Persuation Paper -- essays research papers

     When watching school competitors partaking in their games, does it ever cross one’s brain that the competitors getting paid? â€Å"The NCAA builds up rules and guidelines for colleges to follow and one of the most significant principles is that understudy competitors ought not get any cash except for grants towards their educational cost and housing† (Winn). In 1999, the Chronicle of Higher Education overviewed atheletes’ measurements on â€Å"graduation rates for grant school competitors in the NCAA’s top Division I.† Fifty-one percent of football players and 41 percent of male ball players graduated in six years (Meggyesy). NCAA Chief Operating Officer Dan Boggan expressed; â€Å"before the qualification principles, some understudy competitors including minority understudy competitors, were brought onto grounds exclusively for their sports capacity, with minimal possibility for them to graduate† (cited in Reith).      This makes me truly disillusioned that a few schools take sports to be more genuine than scholastics. The schools are eager to dole out two or three hundred dollars to get the best competitors with the goal that they can get a title triumph at their schools. That is simply wrong.      Another thing that drives me extremely crazy is that the media and fans need b-ball and football players to leave school early on the grounds that they have the ability to go directly to the aces. Be that as it may, when they do decide to do as such, the media has s...

Short Answer Questions Essay Example | Topics and Well Written Essays - 500 words - 1

Short Answer Questions - Essay Example At the point when one can explain the qualities it invigorates a chance to recognize the required in showing ones calling of nursing. One can give administrations with the assistance of both individual and calling esteems. Qualities are arranged by calling, for instance the nursing calling requires tolerance ,love and genuineness. Subsequently is it significant for to explain the qualities so as to execute benefits in an increasingly industrious manner. Open figures are the individuals qualified for serve the general population and the vast majority of them do the inverse with their worth prerequisites. This isn't the equivalent with the those of expert figures since calling requires direct use of those qualities in releasing of administrations .Doctors are proficient figures and they execute obligations as per their own and expert qualities. Open figures have chances as far as worth application since they do things that don’t result from the qualities they are normal from them. Government officials for example have chances as far as their qualities. They take part in debasement, pay off and tribalism during offering administrations to general society. This is thoroughly off-base since they are pioneers and they should practice initiative qualities. The term proficient alludes to a portrayal of a person who is equipped or gifted in a specific action. It can likewise mean an individual who is associated with a specific action as an occupation. Fetus removal and deliberate killing are significant however basic issues identified with life and demise. They include utilization of moral issues that require lawful choices . Individual mediations are likewise required before settling on a choice on fetus removal and willful killing. Fetus removal is a help that ought to be offered uniquely under specific states of the patient. Legitimate methodology may follow where the lawyer is included. A person’s will or choice to experience might be endorsed after thought of a few legitimate

How Long Does It Take for ADHD Medication to Work

How Long Does It Take for ADHD Medication to Work ADHD Treatment Print How Long Does It Take for ADHD Medication to Work? By Jacqueline Sinfield facebook twitter Jacqueline Sinfield is an ADHD coach, and the author of Untapped Brilliance, How to Reach Your Full Potential As An Adult With ADHD. Learn about our editorial policy Jacqueline Sinfield Medically reviewed by Medically reviewed by Steven Gans, MD on May 30, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on November 20, 2018 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children How long ADHD medication takes to work depends on the type of medication you have been prescribed. Typically, ADHD medication falls into two categories:  stimulants and non-stimulants. Stimulants become effective fairly quickly, often in less than an hour. Non-stimulants can  take days or weeks until their full therapeutic effect is felt. The three  common reasons why people ask how long it takes for their ADHD meds to work relate to their individual responses to medication: Immediate improvement: Some people notice improvements in their ADHD symptoms on the first day of taking their medication. They wonder if their medication could really be working that quickly or whether the difference they felt was a placebo effect.No improvements: Other people have the opposite experience. They start to take medication and do not notice a difference in their ADHD symptoms. They are not sure if it is because of a time delay between taking ADHD medication and it being effective, or if their medication isn’t working for them.Are not sure: This group of people is not sure if their medication is working. They think it might be but any changes are subtle. Stimulant  Medication Stimulant medications are the first line of ADHD treatment as they are considered to be the most effective in treating symptoms. They act on the central nervous system and increase a number of neurotransmitters in the brain. The increase of the neurotransmitters dopamine and norepinephrine means to focus and concentration improves and hyperactivity and impulsive behavior is reduced.?? There are two groups of stimulant medicationsâ€"amphetamine, and methylphenidate.  Here is a list of the common stimulants prescribed for ADHD and how long they typically take to work: Ritalin: Ritalin takes 20-30 minutes after swallowing before it starts to work. Immediate release Ritalin is effective for approximately three  hours, and the extended-release (Ritalin SR) lasts for approximately eight hours.??Concerta: Concerta is a long-lasting methylphenidate medication that uses a unique delivery system called OROS  (Osmotic Controlled Release Oral Delivery system).  Its effects are usually felt within one  hour of swallowing the capsule and lasts between 10 to 12 hours.??Daytrana: Is a methylphenidate patch for children to wear. The medication travels through the skin and is absorbed directly into the bloodstream.  The patch takes approximately two  hours to start working and remains effective between one and three hours after it has been removed. It can be worn for up to nine hours.??Quillivant XR: Quillivant XR is a methylphenidate liquid formula designed for children who have problems swallowing pills. It becomes effective within 45 minutes and continues to w ork for up to 12 hours.??Focalin and Focalin XR: Focalin and Focalin XR can become effective within 30 minutes of taking the medication. Focalin lasts approximately four  hours and Focalin XR can remain active for up to 12 hours.Adderall and Adderall XR: Adderall starts to work approximately 30 minutes to one  hour. The effects of Adderall typically begin to wear away after four hours. Adderall XR last approximately 12 hours.Vyvanse:  Vyvanse is a prodrug, which means it needs to be taken orally and metabolized by the body’s enzymes to become effective.  Because of this, it can take approximately one  to two hours to take effect and lasts approximately 14 hours.?? It is often described as a smooth drug because there is no jolt to the system when the medication begins to work, and there is less of a medication rebound when it begins to wear off.Dexedrine:  Dexedrine becomes effective within 30 minutes to one  hour. It is available in short-acting tablets, which are effective for ab out four to six hours. Extended-release capsules of Dexedrine are called Spansules and are effective for approximately eight to 10 hours. Non-Stimulant Medications Non-stimulant medications are second-line treatment options for ADHD. This is because while they are effective in treating ADHD, their effectiveness is not as universal as stimulant medications. Non-stimulants are a helpful option for someone who is not able to tolerate stimulant medication because of side effects or the presence of an underlying medical condition. Non-stimulants take approximately two  to six weeks to become effective as the drug  needs to be present in the body over time before the benefits can be seen. Because they take longer to work, adjusting medication to the right therapeutic dose also takes time Here is a list of the common non-stimulants prescribed for ADHD and how long they typically take to work Strattera:  Strattera is a norepinephrine reuptake inhibitor (NRI) and chemically similar to an antidepressant. It can take between four to six weeks before the maximum therapeutic effect is felt.?? When therapeutic levels are reached, Strattera is effective for 24 hours.Wellbutrin:  Wellbutrin is the trade name for bupropion. It is an antidepressant that can be prescribed as an off-label ADHD treatment option. It can take approximately three to seven  days to become effective and four to six weeks to reach full effectiveness.  The XL version is taken once a day and last 24 hours.Intuniv: Intuniv is a time-release form of the antihypertensive drug Guanfacine.  It has been developed for sustained release over waking hours. It takes approximately two weeks for Intuniv to become effective.??Clonidine: One of  Clonidine’s trade names is Kapvay. It was originally prescribed to help with high pressure. It can take two  weeks or more to become effective.?? What If My Meds Are Not Working? If you have been taking ADHD medications and have not experienced an improvement in your symptoms, visit your doctor and explain your experience. Your doctor will usually start at a low dose and gradually increase the dose until the right therapeutical dose for you is found.  This is where there is an improvement in your symptoms without negative side effects. If higher doses of the medication are not helpful, your doctor might change your medication from an amphetamine ADHD medication to a methylphenidate medication or vice versa. A non-stimulant medication might be suggested, either alone or with a stimulant medication, as another option. Although some people experience positive results on the first day of taking medication, many people go back and forth with their doctor until they find the right medication and dosage that works for them.??  Although this can feel disappointing, it does not mean ADHD medication does not work for you. It just means you have not found the right medication and dose yet. A great way to know if your meds are working is to be strategic! In a notebook write down the ADHD symptoms you would like to see improvements with. Then, when you start taking medication document any changes,  personal observations and ask your spouse or family members for feedback too, as they might notice changes that you were not aware of.  If you are a parent, you can write down the changes you notice in your child, their teacher’s feedback as well as your child’s feedback. In addition to being helpful to you, this information will also be beneficial for your doctor.

Celebrities Are The Most Desirable - 999 Words

Celebrities are defined as any, â€Å"well-known or popular person,† and by taking this definition into consideration, we can think of many people who fit into this criterion: including doctors, lawyers, and chefs to just name a few. However, these people are not necessarily considered celebrities. Our society usually considers a â€Å"celebrity† to be an actor, a professional sports player, or a rich person who has a television show about them and their life. Many people see celebrities as role models whom they strive to look like or act like because celebrities have fancy cars and nice houses, or because they get all the girls. Meaning, these are humans who are the most desirable, and many â€Å"normal† people wish they could be like a certain celebrity because of all the fancy stuff they have. But are these really characteristics people want to have, to be rich and famous? Do they think that their life will improve if they are put in the spotlight and given mi llions of dollars to be a â€Å"celebrity†? What most people do not see is the stress a celebrity is put under; whether it be about their next role in a big movie, the big game coming up on Sunday, or even just trying to keep their love life a secret. The media tries to capture all of these highlights of famous people’s lives so that everyone can see it, they use magazines, television shows, and social media to put out the next big story to catch anyone’s eye. Media also tends to bend the truth to make their story seem more juicy soShow MoreRelatedCelebrity Culture : Alain De Botton921 Words   |  4 PagesCelebrities are everywhere in the news, the latest gossip appears in the weekly magazines without fail. Whether they be an actor, athlete, dancer, designer, model, singer or just rich; there is someone out there who is watching that person like a hawk, not letting a single breath go unnoticed. Such is the life of the rich and famous, under the incessant gaze of journalists and the paparazzi. Lives that many people take a great interest in and admire to the point where others would liken this greatRead MoreThe Human Species Is The Endless Search For Individual Perfection1471 Words   |  6 Pagestheir own life. Most people want to leave this Earth believing that they will be remembered, and those that are remembered excelled in some subcategory of personal perfection, like Albert Einstein and his intelligence. One of the direct results of this quest for perfection is fad diets; they are spurred on by the desire for a perfect physical appearance of the individual, and the profit-centered food production companies. Fad diets, such as the Paleo diet, the Atkins diet, Celebrity Cookie diet, andRead MoreThe Importance Of Cultural Appropriation1716 Words   |  7 Pagesfor cultures to connect by sharing elements of their culture, but not to take over ideas and rename them. I will be further discussing my view point on the topic in the aspect of physical appearance, and how celebrities negatively affect it. I will argue that celebrities are the cause of most cultural appropriation in physical appearance and should give credit to the culture before using the tradition. To begin with, when reading â€Å"There’s No Such Thing as Cultural Appropriation† by Eric M. Ruiz,Read MoreConsumer And Consumer Self Identity1441 Words   |  6 Pageshand, celebrity endorsement advertising has been popular and common strategies for a brand to gain public’s awareness and they trust that advertising would generate desirable campaign outcomes to gain more profits (Erdogan, 1999). According to Shimp (1997), many companies tend to employ a celebrity spokesperson to endorse their brand and products. Celebrities are the tools to develop meaningful self-concept-related connections with consumers the value that is associated with the celebrity is carriedRead MoreMass Media And Its Influence On Consumer Culture1497 Words   |  6 Pageshand, celebrity endorsement advertising has been popular and common strategies for a brand to gain public’s awareness and they trust that advertising would generate desirable campaign outcomes to gain more profi ts (Erdogan, 1999). According to Shimp (1997), many companies tend to employ a celebrity spokesperson to endorse their brand and products. Celebrities are the tools to develop meaningful self-concept-related connections with consumers the value that is associated with the celebrity is carriedRead MoreThe Article Love People, Not Pleasure By Arthur C. Brooks880 Words   |  4 Pagesthings to be noticed wanted and to be loved. Brook thinks many people consume almost fake lives to make up for their real lives. Brook’s states in 2009 researchers from the University of Rochester conducted a study tracking the success of 147 graduates, most of their extrinsic goals were to achieve fame. To support his claim that many people assume that things we are attracted to will relieve our suffering and raise our happiness, Brook’s states that some people are oppressed or poor or have physicalRead MoreMedia Portrayal of Women and Its Effects1187 Words   |  5 Pagesthe ideal image of a woman has changed drastically, which can be directly attributed to the powerful persuasion of media. This ideal image has transformed from a voluptuous, size 14, 1950’s Marilyn Monroe to a 5’9, 100 pound, 1990’s Kate Moss. The most shocking aspect is specifically what young girls are now doing to achieve this â€Å"Kate Moss† image. Through the utilization of advertisements and stars on the big screen, this female portrayal directly targets the physical and mental well-being of femalesRead MoreImpact Of A Mediated Society On Society1735 Words   |  7 Pagesonly for instantaneous gratification of our peers. Retweets, likes, favorites, and shares, according to this generation, dictates what is ‘popular,’ ‘cool,’ and desirable. This generation of mass media consumers are fully consumed by social media, broadcasts, news reports, and talk shows that demonstrate to the media, what is ‘desirable.’ According to one of Bailey Mathis’ responses, this mediated society has given this generation â€Å"ammunition† teens needs to judge themselves more harshly. ApplicationsRead MoreThe Fashion Trends And Beauty Tips For Teenage Girls1065 Words   |  5 Pagesissue of Seventeen. Suzie talks about the different parts of the magazine that she loves to follow up with. The magazine talks about the latest fashion trends and beauty tips for teenage girls. There are a few articles about some teen orientated celebrities and bands. The magazine is overflowing with girly topics, pictures and colors. There is too much positivity and self-esteem boosters. Articles dealing with make up, health and fitness, fitness seem to always be prefaced with stating that everyoneRead MoreWhat Makes Plastic Surgery?929 Words   |  4 PagesWoman spend precious time comparing themselves to the celebrities Hollywood and the media has told them they should look up to. Yet, these celebrities are not always real; famous talents take advantage of plastic surgery on a daily basis. Doctors are persuaded to morph the faces normal women into that of a supermodel or actress, all for the sake of interesting television. Women take to social media to stalk out their favorite Hollywood dolls, sear ching for a source of inspiration. Hollywood and the

Properties of the Basic Metals Element Group

Several groups of elements can be termed metals. Here is look at the location of the metals on the periodic table and their common properties: Examples of Metals Most of the elements on the periodic table are metals, including gold, silver, platinum, mercury, uranium, aluminum, sodium, and calcium. Alloys, such as brass and bronze, also are metals. Location of Metals on the Periodic Table Metals are located on the left side and the middle of the periodic table. Group IA and Group IIA (the alkali metals) are the most active metals. The transition elements, groups IB to VIIIB, are also considered metals. The basic metals make up the element to the right of the transition metals. The bottom two rows of elements beneath the body of the periodic table are the lanthanides and actinides, which are also metals. Properties of Metals Metals, shiny solids, are room temperature (except mercury, which is a shiny liquid element), with characteristic high melting points and densities. Many of the properties of metals, including a large atomic radius, low ionization energy, and low electronegativity, are because the electrons in the valence shell of metal atoms can be removed easily. One characteristic of metals is their ability to be deformed without breaking. Malleability is the ability of a metal to be hammered into shapes. Ductility is the ability of a metal to be drawn into wire. Because the valence electrons can move freely, metals are good heat and electrical conductors. Summary of Common Properties Shiny metallic appearanceSolids at room temperature (except mercury)High melting pointsHigh densitiesLarge atomic radiiLow ionization energiesLow electronegativitiesUsually, high deformationMalleableDuctileThermal conductorsElectrical conductors

The Vampire Diaries The Awakening Chapter Seven Free Essays

string(85) " heard the grinding of stone and felt the lid shift under her left hand all at once\." Bonnie was on the dance floor, eyes shut, letting the music flow through her. When she opened her eyes for an instant, Meredith was beckoning from the sidelines. Bonnie thrust her chin out mutinously, but as the gestures became more insistent she rolled her eyes up at Raymond and obeyed. We will write a custom essay sample on The Vampire Diaries: The Awakening Chapter Seven or any similar topic only for you Order Now Raymond followed. Matt and Ed were behind Meredith. Matt was scowling. Ed was looking uncomfortable. â€Å"Elena just left,† said Meredith. â€Å"It’s a free country,† said Bonnie. â€Å"She went with Tyler Smallwood,† said Meredith. â€Å"Matt, are you sure you didn’t hear where they were going?† Matt shook his head. â€Å"I’d say she deserves whatever happens-but it’s my fault, too, in a way,† he said bleakly. â€Å"I guess we ought to go after her.† â€Å"Leave thedance ?† Bonnie said. She looked at Meredith, who mouthed the wordsyou promised . â€Å"I don’t believe this,† she muttered savagely. â€Å"I don’t know how we’ll find her,† said Meredith, â€Å"but we’ve got to try.† Then she added, in a strangely hesitant voice, â€Å"Bonnie,you don’t happen to know where she is, do you?† â€Å"What? No, of course not; I’ve been dancing. You’ve heard of that, haven’t you: what you go to a dance for?† â€Å"You and Ray stay here,† Matt said to Ed. â€Å"If she comes back, tell her we’re out looking.† â€Å"And if we’re going, we’d better go now,† Bonnie put in ungraciously. She turned and promptly ran into a dark blazer. â€Å"Well, excuse me,† she snapped, looking up and seeing Stefan Salvatore. He said nothing as she and Meredith and Matt headed for the door, leaving an unhappy-looking Raymond and Ed behind. The stars were distant and ice-bright in the cloudless sky. Elena felt just like them. Part of her was laughing and shouting with Dick and Vickie and Tyler over the roar of the wind, but part of her was watching from far away. Tyler parked halfway up the hill to the ruined church, leaving his headlights on as they all got out. Although there had been several cars behind them when they left the school, they appeared to be the only ones who’d made it all the way to the cemetery. Tyler opened the trunk and pulled out a six-pack. â€Å"All the more for us.† He offered a beer to Elena, who shook her head, trying to ignore the sick feeling in the pit of her stomach. She felt all wrong being here-but there was no way she was going to admit that now. They climbed the flagstone path, the girls staggering in their high heels and leaning on the boys. When they reached the top, Elena gasped and Vickie gave a little scream. Something huge and red was hovering just above the horizon. It took Elena a moment to realize it was actually the moon. It was as large and unrealistic as a prop in a science-fiction movie, and its bloated mass glowed dully with an unwholesome light. â€Å"Like a big rotten pumpkin,† said Tyler, and lobbed a stone at it. Elena made herself smile brilliantly up at him. â€Å"Why don’t we go inside?† Vickie said, pointing a white hand at the empty hole of the church doorway. Most of the roof had fallen in, although the belfry was still intact, a tower stretching up high above them. Three of the walls were standing; the fourth was only knee-high. There were piles of rubble everywhere. A light flared by Elena’s cheek, and she turned, startled, to see Tyler holding a lighter. He grinned, showing strong white teeth, and said, â€Å"Want to flick my Bic?† Elena’s laughter was the loudest, to cover her uneasiness. She took the lighter, using it to illuminate the tomb in the side of the church. It was like no other tomb in the cemetery, although her father said he’d seen similar things in England. It looked like a large stone box, big enough for two people, with two marble statues lying in repose on the lid. â€Å"Thomas Keeping Fell and Honoria Fell,† said Tyler with a grand gesture, as if introducing them. â€Å"Old Thomas allegedly founded Fell’s Church. Although actually the Smallwoods were also there at the time. My great-grandfather’s great-great-grandfather lived in the valley by Drowning Creek-† â€Å"-until he got eaten by wolves,† said Dick, and he threw back his head in a wolf imitation. Then he belched. Vickie giggled. Annoyance crossed Tyler’s handsome features, but he forced a smile. â€Å"Thomas and Honoria are looking kind of pale,† said Vickie, still giggling. â€Å"I think what they need is a little color.† She produced a lipstick from her purse and began to coat the white marble mouth of the woman’s statue with waxy scarlet. Elena felt another sick twinge. As a child, she’d always been awed by the pale lady and the grave man who lay with their eyes closed, hands folded on their breasts. And, after her parents died, she’d thought of them as lying side by side like this down in the cemetery. But she held the lighter while the other girl put a lipstick mustache and clown’s nose on Thomas Fell. Tyler was watching them. â€Å"Hey, they’re all dressed up with no place to go.† He put his hands on the edge of the stone lid and leaned on it, trying to shift it sideways. â€Å"What do you say, Dick-want to give them a night out on the town? Like maybe right in the center of town?† No, thought Elena, appalled, as Dick guffawed and Vickie shrieked with laughter. But Dick was already beside Tyler, getting braced and ready, the heels of his hands on the stone lid. â€Å"On three,† said Tyler, and counted, â€Å"One, two,three .† Elena’s eyes were fixed on the horrible clown-like face of Thomas Fell as the boys strained forward and grunted, muscles bunching under cloth. They couldn’t budge the lid an inch. â€Å"Damn thing must be attached somehow,† said Tyler angrily, turning away. Elena felt weak with relief. Trying to seem casual, she leaned against the stone lid of the tomb for support-and that was when it happened. She heard the grinding of stone and felt the lid shift under her left hand all at once. You read "The Vampire Diaries: The Awakening Chapter Seven" in category "Essay examples" It was moving away from her, making her lose her balance. The lighter went flying, and she screamed and screamed again, trying to keep her feet. She was falling into the open tomb, and an icy wind roared all around her. Screams rang in her ears. And then she was outside and the moonlight was bright enough that she could see the others. Tyler had hold of her. She stared around her wildly. â€Å"Are you crazy? What happened?† Tyler was shaking her. â€Å"It moved! The lid moved! It slid open and-I don’t know-I almost fell in. It was cold†¦Ã¢â‚¬  The boys were laughing. â€Å"Poor baby’s got the jitters,† Tyler said. â€Å"C’mon, Dicky-boy, we’ll check it out.† â€Å"Tyler, no-â€Å" But they went inside anyway. Vickie hung in the doorway, watching, while Elena shivered. Presently, Tyler beckoned her from the door. â€Å"Look,† he said when she reluctantly stepped back inside. He’d retrieved the lighter, and he held it above Thomas Fell’s marble chest. â€Å"It still fits, snug as a bug in a rug. See?† Elena stared down at the perfect alignment of lid and tomb. â€Å"It did move. I nearly fell into it†¦Ã¢â‚¬  â€Å"Sure, whatever you say, baby.† Tyler wound his arms around her, clasping her to him backwards. She looked over to see Dick and Vickie in much the same position, except that Vickie, eyes shut, was looking as if she enjoyed it. Tyler rubbed a strong chin over her hair. â€Å"I’d like to go back to the dance now,† she said flatly. There was a pause in the rubbing. Then Tyler sighed and said, â€Å"Sure, baby.† He looked at Dick and Vickie. â€Å"What about you two?† Dick grinned. â€Å"We’ll just stay here a while.† Vickie giggled, her eyes still shut. â€Å"Okay.† Elena wondered how they were going to get back, but she allowed Tyler to lead her out. Once outside, however, he paused. â€Å"I can’t let you go without one look at my grandfather’s headstone,† he said. â€Å"Aw, c’mon, Elena,† he said as she started to protest, â€Å"don’t hurt my feelings. You’ve got to see it; it’s the family pride and joy.† Elena made herself smile, although her stomach felt like ice. Maybe if she humored him, he would get her out of here. â€Å"All right,† she said, and started toward the cemetery. â€Å"Not that way. This way.† And the next moment, he was leading her down toward the old graveyard. â€Å"It’s okay, honest, it’s not far off the path. Look, there, you see?† He pointed to something that shone in the moonlight. Elena gasped, muscles tightening around her heart. It looked like a person standing there, a giant with a round hairless head. And she didn’t like being here at all, among the worn and leaning granite stones of centuries past. The bright moonlight cast strange shadows, and there were pools of impenetrable darkness everywhere. â€Å"It’s just the ball on top. Nothing to be scared of,† said Tyler, pulling her with him off the path and up to the shining headstone. It was made of red marble, and the huge ball that surmounted it reminded her of the bloated moon on the horizon. Now that same moon shone down on them, as white as Thomas Fell’s white hands. Elena couldn’t contain her shivering. â€Å"Poor baby, she’s cold. Got to get her warned up,† said Tyler. Elena tried to push him away, but he was too strong, wrapping her in his arms, pulling her against him. â€Å"Tyler, I want to go; I want to go rightnow . †¦Ã¢â‚¬  â€Å"Sure, baby, we’ll go,† he said. â€Å"But we’ve got to get you warm first. Gosh, you’re cold.† † Tyler, stop,† she said. His arms around her had merely been annoying, restricting, but now with a sense of shock she felt his hands on her body, groping for bare skin. Never in her life had Elena been in a situation like this, far away from any help. She aimed a spiked heel for his patent-leather instep, but he evaded her. â€Å"Tyler,take your hands off me .† â€Å"C’mon, Elena, don’t be like that, I just want to warm you up all over†¦Ã¢â‚¬  â€Å"Tyler, let go,† she choked out. She tried to wrench herself away from him. Tyler stumbled, and then his full weight was on her, crushing her into the tangle of ivy and weeds on the ground. Elena spoke desperately. â€Å"I’ll kill you, Tyler. I mean it.Get off me .† Tyler tried to roll off, giggling suddenly, his limbs heavy and uncoordinated, almost useless. â€Å"Aw, c’mon, Elena, don’ be mad. I was jus’ warmin’ you up. Elena the Ice Princess, warmin’ up†¦ You’re gettin’ warm now, aren’ you?† Then Elena felt his mouth hot andwet on her face. She was still pinned beneath him, and his sloppy kisses were moving down her throat. She heard cloth tear. â€Å"Oops,† Tyler mumbled. â€Å"Sorry ’bout that.† Elena twisted her head, and her mouth met Tyler’s hand, clumsily caressing her cheek. She bit it, sinking her teeth into the fleshy palm. She bithard , tasting blood, hearing Tyler’s agonized yowl. The hand jerked away. â€Å"Hey! I said I was sorry!† Tyler looked aggrievedly at his maimed hand. Then his face darkened, as, still staring at it, he clenched the hand into a fist. This is it, Elena thought with nightmare calmness. He’s either going to knock me out or kill me. She braced herself for the blow. Stefan had resisted coming into the cemetery; everything within him had cried out against it. The last time he’d been here had been the night of the old man. Horror shifted through his gut again at the memory. He would have sworn that he had not drained the man under the bridge, that he had not taken enough blood to do harm. But everything that night after the surge of Power was muddled, confused. If therehad been a surge of Power at all. Perhaps that had been his own imagination, or even his own doing. Strange things could happen when the need got out of control. He shut his eyes. When he’d heard that the old man was hospitalized, near death, his shock had been beyond words. Howcould he have let himself get so far out of hand? To kill, almost, when he had not killed since†¦ He wouldn’t let himself think about that. Now, standing in front of the cemetery gate in the midnight darkness, he wanted nothing so much as to turn around and go away. Go back to the dance where he’d left Caroline, that supple, sun-bronzed creature who was absolutely safe because she meant absolutely nothing to him. But he couldn’t go back, because Elena was in the cemetery. He could sense her, and sense her rising distress. Elena was in the cemetery and in trouble, and he had to find her. He was halfway up the hill when the dizziness hit. It sent him reeling, struggling on toward the church because it was the only thing he could keep in focus. Gray waves of fog swept through his brain, and he fought to keep moving. Weak, he felt so weak. And helpless against the sheer power of this vertigo. He needed†¦ to go to Elena. But he was weak. He couldn’t be†¦ weak†¦ if he were to help Elena. He needed†¦ to†¦ The church door yawned before him. Elena saw the moon over Tyler’s left shoulder. It was strangely fitting that it would be the last thing she ever saw, she thought. The scream had caught in her throat, choked off by fear. And then something picked Tyler up and threw him against his grandfather’s headstone. That was what it looked like to Elena. She rolled to the side, gasping, one hand clutching her torn dress, the other groping for a weapon. She didn’t need one. Something moved in the darkness, and she saw the person who had plucked Tyler off her. Stefan Salvatore. But it was a Stefan she had never seen before: that fine-featured face was white and cold with fury, and there was a killing light in those green eyes. Without even moving, Stefan emanated such anger and menace that Elena found herself more frightened of him than she had been of Tyler. â€Å"When I first met you, I knew you’d never learned any manners,† said Stefan. His voice was soft and cold and light, and somehow it made Elena dizzy. She couldn’t take her eyes off him as he moved toward Tyler, who was shaking his head dazedly and starting to get up. Stefan moved like a dancer, every movement easy and precisely controlled. â€Å"But I had no idea that your character was quite so underdeveloped.† He hit Tyler. The larger boy had been reaching out one beefy hand, and Stefan hit him almost negligently on the side of the face, before the hand made contact. Tyler flew against another headstone. He scrambled up and stood panting, his eyes showing white. Elena saw a trickle of blood from his nose. Then he charged. â€Å"A gentleman doesn’t force his company on anyone,† said Stefan, and knocked him aside. Tyler went sprawling again, facedown in the weeds and briars. This time he was slower in getting up, and blood flowed from both nostrils and from his mouth. He was blowing like a frightened horse as he threw himself at Stefan. Stefan grabbed the front of Tyler’s jacket, whirling them both around and absorbing the impact of the murderous rush. He shook Tyler twice, hard, while those big beefy fists windmilled around him, unable to connect. Then he let Tyler drop. â€Å"He doesn’t insult a woman,† he said. Tyler’s face was contorted, his eyes rolling, but he grabbed for Stefan’s leg. Stefan jerked him to his feet and shook him again, and Tyler went limp as a rag doll, his eyes rolling up. Stefan went on speaking, holding the heavy body upright and punctuating every word with a bone-wrenching shake. â€Å"And, above all, he doesnot hurt her†¦Ã¢â‚¬  â€Å"Stefan!† Elena cried. Tyler’s head was snapping back and forth with every shake. She was frightened of what she was seeing; frightened of what Stefan might do. And frightened above all else of Stefan’s voice, that cold voice that was like a rapier dancing, beautiful and deadly and utterly merciless. â€Å"Stefan,stop .† His head jerked toward her, startled, as if he had forgotten her presence. For a moment he looked at her without recognition, his eyes black in the moonlight, and she thought of some predator, some great bird or sleek carnivore incapable of human emotion. Then understanding came to his face and some of the darkness faded from his gaze. He looked down at Tyler’s lolling head, then set him gently against the red marble tombstone. Tyler’s knees buckled and he slid down the face of it, but to Elena’s relief his eyes opened-or at least the left one did. The right was swelling to a slit. â€Å"He’ll be all right,† said Stefan emptily. As her fear ebbed, Elena felt empty herself. Shock, she thought. I’m in shock. I’ll probably start screaming hysterically any minute now. â€Å"Is there someone to take you home?† said Stefan, still in that chillingly deadened voice. Elena thought of Dick and Vickie, doing God knew what beside Thomas Fell’s statue. â€Å"No,† she said. Her mind was beginning to work again, to take notice of things around her. The violet dress was ripped all the way down the front; it was ruined. Mechanically, she pulled it together over her slip. â€Å"I’ll drive you,† said Stefan. Even through the numbness, Elena felt a quick thrill of fear. She looked at him, a strangely elegant figure among the tombstones, his face pale in the moonlight. He had never looked so†¦ sobeautiful to her before, but that beauty was almost alien. Not just foreign, but inhuman, because no human could project that aura of power, or of distance. â€Å"Thank you. That would be very kind,† she said slowly. There was nothing else to do. They left Tyler painfully getting to his feet by his ancestor’s headstone. Elena felt another chill as they reached the path and Stefan turned toward Wickery Bridge. â€Å"I left my car at the boarding house,† he said. â€Å"This is the fastest way for us to get back.† â€Å"Is this the way you came?† â€Å"No. I didn’t cross the bridge. But it’ll be safe.† Elena believed him. Pale and silent, he walked beside her without touching, except when he took off his blazer to put it around her bare shoulders. She felt oddly sure he would kill anything that tried to get at her. Wickery Bridge was white in the moonlight, and under it the icy waters swirled over ancient rocks. The whole world was still and beautiful and cold as they walked through the oak trees to the narrow country road. They passed fenced pastures and dark fields until they reached a long winding drive. The boarding house was a vast building of rust-red brick made from the native clay, and it was flanked with age-old cedars and maples. All but one of the windows were dark. Stefan unlocked one of the double doors and they stepped into a small hallway, with a flight of stairs directly in front of them. The banister, like the doors, was natural light oak so polished that it seemed to glow. They went up the stairs to a second-story landing that was poorly lit. To Elena’s surprise, Stefan led her into one of the bedrooms and opened what looked like a closet door. Through it she could see a very steep, very narrow stairway. What a strange place, she thought. This hidden stairway buried deep in the heart of the house, where no sound from outside could penetrate. She reached the top of the stairs and stepped out into a large room that made up the whole third story of the house. It was almost as dimly lit as the stairway, but Elena could see the stained wood floor and the exposed beams in the slanting ceiling. There were tall windows on all sides, and many trunks scattered among a few pieces of massive furniture. She realized he was watching her. â€Å"Is there a bathroom where I-?† He nodded toward a door. She took off the blazer, held it toward him without looking at him, and went inside. How to cite The Vampire Diaries: The Awakening Chapter Seven, Essay examples

Do The Right Thing Analysis Essay Research free essay sample

Do The Right Thing Analysis Essay, Research Paper The first scene begins with a stopping point up shooting of Senor Love Daddy # 8217 ; s oral cavity, the top of a mike, and an dismay clock. The dismay clock, being used as a prop, is doing a really loud, raging, pealing sound. This is done in order to acquire the viewing audiences attending to the job of racism. After the tintinnabulation Michigans, we start reframing in, and whizzing out easy, seeing more of Senor Love Daddy and the mike. There is difficult illuming nowadays in the scene. The full shooting has a ruddy colour to it. A slow rapid climb and the ruddy colour are used to demo the spectator how hot the scene of the film is. The colour besides reflects tenseness, struggle, choler, and defeat, things that are non being expressed in the movie yet. As we are whizzing out, Senor Love Daddy says # 8220 ; Wake up, wake up, wake up # 8221 ; This portion of the scene is besides is intended to acquire the viewing audiences attending to the job of racism. The foreground and some of the in-between land are in shallow focal point. This is a get in your face type of shooting, allowing the spectator know that this film will be in your face for the following two hours and that the viewer better pay attending to the job at manus: racism. This shooting is entirely for the viewing audiences, to acquire their attending. We stop whizzing out one time we see the whole mike. At that point, we start tracking out and the camera starts traveling easy up, via a Crane. We now see the contemplation of the street outside Senor Love Daddy # 8217 ; s workplace, on the glass window Senor Love Daddy is confronting. We besides see chapeaus of many different civilizations sitting Senor Love Daddy # 8217 ; s desk. This shows that he respects many different civilizations and shows he is a really unfastened individual. Besides Senor Love Daddy # 8217 ; s workplace is street degree. He talks to all the characters in the film like Mookie, Radio Raheem, and the people playing outside with the fire water faucet. This shows he is willing to pass on with the vicinity and besides show one time once more that he is a really unfastened individual. He is ever looking outside the window at the community. Senor Love Daddy is non concealing from anybody. He is the voice of the vicinity. The camera continues traveling up on a Crane until it is at an high angle, and we start panning to the left. While we are panning to the left we see that Senor Love Daddy works at FM 108. Besides written on the underside of the edifice are the words # 8220 ; WE LOVE # 8221 ; . This is really dry since the stoping of the film shows anything but love. We pan to the left until we see the street this film chiefly takes topographic point in. While the camera is at an high angle, there is a deep focal point, utmost long shooting of the street, to demo the vicinity to the spectator and to give the viewer some sense of spacial orientation. The reddish colour is still being used to demo the intense heat and reflect the things mentioned above. The following scene begins with a high angle, long shooting of Da Mayor kiping in a little bed in a sleeping room. Coming from a broken blind covering the window, are a combination of gold, orange, and ruddy colourss. The colourss are shown on Da Mayor, his bed and other milieus near him. This is done to demo the intense heat of the scene and to demo the defeat and tenseness still non yet present on the movie. We see that the room is really littered and little. It # 8217 ; s obvious that the dweller doesn # 8217 ; Ts have much money. He is lying down on the bed so still he looks dead ; he resembles a cadaver. This is done by Lee to stress how uneffective this character is. Lee wants us to believe how uneffective Da Mayor is traveling to be in this film, and how this character is non good for a whole batch. Lee wants us to pigeonhole him based on what we see. Next the camera rapid climb in really easy. We see a truly old wireless turned on, on the left side, and a truly old fan that is turned on, on the right side, that doesn # 8217 ; t seem to be making anything to cut down the heat. We hear Senor Love Daddy # 8217 ; s voice coming from Da Mayor # 8217 ; s wireless. The wireless, along with the trailing out of the first scene and the zooming in at the beginning of this scene, aid ties these two scenes together. In kernel, the associating shooting is done with lens motion. As the camera rapid climbs in, we see the tremendous sum of perspiration on Da Mayor # 8217 ; s organic structure and tonss of beer bottles on a tabular array by the side of the bed. Following Da Mayor gets up, moves the blind, looks out the window, and lies back down. This is done to demo that it is one of those yearss you wish you slept through. The following scene begins with low angle, medium shooting of Smiley. He has a really big church behind him to function as the background. Use of the low angle shooting makes the church expression immense. Lee does this low angle shooting to make an astonishing and dramatic consequence. The church has a ruddy colour due to its ruddy brick building. This one time once more is done to stress the intense heat and to bind this scene with the old two. We notice that Smiley has a face fungus doing him expression like a prophesier or sermonizer. Interestingly plenty, Smiley is the lone character in the full film with a face fungus. Smiley is have oning a red/pink faded long arm shirt, khakis, and has a black belt on ; a really old fashioned ensemble. Smiley is really cautiously dressed sing it # 8217 ; s a really hot twenty-four hours. He has a xanthous tape participant around his cervix and is keeping a image in his custodies, but we can # 8217 ; t state of what the image is. The yellow colour of the tape participant here serves as a warning mark to us. We meet Smiley while he is prophesying an of import message and we see that cipher is at that place to listen to it. As we listen to Smiley preach, we notice that he has a address damage. This damage is the ground no 1 listens to him. Smiley is prophesying a really of import message but no 1 in the film realizes it till its to late. Nebiims in this film are looked upon as castawaies and Smiley is an castaway with an of import message. The church plays no function in the movie and we neer see it once more. Lee is either stating us that people in the vicinity are non taking advantage of the church or the church is ineffective and is making nil. The church in this film is a lost cause. This shows that faith does non play a serious function in these people lives. The following shooting of this scene is a close up shooting of the image Smiley is keeping. We see that Smiley is keeping images of Malcolm X and Dr. Martin Luther King. Both these work forces were assassinated because of their beliefs. Smiley draws an Ten on Malcolm X, and a Crown on Dr. Martin Luther King with a ruddy marker. This is warning mark by Lee, to acquire people to believe about happening solutions to the racism job. The 3rd shooting of this scene has the same apparatus as the gap shooting of this scene. The of import facet of this scene is Smiley speaking about the battle against apartheid. However, Smiley pronounces it # 8220 ; Apart hate # 8221 ; because of his address damage. There is no favoritism officially in the United States, but apartheid is evident. Smiley is a combination of races. He # 8217 ; s hone for this function because he represents all, non merely one. Besides he is a really calculated pick to take for this function, because Smiley has a disablement. Lighting in this shooting is high key, really bright, with few or no shadows in the background. In the following scene you instantly notice strong backlighting with a silhouette of Mookie. The sunglassess on the window are an unpleasant volatile, intense ruddy. Haziness in shooting indicates some kind of filter was used. The filter gives the shooting a murky and cryptic visual aspect. Low cardinal lighting is used, really strong key visible radiation from back is evident, and there is small or no fill visible radiation. The camera is positioned at an utmost long shooting and the camera tallness is waist high. This tallness is used because Mookie is sitting on a bed. As we move in buttocks Mookie, we can state the shooting is being filmed with a manus held camera. Mookie # 8217 ; s have oning a white Bull # 8217 ; s New Jersey with Jordan # 8217 ; s figure stitched in ruddy on the dorsum. As we move in, we notice he is numbering money. We see Mookie is a immature black adult male with a slice, hippie haircut. His haircut suits the clip the film takes topographic point in. Mookie has a little Ag earring in one ear. Mookie is have oning a leather watchband with shells on it and a medallion shaped like Africa. This shows that Mookie has cultural heritage and pride. It looks as if we are mousing up on Mookie as we move up on him. It looks like we are watching an episode of COPS. We stop at a stopping point up shooting of him numbering money. We are being set up by Lee to believe that there is no manner Mookie earned the money in his manus lawfully. Lee wants us to pigeonhole and racially profile Mookie. Every feature of Mookie in this scene makes him look as a condemnable. There is a big image of a dollar measure in the corner while Mookie is numbering his money. This shows that he likes money, he wants more. We see a hide-a-bed. He is likely non in this current home for good. The bed is used as a impermanent agencies to kip in. In the 2nd shooting of this scene we get a stopping point up shooting of Jade. She is kiping and the colour pink is really evident in this shooting. It shows that Jade is really placid and peaceful. Following Mookie comes over to trouble oneself Jade and wake her up. Mookie says # 8220 ; Wake up, wake up # 8221 ; This is done to bind the first scene with Senor Love Daddy to this 1, as it reminds us of Senor Love Daddy and the first scene. We get down whizzing out easy and are in shallow focal point as we start to larn about these two characters. Through Mookie and Jade # 8217 ; s conversation we learn that they are brother and sister. We learn that Jade must work a batch since she says Saturday is the lone twenty-four hours she can kip in. She tells Mookie to acquire to work and from this we can Tell that she is the responsible one of the two. The scene concludes by Mookie acquiring up off the bed and traveling to work.

AP Goodbye “Web site;” Hello “Website” - The Writers For Hire

AP: GOODBYE â€Å"WEB SITE;† HELLO â€Å"WEBSITE† Good news for all word nerds: The Associated Press has finally made the switch from the old-fashioned Web site to the simpler, more natural-looking website. Yay! To me, Web site has always seemed a little stuffy and English teacher-ish. Good for AP to know when it’s time to change things up. According to the AP’s Web site – er, website – the change will be included in the 2010 print edition of the style guide. Other recent changes in AP style: †¢ Update: When used as a verb, carpool is one word (it’s still two words if used as a noun, though). †¢ Addition: The noun e-reader has been added – due to the recent deluge of gadgets like the Kindle and the iPad. Also acceptable: e-book reader. †¢ Update: The word mic is now an acceptable (informal) form of microphone. †¢ Addition: When talking about a certain angry hybrid of ultra-testosterone-fueled cage fighting, the correct term is mixed martial arts (this one surprised me; I expected a hyphen in there somewhere). No word on whether MMA is an acceptable substitute – but AP cautions that Ultimate Fighting is not to be used as a substitute (it’s actually a registered trademark). Image via Wikipedia So, what do you think? Are you happy to see the AP change with the times? Are there other changes you’d like to see?

Critically analyse the link between open frontiers and the p essays

Critically analyse the link between open frontiers and the p essays Non-harmonisation of indirect taxes within the EU is a problem Brussels appears to be having much difficulty dealing with. Taxation upon fuel, tobacco and alcohol, as well as Value Added Tax (VAT) are but some of the categories that fall under the banner of indirect taxation, and with each respected sovereign state within the EU currently adopting their own policy on such matters it can be easily understood how in a proposed free market problems are arising. Open frontiers can be linked to the problem as it is widely acknowledged and viewed on a daily basis that by visiting various countries within the EU, citizens can make savings upon products they would have previously bought at home, costing their respected governments vast amounts in lost revenue from the taxation, whilst at the same time benefiting the country where the products were purchased. The differences are negatively affecting business throughout the EU and are clearly a barrier to free trade that needs to be addres sed. Open frontiers and the principle of free movement go hand in hand. Free movement is part of the social charter and a success story for the European Union, citizens have the right to work or create a business in any EU state, and therefore open frontiers are necessary. Perhaps, the lack of harmonisation is a fault not caused by open frontiers, but one that is merely exploited while such discrepancies exist. Harmonisation of not just indirect, but all taxes is clearly the aim for the Union, as then more barriers to trade will have been cleared, creating a level playing field for the whole of Europe, and thus allowing further economic potential to be filled. VAT levels throughout the EU vary from as little as 15% in Luxembourg, to as high as 25% in Denmark, with all other states residing in the area between. Many throughout Europe abuse these differences. It is naturally beneficial for a businessman to buy his goods from a country tha...

Individual Report Essay Example | Topics and Well Written Essays - 3000 words

Individual Report - Essay Example †¦..8 4.2 PEST Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 Political Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Economic Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Social Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Technological Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 5. Solutions and Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 6. Forecasts and Outcomes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 7. Reference List†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 8. Glossary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.13 1. ... More questioning of authority and challenging of the organization system, whether public or private, have been observed. The work force is becoming outspoken, articulate and less willing to be dictated to and driven without their involvement and control. The aim of the essay is to proffer management issues in the Philippines, as representative of an Asian culture, and compare it with other prominent management practices in the West. The discourse would be presented with reference to culture theories such as those of Hofstede’s cultural dimensions to solve management problems for a client. 2. Terms of Reference As a group of professionals with diverse cultural orientations, the task given is to prepare a briefing paper to a client in solving management problems in an organization in the Philippines. Our group is composed of one man from Kuwait, one lady from Nigeria, two men from India, and one man from Pakistan. The client is a British national tasked in managing a global orga nization in the Philippines. He is particularly interested in determining management practices in the Philippines, as well as cultural orientation (values, preferences, religion) that influences the way people work in an organization. The cultural orientation of a nation significantly reflects the intricate interaction of attitudes, values, behavior and perceptions manifested by the local population. Using Hofstede’s cultural dimensions, the client is requiring an assessment of each cultural dimension as it pertains to management practices in the Philippines, as compared to other management practices in organizations in the West. The information gathered would be used to assist the client in applying the appropriate management and leadership style needed to solicit the

Crosscultural Miscommunication Essay Example | Topics and Well Written Essays - 500 words

Crosscultural Miscommunication - Essay Example Negotiating styles of Australians and Canadians are explored to identify their similarities and differences against the GLOBE framework. It is seen that negotiation skills are of primary importance for any leadership position across all kinds of businesses and it determines the success of the business to a large extent. Negotiation is of relevance when there is a need to achieve common goals and the same needs to be communicated to the other parties. Also, when communication and personality differences are identified, need for negotiation can arise. In such situations, the participants are required to have a clear idea of the goals needed to achieve and also be aware and respect the differences in communication and personality styles (Walters, 2007). Wade observes that a culturally common solution is offered at the beginning of any negotiation (1999). Both Australians and Canadians prefer to start an informal conversation before the actual negotiation process. Australians tend to prefer straight forwardness as their Canadian counterparts and do not leave much to be interpreted in a conversation. Both have a culture of saying 'no' directly when they are uncomfortable with the negotiations.

The Information Seeking Behavior of Graduate Students

The Information Seeking Behavior of Graduate Students People seek information in different ways and using different methods to access the information they need. One individual might prefer to get the information from a news agency while another might prefer to access the latest news online or from TV, newspapers, and SMS services. Academics and students have their own unique seeking behavior and their own ways of obtaining information whether it is from a scholarly database, the web, library collections, or from their peers, therefore, it is important for us to know in this thesis how students go about seeking and obtaining their information needs taking into account their behavior. Another important factor that this research is looking at is whether the information seeking behavior of the graduate students follows an already previously established information behavioral model, and if that model can help us explain more clearly the seeking behavior and the process students go through when searching for and obtaining the information they need. From my experience as a university graduate student in Kuwait University, graduate students face problems related to how to search and seek out related information in the appropriate databases for their work. Because there is an absence of a course and a curriculum in Kuwait University that teaches the basics of information, information types, information searching process, information seeking behavior, and an information seeking guide or strategy design, the graduate students spend most of their time struggling to find a suitable way to seek and obtain the information they need correctly. This information seeking process is done on a trial and error basis by the graduate students during their coursework assignments and projects. It would be more helpful to have this kind of information incorporated in the universitys courses and curriculum especially in the first year of study to help the students improve their information seeking process. Some students also face access problems bec ause they are not given access to the databases from outside the campus by some universities. This thesis will investigate how students go about seeking and obtaining their information needs taking into account their behavior. It is also important to know in this research whether the students were satisfied with the material they found during their searching process, and whether the resources found was enough for them in which they got to a point where they stopped searching for any more materials. Another important area of investigation that this research is looking at is whether the information seeking behavior of the graduate students follows an already previously established information behavioral model, and if that model can help us explain more clearly the seeking behavior and the process students go through when searching for and obtaining the information they need. It is interesting that there arent many or enough previous research studies that study graduate students research activities and problems students faced during the information seeking process. For this reason, graduate students information seeking behavior will be examined to identify the types of search activities undertaken, and the problems they faced during their coursework and research papers. Although a number of studies have been conducted on information seeking behavior, but the issue of research activities interrelation with topic-related activities, how the results of the search activities were understood by the students, and whether the students feel that they have satisficed their information needs and achieved information fulfillment particularly in the context of Kuwait University graduate students in Kuwait, as one of the developing countries, have not been given much consideration. Also, there is a gap in the information seeking models described in the literature revi ew, whereas the models dont show the integration of students library usage or knowledge about their resources as well as citation analysis. There needs to be an integration of library use and citation analysis in these models to give a better understanding of students information seeking behavior. It is important to understand how students browse the variety of resources because it helps educators in developing and assessing courses designed to instruct their students in library and electronic usage. However, there might be a possibility that students may not be familiar with library resources, or not be aware of which resources a library might have, or how to make use of them. It is therefore of interest to us to try and understand what makes one student go out and explore library resources, while another one might not use the library for printed material but instead uses only electronic or web resources to access the material needed from a remote location such as from the working offices or from home (Waldman, 2003). 2. Related Work Since this thesiss research questions focuses on investigating the information seeking activities that are undertaken by graduate students, when students feel that they have satisficed their information needs, and did the students achieve information fulfillment, it is important to define these terms in relation to this research. There is an increasing recognition that in order to understand information seeking we need to understand the context in which it takes place and which to some extent shapes it (Allen and Kim, 2001; Brezillon and Saker, 1999; Chang and Lee, 2000; Cool, 2001; Kuhlthau and Vakkari, 1999; Solomon, 2002; Sonnenwald, 1999; Talja et al., 1999; Vakkari et al., 1997; Wilson and Allen, 1999 cited in Ford, 2004, p. 183). Information seeking within its broader context is often termed information behaviour, defined by Wilson (1999, p. 249, cited in Ford, 2004, p. 183) as: those activities a person may engage in when identifying his or her own needs for information, searc hing for such information in any way, and using or transferring that information. The notion of information behavior broadens that of information seeking by including consideration of the use of information in satisfying the purposes for which it was required. But taking into account such wider context may also have a narrowing effect, since the contextual elements that broaden the focus of a model may at the same time narrow its generality, in that they may be specific to particular domains of activity (Ford, 2004, p.183). Simon defines satisficing as a decision-making process through which an individual decides when an alternative approach or solution is sufficient to meet the individuals desired goals rather than pursue the perfect approach (Simon, 1971, p. 71 cited in Prabha et al., 2007, p. 78). When individuals satisfice, they compare the benefits of obtaining more information against the additional cost and effort of continuing to search (Schmid, 2004 cited in Prabha et al., 2007, p. 78). In fact, in many organizations, problems are considered resolved when a good enough solution has been found, that is the manager satisfices as she looks for a course of action that is satisfactory (Choo, 1998, p. 49 cited in Prabha et al., 2007, p. 78). Theoretically, decision makers consider all potential alternatives until the optimal solution emerges (Stroh et al., 2002 cited in Prabha et al., 2007, p. 78). However, such an exhaustive analysis would require additional time and expenditure which information se ekers must weigh against the likelihood that they will find additional information of sufficient value to offset the cost of continued searching. The consequences of putting time and effort into finding optimal solutions can be costly; therefore, decision makers must be willing to forgo the best solution in favor of one that is acceptable (Stroh et al., 2002, p. 94 cited in Prabha et al., 2007, p. 78). In so doing, information seekers à ¢Ã¢â€š ¬Ã‚ ¦satisficeà ¢Ã¢â€š ¬Ã‚ ¦and choose the one [solution] that produces an outcome that is good enough' (Stroh et al., 2002, p. 94 cited in Prabha et al., 2007, p. 78) The foregoing examples suggest that users may satisfice their need for information based on what they are able to find and thus stop looking for more information. Users may also stop looking for information prematurely if the information systems are difficult or unusable. The very abundance of information makes it crucial for information seekers to decide what information is enough to meet their objectives. (Prabha et al. 2007, p. 78). Information Fulfillment can be defined as the achievement of all information needs. The provenance of the term can be traced back to the 1870s when it was used to describe the fulfillment of a commercial order. The aim of an information system is to ensure that the end user is able to function effectively within the organization and able to access all the necessary information in order to complete a task. There have been a variety of information models proposed which aim to plot the sequences of events from the initial information seeking to information finding (Burke, 2006, p.446). Seeking information is still a fundamental activity which involves searching, collecting, organizing, storing, retrieving, and using information (Abouserie, 2007). Abouserie (2007) stated that it has become easy to save time and make less effort in retrieving information on a subject or to get a information source by its title, author, subject, and date of publication through the use of information based research tools. He also explained that the tasks of making several information seeking strategies and retrieving information have been improved by the emergence of new generations of hardware and software (Machionini, 1995 cited in Abouserie, 2007, p.3). Adequate knowledge about the information needs of users is imperative for libraries in re-orienting their collections, services and activities to synchronize them with the information seeking behavior of users. New technologies have affected the information seeking process. These technologies have affected some functions and processe s in universities, schools, libraries, and information centers (Abouserie, 2007). Abouserie (2007) also described that storing, organizing, retrieving, and providing access to information are the main processes that have been positively affected. Many library materials are available in online databases. In addition, it becomes possible for many users to use each database at the same time without affecting the quality of the service or the response rate. He also stated that information seeking is a broad term that includes the ways individuals formulate their information needs, seek, evaluate, select and use the needed information. Many factors contribute to the selection and use of different information sources such as: cost, past success, accuracy, reliability, comprehensiveness, usefulness, currency, response time, accessibility, technical quality, and the format. Investigations into the information needs and information seeking patterns of individuals would help improve the current information systems and resources for providing to the continuous changing needs of their users (Abouserie, 2007). In this thesis information seeking behavior is described as an individuals way and manner of gathering and sourcing for information for personal use, knowledge updating and development (Kakai et al, 2004 cited in Ajiboye, 2007, p.546). Waldman (2003) stated that information seeking behavior is the way people search for and utilize information. It is important to understand what factors are relevant in motivating a person to seek out information. A particular focus of inquiry has been on those factors that play a role in deciding to use the library and its resources as a place to seek information, either physically or virtually, as opposed to just surfing the Internet. He also stated that it would appear that more people are using the Internet to find information they need, and information that is unmediated by the library. He stated that informed library users are aware that libraries have resources that are more comprehensive and scholarly in nature than most Web resources available on the Internet. Also, libraries may provide access to scholarly literature that is not freely available on the Web, or may not be online at all. Equally important, users become aware of libraries resources, usually while having to write research papers in their undergraduate or graduate studies. Waldman (2003) also said that it is critical to understand what makes students use the librarys resources whether (print and/or electronic) while others will not think of the library as a place to find scholarly resources for their papers. One difficulty to the use of a librarys resources, and in particular its electronic resources, is that they are not seen as being direct. In contrast to an Internet search engine, where a single keyword search will usually result in thousands of hits, no matter what the topic is, on the other hand, in the library, students have to choose a particular database and be more selective in the search words they use according to Waldman (2003). 3. Objective of the research and the proposed methodology The aim of this thesis is to know how students go about seeking and obtaining their information needs taking into account their behavior. It also aims at knowing whether the students were satisfied with the material they found during their searching process, and whether the resources found was enough for them in which they got to a point where they stopped searching for any more materials. Another important factor that this research aims at is whether the information seeking behavior of the graduate students follows an already previously established information behavioral model, and if that model can help us explain more clearly the seeking behavior and the process students go through when searching for and obtaining the information they need. The following objectives will be used in the study to structure the inquiry and to guide the development of the research procedures and methodologies: To identify and synthesize the literature relevant to information seeking behavior. To determine the place of this research within the published literature. To select and develop a method of data collection. To examine and analyze how students obtain the information they need. To gather and represent data on the information seeking activities and strategies of students. To investigate the extent to which model of the information seeking models could explain the information behavior of graduate students. To test the applicability of a generic (Wilsons first information seeking behavior model of 1981) and a non-linear information model (Fosters 2005 information behavior model) to the information behavior of graduate students. To examine what difficulties students face and what types of behavior they experience during their information seeking process when finding or not finding the appropriate information. For this reason, an exploratory qualitative research approach with semi-structured, in-depth interviews was chosen as the methodology, because this research focuses on studying the information seeking behavior of graduate students, and the most suitable method to study the behavior of students as well as their information needs and process of acquiring information is through the qualitative method. According to Ambert et. al. (1995) qualitative research seeks depth rather than breadth, and instead of drawing from a large sample of an entire population, qualitative researchers seek to acquire in-depth information about a smaller group of persons. The aim of qualitative research is to clear about how and why people behave, think, and make meaning as they do, rather than focusing on what people do or believe on a large scale. In addition, qualitative research frequently results in discovery of new information, and new practices or behaviors rather than verification. It may also involve complete redirection, or modification of, or additions to, existing ideas or models. Qualitative methods are a set of data collection and analysis techniques that can be used to provide description, build theory, and to test theory Van Maanen (1979 cited in Shah and Corley, 2006, p.1824). The reason why quantitative method is not being used in this research is because this thesiss aims and objectives are not to develop and employ mathematical models and hypotheses concerning phenomena using calculations and statistical procedures. Qualitative research is a better method to be used for this thesis because it provides a deeper understanding of the issues and insight into the process we are studying. Researchers in this field such as George, C. et al. (2006) study explored graduate students information behavior related to their process of inquiry and scholarly activities. Qualitative method was used through in depth, semi-structured interviews that were conducted with one hundred graduate students representing all disciplines and departments from Carnegie Mellon Univers ity. Other researchers like Foster (2005) offers a new, nonlinear model of information seeking behavior, which contrasts with earlier stage models of information behavior and represents a potential cornerstone for a shift towards a new perspective for understanding user information behavior. The model is based on the findings of a study on interdisciplinary information-seeking behavior. The study followed a qualitative approach using interviews of 45 academics. The interview results were inductively analyzed and an alternative framework for understanding information seeking behavior was developed. The research approach that will be applied in this thesis will be the use of Grounded Theory (GT). This thesis and its research questions try to find an answer or an explanation to the phenomenon which is the graduate students information seeking behavior. This research has no previous theory or a hypothesis to test, but it seeks to generate a new idea, information, added value, or a theor y to previous research done in the subject of information seeking behavior of graduate students. Therefore, the most suitable qualitative data analysis method chosen for this thesis is Grounded Theory (GT). Grounded Theory is a general, inductive, and interpretive research approach which was originated in 1967 by Barney Glaser and Anselm Strauss (Glaser and Strauss, 1967). Glaser defines grounded theory as an approach that is based on the systematic generation of theory from the data collected and analyzed that is obtained from social research. Theory is generated during the actual research, and this is achieved through continuous interplay between analysis and data collection. Researchers who use GT as their research method do not test or verify any preconceived hypothesis. In contrast, researchers in this approach develop new theory based on the collected data. Instead of having hypotheses to test, researchers in GT studies have research questions to address. In grounded theory, a researcher should keep his/her mind open to any possible evidence that might exist in the dataset. In Glasers words (1992, p. 8) GT is inductively generating theory through qualitative analysis of qualitative and/or quantitative data. To define the meaning of qualitative analysis, Glaser (1992, p. 1) states that qualitative analysis entails any kind of analysis that generates findings or concepts, as in grounded theory, that are not arrived at by statistical methods. Although GT is a well-established methodology, it is an approach to research rather than a detailed research method. The general goal of GT research is to develop theories in order to understand the phenomenon under study. GT has been developed and also used within the field of social science, and has been successfully employed by people in a variety of different disciplines including information science. In addition, Pace (2004) states that the main and essential stages in the process of GT development involves first coding the data collected, memo writing, sorting the data, and then writing the theory. This study is also significant because the uses of information resources especially electronic resources are used by students in universities and academic libraries. Since the access and use of electronic resources is faster and less time consuming, it makes it more appealing for students than that of obtaining printed resources. This research will be applied in Kuwait University in the College of Graduate Studies by choosing a sample of graduate students to study, because students in Kuwait face problems related to how to search and seek out related information in the appropriate databases for their research papers. Graduate students in Kuwait University need a strategy to guide them in their information seeking process. New information, added value, and a theory integrated with the information seeking models will be proposed in this research paper. 4. Results of data collected The sample was drawn from the population of graduate students enrolled at the College of Graduate Studies at Kuwait University. The 24 students that were interviewed and observed in the library and computer labs were from the Information Systems, Social Sciences, and Library Departments. The data that was collected from the students transcribed interviews were coded into meaningful categories using qualitative data analysis and represented in the figure below and will be described in 8 key points that will hopefully help in answering the research questions of this thesis and address the gap or problem in this research. From the data collected it is clear that the students information seeking behavior and activities were only caused by their course-related homework and that they mainly used online resources to find information they needed for their coursework in a hope to reach information fulfillment. Also from the data collected during the interviews, the students expressed that the y dont seek information or make any research activities outside their university coursework or for personal use. Plus, so far from the data collected, the students seem to follow Wilsons first information seeking behavior model of 1981 and Fosters 2005 information behavior model that were explained in the literature review and they are applicable in their situations. The findings were summarized in the following key points, topics, or themes: types of research activities, activities interrelation with topic, library usage and role in obtaining information needs, Internet usage and role in obtaining information needs, result of search activities understood by students, support from instructors and fellow students in getting information, achieving satisfaction with information needs, and achieving information fulfillment. 4.1 Data Analysis The main approach to the data analysis involved a detailed analysis of the interview transcripts collected from the graduate students at Kuwait University. First of all, notes from each interview, made both during the interview and immediately after it, were reviewed and then highlights as well as new concepts were identified. Secondly, the transcript from each interview was reviewed and coded. Thirdly, each new interview was compared to the previous ones for confirming or disconfirming evidence. Open coding using Key Point Coding was used for coding the responses from the interviews to give P1, P2, and so on where P indicates key point (Allan, 2003). The codes are then analyzed and those that relate to a common theme are grouped together. Concepts are then grouped and regrouped to find categories. Then these concepts and categories lead to the emergence of a theory. If the data has been analyzed without a preconceived theory or hypothesis, that theory is truly grounded in the data b ecause it came from nowhere else. Preliminary patterns describing the factors that influence information-seeking behavior were developed based on concepts identified during the literature review (Mansourian, 2006). Key Points Responses from sample P1: Types of research activities Only university courses related activities from (I1 to I27). I3, I26 also researched for personal work. P2: Activities interrelation with topic Activities are interrelated with topics from (I1 to I27) P3: Library usage and role in obtaining information needs I3, I4, I6, I9, I11,I13, I16, I22, I25 P4: Internet usage and role in obtaining information needs I1, I2, I3, I4, I5, I6, I7, I8, I9, I10, I11, I12, I13, I14, I15, I16, I17, I18, I19, I20, I21, I22, I23,I24, I25, I26, I27 P5: Result of search activities understood by students I1, I2, I3, I4, I5, I6, I7, I9, I11, I12, I13, I14, I15, I16, I17, I18, I19, I20, I24, I25, I26, I27 P6: Support from instructors and fellow students in getting information I1, I3, I4, I5, I6, I7, I8, I9, I10, I11, I12, I14, I15, I16, I17, I18, I19, I20, I21, I22, I23, I24, I25, I26, I27 P7: Opinions on achieving satisfaction with information needs I1, I3, I4, I5, I6, I7, I8, I10, I11, I12,I13, I14, I15, I16, I17, I18, I19, I20, I21, I22, I23, I24, I25, I26, I27 P8: Achieving information fulfillment I18, I24, I25 Key Points are presented using the code (p) as in key point no.1 (P1), key point no.2 (P2). Responses from the sample that was interviewed are presented as (I1, I2). The code (I) refers to Individual 1, Individual 2. This thesis examines what types of research activities are undertaken by graduate students, and how these activities were interrelated with topic-related activities. This thesis identifies how the results of the search activities were understood by the students, when students feel that they have satisficed their information needs, and did the students achieve information fulfillment. Also, this thesis sets out to investigate the extent to which model of the information seeking models could explain the information behavior of graduate students, and to test the applicability of a generic (Wilsons first information seeking behavior model of 1981) and a non-linear information model (Fosters 2005 information behavior model) to the information behavior of graduate students. From the data collected during the interviews and observation, it is clear that the students search activities were interrelated with topic-related activities. Their information seeking behavior and activities were only caused by their course-related homework and that they mainly used online resources to find information they needed for their coursework in a hope to reach information fulfillment. Also from the data collected during the interviews, the students expressed that they dont seek information or make any research activities outside their university coursework or for personal use. Plus, so far from the data collected, the students seem to follow Wilsons first information seeking behavior model of 1981 and Fosters 2005 information behavior model that were explained in the literature review and they are applicable in their situations. The findings were summarized in 8 key points, topics, or themes. The students all expressed that they always feel that they havent satisficed their information needs and dont achieve information fulfillment. They also face problems during their information seeking behavior and demanded that Kuwait University find a solution to these obstacles to improve their i nformation seeking experience. One student recommended that, Kuwait University must provide us with training courses and workshops for all types of searching that is organized with the library and should be incorporated within our courses. Also, skilled librarians should be hired who are aware of other fields and majors so that they can help us with our searching process and save us time when finding materials. Plus, the university should subscribe to more databases as well as English and Arabic journals in addition to the ones that are already available. Moreover, there should be one web page or portal to unite the access to all database web sites by entering just one username and password, because there is the burden and difficulty of entering a username and a password for each database web site. There is no portal that unites all of the universities databases where only one username and password is entered at the beginning and then you can browse all the databases. Another studen t suggested that, My information seeking process and obtaining experience could be improved by being able to download all articles from the universitys databases, because right now I face a problem in downloading some articles. Also, the university needs to subscribe to more databases so that I have a variety of resources to search for my topics. The databases that the university is currently subscribed to should work. Finally, there needs to be more organization in the university library in terms of keeping articles or books so that we can easily find them and not take so much time in searching for resources that could be lost without us knowing. Furthermore, a student said that it would be lovely to see the university, Provide me with full access to databases off the university campus. Additionally, meetings should be organized with librarians and students to help them on the ways of searching for materials, and on how to get the printed and electronic resources available physical ly at the library or on the universitys online web site. Equally important, all students suggested that the university should provide them with up-to-date software programs and good hardware devices with no technical problems or defaults. 4.2 Graduate Students Information Seeking Behavior Model at Kuwait University The following proposed model describes and shows the steps and process of what graduate students actually go through and what they do in their information seeking behavior. The boxes in the model show processes, inputs, outputs, steps, and people, and the arrows represents a mixture of information and decision making trajectories and the relationships and inter-relationships between them. First, the graduate student is given the option of choosing his or her topic to do a research on, or a topic is assigned to them by the instructor during the coursework. The topic is interrelated with the research activities or the information seeking behavior. Then, the students seek for information either from the library or from the Internet. The graduate students use mostly electronic resources from the web via Google Scholar, The Invisible Web, and from the databases that the university is subscribed to. When the students are experiencing their information seeking behavior, they sometimes get h elp, support, and advice from their instructors and fellow students or friends. Afterwards, the student gets the results of his or her search activities and the information seeking behavior might result in satisfaction and happiness to the student or non-satisfaction which then leads to lack of satisficing and information fulfillment. Finally, the satisfaction of the information should lead to information fulfillment for the student. 5. Conclusion Academics and students have their own unique seeking behavior and their own ways of obtaining information whether it is from a scholarly database, the web, library collections, or from their peers, therefore, it is important for us to know in this thesis how students go about seeking and obtaining their information needs taking into account their behavior. Another important factor that this research is looking at is whether the information seeking behavior of the graduate students follows an already previously established informatio

Alien Coursework

I am in this room alone, petrified and exasperated of what the humans did to me. They attempted to execute me just because I was unequivelent to them. My feelings are hurt, they aren't adequate words in this world to portray my feelings. I was innocent, my only felony was being born an alien . Surviving that harrowing assault was simply impossible. I have mixed emotions about surviving the attack, I'm ecstatic to get out alive, but a part of me wishes I just perished in that attack in order to exit my long-term melancholy. Not knowing where I was, was an idea that petrified me. Observing my other friends getting murdered was an indescribable horror. I am now left solitary in this abnormal world, This whole incident has been appalling, I never thought in a million years that I'd have to face such a tough ordeal. Thank god the humans living in this house don't know where I am, or else I would've been brutally slaughtered too. Those humans are callous , any random creature they see, they will jump to the conclusion that this creature is detrimental also must be eliminated from this planet. My feelings for the humans is filled with vexation, they literally took my life away. A part of me doesn't blame them because some people don't intend to hurt us, they are just simply intimidated and only want to protect their loved ones from this contrasting creature. All I want to do now is go home. I am working really hard to find a way out of this world, it took time, but I finally came to the conclusion that there is just no way out of here. My nightmare has arrived and that is being trapped with people who loathe you and also are out there to dispatch you. Whatever happened to the saying â€Å"Where there's a will there's a way†? I explicitly have the will but couldn't figure out the way. Perhaps I should've died along with my fellow friends who were with me in this entire tribulation. Being dead is certainly much better than thinking of what do next. Continuation Next page As my friends vanished, I felt that I vanished too. They were a part of me, If they were not gone I would collaborate with them. All I want to do now is get out of this gruesome planet, find a new futuristic place where people actually adore and appreciate you, also treat you benevolently. But I know, this is all a hallucination and is dubious to become true. I have no idea where life will take me next, but I do know I want to get out of this ghastly house. I have learned today that life is arduous. No matter what you do there will always going to be some complications that are unpreventable, but it all comes down to how you face your problems. The way I'm going to face it is move on and try to forget about what happened, I ought to acquire a way out of here.

Why Should Attendance Be Required in Cpllege

Williams, De’Quesha Essay 2 November 22, 2010 Why Should Attendance Be Required in College? Thesis; Attendance in college should be required because attendance is important. First, the president should require attendance in college classes because, people do not come to class and the people are receiving financial aid. Second, the president should require attendance in college classes because; the people will not know who is on campus. 3.Finally, the president should require attendance in college classes because; the students will be asking about their grades and the people will not even know the students name. Conclusion: All the statements above are why attendance should be required in college classes. Williams 2 How would you feel if you went to class everyday and did not get your financial aid like you was suppose to? That is because; role is not being taken in the classrooms. People that do not come to class are receiving financial aid. That is not fair to the people that comes to class everyday.Attendance should be requires so, that people that come to class like they should gets everything that they need. Next, attendance is important. The people that are coming to class like they should has not received their financial because; the person over financial aid says that they have been missing class. The people have been coming to class to receive their financial aid. That mistake happened because; the people are not taking role. So mistakes will not happen like this again the president should require attendance in college classes.Furthermore, the president should require attendance because; the people will not know who is on campus. It could be a murder on campus. It could be anyone that is not suppose to be on campus. Taking attendance will let everyone know who is suppose to be on campus. Then, which classes the students are suppose to be in. Moreover, the students will be asking about their grades. Then, the people would not know what to tell the students because; the people do not know the students name.Even if the students told the people their names they still will have to go by the role. To avoid problems the president should require attendance in college classes. If attendance is required the people will know which students are asking about their grades. Overall, the president should require attendance in college classes because; it is important to have attendance. The president will not know who is on campus if the president is not requiring attendance. Attendance should be required in college classes because; there are a lot of activities that happens on campus.

Hanover College Acceptance Rate, SAT/ACT Scores, GPA

Hanover College is a private liberal arts college with an acceptance rate of 79%. Located in southeastern Indiana, Hanover is affiliated with the Presbyterian Church and is the oldest private college in Indiana. Hanover places emphasis on experiential learning including research, independent study, and project-based internships. Hanover has an impressive 13-to-1  student / faculty ratio  and students can choose from over 32 majors or design their own major. On the athletic front, the Hanover Panthers compete in the NCAA Division III Heartland Collegiate Athletic Conference. Considering applying to Hanover College? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Hanover College had an acceptance rate of 79%. This means that for every 100 students who applied, 79 students were admitted, making Hanovers admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 3,229 Percent Admitted 79% Percent Admitted Who Enrolled (Yield) 14% SAT Scores and Requirements Hanover College has a test-optional standardized testing policy. Applicants to Hanover may submit SAT or ACT scores to the school, but they are not required.  During the 2017-18 admissions cycle, 29% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 520 640 Math 520 620 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  Hanover Colleges admitted students fall within the  top 35% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Hanover scored between 520 and 640, while 25% scored below 520 and 25% scored above 640. On the math section, 50% of admitted students scored between 520 and 620, while 25% scored below 520 and 25% scored above 620. While the SAT is not required, this data tells us that a composite SAT score of 1260 or higher is competitive for Hanover. Requirements Hanover College does not require SAT scores for admission. For students who choose to submit scores, note that Hanover participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Hanover does not require the optional essay portion of the SAT. ACT Scores and Requirements Hanover College has a test-optional standardized testing policy. Applicants may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 30% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 21 28 Math 20 27 Composite 22 27 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Hanovers admitted students fall within the  top 36% nationally  on the ACT. The middle 50% of students admitted to Hanover received a composite ACT score between 22 and 27, while 25% scored above 27 and 25% scored below 22. Requirements Note that Hanover does not require ACT scores for admission. For students who choose to submit scores, Hanover College participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all ACT test dates. Hanover does not require the optional ACT writing section. GPA In 2019, the average high school GPA of Hanover Colleges incoming freshmen class was 3.73. This data suggests that most successful applicants to Hanover College have primarily A grades. Self-Reported GPA/SAT/ACT Graph Hanover College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Hanover College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Hanover College, which accepts just over three-quarters of applicants, has a somewhat competitive admissions pool with above average SAT/ACT scores and GPAs. However, Hanover also has a  holistic admissions  process and is test-optional, and admissions decisions are based on more than numbers. A strong  optional application essay  or writing sample and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. While not required, Hanover strongly recommends  interviews  for interested applicants. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Hanover Colleges average range. In the graph above, the blue and green dots represent students accepted to Hanover College. Most had SAT scores (ERWM) of 1000 or higher, an ACT composite of 20 or higher, and a high school average of a B or better. Note that Hanover College is test-optional, so grades are more important than test scores in the admissions process. If You Like Hanover College, You May Also Like These Schools Butler UniversityBradley UniversityWesleyan UniversityOberlin CollegeHaverford CollegeAmherst Collegeï » ¿ All admissions data has been sourced from the National Center for Education Statistics and Hanover College Undergraduate Admissions Office.