A Letter to His Parent by Jose Rizal - 4223 Words

ENGLISH Write the antonyms of these words. 1. Wet _____________________ 2. Full _____________________ 3. Save ______________________ 4. Return ____________________ 5. Funny ____________________ 6. Sharp _____________________ 7. Fresh _______________________ 8. Exit ________________________ 9. Bake _________________________ 10. Awake ___________________________ Positive Comparative Superlative 1. Pretty ______________ ________________ 2. Attractive ______________ ________________ 3. Short ______________ ________________ 4. Noisy ______________ ________________ 5. Thin ______________ ________________ Match the synonyms. Write the†¦show more content†¦______ 4. We can see mountains all over the world. ______ 5. A plateu is an elevated land area that surrounded by a lower land area. ______ 6. A mountain is good for putting up airports and railroads. ______ 7. Rice fields are usually found on plains. ______ 8. People cultivate the land and grow different crops on it. ______ 9. Island is a flat level land between mountains or hills. ______ 10. Lava is very hot mud. Match the correct answer. ____ 11. It erupts and throws out lava. A. Islands ____ 12. It is a lowland between hills or mountains. B. mountain ____ 13.It is the highest landform. C. peak ____ 14.It is the landform surrounded by water. D. valley ____ 15.The top of the mountain is called _____ e. volcano ____ 16. The highland but lower than a mountain f. plain ____ 17. A flat level land g. plateu ____ 18. It is an elevated level land. H. hill Choose the correct answer in the box Lahar , river , waterfall , pond , ocean | 1. It is water falling from a high ground to a low ground. 2. It is the largest body of water on the earth. 3. It is the mudflow from an erupting volcano. 4. It is a body of freshwater over which a bridge is usually built. 5. It is a small body of freshwater surrounded by land. 24– 26 Find the different of water in the word puzzle below. Color them tightly with blue or yellow. F | H | J | E | C | H | O | A | B | A | T | H | I | N | G | RShow MoreRelatedRizals Love Affair to Josephine Bracken1640 Words   |  7 PagesJOSE RIZAL’s LOVE AFFAIR TO JOSEPHINE BRACKEN (Western Mindanao State University,ZC) Submitted to Ms. Submitted by Student Nurses Helouise P.Vallecer Karielle Mareez H. Mamungay Rizette Jade O. Araneta Miel Marie F.Atilano Jester lendl Cruz ABSTRACT In this article of Rizal’s love affair to Josephine Bracken it is studied on how and why they met. How do they leave each others side from the time of the first glance of Rizal’s eye to Josephine. LITERATURE REVIEW Sweet foreigner? WhileRead MorePhilippine History of Jose Rizal1461 Words   |  6 Pagesthe Ilustrado’s was Jose Rizal. During the time of Rizal and after his death the Philippines underwent its revolution from Spain. The revolution was triggered by a number of events and people most notably Jose Rizal and Andres Bonifacio. 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Rizal6588 Words   |  27 PagesJosà © Rizal |Date  of  birth: |June 19, 1861. | |Place  of  birth: |Calamba, Laguna, Philippines | |Date  of  death: |December 30, 1896 (aged  35) | |Place  of  death: |Bagumbayan (now Rizal Park), Manila, Philippines | |Major organizations: |La Solidaridad, La Liga Filipina | |Major monuments: |Rizal ParkRead MoreReaction in Rizal1956 Words   |  8 Pagesâ€Å"RIZAL’S TRAVEL TO OTHER COUNTRIES: THEIR CONTRIBUTIONS TO HIS HEROISM† Spain Jose Rizal was departed from spain, and it was kept secret from Spanish authorities. On May 3, 1882 he boarded on Salvador bound for Singapore, and that time he was the only Filipino passenger. The captain of the ship, Donato Lecha from Asturias Spain, befriended him although some Spaniards who spoke ill of the Philippines peeved him. He was conferred the degree of Licentiate in MedicineRead MoreResearch Paper About Rizal2146 Words   |  9 PagesIs Rizal married to Josephine Braken? I. Introduction My intention is to give a basic outline of the lovelife story between Josephine Bracken and Jose P. Rizal. So for reasons of this outline and other constraints it will unfortunately be necessary omit some aspects of their story in this outline report. I ask of anyone who believes that anything is incorrect. Then, should it be necessary, it can be amended. I ask that any information that is offered is factually based rather than opinion orRead MoreRizal: His Travel and Experiences2489 Words   |  10 PagesDr. Jose Protacio Rizal Mercado y Alonso Realonda as born on June 19, 1861 at Calamba, Laguna. His second house was in Binan Laguna where he had his early education He also studied in Sto. Tomas and Ateneo Rizal could no longer bear the discrimination in University of Sto. Tomas thus he decided to go abroad. His purposes are : to finish hi medical studies, to study liberalism, culture, and what kind of government do other countries have. On May 3, 1882, Rizal left Philippines for the firstRead MoreIntroduction to Rizal Course11998 Words   |  48 PagesLECTURE GUIDE IN SOC 6 WEEK 1—ORIENTATION / INTRODUCTION TO RIZAL COURSE WEEK 2 BACKGROUNDER OF RIZAL’S FAMILY / HISTORICAL BACGROUND OF RIZAL: A. ANCESTRY OF RIZAL. Rizal came from a mixture of races. From his father side, his great grandfather was a Chinese merchant from Amoy, China. In the closing year of the 17th century, Domingo Lamco who assumed the family surname â€Å" Mercado â€Å" in consonance with the decree of Governor General Narciso Claveria to free all Spanish subjects and their childrenRead MoreRizal2524 Words   |  11 PagesChapter 2 : â€Å"CHILDHOOD MEMORIES IN CALAMBA† Our National Hero, Dr. Jose Protacio Mercado Rizal y Alonso Realonda, has a lot of beautiful memories and wonderful experiences to reckon during his childhood days in Calamba – where he was born. He grew up in a happy home, ruled by good parents, bubbling with joy and contentment, sanctified by God’s blessings. His birthplace was an ideal place for individuals who want to gain inspiration and peacefulness. CALAMBA is really a perfect place to nurtureRead MoreReflection for Rizals Eye-Opening Journey (the National Hero of the Philippines)3237 Words   |  13 PagesReminiscing the Life of Dr. Jose P. Rizal A glance to his eye-opening journey Submitted by: Cornelio, Ruth Estabillo, Janine Obligado, Avelardo Odper, Renelyn Ora, Rex Reyes, Cristine Rosete, Jaysieca Submitted to: Professor Ortaà ±es Works, Writings, Life of Rizal September 27, 2010

FIN501 - Strategic Corporate Finance - Mod 1 SLP Essay

Essays on FIN501 - Strategic Corporate Finance - Mod 1 SLP Essay Finance Module SLP of the of the Finance Module SLP Brief of the Company I have chosen the Coca Cola Company for my finance SLP. The main business of the Coca Cola Company is to provide beverages to quench the thirst of people the world over. Headquartered in Atlanta, the company operates in 200 countries, has over 139,000 employees and 2,500 products. The drink that started it all was the ever popular Coca Cola, which was originally created in Atlanta, USA by Dr. John Pemberton in 1886. It was named Coca Cola by his accountant, Frank Robinson. The rights to its ownership were purchased by Asa Chandler, its first President, whose marketing genius led to it being popularized all over the United States. As Coke celebrates 125 years of its history, the brand is now the most recognized in the world (The Coca Cola Website, 2011). The shares of Coca Cola are sold on the NYSE under the symbol KO. It has never failed to announce a dividend in the last 49 years. The stock price as of 13 Janua ry 2012 is $66.99 and during the past year its stock price has varied from a low of $61.29 to a high of $71.77-so we can say that its price has been quite consistent. The Coca Cola Company earned revenues of $46 billion in 2011, with a net income of $12.69 billion. It is part of the soft drinks or beverage industry, with its main competitors being Pepsi, the Nestle Group and Dr. Pepper or the Snapple Group (Yahoo Finance, 2011). Why I Chose This Company I think that Coca Cola is one of the world’s most successful brands, and is a prime example of how taste can transcend all boundaries. Not only the beverage itself but even the shape of the bottle and the distinctive logo make it easily recognizable the world over. With over 2500 products sold in over 200 countries, it is a phenomenal American success story. Not many companies have a record of announcing dividends for 49 years without a break, which is a remarkable feat. About IPOs Coca Cola is definitely one of the best stocks to own today. Yet Benjamin Graham, the father of value investing recommended to his followers to stay clear of all IPOs. The reason is that the initial founders may be looking to recap on their original investment, or the company may not live up to its promises or the media hype. For example, a share of Coca Cola Corp. purchased in 1919 at the IPO offering of $40 crashed to $19 in 1920. Yet it has picked up to $60 and above today. It is estimated that with all dividends reinvested following the original investment, a single share would be worth over $5 million today. What I have learned from this module is that if we are lucky enough to buy into a promising stock, and hold on to it for a while, say 20 to 30 years, it could be a life changing experience for investors-such as Wal-mart, Google, Home Depot etc. References The Coca-Cola Website (2011).The Chronicle of Coca-Cola. Accessed on 17 Jan 2012 at http://www.thecoca-colacompany.com/heritage/chronicle_birth_refreshing_idea.html The Yahoo Finance Website (2012). About KO: Technical Analysis. Accessed on 17 Jan 2012 at http://finance.yahoo.com/q/ta?s=KO+Basic+Tech.+Analysis

Health safety and the environment report feyzin Free Essays

string(40) " districts or just the Feyzin refinery\." The aim of this project is to describe the incident which took place in Feyzin, south of France, on Tuesday January 4th 1966. This project describes the history of the refinery, a description of the LPG manufacture processes, the cause of the accident, details of the accident, inquires and safety measures, conclusion and personal recommendations. A focus group for the project was the first approach on research to explore people’s ideas and attitudes to the accident. We will write a custom essay sample on Health safety and the environment report feyzin or any similar topic only for you Order Now There were several weekly group meetings excluding the weekly tutor meetings putting forward ideas discussing whether the accident could have been for seen and reasonable measures were in place. Each member of the group was assigned a particular area in which they were to collect information. The required information was gathered from various highly reliable sources such as a HSE investigation. History And Background Information. Feyzin is situated in the suburbs of Lyon in the southern part of France. The France national petroleum was located in Feyzin. The refinery at Feyzin had started operating in 1964. The main objective of this processing plant was to produce 1.7 million tonnes a year of LPG (liquefied petroleum gas). LPG is a by-product of the distillation of oil from crude oil. When the distillate is put under pressure its physical state changes into a liquid. It is in this form that LPG is transported around in cylinder tanks. Because of the relatively short life span of the site prior to the incident, the cascade of events may be relatively short and that major issues will have risen during both the design and construction of the site. We can assume now that the plant was between its 1st and 2nd year of operation. LPG is a combination of Propane (Pressure 12 Bar, 37 degrees Celsius) and Butane (Pressure 2.6 Bar, 37 degrees Celsius).The LPG is used as an alternative to petrol.[Aarding India Pvt Ltd, 2007] The LPG is important because it is widely used as a fuel for vehicles and as cooking gas since its manufacture. They are also used as Industrial fuel and heating oils which are vital for many process plants. [Herman F. Mark et al, 1982] LPG is employed for starting up solid-fuel and oil-fired boilers supplying turbo generators. It is potential stand by for gas turbine generating equipment run on interruptible gas supplies. Its use for peak-load turbines will be economical to some circumstances. [BP trading ltd, 1972] Cascade events The causes of the deadly incident which took place at Feyzin There were quite a few reasons reported which were believed to be the causes of the explosion. Cause of the leakage: Three operators opened 2-inch valves which were mounted in series at a bottom of a 1200m3 propane spherical tank. The valves did not close at a LPG tank which contained 1200kl propane, which led to the leakage of LPG gas, a major cause of the explosion. For LPG that is Propane gas, when the pressure is lowered to atmospheric one the temp drops to -40. At this temperature moisture in air is frozen, but also the moisture reacts with LPG forming a solid hydrate. So either the downstream valve did not close tightly because of hydrate formation or the valve handle was stuck by the frozen moisture. This accident was believed to be caused as the upstream valve was not opened fully and the pressure at the outlet of the first valve was near the atmospheric pressure, the pressure difference cooled. It is very wrong to operate the valve system like that. Therefore, the cause of the explosion is either the operator’s human mistake or a mistake on the management not to inform the proper execution of the operation. Cause of the ignition: The leaked LPG is presumed to be travelled for a distance and spread along the ground. A car driving down a local road might have sparked the ignition which is maybe due to the driver’s cigarette or the car engine’s hot temperature. Note that the layout of the plant was restricted to the landscape; a highway was constructed just 50m away from the large LPG tanks which exploded during the incident. Moreover there was no dike around the tanks which exploded, when large amount of LPG leaked, the vapour flew along the ground to the highway. The main cause of the ignition is that there was no dike around the LPG tanks and the distance regulation insufficient. Secondly, the legs of the spherical tank were made of iron which weren’t fire proof. Thirdly, is that the distance between the adjacent tanks was really close, The actual distance between the centre of the tanks was just 27m according to the facility information provided. This proves that the adjacent tanks were affected so easily from the explosion of the first tank. Event A BLEVE (Boiling Liquid Expanding Vapour Explosion) was the disaster that occurred at Feyzin. It is an explosion phenomenon caused by the rapid phase change (vaporization) of a liquid. At 6:30am three operators started the water draining operation of a tank. Two valves were opened in series on the bottom of the sphere. When the operation was nearly complete, the upper valve was closed and then cracked open again. No flow came out of the cracked valve, so it was opened further. The blockage, assumed to be ice or hydrate, cleared and propane gushed out. The operator was unable to close the upper valve and by the time he attempted to close the lower valve this was also frozen open. The LPG leak started here because that valve was not closed completely. After a few minutes the operators were covered in propane vapour. The leaking LPG spread in the direction of the highway, with partially vaporizing. The alarm rang in the control room at this time. At around 7:05am; the alarm rang and it is not clear if it rang throughout the Feyzin districts or just the Feyzin refinery. You read "Health safety and the environment report feyzin" in category "Papers" The first fire truck of the factory turned out immediately. After this the traffic on the highway next to the refinery was stopped. The fire brigade of Lyon arrived at 7:20. Just after 7:30am, a car came and stopped on the local road where the traffic had not been stopped. The explosion apparently occurred after the car had stopped. The fire increased in power, spread along the leaking LPG, and the tank was overcome with flames immediately. By 8:40am the first tank at the refinery exploded by the BLEVE. The second and third spherical tanks exploded five minutes later. Two more spherical tanks and many oil tanks burned continuously. The next day in the morning the fire was extinguished. As a result of this it was reported that 18-81 persons died and about 80-130 persons got injured included members of the fire fighting team. The physical damage included five LPG tanks, many atmospheric tanks containing crude oil and jet fuel, and so on. The Feyzin Refinery suffered extensive damage. The LPG tank farm where the sphere was located consisted of four 1200 m3 propane and four 2000 m3 butane spheres. The fire brigade arrived on site, but were not experienced in dealing in refinery fires, and it appears they did not attempt to cool the burning sphere. They concentrated their hoses on cooling the remaining spheres. About 90 minutes after the initial leakage, the sphere ruptured, killing the men nearby. A wave of liquid propane flowed over the compound wall and fragments of the ruptured sphere cut through the legs of the next sphere which toppled over. The relief valve on this tank began to emit liquid. What is believed to have happened on the day of the accident is: the upstream valve was not opened fully and the pressure at the outlet of the first valve was near atmospheric pressure, hence the upstream valve was cooled by the pressure difference. It is absolutely prohibited to operate valves in such manner. Therefore, the cause of the accident is either the operator’s human error or a mistake on management side in not explaining the proper operation protocols. Another contributing factor to the accident is that the operator did not close the downstream valve. There is insufficient information available to why this valve was not closed. It is assumed that either ice is generated in the downstream valve like in the upstream valve or a rapid large LPG leak occurred, the operator may have panicked when they could not close the upstream valve and therefore may have not remembered to close the downstream valve. Basically they had to decrease the downstream valve opening when the LPG began to appear in the drain water. Then the valve had to be closed at the end of the drain work. Either they forgot to carry out this procedure or they could not close the second valve because it had also become stuck by freezing. 1) Valve A is closed 2) Valve A cracks open 3) Valve A becomes blocked due to freezing 4) No flow through valve A 5) Valve A is opened 6) Ice block in valve A becomes dislodged 7) Valve A freezes in open position 8) Unable to close valve A 9) Valve B freezes in open position 10) Unable to close valve B 11) Pressure sphere fluid leaks through open valves 12) Fluid level in pressure vessel drops decreasing internal pressure 13) Liquid propane begins to boil due to pressure drop 14) Pressure in vessel increases due to liberated gaseous propane 15) Fluid flow through valves A and B increases due to increase in pressure 16) Vessel pressure continues to increase 17) Pressure vessel ruptures 18) Gaseous propane escapes vessel Recommendations and summary * Geographical location and details * History of Feyzin, including cascade events * Incident timeline and possible description of why it happened * Geographical effects of the incident * Results of the inquiry and official recommendations * Personal recommendations not covered by the enquiry Geographical location and details In order to get a better understanding of the scale of the Feyzin incident, it is important to note the location of the site in regards to the local area in which the site was and still is positioned. This will give an indication to understanding the safety procedures that were in place at the time of the incident and how emergency procedures were carried out at the time. It has proven very difficult to obtain a clear picture of the geographical location either prior to or following the incident of the site and so it will be assumed that the current location of the site, circa 2009, is the same location at the time of the incident. Close examination of this map may also indicate the most likely positioning of the epicentre of the primary detonation. Fig 1. Map of Feyzin Birds eye view 2009 Sandwiched between the A7 Expressway to the east of the site and the ‘Le grand large’ river to the west, on close examination, it appears that some form of storage containers are located just west of the top E15 label in the image. This may lead us to assume that the storage containers were in the same location prior to the 1966 incident. On a broader scale it may also be seen that this location is approximately 10 km south of the major city of Lyon. Research suggests that at the time of the incident, the site lacked any serious on site systems in case of a major crisis, relying more on the local public services to resolve anything arising such as the incident in question. Again on close inspection of the map, it can be seen that the site is placed within a fairly urbanised area. Again we must assume a similar layout at the time of the incident though populations will be quite different from the 1966 incident and the 2009 map. This will assist in understanding the cause of the incident overall and the scale of the overall effect in this area. Apart from just repeating the timeline for the actual incident, it is important to try and understand why the incident took place, outside of the events leading up to and after what happened. The sequence of events surrounding the cracking and freezing of the ‘upper’ valve, and the subsequent rupture of the pressure vessel need to be understood, in order to get a better understanding of how such a crises may be avoided in the future. These events may only have taken place over a very short time frame but they are essential to understanding the crises. One of the critical questions that should be asked is why following the closure of valve A and the subsequent cracking and freezing up of the valve, was the valve then opened. Thus allowing the ice block to become dislodged and the rest of the above sequence to take place. The reasons for this particular action, in opening valve A may be described in four ways. The first possibility may be a simple case of curiosity. The valve was closed and froze, and so to check that the valve was still properly operational was then opened. The second possibility is that the correct procedure for such an event was not properly followed. That the correct procedure would have stated that in such an event, the valve should have been kept closed and the problem be properly reported to maintenance. Therefore the valve operator was responsible for the incident that took place. The third possibility is that no official procedure or training had been formulated for such an event. Therefore panic may have ensued resulting in the opening of the valve as a panic decision which can therefore be described as human error. The fourth possibility is that the official procedure was followed properly and that the procedure was critically floored. So the issue of a misunderstanding of such an event or even ignorance of such was present at the time of this crisis. The third possibility seems likely case based on the immediate actions of the individual as he made the decision not to use a phone close to the pressure tank and instead ran approximately 800 meters to the next nearest phone in the fear of causing a detonation of the released vapour cloud. The fourth possibility may also have some bearing in the crisis as prior to this event, the term BLEVE had still not been discovered or at least recorded prior to this. The rest of the sequence should be covered in the full breakdown of the crisis. An important issue to be considered is the overall control displayed by both the emergency and municipal authorities during the crisis. Even though the A7 expressway was closed following the leak, the authorities failed to close the local roads to all traffic, which resulted in a car being within 160 meters of the leaking pressure tank and causing the point of ignition. The failings in the emergency service appear to be more in association with a lack of sufficient training in the order of dealing with industrial crises as it was primarily there to deal with public situations. This resulted in a fatal misunderstanding of how to control such a situation as a leaking pressure tank and resulting fire, due to a lack of prior knowledge which is strengthened in the term BLEVE only being created some 4 to 5 years later Results of the enquiry and official recommendations The official investigation was not fully resolved until 1971 by the Grenoble court case. This may have been due to political reasons or due to the enquiry investigating why the crisis had occurred in the first place. On the principal that such events have happened since the Feyzin disaster, it cannot be assumed that the enquiry was successful in bringing about sufficient change in the safety of pressurised fluid containment. Personal recommendations not covered by the enquiry The first recommendations are for the design and construction of all current and future proposed plants dealing with pressurised fluid containment. The second recommendations are in association with work practices involved on chemical plants in general. Third valve (reserve): A third valve should be installed for the purpose of maintenance and crisis control. To be kept open at all times so as not to induce unnecessary wear and tear on the valve. When maintenance is required to be carried out on the two principal valves, the reserve can be shut to allow for maintenance to be carried out safely. In the event of a crisis similar to that of Feyzin, this valve can be shut as an emergency back up system in minimising fluid leakage from the pressure vessel. ‘Cold’ pipe lagging: In order to prevent freezing of any pipes or valves dealing with potentially ‘cold’ fluids, lagging should be fitted to all appropriate pipe work and fittings in order to minimise any potential freezing of these systems. Systems not dealing with ‘cold’ fluids must be scrutinised independent of this point. Rubber sealed pressure box: High pressure boxes should be installed around all vital valves dealing with pressurised fluids. They should be big enough to allow for ease of working but not to big as to incur any additional hazard to plant running. They should be designed with an environmental rubberised seal so that if a valve begins to leak, the box can but locked shut with an emergency key. Thus minimising any excessive leakage until the situation can be bought under control. See: A third valve (reserve) Deluge system – Control box and master switch: If geographically located near to a natural water source as in the case of the Feyzin site, a deluge system should be installed. It must have pipe work leading to all critical locations around the entirety of the plant. This system must be regularly checked so as to remain in good working order. Each piece of equipment covered by this system must be fitted with a local switch, so in the event of either a leak or a fire, the operator can activate the system in order to prevent escalation of the situation. A central control post should be equipped with a control panel covering all local deluge systems via an override system and also be installed with a master switch that can activate all systems at once. This will allow for the main operator to activate systems in a sequence or all at once should a major sit6uation occur. Communication is vital for this system to work properly, so an emergency phone network should be installed in order to insure proper working of the system. This will only be part of the solution and fire brigades properly trained with dealing with such an event will ensure that the crisis is resolved effectively. Completion of site before going online: It is important that a site should be safe to operate before going online. In the case of Feyzin, the site was still under construction when the accident occurred. Even though construction work may not have been the cause of the incident, neither can the incompletion of the site be assumed to have helped in the scale of the incident itself. So before a plant can go online, all safety systems must be installed. This is not to be confused with site maintenance which is an ongoing process throughout the plants lifetime. Inclusion of full earthworks around site: Only effective if any vapour or fluid is heavier than atmospheric air. May also be affected by environmental conditions, however if all other systems are overwhelmed, then this system is designed to delay the spread of any possible leak. Earth works should be built around all containment vessels and if possible the entire site. So in case of an emergency, any leaking vapour may be contained within the confines of either the leaking vessel or the plant. Fig. 2 illustration of valves which were major cause of accident Preventions To prevent valves from freezing redundant sampling valves and drain valves are installed in series. In the tank involved in this accident, the double valve was already installed. In the LPG tank, the doubling of the valve is a minimum requirement as in the case of a single valve, there is a strong possibility that the valves main body will be cooled, damaging the closing function of the valve by freezing of the moisture in the air. The distance between the two valves must be sufficient to prevent the low temperature of the second valve affecting it. The size of the second valve must be approximately 10mm or less. It is recommended that a distance of 1m or more to be allowed between valve 1 and 2. Counter measures in other facilities around the world * Dike installation: – LPG spreads along the ground as it is heavier than the air. A dike is effective for prevention the spread of LPG. * As a precaution against the BLEVE phenomenon, the tank wall must be cooled by placing water showering facilities above the tank. * The Tank legs must be fire proofed. If the legs are made from iron they can be damaged by fire. * The distance between tanks is kept to prevent the spread of fires. The minimum distance is generally the diameter of the larger tank, however if possible greater distance between tanks is recommended. * Gas detectors are installed within the facility. Conclusions The Feyzin accident was a cause by human error and unsafe conditions. The accident could have been prevented if correct procedures were followed and if the plant was designed with appropriate fail safe systems such as a dike and LPG detectors. This accident lead to a greater understanding of the BLEVE phenomenon and has given future LPG companies the knowledge of its existence which has led to further research into this occurrence. Explosion of LPG tanks cause devastating damage. The companies that store and handle large volumes of LPG must consult with the local government to ensure they can communicate with the local government, inform local inhabitants and relay instructions for how to restrict traffic in case of an LPG leak. It has now become clear that the location for which the plant is located must be thoroughly studied, to ensure there is enough distance between the plant and built up areas. Without doubt future companies designing LPG refinery plants can benefit from the findings of this accident report. Glossary BLEVE – Boiling Liquid Expanding Vapour Explosion LPG – Liquefied Petroleum Gas How to cite Health safety and the environment report feyzin, Papers

Nutrition free essay sample

An examination of the basics of good nutrition and its health benefits. A definition of nutrition is provided and an examination of the factors which influence healthy eating and good nutrition. The paper also looks at the different food elements and their nutritional values. The health benefits of good nutrition is also examined physical and mental health. Long term health effects are also mentioned relating to ones diet and physical exercise routine. I. INTRODUCTION A. What is Nutrition? B. Good Nutrition C. Important Food Elements II. NUTRITION FOR A HEALTHY MIND AND BODY A. Benefits of Good Nutrition B. Nutrition for a Healthy Body C. Nutrition for a Healthy Mind D. Nutrition for the Future III. CONCLUSION The most basic definition of nutrition is the science of how food nourishes the body. (Null) Still, nutrition is a very broad and complex subject. The food we eat must go through many changes before our bodies can use it for nutrition. We will write a custom essay sample on Nutrition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Nutrition includes the physical act of eating, digesting and absorbing nutrients. Nutrition is the process that living things take in food and use it. Plants can be nourished by air, water and sunshine. But human beings have much more complicated needs. Our nutrition may be good or poor, depending on the food we eat. Nutrition free essay sample Duke was a pianist. Collaborating with other Longtime originated over sass compositions ND his oeuvre Is the largest recorded personal Jazz legacy, which of many have became standard among jazz music. A pro at writing miniatures for the the three- minute 78 RPM record format, Edward often composed specially for the style and skills of his individual musicians. He also recorded for most American companies of his era at some point, and appeared in several films, scoring several, and composed stage musicals. Due to his inventive use of the orchestra, or big band, and thanks to his charisma and skill, he is generally considered to have evaluated the perception f jazz to an act form on par with other traditional genres of music. His fame increased after his death and he was given the Pulitzer Prize in 1999. In the Home place of Longtime in Washington D. C. , there is a Duke Longtime School of the Arts. We will write a custom essay sample on Nutrition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This school is design to educate talented students, who are following careers in the arts, by providing heavy art instruction and strong academic programs that prepare students for post-secondary education and professional careers.Built in 1935 Calvert Street Bridge was renamed Duke Longtime Bridge in 1974. Martin Williams said Duke Longtime lived long enough to hear himself named among our best composers. And since his death in 1974, it has become not at all uncommon to see him named, along with Charles Ivies, as the greatest composer we have produced, regardless of category. In the opinion of Bob Blumenthal of The Boston Globe In 1999: in the century since his birth, there has been no greater composer, American or otherwise, than Edward Kennedy Longtime. In 2002, scholar Mollie Kate Sensate listed Duke Longtime on his list of 100 Greatest African Americans. While his compositions are now the staple of the repertoire of music conservatories, they have been revisited by artists and musicians around the world both as a source of Inspiration and a bedrock of their own performing careers. In 2010 the triangular park, across the street from Duke Elongations birth site, at the Intersection of New Hampshire and M Streets, NW was named the Duke Longtime Park. Elongations residence at 2728 S herman Avenue, NW, during the years 1919-1922,ls marked by a bronze plaque. On February 24, 2009, the united States Mint launched a new coin treating Duke Longtime, making him the flirts African American to appear by himself Columbia quarter. The coin is part of the U. S. Mints program honoring the District and the U. S. Territories and celebrates Elongations birthplace in the District of Columbia. Longtime is depicted on the quarter seated at a piano, sheet music in hand, along with the inscription Justice for All, which is the Districts motto. Longtime lived for years in a townhouse on the corner of Manhattans Riverside Drive and West 10th Street.After his death, West 10th Street was officially renamed Duke Longtime Boulevard. A large memorial to Longtime, created by sculptor Robert Graham, was dedicated in 1997 in New Works Central Park, near Fifth Avenue and 10th Street, an intersection named Duke Longtime Circle. A statue of Longtime at a piano is featured at the entrance to Class Schoenberg Hall. According to UCLA Magazine: I chose this artist, because I love black culture. This artist was not only black , but achieved many new musical appreciations. I also loved the compositions and leadership and commitment that he held and kept over the years of the orchestra.

Accounting in Context free essay sample

A suitable time will then be arranged be;en you and the lecturer. Nit Description This unit in accounting provides students with the opportunity to integrate and advance their knowledge of accounting within a broad societal and corporate business focus. The units research and practice-based topics will equip students to enter into the accounting programs offered by CPA Australia and The Institute of Chartered Accountants in Australia (ACACIA), or to undertake postgraduate studies in accounting upon completion of their undergraduate degree.This unit is a combination of financial and management accounting, auditing and information systems. The objectives of he unit are for students to critically evaluate accounting information and accounting standards through an understanding of the different theoretical and philosophical approaches to accounting that have evolved over time. This unit assists in developing students professional judgment and reflective capacity. It attempts to provide students an opportunity to develop their graduate capabilities, particularly their analytical, critical and interpersonal skills. We will write a custom essay sample on Accounting in Context or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Furthermore, the various assessment tasks of this unit will enable students to further develop and reflect on the development of the graduate abilities and how these have been achieved within their degree. 2 Learning Outcomes 1 . Critically evaluate accounting information and standards through an understanding of the different theoretical and philosophical approaches to accounting that have evolved over time; 2. Develop their ability to analyses, reason logically, conceptualize and construct arguments on different aspects of accounting and act critically, to write reports and to present, discuss and defend views; 3. Undertake research to gather theoretical and practical-based knowledge and use it to diagnose and solve problems and evaluate ideas and information; 4. Consider limitations in prevailing accounting knowledge paradigms and provide alternatives and ways of advancements; 5. Demonstrate awareness of social, ethical and sustainability issues affecting accounting and the role of accountants; 6. To develop the skills required to engage in the accounting profession, acquire an appreciation for critical reflection and professional development.

How to explain career gaps in your resume to an employer

How to explain career gaps in your resume to an employer It’s easy to picture your career as one long, unbroken path, from the start of adulthood to the day you retire. You know what’s not so easy? Reality. Life can get in the way of even the best-planned career paths, causing gaps and disruption in your employment history. Maybe you took time off for personal health reasons or to take care of a child or family member. Maybe you got laid off, and it took longer than expected to find a new gig. Maybe, at one point, you decided to go backpacking through Lithuania for a year. Whatever the cause, you’re not alone. And a gap isn’t a dealbreaker- we promise. So let’s look at ways to approach breaks in your work history as you’re looking for a new job. 5 rules to explaining a resume gap1. Be honestLying on a resume is always going to be a huge no-no. (And in these days of easily Googleable personal info, it’s a fast way to self-sabotage.) If you’re trying to spin a work gap, don’t put dates on your resume that don’t exist.What you can do is format your resume so that brief gaps aren’t so glaringly obvious. For example, instead of saying that you worked at X company from March 2014 to February 2018, you can use just the years (2014–2018).2. Be selectiveYour resume doesn’t necessarily need to include every single job you’ve ever held, especially if you’ve already been working for a long time. It’s acceptable to omit jobs (especially far-back ones or jobs that are not super-relevant to the job for which you’re applying now) and focus on the most relevant.3. Be a format rebelThere’s no hard-and-fast rule that your resume needs to follow the oh-so-traditional format of header, opening line/objective, then work experience. Instead, if you’re trying to spin an employment gap, consider using a skills-based resume format, which puts the Skills section front and center before your work history.Remembe r: your resume is a professional narrative, and you control that. If you want to make the story your skills and qualifications rather than the amount of time spent in other jobs, you can make that the focus.4. Be productive during your time awayIf you’re anticipating an upcoming break or you’re still in one as you start to think about what comes next, make sure you’re using your time to stay current on any necessary skills or certifications you’ll need. Keeping your toe in the water can make for a much easier narrative to sell when you’re ready to get back to the full-time grind.5. Be prepared to talk about itHowever you decide to frame the gap in your resume, it may come up in the interview. This shouldn’t be a â€Å"hide your shame† situation. People understand that life throws challenges that require us to make choices or adjustments. Whatever caused the break in your resume, it happened. It’s okay to own that. But do keep in mind that potential employers aren’t allowed to make hiring decisions based on your personal or family status, so you’re not obligated to give details. It’s okay to keep it general.Like with your resume, this is your chance to make the narrative what you want it to be, and emphasize the positive aspects. Emphasize what you learned from the experience, and what makes you ready to pick back up with this new job.If you were fired or laid off: â€Å"I wasn’t expecting things to shake out that way, but it gave me a chance to dig deep into my career goals, build new skills, and refocus my energies.†If you chose to take time off to travel or similar: â€Å"I’d reached a point where I needed to take a breather and re-evaluate my career path. It helped me build my skills and taught me so much about working with people from different cultures and perspectives. And now I’m back with more energy and focus than ever.†If you had health issues: â€Å"I was going through a tough time, and decided to take the time to concentrate on getting better. I’m a stronger person for devoting that time to my recovery, and I’m ready to take on what comes next.†If you were taking care of family: â€Å"I decided to prioritize my family for the past two years. Now I’m in a position to pick up my career and focus on my professional goals. Plus, after juggling this care and other responsibilities, my time management and organizational skills are stronger than ever!†Explaining gaps in your employment history may not be your ideal situation, but it shouldn’t be a source of despair, either. Be positive and make sure you’re emphasizing all the things that make you a great candidate, and you’ll be ready.

Is There a Gay Gene Essay Example | Topics and Well Written Essays - 1250 words

Is There a Gay Gene - Essay Example J. Kallman's and W. W. Schlegel's findings in the 1940s showed that twins had a 100 percent concordance rate for homosexual orientation, where concordance is defined as the level of similarity existing for different characteristics. Although the results seemed overwhelmingly high, they laid the base for further studies. In 1991, J. Michael Bailey and Richard C. Pillard conducted a similar experiment comparing identical twins, fraternal twins, and nongenetically related adopted brothers. The genetics of sexual orientation are not quite so straightforward, but there is no doubt that becoming gay is influenced by a genetic predisposition. In one study, it was reported that 52% of monozygotic twins of gay men were also gay, but this figure dropped to 22% for dizygotic twins. (1) Dr. Hamer in 1991 from the Department of Biochemistry at the national Institute of Health began a study - possible genetic natire of homosexuality. He chose to study markers on the X chromosome because there was already evidence for a preponderance of gay men on the maternal side of families. Hamer hypothesized the different ways that a genetic disorder could be expressed in a person. He began theorizing around both autosomal dominant and autosomal recessive inheritances, but realized neither could work. For the gay gene to be autosomal dominant, 50% of the children of a family would be homosexual, and while this fact was true with some of his volunteers, there were not sufficient amounts of data to validate the hypothesis. An autosomal recessive inheritance would result in 25% of the children to be homosexual, another fact that was not easily supported. Hamer's breakthrough came during the interview of one of his volunteers; the volunteer suggested that the gene could be hidden on one of the sex chromosomes. Hamer continued his probing and research. After mapping out family trees, he collected DNA samples from his volunteers and their mothers, making extra samples and storing them for later analysis. (2)As a trial run, he began to test markers on the X chromosomes of the samples of blood from the gay volunteers. Using sib-pairs, a way of telling if brothers are concordant (sharing the same X chromosome from their mother) or discordant (one child inheriting one X chromosome from their mother, and the other child inheriting the second X chromosome), Hamer quickly learned that most of the gay brothers were concordant, therefore making it highly possible that a genetic link could be found. He began testing in random clusters, focusing around the region Xq28 (X for the chromosome, q for the arm, and 28 for the position on the arm). Researchers say it's the first time the entire human genetic makeup has been scanned in search of possible genetic determinants of male sexual orientation. The results suggest that several genetic regions may influence homosexuality. Identical twins, for instance, share the same set of chromosomal patterns. Therefore, if one twin's DNA has a homosexual genetic trait, then it is inevitable that both twins will be homosexuals. However, that is not the case with all twins. When one twin is homosexual, the probability of the other identical twin being homosexual is 50 percent. Thus, the "gay"-gene theory

Investigate the BMW Automobiles - one of the global companies Essay

Investigate the BMW Automobiles - one of the global companies - Essay Example Social media has provided a platform for marketers including BMW to have a voice as well as a way to communicate with customers. It has furthermore provided a way to personalize brands and help spread out the brand message in a conversational and relaxed mode. BMW (Bavarian Motor Works) a Germany manufacturing company that specializes in automobiles, motorcycles, as well as engine making was founded 96 years ago and has operations worldwide with divisions and manufacturing plants in more than 13 countries on all five continents (Robson, 2008). BMW and Honda are two different companies targeting very different clientele. BMW generally invests a lot in technology 85% of their investments is in technology as their target market are the affluent buyers which in turn helps BMW maintain its incredible high margins. Honda, on the other hand, is more focused on price tags and mass production of vehicles to maintain or even make profits. Furthermore, it can be said that customers of Honda can upgrade to BMW status while BMW customers very rarely downgrade to Hondas. Since BMW invests heavily in technology, with the use of their e-marketing strategy, which incorporates social network applications with the likes of Facebook, YouTube and Twitter in order to reach a high number of people at fairly low costs. BMW’s use of social media allows for multimedia as well as interactive communication with numerous customers thus allowing better marketing (Mbwette, 2013). While Honda, on the other hand, has less than 50% investment in technology but rely mostly on pricing and TV commercials to make sales in the various countries that Honda sells because the Honda company is generally reluctant on spending money especially to do with promotions. Regarding BMW, the general overall impressions are impressive their business model is great, everything

Hormones and the Stressed Brain Essay Example | Topics and Well Written Essays - 500 words

Hormones and the Stressed Brain - Essay Example One, the mineralocorticoid receptors ( MR's) that control the genes for stabilization of neural activity produced in response to the stress due to the release of corticotrophin-releasing hormone (CRH)-1 receptor. The glucocorticoid receptors (GRs) which unlike the MRs have low affinity induce agitation in the genes in response to the stress level produced by cortisol. GRs along with CRH-2 receptors, and parasympathetic system of behavioral alteration, aid in storing energy and information for any future occasions. Coordination and balance between the two is important for mental and physical health. Imbalance may occur due to genetic defect, individual experience etc altering the neural signal route controlling memory, emotion etc. Understanding the mechanism of corticosteroid help to find causes behind various stress related ailment like depression. The individuals response to his/her environment is determined by the stress mediators or management hormones like corticosteroids mostly concentrated in the brain. In a healthy human being with perfectly balanced stress system the response operates is synonymous to the switch on and off responses of an electric fan. Sometimes these mediators may not operate in a balanced and coordinated way as in normal healthy humans.

The Importance Of English Language English Language Essay

The Importance Of English Language English Language Essay The usage of English Language has become significant in our daily life. It is a fact that English Language is the language that is used globally in the world nowadays. Many countries governments practise English Language as the formal language to carry out their jobs and to complete the paper works. In conjunction with the global trend, the English Language society of SMK Pandan Indah has planned some activities to be carried out in the school compound since the beginning of the year. This is implemented so that the students of the school can be exposed to the importance of English Language. Aims and Objectives of Programmes With the support from school administration, the English Language society manages to carry out the English programmes for all the students to participate in. There are few aims for the programmes to be held. First of all, the English Language society wishes to fully make English Language to be visible in the school compound. To make the English Language to be visible in the school compound, five essential skills are needed to be promoted among the students, that are reading, listening, speaking, writing and grammar. All the students must master all these skills to avoid being eliminated from the global trend. Besides, the second aim English Language society conducts English programmes is to make use of English as the medium of communication. Nowadays, english has become vividly important in the world. Many countries use English as the mean in carrying out the administration work. Being able to speak in English is not a strange anymore. Students who are not able to communicate English with people will be eliminated from the global trend. As we all know, the world nowadays becomes very competitive and undergoing rapid changes. Students must be able to improve themselves from time to time. Mastering English Language is unavoidable anymore. To support with the aims being set, English Language society has planned two activities to be carried out throughout the year. The first programme is learn a phrase a day. The objective is to boost up students confidence by standing up on the stage to speak in English. This activity will provide a medium for students to practise their English publicly. Through this programme, the students are also able to improve their pronunciation of English. Students of new era are weak in pronunciating the correct way of English words. From this activity, students are expected to learn the correct pronunciation of English words. Moreover, students will have the chances to boost up own confidence when presenting in English in front of the audience. The second programme is English Fortnight. In that two weeks, many activities will be organised by English Language society. This is to promote the use of English when participating in competitions.The students will be exposed to the importance of English Language through a series of activities being carried out. They should not only focus on their mother tongue respectively, but to learn other languages as well. Through the activities, students are expected to equip themselves with fluent English as it will be very helpful to them in the future. Duration of Programmes At the beginning of the year, English Language society officiated the learn a phrase a day activity at the assembly. An opening ceremony was held on 10th of January, 2011. This activity was being carried out throughout the whole year. Everyday before assembly commences, the activity was held on. It took up around 5 to 10 minutes for every presentation. For English Fortnight, it was held at the midst of the year, which was around the end of April to the beginning of May. The opening ceremony for English Forthnight was held on 25th of April, 2011. The programme lasted for two weeks consecutively. A series of activities was planned to be organised for all the students to participate in. Both programmes were carried out during schooling hours. For morning session, the programmes were held on from 7.20am until 1.20pm for Mondays to Thursdays, and from 7.20am until 12.45pm for every Friday. Meanwhile, for afternoon session of schooling, it is from 1.20pm until 6.45pm for every Monday and Friday, and for Fridays, the schooling hours are from 2.20pm until 6.45pm. Target Group Both programmes were being carried out with its specific target group. For the programme Learn a phrase a day, students of form four were required to take turn to present at the daily assembly. For afternoon session, students of form one and form two needed to send representatives for each class to give presentations on the stage everyday. Students of form three and form five were excluded as they were informed by the school administration to concentrate fully on government examinations, that were PMR and SPM. Meanwhile, English Fortnight was planned to involve every student of each form. There were numerous activities that took place for specific form of students to join. For examples, essay writing competition was held and targeted on form three and form five students. Choir singing competition was held for every form of students. Form one and form twos students were involved in poem recitation competition. Impromptu speech competition was organised targeted for form fours students. Report on implementation of Programmes Learn A Phrase A Day Learn a phrase a day was the major programme that was held according to the school policy. The programme was subdivided in to two parts. On Mondays, students selected were required to deliver speeches in English. For Tuesdays to Fridays, students were required to choose a phrase to present on the stage. The phrase could be selected from idioms, vocabularies, and so on. One week before the presentation of phrases, English teachers would guide the classes to elect few students for the presentation. For every presentation, two students would be selected. One would hold a manilla card written with the phrases of the day while the other one would explain the phrases to all the students in the assembly. The meaning, and the example are needed to be provided by the presenter so that all the students would get to understand the phrases better. For every Monday, one student would be needed for the presentation only and the respective student was required to present a speech. The speeches presented by the students must be conducted in English Language. The mean to select students for the presentations was on the teachers discretion. They could either choose the representatives by themselves, or being democratic by organising the voting session. In the morning session, form four students were involved in it only. Hence, every of the students in form four had to take turn to present on the stage according to the ascending order of the class name lists. Excuses such as sore throat, stomachache, or headache were not being accepted for them to skip the presentations, unless they could have the medical certificate verified from the doctors as the proves. Nevertheless, they could exchange the position for presentation with their classmates, with the base that the particular student agreed with the exchange. For form one and form twos students, the programme started from students of form two. This was because form twos students had adapted to the new studying environment after studying in the school for one year. Form ones students were still undergoing a period to adapt to the new studying environment and new rules and regulations. Their session started after March of 2011. The schools top administration would become the panel of judges to evaluate the performance of each presenter. The marks were allocated based on the pronunciation of the phrases, the content of the presentation, and the combination of gesture. The marks were collected to be accumulated until the end of the year. It was not an individual competition, but a class competition. Classes accumulated with the highest marks would be awarded with the RM500 and hamper worth RM200. Eventually, 4K class won the champion away for morning session while for afternoon session, 1S defeated other classes and took the prizes away. English Fortnight English Fortnight was the second major programme organised by English Language society. It was held from 25th of April, 2011 until 6th of May, 2011. A series of activities and competitions were planned accordingly. The first activity of the programme was choir singing competition. Every form of students were required to take part in it. Every class had to prepare a song to perform. The selection of songs was on their discretion, but with one criteria that all the songs must be performed in English. One week was given to them for the preparation work. The competition held on 3rd of May, 2011 in the school hall. The performance will be judged by few criteria, that were the combination of gesture, the rhythms of the songs and the content of the songs. Use of costumes was optional too. They could prepare some equipment to aid in their performance. Each class had to finish their performance within 8 minutes. There were 3 judges responsible for the adjudication, that were Mr. Herman, Ms. Wong, and Ms Geraldine. The competition went well as scheduled. Each of class performed well and the judges had the hard time to choose the winners. For the morning session, 4K emerged as the champion with the song t itled Love is Colour Blind. The first runner up went to 3S with their song You Raise Me Up. The second runner up went to 5K, who sang Hero. Meanwhile, 2B won the champion away for the afternoon session. 1M won the first runner up while third place went to 1K. The champion received cash RM 200 and hamper worth RM100. The first runner up would receive cash RM 150 and hamper worth RM50 while cash RM 100 was given to the second runner up. The champion teams were required to perform once again on the stage during the closing ceremony. Essay writing competition was another activity being held on. The competition targeted on form three and form fives students. Each class had to send two representatives to take part in the competition. The competition was held in the language room. The title of the essay writing was The role of English Language in the future. All the participants were given one and a half hour to complete the essay. The essay must be at least 350 words. Mr Illamaran and Ms Toh were the judges to mark the essays. The winners name list was announced during closing ceremony. The champion would receive hamper worth RM100. The first runner up would have a hamper worth RM50 while the second runner up would receive hamper RM30. Eventually, Cedric Koh from class 5K emerged as the champion and Mohd Hashim Hafiz won the first runner up place. The master pieces of them were pasted on the board and were uploaded into the school buletins. Besides, there was an impromptu speech competition which was specially for form fours students. Each class had to send a representative to participate the competition. The competition was carried out on 28th of April, 2011. On that day, all the participants were needed to gather at language room at 9am sharp. Participants were given the topics on the spot. They chose the topics by drawing from a box prepared. 5 minutes was given to them to prepare after they getting their topics respectively. Marks will be allocated on the combination of gesture, the content, the fluency of the speech, and the vocabularies. Ms Jamielah and Mr. Lim were the judges to evaluate the participants performances. Some gave up as the topics they got were too difficult and they were not able to think critically for the speech. Meanwhile, some students managed to perform well and they spoke in English fluently. Both panels had the hard time choosing the final winners for the competition. Damian Phun from class 5K emerged as the champion with the score 91 out of 100 marks. He took away hamper worth RM200 and cash RM200. Both judges were stunned with his impressive performance when his turn to deliver the speech. For the poem recitation competition, it took place in the school hall. Every class in the afternoon session were required to have a representative to participate in the competition. It was the last activity carried out in English Fortnight. Each participant was allowed to recite the poem of their choice within 5 minutes. Mr. Ong and Ms Lim were the panels to evaluate the performance of all the participants. They allocated the marks for the pronunciation of the grammars, the gesture, and the rhythm of the poem. All the participants prepared well as they managed to recite the poems with different rhythms. All the students applaused for their great performances to show their supports. The champion of the competition was Caryn Chang from class 2S with the poem entitled Road Not Taken. She took away cash RM200 and hamper worth RM200. Derek Lim for class 1M scored the first runner up place and take away cash RM100 and hamper worth RM100. His poem was Mama. The second runner up went to Audr ey Lim from class 2B with the poem titled Loneliness. Strengths and Weaknesses of Programmes The implementation of both programmes were a success. All the activities went well smoothly. To have a better performance in organising programmes in the future, English Language society had numerous meetings to discuss about the progress of the programmes and to analyse both programmes. For the strengths analysed, English Language society appreciated for teachers and students full cooperation. All the teachers had played their part according to the organising committees set. Any arguments incurred the teachers would calm down first before discussing in order to find out the solutions. The students were cooperative too as most of them were active in participating in the programmes designed. They were not shy to take part in it, vice versa, they volunteered themselves to represent the class respectively in the competitions. Through the programmes planned by the English Language society, all the students were given a chance to expose to the use of English. They had the opportunity to practise English in the daily life. Some of the students realised the importance of English and began to speak in English when communicating with students or even teachers. As the saying goes Rome was not built in one day, learning English is not simple, and we should figure out the different ways to improve English respectively. Through writings, students would be able to increase the vocabularies. The writing skills would be increased too. Through speaking, students would be confidence to communicate with others in English. They would not be shy to speak in English. Though listening, students would tend to understand what others say. They would not be blurred with what others say. Indirectly this will greatly enhance the discussions among students and establish good relationship among each other. In short, the programmes p rovided a medium for all the students to learn English and to speak English among them. Without support from parents and school administration, both programmes would not success. During the planning of the programmes, English Language society received great support from both parties. This indirectly boost up the progress of the plannings and the programmes were very successful. School administration had contributed the equipment needed such as PA system, the classroom and so on. Meanwhile, parents had played their part in encouraging their children to take part in the competitions organised. Morever, English Language society managed to seek for sponsorship from outsiders. The committee members approached to local companies to request for sponsorships of the hampers. The companies were willing to play their part in corporate social responsibilities by sponsoring the hampers and providing the incentives as the fund of the programmes. Nevertheless, English Language society had noticed few weaknesses that are needed to improve. First of all, in some competitions such as impromptu speech competition, most of the participants were old faces. All these participants were the school representatives for speech competitions. Indirectly this will discourage other students to take part as they think that they will definitely lose to the school representatives. Their confidence was gone before competing. Besides, the PA system of the school was old and not modern enough. During competitions such as choir singing competitions, the committee members often faced the problem that PA system was malfunctioning. The competition could not go smoothly. The malfunctioning of PA system nearly caused the competition to be delayed and could not finish on time. Furthermore, in the progress of the competitions, some students tend to give excuses such as going to toilets to leave the classroom. Indeed they went to watch the competitions and support their classmates. They would rather played truancy to watch the competitions that staying in the class to study. Schools disciplinary will be affected when the outsiders know. Suggestions and Recommendations In order to maintain the English programmes at high spirit, English Language society would like to share some suggestions and recommendations for improvements. First of all, English Language society would wish that the school administration would give the permission to extend the activities to be carried out outside the formal schooling hours, regardless the time and places. This is to enable the students or parents to watch the competitions and to give support to the participants. For the broken PA system, the school administration is advised to take immediate action to send the PA system for repairing and maintenance in order to maintain the good quality of the equipment. Furthermore, teachers should often encourage the students to speak English in the class through a series of indoor activities. Teachers are the ones who colour the students life, hence they should be good role models by speaking English with the students. Monitors are ought to lead the class to talk in English too. Students will be influenced when most of the students speak in English. Students should not tease those who are weaker in English, vice versa, they should become guiders to help them improve their English. Conclusion In a nutshell, the programmes planned by English Language society had hopefully generated positive effects towards the students, teachers, or even parents. As the saying goes, Practices Make Perfect, students should always bear the quote in mind and begin the trend of speaking English. The English Language society will keep the hard work up and plan the similar programmes next few years to benefit all the students and make English Language becomes more visible in the school compound.

King Arthur and the Knights of the Round Table Essay -- capital violenc

Gawain and Capital Violence In almost every example of romantic epics, and definitely every story concerning King Arthur and the Knights of the Round Table, the characters carefully adhere to a strict code known as the chivalric code.. The five main tenets of chivalric code or in other words the knightly code are: showing courage and bravery, being honest, having honor and being respected among peers, being kind to others, and being courteous and well-mannered especially toward females. Gawain is the very embodiment of these chivalric values but through his encounter with the Green knight and the lady he fails to uphold the code because of its rigidness and strictness.. Violence is the mechanism that Gawain uses to gain his capital which is honor and the upholding of the chivalric code. Even though violence does lead Gawain to respect and honor in the end of the poem Gawain points out how cowardly it is to follow a code that is so strict, that it allows no room for any human mistakes and that he was justified in trying to save his life over his honor. Sir Gawain fulfills his requirements of the five tenets right from the beginning of the poem, as he shows courage and why he can be seen as the greatest knight in the round table. Sir Gawain asks Arthur to allow him to take the challenge. When the Green Knight first challenges the knights in Arthurs Court, it is King Arthur who takes up the challenge at first. But Gawain is quick to step in take the place of King Arthur as he says â€Å"I am the weakest of your warriors and feeblest of wit; loss of my life would be grieved the least† (Gawain 354-355). Gawain does not think highly of himself and feels that the only reason he is a knight of Arthur's court is because he is Arthur's nephew... ...rtesy toward females are all tested in the poem. Sir Gawain who is supposed to embody these principles is tested by the Green knight and the lady and he fails to uphold the chivalric code. The failure leaves Gawain scarred for life but it also reflects a change in attitude towards capital violence and the role that it should play in the knights’ life. Gawain makes clear that there is a limit to how loyal and strict a knight can be when he is following the chivalric code and that the demands of the code are so immense that eventually a knight will fail to uphold the code. But this failure to uphold the code and not adhering to capital violence does not show cowardice and is in reality just human mistakes that are expected and are justified Works Cited Armitage, Simon. Sir Gawain and the Green Knight: A New Verse Translation. New York: W.W. Norton, 2008. Print.

Humans Are Responsible For Global Warming Environmental Sciences Essay

Global heating is the following large impact that will convey about a alteration in the conditions forms. By definition, Global Warming is the addition in mean temperature that bit by bit warms the Earth ‘s ambiance. It is a phenomenon, which has been on the rise but in the last century, the addition in the degrees have been dismaying. ( George ChristodoulouA ,2006 ) .Global warming has caused a batch of alterations to the environment on a negative mode. Harmonizing to the survey by the Intergovernmental Panel on Climate Change ( IPCC ) , it is observed that the addition in planetary mean temperature has been caused due to an addition in nursery gas concentrations. ( Slashman, 2007 ) . Global heating can hold many different causes, but it is most normally associated with human intervention, specifically the release of inordinate sums of nursery gases. ( EPA, 2006 ) .It is either caused by either worlds or animate beings, or natural causes. Global heating is no more a myth but a fast approaching world, which in the long term will convey the much feared ice age that will pass over out all populating being on Earth. The latest IPCC study states â€Å" widespread mass losingss from glaciers and decreases in snow screen over recent decennaries are projected to speed up throughout the twenty-first century, cut downing H2O handiness, hydropower possible, and altering seasonality of flows in parts supplied by melt H2O from major mountain scopes ( e.g. Hindu-Kush, Himalaya, Andes ) , where more than one-sixth of the universe population presently lives. † ( Geneva, 2010 ) . Global heating has caused a major addition of heat towards the Earth ‘s ambiance and it is still impacting boulder clay today due to human activities. Although some people think that planetary heating happens due to natural factors, it is scientifically proved that worlds are responsible for planetary heating. The intent of this paper is to indicate out the irresponsible people doing planetary heating and to non fault planetary heating occurs due to natural factors. There are many scientific and logical factors of planetary heating are caused by human activities. The chief factor is due to the depletion of ozone bed of the ambiance which happens in the stratosphere. Why the ozone does go dilutant or makes a hole? It is because the release of CFC ( CFC ) gases. Human ‘s utilizations air conditioners to do the hot environment ice chest, but what they do n't look to recognize is that they are doing the ambiance even hotter. Air conditioners releases CFC gas when it is turned on. The CFC gas will respond with the ozone bed and deplete or do a hole. Besides that, iceboxs besides release CFC gases when it is opened. Slowly they start infiltrating into the upper beds of the ambiance and shortly make the ozone rich stratosphere, where they undergo major chemical alterations. ( H. A Khemani, 2010 ) . The CFC gas will shortly disintegrate and the Cl atom will respond with the ozone molecule and alterations to oxygen molecule. As shortly the ozone be d alterations to oxygen molecule the ozone bed will be depleted. The most lurid fact about Chlorofluorocarbons is that they have exceptionally long atmospheric life which, in certain instances, even extends to 100 old ages. This means that if CFC refrigerants are leaked in the ambiance, they will maintain consuming ozone bed for the following 100 old ages to come. ( H. A Khemani, 2010 ) . There are other stuffs used by worlds that release CFC gas such as chemical sprays and combustion of Styrofoam stuffs. Furthermore, the addition of C dioxide degree leads to climatic alteration. Worlds are the chief people to breathe green house gasses to the environment. They emit them in a assortment of ways. The burning dodo fuel by human activities releases green house gas which is C dioxide. When there is a rise in the per centum of C dioxide in the air, the sum of heat captured by the C dioxide besides increases. ( Bidisha Mukherjee, 2010 ) . As the sum of C dioxide degree addition in the ambiance heat is trapped inside the ambiance and causes warming of the Earth. Furthermore, coal combustion of power works besides increases the C degree in the ambiance. Burning coal produces about 9 billion metric tons of C dioxide each twelvemonth which is released to the ambiance, approximately 70 % of this being from power coevals. ( World-nuclear.org, 2011 ) . In add-on mills emit more fume and harmful gases such as C dioxide, A methane, A and oxide. These gases do non merely increase the temperature of t he environment but causes injury to human and animate beings. The combustion of gasolene from transit besides contributes planetary warming on a big graduated table. Burning of gasolene will increase the sum of C monoxide. Carbon monoxide is a really harmful gas that it can do decease to populating beings. Dusts are besides accumulated in the ambiance. Brazil and Indonesia, which contain the universe ‘s two largest lasting parts of rain forest, are being stripped at an dismaying rate by logging, fires, and land-clearing for agribusiness and cattle-grazing. ( Nationalgeographic.com, 2011 ) . Human activities of consuming forest illicitly have cause a major clime alteration to the environment. Men presents are selfish and do things on their favours. They think to upgrade the state with the betterment of engineering. The use of land for development of edifices makes them to cut down woods uncontrolled. Besides, illegal deforestation for importing logs to other states for concern intent causes planetary heating. Trees are needed to cut down the sum of C dioxide in the environment. By disforesting the sum will be greater and the Earth will finally acquire hotter. Excessive film editing of trees for urban usage and other intents is damaging to the environmental balance. ( Manali Oak,2011 ) . Opposition argues more with the point of political relations that plays a function in planetary heating excessively. Even those politicians who are brave plenty to contend for action on the issue are non stating us the whole truth. ( Mark Jeantheau, 2004 ) .The authorities is non responsible for the happening of planetary heating. They do non take any action towards illegal people who causes planetary heating and are money minded. On their head is ever bribe and do non believe about others. Public are non cognizant of this phenomena and take it easy. Government should be blamed for this due for non educating the populace about the effects of planetary heating and point out the effects.

Mary McLeod Bethune essays

Mary McLeod Bethune essays One day when Mary Jane was playing with the white children of her mothers first slave mistress, she saw a book and picked it up. When she it picked it up the little girl said, You cant read that. Put that down. The kids struck Mary Jane and stuck with her and she promised herself she would learn to read one day. (African Biographies, 16) For more than three decades (1920-1955) Mary McLeod Bethune was known as the "most influential black woman in the United States." For all blacks, but especially for black women, she emphasized the need for education and for the opportunity to break free from oppressive social and political boundaries. She urged blacks to unite in one political movement and believed that the government could be used to improve the black race. She once summarized her beliefs as "self-control, self-respect, self-reliance, and race pride." Born near Mayesville, South Carolina, Mary McLeod was the fifteenth of the seventeen children of Sam and Patsy McLeod, slaves freed after the Civil War. Beginning her education at a black mission school near Mayesville, McLeod quickly learned all its teachers could offer her, and in 1888 she won a scholarship to attend Scotia Seminary, a Presbyterian school for black girls in Concord, New Hampshire. At that school, which emphasized religion and industrial education and had both whites and blacks on its faculty, she enrolled in the normal and scientific course, which prepared her to teach. After graduating in July 1894, she received a scholarship to the Bible Institute for Home and Foreign Missions in Chicago, where she spent a year preparing for missionary work in Africa. When she learned there were no missionary openings for blacks in Africa, McLeod went to teach at the Haines Normal and Industrial Institute in Augusta, Georgia. There she met the dynamic founder and principal of the school, Lucy Laney, whose service to others made her an im...

How to Get 36 on ACT Reading 11 Strategies from a Perfect Scorer

How to Get 36 on ACT Reading Strategies from a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26–34 range on ACT Critical Reading? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT Reading score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've consistently scored 36 on Reading on my real ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT Reading or above. If you're below this range, my "How to Improve your ACT Reading Score to a 26" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview Most guides on the internet on how to score a 36 are pretty bad quality. They're often written by people who never scored a 36 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting a 36 available anywhere. I have confidence that these strategies work because I used them myself to score 36 on ACT Reading consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring a 36 is a good idea, what it takes to score a 36, and then go into the 10 key strategies so you know how to get a 36 on ACT Reading. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 Reading score is useful, since this will fuel your motivation to get a high score. Final note: in this guide, I talk mainly about getting to a 36. But if your goal is a 34, these strategies still equally apply. Understand the Stakes: Why a 36 ACT Reading? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton and when it comes to admissions, being average is bad, since the admissions rate is typically below 10%. So why get a 36 on ACT Reading? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score more than your individual section scores. If you can get a 36 in ACT Reading, that gives you more flexibility in your Math, English, and Science scores. It can compensate for a 32 in one other section, for example, to bring your average back up to 34. Harvard's 75th percentile Reading score is likely a 36. There's another scenario where a 36 in ACT Reading is really important. First is if you're planning to apply as a humanities or social science major (like English, political science, communications) to a top school. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a humanities/social science major, you're competing against other humanities/social science folks: people for whom ACT Reading is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, Yale, and U Chicago, the 75th percentile SAT Reading score is an 800, or equivalent to a 36 in ACT Reading. That means at least 25% of all students at these schools have a 36 in ACT Reading. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. I'll be honest- ACT Reading wasn't my strong suit in high school. When I started studying, I was scoring around the 31–32 range. I was always stronger in math and science. But I learned the tricks of the test, and I developed the strategies below to raise my score to a 36. Now I'm sharing them with you. Know that You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT Reading. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your ACT score is a reflection of how hard you work and how smartly you study. ACT Reading is Designed to Trick You. You Need to Learn How Here's why: the ACT is a weird test. When you take the Reading section, don't you get the sense that the questions are nothing like what you've seen in school? I bet you've had this problem: in ACT Reading passages, you often miss questions because of an "unlucky guess." You'll try to eliminate a few answer choices, and the remaining answer choices will all sound equally good to you. Well, you throw up your hands and randomly guess. This was one of the major issues for myself when I was studying ACT Reading, and I know they affect thousands of my students at PrepScholar. The ACT is purposely designed this way to confuse you. Literally millions of other students have the exact same problem you do. And the ACT knows this. Normally in your school's English class, the teacher tells you that all interpretations of the text are valid. You can write an essay about anything you want, and English teachers aren't (usually) allowed to tell you that your opinion is wrong. This is because they can get in trouble for telling you what to think, especially for complex issues like slavery or poverty. But the ACT has an entirely different problem. It's a national test, which means it needs a level playing field for all students around the country. It needs a solid test to compare students with each other. Every question needs a single, unambiguously, 100% correct answer. There's only ever one correct answer. Find a way to eliminate three incorrect answers. Imagine if this weren't the case. Imagine that each reading answer had two answer choices that might each be plausibly correct. When the scores came out, every single student who got the question wrong would complain to the ACT, Inc. about the test being wrong. If this were true, the ACT, Inc. would then have to invalidate the question, which weakens the power of the test. The ACT, Inc. wants to avoid this nightmare scenario. Therefore, every single Reading passage question has only one, single correct answer. But the ACT disguises this fact. It asks questions that sound subjective, like: The author would most likely agree with which of the following statements? The first paragraph primarily serves to: In line 20, 'dark' most nearly means: Notice a pattern here? The ACT always disguises the fact that there's always one unambiguous answer. It tries to make you waver between two or three answer choices that are most likely. And then you guess randomly. And then you get it wrong. You can bet that students fall for this. Millions of times every year. Students who don't prepare for the ACT in the right way don't appreciate this. But, if you prepare for the ACT in the right way, you'll learn the tricks the ACT plays on you. And you'll raise your score. The ACT Reading section is full of patterns like these. To improve your score, you just need to: learn the types of questions that the ACT tests, like the one above learn strategies to solve these questions, using skills you already know practice on a lot of questions so you learn from your mistakes The point is that you can learn these skills, even if you don't consider yourself a good reader or a great English student. I'll go into more detail about exactly how to do this. One last point: let's make sure we understand how many questions we can miss and still score a 36. What It Takes to Get a 36 in Reading If we have a target score in mind, it helps to understand what you need to get that score on the actual test. Unlike for English and Math, there's a large amount of variation in grading scale for the Reading and Science sections. On some tests, a certain raw score could get you a 36; on others, that same raw score could drop you down to a 34. I've compiled the conversion tables from 4 official ACT practice tests to show you what I mean. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) ACT Reading Score Raw Scores Test 1 Test 2 Test 3 Test 4 36 40 38–40 40 40 35 39 37 39 39 34 38 36 38 38 33 – 35 37 – 32 37 34 36 37 31 36 – 35 36 30 35 33 34 35 29 34 32 32–33 34 28 32–33 30–31 31 33 27 31 29 30 32 Notice that Test 1 is the strictest grading scale out of the four. In this case, missing one question drops you to a 35; miss another and you'll drop to a 34; miss one more, and you drop to a 32. This is a very unforgiving test that requires perfection. Test 2, on the other hand, is much more forgiving. You can miss two questions- with a raw score of 38- and still get a 36! The reason these tests differ so much is that the ACT tries to make the scores from every test equivalent to all other tests. A 36 on one test should mean the same as a 36 on another. So if a test has particularly difficult passages or questions, they'll soften the curve. Regardless: The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for a 36. Notice that in three of the four tests, you needed a perfect raw score to get a 36. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer five to seven more questions right to get to a 36. As a final example, here's a screenshot from my ACT score report. You can see that I likely missed one question, since I scored a 17 on Social Studies/Sciences. Also notice that a single mistake already drops me down to a 97 percentile- there are a lot of students who do extremely well on this test! OK- so we've covered why scoring a higher Reading score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies and reading tips that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT Reading What's your greatest weakness? Strategy 1: Understand Your High Level Weakness: Time Management, Passage Strategy, or Vocabulary Every student has different flaws in ACT Reading. Some people don't have good strategies for tackling the passage questions. Others don't read quickly enough and struggle to get through all the questions. Here's how you can figure out which one applies more to you: Find an official ACT practice test, and take only the Reading section. We have the complete list of free practice tests here. For that section, use a timer for 35 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: the realistic score you got under normal timing conditions, and the extra time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT Reading subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 2 points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow across most questions? Or did particular questions slow you down more than others? Or are you spending too much time on reading the passage? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting an 36. Compare your Extra Time and Realistic score- if they differed by more than one point, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last skill weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get an 36. This type of analysis is so important that it's a central part of my prep program, PrepScholar. When a new student joins, he or she gets a diagnostic that figures out specific strengths and weaknesses. The program then automatically customizes your learning so that you're always studying according to where you can make the most improvement. No matter what your weakness is, my following strategies will address all weaknesses comprehensively. Strategy 2: Learn to Eliminate 3 Wrong Answers This strategy was by far the most effective for me in raising my Reading score. It completely changed the way I viewed passage questions. I spent some time talking above about how the ACT always has one unambiguous answer. This has a huge implication for the strategy you should use to find the right ACT Reading answer. Here's the other way to see it: Out of the four answer choices, three of them have something that is totally wrong about them. Only one answer is 100% correct, which means the other three are 100% wrong. You know how you try to eliminate answer choices, and then end up with a few at the end that all seem equally likely to be correct? "Well, this can work...but then again this could work as well..." STOP doing that. You're not doing a good enough job of eliminating answer choices. Remember- every single wrong choice can be crossed out for its own reasons. You need to do a 180 on your approach to Reading questions. Instead of trying to find the one right answer, find a reason to eliminate three answer choices. "Can I find a reason to eliminate this answer choice? How about this one?" You have to learn how to eliminate three answer choices for every single question. "Great, Allen. But this doesn't tell me anything about HOW to eliminate answer choices." Thanks for asking. One thing to remember is that even a single word can make an answer choice wrong. Every single word in each answer choice is put there by the ACT for a reason. If a single word in the answer choice isn't supported by the passage text, you need to eliminate it, even if the rest of the answer sounds good. There are a few classic wrong answer choices the ACT loves to use. Here's an example question. For example, let’s imagine you just read a passage talking about how human evolution shaped the environment. It gives a few examples. First, it talks about how the transition from earlier species like Homo habilis to neanderthals led to more tool usage like fire, which caused wildfires and shaped the ecology. It then talks about Homo sapiens 40,000 years ago and their overhunting of species like woolly mammoths to extinction. So then we run into a question asking, "Which of the following best describes the main subject of the passage?" Here are the answer choices: A: The transition between Homo habilis and neanderthals B: The study of evolution C: How the environment shaped human evolution D: The plausibility of evolution E: The influence of human development on ecology (I know the ACT only has four answer choices, but we'll just pretend they have five for this example to discuss the different kinds of wrong answers.) As you're reading these answer choices, a few of them probably started sounded really plausible to you. Surprise! Each of the answers from A–D has something seriously wrong about it. Each one is a classic example of a wrong answer type given by the ACT. Wrong Answer 1: Too Specific A: The transition between Homo habilis and neanderthals This type of wrong answer focuses on a smaller detail in the passage. It’s meant to trick you because you might think to yourself, "well, I see this mentioned in the passage, so it’s a plausible answer choice." Wrong! Think to yourself- can this answer choice really describe the entire passage? Can it basically function as the title of this passage? You’ll find that it’s just way too specific to convey the point of the overall passage. Wrong Answer 2: Too Broad B: The study of evolution This type of wrong answer has the opposite problem- it’s way too broad. Yes, theoretically the passage concerns the study of evolution, but only one aspect of it, and especially as it relates to the impact on the environment. To give another ludicrous example, if you talked to your friend about losing your cell phone, and he said your main point was about the universe. Yes, you were talking about the universe (since we all live in this universe), but you were talking about only a tiny, tiny fraction of it. This is way too broad. Wrong Answer 3: Reversed Relationship C: How the environment shaped human evolution This wrong answer choice can be tricky because it mentions all the right words. But of course the relationship between those words needs to be correct as well. Here, the relationship is flipped. Students who read too quickly make careless mistakes like these! Wrong Answer 4: Unrelated Concept D: The plausibility of evolution Finally, this kind of wrong answer preys on the tendency of students to overthink the question. If you’re passionate about arguing about evolution, this might be a trigger answer since any discussion of evolution becomes a chance to argue about the plausibility of evolution. Of course, this concept will appear nowhere in the passage, but some students just won’t be able to resist. Do you see the point? On the surface, each of the answer choices sounds possibly correct. A less prepared student would think that all of these were plausible answers. But plausible isn't good enough. The right answer needs to be 100%, totally right. Wrong answers might be off by even one word- you need to eliminate these. Carry this thought into every ACT Reading passage question you do and I guarantee you will start raising your score. Strategy 3: Predict the Answer Before Reading the Answer Choices As we've discussed already, the ACT is designed to goad you into making mistakes by putting really similar answer choices next to each other. In Strategy 2, we covered the strategy of ruthless, unforgiving elimination of answer choices. Here's another Strategy that works well for me. Before reading the answer choices, come up with your own answer to the question. Gaze into your crystal ball and predict the right answer. This strategy is exactly designed to counteract the trickiness of the answer choices. If you don't apply this strategy, your thinking process likely resembles something like this: "OK, I just read the question. Answer A is definitely out. B can kind of work. C...it doesn't exactly fit, but I can see how it can work." and so on. By now, you've already fallen into ACT, Inc.'s trap of starting to muddle the answer choices. Take the opposite approach. While you're reading the question, come up with your own ideal answer to the question before reading the answer choices. This prevents you from getting biased by the ACT's answer choices, especially the incorrect ones. If it's a "Big Picture" type question asking about the main point of the passage, answer for yourself, "What would make a good title for this passage?" If it's an "Inference" question, answer for yourself, "What would the author think about the situation given in the question?" Even if you can't answer the question straight away- for example, if you have to refer back to the line number to remember what the passage was saying- try to form a hunch briefly before looking at the answer choices. (There are of course some detail-oriented questions that are hard to solve this way. For example, questions that ask "All of these were mentioned as details EXCEPT FOR" require you to look at the passage. Even in these cases, you can form hunches about details that you remember reading about, and those you don't.) The key here is that the passage must support your answer choice. Every correct answer on ACT passages needs to be justified by the passage- otherwise the answer would be ambiguous, which would cause problems of cancelling questions I referred to earlier. Note that this only works if you can read and understand passages well! That's why I don't recommend this strategy yet before you hit a 26 level since you're more likely to come up with the wrong answer choice in your head. Strategy 4: Experiment with Passage Reading Strategies and Find the Best for You In your prep for the ACT, you may have read different strategies for how to read a passage and answer questions. Some students read the questions before reading the passage. Others read the passage in detail first. At your high level, I can't predict which method will work best for you. We're going for perfection, which means that your strategy needs to line up with your strengths and weaknesses perfectly, or else you'll make mistakes or run out of time. What I will do, however, is go through the most effective methods. You'll then have to figure out through your test data which one leads to the highest score for you. Passage Method 1: Skim the Passage, then Read the Questions This is the most common strategy I recommend to our students, and in my eyes the most effective. I prefer this one myself. Here it is: Skim the passage on the first read through. Don't try to understand every single line, or write notes predicting what the questions will be. Just get a general understanding of the passage. You want to try to finish reading the passage in three minutes, if possible. Next, go to the questions. If the question refers to a line number, then go back to that line number and understand the text around it. If you can't answer a question within 30 seconds, skip it. My preferred way to tackle a passage: skimming it on the first read-through. This strategy is a revelation for students who used to close-read every detail about a passage and run out of time. This skimming method works because the questions will ask about far fewer lines than the passage actually contains. For example, lines 5-20 of a reading passage might not be relevant to any question that follows. Therefore, if you spend time trying to deeply understand lines 5-20, you’ll be wasting time. By taking the opposite approach of going back to the passage when you need to refer to it, you guarantee reading efficiency. You're focusing only on the parts of the passage that are important to answering questions. Critical Skill: You must be able to skim effectively. This means being able to quickly digest a text without having to slowly read every word. If you're not quite good at this yet, practice it on newspaper articles and your homework reading. Passage Method 2: Read the Questions First and Mark the Passage This is the second most common strategy and, if used well, as effective as the first method. But it has some pitfalls if you don't do it correctly. Here's how it goes: Before you read the passage, go to the questions and read each one. If the question refers to a series of lines, mark those lines on the passage. Take a brief note about the gist of the question. Go back to the passage and skim it. When you reach one of your notes, slow down and take more notice of the question. Answer the questions. Here's an example passage that I marked up, with questions on the right. Notice that beyond marking the lines and phrases referenced in the question, I left clues for myself on what's important to get out of this phrase. In the hands of an ACT expert, this is a powerful strategy. Just like Method 1 above, you save time by skipping parts of the passage that aren't asked about. Furthermore, you get a head start on the questions by trying to answer them beforehand. But there are serious potential pitfalls to this method if you're not careful or prepared enough. Here's one: when you first read the questions before the passage, you won't have enough time to digest the actual answer choices (nor will they make sense to you). So you have to make your best guess for what the question is asking when you're writing a note along the passage. In some cases, this can lead you astray. Take this example from above: When I read the question, I saw that it referred to lines 75-76, starting with "Like an eagle." So I marked this in the passage and added a note to myself: "Meaning?" The problem is, it's not obvious what this is supposed to mean. What does it mean for a person's words to "slip regally and strike with awful ease?" This is especially difficult with figurative language. If I were the obsessive type, I might struggle for far too long trying to understand what this means. What meaning am I supposed to extract from these lines? How deeply should I read into this? But when I read the answer choices, I can see the answer choice is actually pretty obvious. The line is referring to the rich customer's words. It has nothing to do with the narrator and her relationship with her parents. It's clear then that the answer is G. The customer is implying that most of the house is dirty, and that the narrator's mother should take care to find a place where there aren't cockroaches scampering about. Critical Skill: You need to have so much experience with the ACT Reading section that you can anticipate what the question is going to ask you for your notes to be helpful. If you're not sure of this, you can easily be led down the wrong track and focus on the wrong aspect of the passage. Passage Method 3: Read the Passage In Detail, then Answer Questions This method is what beginner students usually use by default, because it's what they've been trained to do in school. Some beginner books like Princeton Review and Kaplan also suggest this as a strategy. It's my least favorite method because there are so many ways for it to go wrong. But for the sake of completeness, I'm listing it here in case it works best for you. Here's how it goes: Read the passage in detail, line by line. Take notes to yourself about the main point of each paragraph. Answer the questions. As you might guess, I don't like this method for the following reasons: By reading the passage closely, you absorb a lot of details that aren't useful for answering questions. The notes you take aren't directed toward helping you answer the questions. By interpreting the passage ahead of time, you risk being led astray. But this might work especially well for you if you're very good at reading for understanding, and if you have so much expertise with the ACT that you can predict what the test is going to ask you about anyway. This can also work if taking notes forces you to read the passage much more closely than you would otherwise. In all other cases, I haven't seen this strategy work very well. Choose Which Works Best for You, Based on Test Data Because I can't predict which one will work best for you, you need to figure this out yourself. To do this, you need cold, hard data from your test scores. Try each method on two sample test passages each, and tally up your percentage score for each. If one of them is a clear winner for you, then develop that method further. If there isn't a clear winner, choose the one that feels most comfortable for you. As part of our PrepScholar program, we give you advanced statistics on your score performance so that you can experiment with methods that work best for you. Next strategy: find your weak links and fix them. Strategy 5: Understand Every Single Mistake You Make On the path to perfection, you need to make sure every single one of your weak points is covered. Even just two mistakes will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason. If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who have done 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near a 36 on ACT Reading. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here's what you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by question type (vocab questions, big picture questions, inference questions, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes, you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- Why Did You Miss a Reading Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a Reading question, and how you take the analysis one step further: Elimination: I couldn't eliminate enough incorrect answer choices, or I eliminated the correct answer. One step further: Why couldn't I eliminate the answer choice during the test? How can I eliminate answer choices like this in the future? Careless Error: I misread what the question was asking for or answered for the wrong thing. One step further: Why did I misread the question? What should I do in the future to avoid this? Vocab: I didn't know what the key word meant. One step further: What word was this? What is the definition? Are there other words in this question I didn't know? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Reviewing mistakes is so important that in PrepScholar, for every one of our 1,500+ practice questions, we explain in detail how to get the correct answer, and why incorrect answers are wrong. We also point out bait answers so that you can you can learn the tricks that the ACT plays on test takers like you. Bonus Tip: Re-solve the Question Before Reading the Answer Explanation When you're reviewing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider this passive learning- you're not actively engaging with the mistake you made. Instead, try something different- find the correct answer choice (A-D or F-J), but don't look at the explanation. Instead, try to re-solve the question once over again and try to get to the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new reason to eliminate the wrong answer choice, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 6: Find Your Reading Skill Weaknesses and Drill Them Reading passage questions might look similar, but they actually test very different skills. At PrepScholar we believe the major passage skills to be: #1: Big Picture/Main Point: What is the main point of the passage or paragraph?#2: Little Picture/Detail: What does this small detail mean? Where in the passage was the following detailed mentioned?#3: Inference: What would the author most likely feel about the following hypothetical scenario?#4: Vocabulary in Context: What does this word or phrase mean in the context of the passage?#5: Author Method: How does the author construct the passage? What is the author's purpose in utilizing the following method? Each of these question types uses different skills in how you read and analyze a passage. They each require a different method of prep and focused practice. Luckily, there aren't very many unique skills on ACT Reading. There are only five above, compared to 18 for ACT English, and 24 for ACT Math. The passage tends to repeat these types of questions over and over again for the entire section. The flipside is, getting better at these skills is often a bit harder than mastering a narrow math skill like trigonometry. Because you've been reading and making logical arguments your entire life, bad habits are a lot harder to unlearn. The ACT requires a lot of skills. Make sure you know which ones are your weaknesses. If you're like most students, you're better at some areas in Reading than others. You might be better at getting the Big Picture of a passage, compared to the Inference. Or you might be great at reading passages quickly, but bad at memorizing details. If you're like most students, you also don't have an unlimited amount of time to study. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms, you need to find your greatest areas of improvement and work on those. Too many students study the "dumb" way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time on their weaknesses. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT Reading? You need to find the sub-skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. Within reading, you need to figure out whether you have patterns to your mistakes. Is it that you don't get Inference questions? Or maybe you're really weak at interpreting details? Or from Strategy 1: is it that you're running out of time in reading passages? For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of inference questions (this is typically the hardest type of question for students to get). You need to find a way to get focused practice questions for this skill so you can drill your mistakes. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work. When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 7: Force Yourself to Be Fascinated by the Passage Subject Matter The ACT has passages about a lot of weird topics. Victorian novels, underwater basket-weaving, and the evolution of gerbils are all fair game. It's unlikely that you're naturally thrilled about all the subjects you'll read about. This makes it easy to tune out when you're reading the passage. This makes it harder to answer the questions, which will make you more frustrated. Instead, adopt this mindset: For the next 10 minutes, I am the world's most passionate person about whatever subject this passage is about. For every single passage, be as excited as she is. Force yourself to care about what the passage is telling you. Pretend that your life depends on understanding this passage. Maybe you're about to give a lecture on this subject. Or someone's holding a puppy hostage if you don't answer enough questions correctly. When I was preparing for the ACT in high school, I even took this so extremely that I ended up genuinely interested in whatever the passage was telling me about. I remember reading a passage about Native American life and thinking, "Wow, I'm really glad I just learned this." (I know this sounds crazy.) If you stay engaged while reading, you'll understand the passage so much better, and you'll answer questions with way more accuracy. Strategy 8: Finish With Extra Time and Double-Check Your goal at the end of all this work is to get so good at ACT Reading that you solve every question and have extra time left over at the end of the section to recheck your work. I'll admit, this is hard for the ACT. You have 35 minutes for 40 questions, which means less than 10 minutes per passage and less than 60 seconds per question on average. After reading the passage, this might mean less than 30-40 seconds per question. But you get better at speed. In high school and even now, I can finish the 40 minute Reading section in 30 minutes or less. I then have 10 minutes left over to recheck my answers two times over. The best way to get faster is, as explained above, to choose an efficient reading strategy that works best for you, and to do so many questions that you're fluent at interpreting what the ACT wants you to do. Here are some time benchmarks that might help: You should finish skimming a long passage within three minutes. This ultimately means less than two seconds per line. If a question takes you more than 30 seconds to solve, and you're not within 30 seconds of the answer, skip it immediately. If you can do this well, you'll get a little less than a minute per remaining passage question. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate answer choices. Make sure that the passage supports your answer. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A J D F B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a near perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you two minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just five seconds per question, you get back 200 seconds on a section that has 40 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 9: Be Ready for Turbulence in Scores Now you know what it takes to achieve perfection in ACT Reading. You know the best strategies to use for tackling the passage. You know how to identify your weaknesses and learn from them. You know how to save time, and you know to stay engaged while reading a passage. Even despite all this, sometimes a passage just won't click with you. Of all ACT sections, I find that Reading has the most volatile score. How you vibe with a passage has a big impact on your score. You might get a string of questions wrong just because you couldn't really understand what the passage was really about. This doesn't happen on Math or Writing. No matter what happens, you need to keep calm and keep working. You might swing from a 36 on one practice test to a 32 on another. Don't let that faze you. Remember from the scoring charts above that there's a huge variation from test to test, which also suggests that students tend to vary significantly from test to test. Don't start doubting all the hard work you've put in. Keep a calm head, and, like always, work hard on reviewing your mistakes. This might even happen on the real ACT. You might get below your target score and be crestfallen. Pick yourself up. This happens. If you've consistently been getting 36's on practice tests, you should take the test again and try to score higher. Very likely, you will. And because many schools nowadays Superscore the ACT, you can combine that new 36 with your other sections for an awesome ACT score. Strategy 10: Don't Focus On Reading Other Texts One strategy for ACT Reading I hear proposed often is to read a lot of advanced writing like the New York Times, the Atlantic Monthly, and the New Yorker. Their logic is, the more you practice reading, the better you'll get at ACT Reading. This seems so plainly obvious that many don't question it. I don't fully agree with this approach. As I mentioned above, ACT Reading tests very specific skill sets- can you read a passage of a certain length and type, and can you answer specific types of questions about it. When you're reading a text casually, you're not going to treat it with the same type of scrutiny and mindset. You're in more of a general understanding mode, trying to get the gist of the reading. You're not actively in the mindset to pick apart what specific lines mean, or to infer what the author would feel about a specific situation. If you'd have to force yourself to read an hour a day to pick up this habit, it's far more effective to practice on ACT Reading passages. The skills you'll use align far more closely this way. Now, if reading these texts is already part of your regular routine, by all means continue doing it. You're likely reading at a very high level, and you can only get better at reading more quickly and with better comprehension. But if these kinds of texts are difficult for you, or you don't regularly do this as a habit, focus your time on the ACT. Your score will thank you. (Note that reading in general is a fantastic habit, and as a nation we don't do enough of it. It can lead to a lot of personal growth, so I encourage you to do it for your overall growth- just not if the purpose is to improve at ACT Reading). In Overview Those are the main strategies I have for you to improve your ACT Reading score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect ACT Reading score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short, and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our accompanying guide to a 36 on ACT Math. Read our complete guide to a perfect 36, written by me, a perfect scorer. Learn how to write a perfect-scoring 12 ACT essay, step by step. Make sure you study ACT vocab using the most effective way possible. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: