with our own interests. Opposing, we may be in a situation where a course of action benefits you personally, but may be may not be in the best interest of Company X. As an employee of Company X we must strive to advance the interests of Company X at every opportunity to do so, regardless of personal interests or conflicts. Property, information or position obtained while at Company X should only be used for the benefit of Company X and must never be used for the personal gain or you, your friends or family. Listed are some conflicts of interests intended to illustrate potential conflicts between Company X’s interests and your personal interests. This list is not exhaustive and should be used as a reference:  ·Being employed a competitor or potential competitor, supplier, or customer, regardless of the nature of the employment, while you are employed with Company X. Hiring or supervising family members or friends.  ·Owning or having a substantial interest in a competitor, supplier or customer.  ·Placing company business with a firm owned or controlled by a Company X employee or his or her family.  ·Accepting gifts, discounts, favors or services from a customer/potential customer, competitor or supplier, unless equally available to all Company X employees. It is not always easy to determine if a conflict of interests exists or not. It is always best to seek advice from management and Human Resources when there is any doubt. There is no violation for getting another opinion, so if there is any question at all, you are strongly encouraged to get as many valid opinions as possible. Another area that may present a conflict of interest or position of favor includes business courtesies. Business courtesies include gifts, gratuities, meals, refreshments, entertainment or other benefits from persons or companies with whom Company X does or may do business. We are committed to fair competition in the market through innovative products and solid business integrity. Any action that creates a perception of favorable treatment towards vendors or clients in exchange for business courtesies should be avoided. Company X does not support accepting or giving business courtesies that could constitute unfair business practices, violation of laws, or brings embarrassment to Company X. It should be expected to offer or accept occasional meals, refreshments, entertainment and similar business courtesies as part of standard business practices. Some general guidelines regarding what would be considered appropriate and what would be inappropriate are provided.

Laundry :: essays research papers

Fold your shirt Find a flat, open space to fold your clothes. A bed, or a clean table or floor are all good spots. Put each folded garment out of the way in a clean space as you finish with each piece. It's best to fold items when they are still warm. Lie the garment on a flat surface and smooth out the wrinkles. If smoothed when warm, they'll stay that way. Shirts: Hold the shirt by its shoulders. Flap up and down once or twice so it hangs straight. Lay it face-down on the folding surface and smooth out any folds. You can do an extra neat job by pulling gently on the side seams to smooth out the back. Now start folding. Fold the shirt lengthwise along the line of the outer edge of the collar or neck band. Smooth the sleeve out, using your fingers to pull at the seam, making it slightly taut. Fold the other side over. Fold it lengthwise, along the line of the outer edge of the collar. Repeat the sleeve-smoother technique. Fold the shirt in half. Take the bottom edge of the shirt with both hands and fold it up to the collar. You're done--onto the next one! To Fold a Shirt: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lie the shirt flat. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fold arms over until they meet in middle of the shirt. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fold shoulders over until they are equal with each other. To Hang a Shirt: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hang the shirt on the hanger as shown above. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Or, if there are clips on your hanger, clip the shirt on the shoulders. To Fold Socks: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Place one sock on top of the other. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Grab three of the top layers of elastic with one thumb, while holding one layer with the other. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Roll your thumbs away from each other until the elastic on the sock is fully turned inside out. To Fold Underwear: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fold the two sides of the garmet together until they meet. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fold over once more if necessary. Folding laundry is an important skill that every person should know since it will be imperative when it comes time to do your laundry in college. Having your laundry folded crisp and tight is very important. You always want your clothing fresh and neat every time you get dressed. It is a good idea to fold clothing while they are still warm because this will help avoid wrinkles and make for a smoother fold. The longer you wait to fold your laundry the more wrinkled and dirty it will get.

Analysis of Drama Through the Movie the Devil Wears Prada

I chose to write my drama essay on a film, specifically The Devil Wears Prada. I chose this film because it is my favorite movie of all time. It is my favorite because of how benevolent the characters can be, I will explain this in more detail soon. I definitely consider The Devil Wears Prada to be a drama because of all the controversial events that goes on in the movie; I will also explain this in more detail later. The Devil Wears Prada is a story about a young journalist Andrea Sachs, played by Anne Hathaway, who scores a job at a famous fashion magazine called Runway Magazine. Although she is a journalist she ends up getting the position as one of the assistants to the head of Runway Magazine, Miranda Priestly, who is played by Meryl Streep. Meryl Streep is depicted in the movie as a cutthroat bitch; she constantly says mean things to her employees with disregard to their feelings. For example, Miranda meets Andrea for the first time and Andrea is not the most fashion worthy person, she wears stripes with plaid and wears military boots with her dresses to work. Miranda looks up and down at Andrea and says to her â€Å"you have no style or fashion,† Andrea starts to respond with â€Å"well I think†¦Ã¢â‚¬  and Miranda quickly cuts her off and says â€Å"No no it wasn’t a question† (Frankel, 2006). Even though Meryl Streep is very cruel to Andy, she still keeps the job because she is told by a coworker that if she works with Miranda for a year, then she can get any job in the city after that. Her co-worker is Emily, played by Emily Blunt; she is also very rude and does not treat Andy with any respect. Emily is the executive assistant to Miranda which means that during fashion week in Paris, Emily will get to attend Miranda and Andy will stay at the office in New York. Andy does not mind anyways because she does not care to meet all the fashion designers, which are in Paris. Over a period of time working at Runway, Andy decides to get a makeover because she feels she will be more respected by Miranda. After the makeover, Miranda does notice the more positive things that Andy is doing and even starts to call Andy by her real name. Before Andy had her makeover Miranda would simply call her, â€Å"my new Emily† (Frankel, 2006). Andy became extremely good at her job, but she noticed that the better she came at her job, the more her life with her boyfriend started to fail because of all the time her job consumed. One day Emily got into an accident, she was hit by a cab, while running an errand for Miranda. Therefore Emily cannot go to Paris with Miranda. Miranda calls Andy in and tells her that she will be attending fashion week instead of Emily, Andy is somewhat pleased but feels bad for Emily who has basically starved herself to fit her dresses for the trip. Then Miranda tells Andy, that she must tell Emily that she is going to Paris and Emily will not be going. This causes so much controversy, resulting in Emily no longer will speaking to Andy. During the trip in Paris, Andy finds out that other fashion designers are plotting against Miranda to take over Runway Magazine. At the same time as this is going on, Miranda was just told by her fourth husband that he wants a divorce. He said that Miranda never spent any time with him or their twin daughters. For some reason, Andy tries to tell Miranda about the other designer’s intentions and when she is successful, Miranda said she knew all along about the plot against her. Andy is so mad that Miranda knew about the plot and did not even appreciate that Andy was trying to protect her, that she leaves Paris and throws her business phone away. Two weeks later in New York, Andy applies for a job at the New York Times; she comes to find out that the editor at the paper had contacted Miranda. Andy is very worried that Miranda said negative things about her, because of the way she quit her job. She comes to find out that Miranda said all positive things about Andy and quote, â€Å"you would be an idiot not to hire her† (Frankel, 2006). Therefore, Andy got the job as a journalist at the New York Times. This is definitely a drama because of how many events are going on that cause disagreements. For example, the whole issue with Emily not being able to go to Paris, and that Andy was the one who had to break it to her. I felt as the viewer, this caused a lot of tension. When I watched this scene I actually empathized with Emily because Andy had to take her dream of Paris and crush it, nonetheless while she was still recovering in the hospital. Despite all the hate I felt toward Emily before, because she was so mean to everyone around her, I still felt horrible for her. No matter how mean a person is, I don’t believe they should be hurt intentionally because every person has feelings. Another reason this is a drama is because of the irony; Andy gets her first job as an Assistant to a very powerful woman, which she has never even heard of before. In the opening of the movie they show a scene of all the women getting ready for their interview with Miranda. The women are putting on designer clothing, high end make up and all wearing stiletto shoes. Then they show how Andy gets ready and she just brushes her hair and her teeth and grabs a bagel. It’s ironic how the one girl who does not care about her image gets the job. Miranda explained to her later that the reason Andy got the job is because she saw determination in her, and she did not look like one of the â€Å"Barbie Airheads† who have had the job before (Frankel, 2006). I personally enjoyed this drama because of how mean all these powerful people can be. I find it amusing because it’s shocking that people have such disregard for others emotions. I know that I can be mean at times but I do show remorse afterwards. Being a victim of bullying all through school, it shocks me to see that this is where all the bullies seem to work. I also love this movie because of the plot, Andy, the shy and respectful young lady, comes out on top. Whereas the mean and backstabbing women such as Emily are out of jobs. Finally I enjoy this drama because of all the fashion, I might not dress up every day or shop at high end stores, but I do love to look at all the beautiful clothing. If I had the confidence and money to buy these clothes and wear them I would, so I love seeing a poor girl like Andy be able to just walk into the Runway Magazine closet and pick out whatever Chanel shoes she wants or Prada handbags, that’s a dream come true in my book.

Critical and Creative Thinking in Society Short Essay Essay

The situation that comes to mind of public interest is the rioting and looting going on in Ferguson, Missouri. We understand everyone in the community is upset about the shooting but you also have to remember that this has not been the only shooting over the years dealing with an African America male, and look how a few bad people can change the message that your organization or group is really trying to get across. We believe the purpose of the protest was to bring awareness to the issue at hand but now it has turn into something else now. Free will is the ability to do whatever you want at any time, truth is something that is justify a fact that has happen, and knowledge is the research and experience you have on different subjects. Opinion is something every individual has about every situation. Critical thinking process hindrances are self-deception, resistance to change, and stereotyping there are a few ways to deal with this issue whether in business or everyday life. One is to make change easy, and simple people are most likely to get on board if you do that. Self- deception just be honest with yourself, and others being in business not tell shareholder the truth could back fire on you. We believe this last one is probably the hardest stereotyping because of everyone’s up bring but we believe if you look at the facts and take way stigma of what you have heard most the time you will see that the stereotype was wrong. An advertisement that perceives to make you jump higher and play better basketball is the Michael Jordon Nike advertisement, but the reality of it is that you have to have some skills to play like Mike. Reference Ruggiero, V. R. (2012). The Art of Thinking, A Guide to Critical and Creative Though (10th ed.). Upper Saddle River, NJ: Pearson Education,Inc.

Definition and Examples of Anti-Language

Definition and Examples of Anti-Language Anti-language is a minority dialect or method of communicating within a minority speech community that excludes members of the main speech community. The term antilanguage was coined by British linguist M.A.K. Halliday (Anti-Languages, American Anthropologist, 1976). Examples and Observations Anti-languages may be understood as extreme versions of social dialects. They tend to arise among subcultures and groups that occupy a marginal or precarious position in society, especially where central activities of the group place them outside the law. . . .Anti-languages are basically created by a process of relexicalizationthe substitution of new words for old. The grammar of the parent language may be preserved, but a distinctive vocabulary develops, particularlybut not solelyin activities and areas that are central to the subculture and that help to set it off most sharply from the established society.(Martin Montgomery, An Introduction to Language and Society. Routledge, 1986) The ideological function and sociolinguistic status of Black English is reminiscent of (though not identical to) an anti-language (Halliday, 1976). This is a linguistic system that reinforces group solidarity and excludes the Other. It is speech characteristic of a group which is in but not of a society. As an anti-language, BE emerges as a counter-ideology; it is the language of rebellion and the symbolic expression of solidarity among the oppressed.(Geneva Smitherman, Talkin That Talk: Language, Culture, and Education in African America. Routledge, 2000) Long after they learn to behave as adults expect them to, children continue to investigate the boundaries of sense and nonsense. Anti-language flourishes in the society of children as an unself-conscious culture (Opie, 1959).(Margaret Meek, Play and Paradox, in Language And Learning, ed. by G. Wells and J. Nicholls. Routledge, 1985) Nadsat: Anti-Language in A Clockwork Orange [T]here is something at once delightful and horrible, dogged and elusive in A Clockwork Orange [by Anthony Burgess] . . .. There is something about the novel so frightening that it demanded a new language and something so immanent in the message of the novel that it refused to be separated from the language. . . .The novels tempo, and its overwhelming linguistic accomplishment is to a great degree based upon the language Nadsat, coined for the book: the language of the droogs and of the night. It is the jargon of rape, plunder, and murder veiled in unfamiliarity, and as such it works highly successfully. . . . The novel makes a fleeting reference to the origins of the language. Odd bits of old rhyming slang . . . a bit of gipsy talk, too. But most of the roots are Slav. Propaganda. Sublimation penetration (p. 115).(Esther Petix, Linguistics, Mechanics, and Metaphysics: Anthony Burgesss A Clockwork Orange (1962). Old Lines, New Forces: Essays on the Contemporary British Novel, 1960-19 70, ed. by Robert K. Morris. Associated University Presses, 1976)Nadsat is derived from Russian, British, and Cockney rhyming slang. Burgess said that elements of the language were inspired by the Edwardian Strutters, British teenagers in the late 1950s who carried out violent attacks on innocent people. Rhyming slang is characteristic of Londons East End, where speakers substitute random rhyming words for others: for example, nasty becomes Cornish pasty; key becomes Bruce Lee; and so on. (Stephen D. Rogers, The Dictionary of Made-Up Languages. Adams Media, 2011)

Critically Evaluate The Sustainability Strategy Of Coca-Cola Company Coursework

Critically Evaluate The Sustainability Strategy Of Coca-Cola Company - Coursework Example This is different from the convectional business model where it was relegated outside the business strategy, being left for business experts, innovators and perfectionists. Coca-Cola is a multinational non-alcoholic beverage company headquartered in Atlanta, Georgia, with over 200 foreign subsidiaries. The company has a market capitalization of 178.67B USD and an enterprise value of 193.97B USD (Isdell, N. & Beasley, 102). It has maintained competitiveness in the contemporary business environment due to its corporate sustainability program integrated in its business strategy. This paper presents a critical evaluation of how effectively the company is integrating sustainability issues in to business strategy. It also explains the specific reasons the company is adopting sustainability. The paper also highlights some failures experienced in maintaining a competitive sustainability strategy as well as an action plan to improve its performance. Coca-Cola Business Strategy Statement of Lo ng-Term Intent Coca-Cola Company has a long term intent for sustainability that is supported by the presence of the position of Chief Sustainability Officer since 2011, which has significantly contributed to its sustainability agenda with the theme dubbed ‘Live Positively’, which is focused on three pillars of people, society and environment (Lester & Tice, 59). The theme is accomplished through partnership with governments as well as non-governmental organizations. The sustainability efforts have been entrenched in all aspects of business, including the company’s affiliates and subsidiaries. Sustainability reports are published annually, which indicates the company’s commitment to its long-term intent (Jean et al, 82). To accomplish long-term sustainability, the company has set smart objectives such as promotion of healthy living, livelihood improvement in poor communities, empowerment of vulnerable groups that are shared among the business linkages. Redu ction of the calorie level in its beverages is aimed at addressing the health concerns of consumers with regards to high calories in the diet. Product differentiation has successfully led to the development of over 800 beverages that have little or no calories, such as Diet Coke (Allen, 8). Moreover, the company has strived to achieve a 9% reduction in calorie per portion globally. This strategy has positioned its products competitively by expanding the market share to new consumers who prefer low calorie drinks Further to promote healthy living, the company focuses on establishing a physical health and nutrition program in every nation where it has set up business (Webb, 61). The company recognizes the

Part (a) Outline the argument that there is increasing uncertainty Essay

Part (a) Outline the argument that there is increasing uncertainty about identity in contemporary society. Part (b) How much control do we have in shaping our o - Essay Example This helps to send signals to others how we want to be seen as. A document like a passport signifies that you belong to a particular nation, even though the physical appearance may have changed over a period of years. Identities are formed depending upon how I see me and how others see me. Identities are the product of the society in which we live and how we relate to others. Conflicting and multiple identities also develop when the same person exhibits different characteristics or attributes as a parent, husband, or an employee at different times, in different situations. There is also a connection between how I want to be and the influences, pressures, and oppurtunities around that affect me. Conflicting identity can also arise when how I see myself differs from how others see me. The organization of society is important in shaping our identity. Louis Althusser emphasizes that interpellation links the individual to the social. Interpellation is a process in which the people recognize themselves in a particular identity, for instance, people identify themselves as ‘that’ when they see a particular advertisement. Social scientists relate work based identities to class. A class is a group of people who share common interest, experiences, and lifestyles. Different economic systems create different social groups, which involves some degree of inequality. The unequal distribution of materials creates different social class. Gender relations are another source of inequality. Men are considered the breadwinner and women’s identity is merely an extension of their role as wives, homemakers, and mothers. Hence, distribution of work between men and women also carries these marks and identities. Young children need to know whether they are boy or girl. Gender identity is constructed not just through the biological body but also through the social and cultural classification system. Social class provides a sense of belonging and