DO WE NEED FEMINISM NOW THAT WOMEN ARE FREE Essay

DO WE NEED FEMINISM NOW THAT WOMEN ARE FREE - Essay Example As a means of answering such a question, the analysis will first consider what those who support a further form of feminism might say with regards to the prospect that the future holds and what extant need may still exist for feminism. Once this has been discussed with a level of depth and clarity, the analysis will then move on to some of the reasons for why such an approach necessarily guarantees that there will be perennial requirements for further feminism within the world. Some of these requirements are concentric upon the religious mores that are currently exhibited within the current system; whereas others are merely an example of history and the cultural determinism that has helped to define the United States in the way that it is. Finally, the last portion of the analysis will argue the position of the author with relation to this issue. Individuals that resist certain types of feminism put forward the understanding that the â€Å"appropriateness† of the feminist approach is predicated upon the viewpoints that it espouses. Naturally, some more radical types of feminism do not maximize the interests of women as much as they seek to minimize and demean the role of men throughout society. Within such an understanding, the more militant versions of feminism can be dispelled as illogical and not worthy of further analysis within this paper. Although this is something of a categorical approach, there are too many types of feminism and too many different approaches that do require a level of analysis to spend precious space within this brief discussion analyzing the more militant versions of this worldview (Valenti, 2012). The underlying reason for focusing upon the more mainstream branches of feminism is predicated upon the fact that it is the belief of this author, as well as the near categorical belief of a litan y of

A Nation of Wimps Essay Example for Free

A Nation of Wimps Essay A Nation Of Wimps Parents are going to extreme lengths to take the bumps out of life for their children. However, that has the net effect of making kids more fragile, and that may be why they’re braking down so easily. People learn through experience, and through failure they learn how to cope with things later on in life, themselves. And whether we realize that or not, this nation is turning out to be producing more and more wimps. The Fragility Factor College is one of the biggest fragility factors. It leads to psychological distress, binge drinking, substance abuse, self-mutilation, etc. Relationship problems don’t go away, anorexia and bulimia keep on coming. Welcome to the Hothouse Parents are overprotecting their children, they are intruding too much into their lives. They started to call colleges and asking about their grades. American parents today expect their children to be perfect, and that puts to much pressure on them. Arrivederci, Playtime Children don’t play enough these days. Over 40, 000 schools in the U. S. don’t have recess anymore. Commercialization of children’s play leads to more stressed out children. Plays develops cognitive thinking, and is important for normal development of children. The Eternal Umbilicus Cellphones today make children addictive to their parents. Students are typically in contact with their parents several times a day, which makes them constantly homesick, and keeps them away from learning how to manage for themselves. All that is the pathway to depression, it weakens self-regulation, it influences relationships and friendships, and make children become more frustrated and impatient which then leads to the fail of relationships and even greater depression. From Scrutiny to Anxiety and Beyond What creates anxious children is parents hovering and protecting them from stressful experiences. This group of children experiences stress in situations most kids find unthreatening. They grow up shrinking from social contact, and lack confidence. They are later on easily influenced by others. Overparenting creates lifelong vulnerability to anxiety and depression. Endless Adolescence Adulthood no longer begins after adolescence ends. Kids are starting to extend childhood, because they are making up for the things they weren’t supposed to do as children, and are creating a whole new stage called the â€Å"early adulthood. † Boom Boom Boomerang Play is connected to the making of healthy relationships later on in life. The less time children spend in play, the less socially competent they become. Through play we learn how to read feelings and negotiate conflicts. Taking the play out of childhood is bound to create development lags. Just Whose Shark Tank Is It Anyway? Competition has become a stressful and significant part of our everyday lives. Parents imagine that their children must be swimming in a big shark tank. Kids today are more ambivalent about the college race than are parents. Nowadays, parents are actually locking their kids into fragility, and by that the kids never learn how to cope with anxiety. Putting Worry in its Place Parents need to abandon the idea of perfection and give up some the invasive control. Children are far less integrated into adult society than they used to be, and by that parents have introduced a tendency to assume that children can’t manage difficult situations. Parents need to remember that one of the goals of higher educations is developing the capacity of thinking for ourselves. Conclusion Indeed parents today have became overprotective of their children, they overshelter them and overpraise them. They cheat for their children by making up fake diseases and getting them into colleges by relations. All of that is creating a whole different type of kids, that aren’t individuals anymore, we are creating the nation of kinds depending on their parents, a nation of wimps,

Technology Through the Decades :: essays papers

Technology Through the Decades Technology has come a long way since the first institutionalized classroom. The bounds in advancement have been their greatest in the past 100 years alone. But the classroom we know today in American culture has made many adjustments and achievement over many centuries of work, but this paper will only address the past 2 centuries. The modern classroom, with computers, internet, graphing calculators, and video apparatus’, would not exist if not for the many people who worked to invent the machines we have. The 1800’s produced many advancements to the classroom that, though very rudimentary to today’s standards, became the foundation for learning on a large scale. Some of which are still in use today. In 1841 the chalkboard was introduced into the classroom. This was very beneficial to learning integrating audio and visual techniques to learning. Teachers could now draw for students concepts such as atoms and molecules, that were complicated to express. Students found this invention beneficial because now the student knew what teachers were saying, what key points they needed to know were, and nothing was lost in the communication. The inclusion of the radio in the 1920’s (Studio Miramar), was also a beneficial invention. When the radio was invited to be a part of classroom learning, teachers were able to more effectively keep the students on top of current event, involve others’ opinions or knowledge of different topics, and be able to include culture into history classes. This last reason would become the base for broadening of curriculum multiculturally. Another major change to the curriculum came in the 1940’s when movies became a part of the classroom scene (Studio Miramar). This had an impact both politically and with general education. Politically, propaganda or reprogramming with videos would be a purpose that movies would play. With such films as those that expressed how the â€Å"proper American† should act could be view, such as during World War II with â€Å"Duck and Cover† or â€Å"Evil Communists† or even â€Å"Uncle Sam Wants You† videos became a meaningful nationalism method of reaching children. But movies also play the part of an educational tool. Films about chemicals, of both the dangers and benefits of them, or safety films like â€Å"Stop, Drop, and Roll† became prevalent. Like the radio, television, introduced in the 1950’s to the educational scenes (Studio Miramar), has become an even easier method of keeping students on top of current event.

Pharmacy Tech Handout #1

Pharmacy Technician Certification Board, exam scoring requirements per www. ptcb. org The pharmacy technician performs activities related to three broad function areas. The specific responsibilities and activities that pharmacy technicians may perform within each function area are:   I. Assisting the Pharmacist in Serving Patients (66% of exam)   |   A. |   Receive prescription/medication order(s) from patient/patient’s representative, prescriber, or other healthcare professional 1.Accept new prescription/medication order from patient/patient’s representative, prescriber, or other healthcare professional 2. Accept new prescription/medication order electronically (for example, by telephone, fax, or electronic transmission) 3. Accept refill request from patient/patient’s representative 4. Accept refill authorization from prescriber or other healthcare professional electronically (for example, by telephone, fax, or electronic transmission) 5. Contact prescri ber/originator for clarification of prescription/medication order refill 6.Perform/accept transfer of prescription/medication order(s)|   B. |   Assist the pharmacist in accordance with federal rules and regulations in obtaining from the patient/patient’s representative such information as diagnosis or desired therapeutic outcome, disease state, medication history (including over-the-counter [OTC] medications and dietary supplements), allergies, adverse reactions, medical history and other relevant patient information, physical disability, and payor information (including both self-pay and third party reimbursement)|   C.   Assist the pharmacist in accordance with federal rules and regulations in obtaining from prescriber, other healthcare professionals, and/or the medical record such information as diagnosis or desired therapeutic outcome, disease state, medication history (including [OTC] medications and dietary supplements), allergies, adverse reactions, medical hi story and other relevant patient information, physical disability, and payor information (including both self-pay and third party reimbursement)|   D.   Collect and communicate patient-specific data (for example, blood pressure, glucose, cholesterol levels, therapeutic drug levels, immunizations) to assist the pharmacist in monitoring patient outcomes|   E. |   Collect and communicate data related to restricted drug distribution programs (for example, thalidomide, isotretinoin, and clozapine)|   F. |   Collect and communicate data related to investigational drugs|   G. |   Assess prescription or medication order for completeness (for example, patient's name and address), accuracy, authenticity, legality, and reimbursement eligibility|   H.   Update the medical record/patient profile with such information as medication history (including [OTC] medications and dietary supplements), disease states, compliance/adherence patterns, allergies, medication duplication, an d/or drug-disease, drug-drug, drug-laboratory, drug-dietary supplement and/or OTC, and drug-food interactions|   I. |   Assist the patient/patient's representative in choosing the best payment assistance plan if multiple plans are available to patient|   J. |   Process a prescription/medication order 1. Enter prescription/medication order information onto patient profile 2.Select the appropriate product(s) for dispensing (for example, brand names, generic substitutes, therapeutic substitutes, formulary restrictions) 3. Obtain pharmaceuticals, durable and non-durable medical equipment, devices, and supplies (including hazardous substances, controlled substances, and investigational products) from inventory 4. Calculate quantity and days supply of finished dosage forms for dispensing 5. Measure or count quantity of finished dosage forms for dispensing 6. Process and handle radiopharmaceuticals 7. Perform calculations for radiopharmaceuticals 8.Process and handle chemotherapeut ic medications commercially available in finished dosage forms (for example, Efudex, mercaptopurine) 9. Perform calculations for oral chemotherapeutic medications 10. Process and handle investigational products 11. Package finished dosage forms (for example, blister pack, robotic/automated dispensing vial) 12. Affix label(s) and auxiliary label(s) to container(s) 13. Assemble patient information materials (for example, drug information sheets, patient package inserts, Health Information Portability and Accountability Act [HIPAA] literature) 14.Check for accuracy during processing of the prescription/medication order (for example, National Drug Code [NDA] number, bar code, and data entry) 15. Verify the data entry, measurements, preparation, and/or packaging of medications produced by other technicians as allowed by law (for example, tech check tech) 16. Prepare prescription or medication order for final check by pharmacist 17. Prepare prescription or medication order for final check by pharmacy technician as allowed by law (for example, tech check tech) 18. Perform Nuclear Regulatory Commission (NRC) required checks for radiopharmaceuticals|   K. Compound a prescription/medication order: 1. Assemble equipment and/or supplies necessary for compounding the prescription/medication order 2. Calibrate equipment (for example, scale or balance, total parenteral nutrition [TPN] compounder) needed to compound the prescription/medication order 3. Perform calculations required for preparation of compounded IV admixtures 4. Perform calculations for extemporaneous compounds 5. Compound medications (for example, topical preparations, reconstituted antibiotic suspensions) for dispensing according to prescription and/or compounding guidelines 6.Compound medications in anticipation of prescriptions/medication orders (for example, compounding for a specific patient) 7. Prepare sterile products (for example, TPNs, piggybacks, IV solutions, ophthalmic products) 8. Prepare radio pharmaceuticals 9. Prepare chemotherapy 10. Record preparation and/or ingredients of medications (for example, lot number, control number, expiration date, chemotherapy calculations, type of IV solution)|   L. |   Provide prescription/medication to patient/patient's representative: 1. Store medication prior to distribution 2.Provide medication and supplemental information (for example, package inserts) to patient/patient’s representative 3. Package and ship pharmaceuticals, durable and non-durable medical equipment, devices, and supplies (including hazardous substances and investigational products) to patient/patient's representative li>Place medication in dispensing system (for example, unit-dose cart, automated systems) 4. Deliver medication to patient-care unit 5. Record distribution of prescription medication 6. Record distribution of controlled substances 7. Record distribution of investigational drugs 8.Record distribution of restricted drugs (for example, isotretin oin, clozapine, thalidomide) 9. Record distribution of prescription/medication to patient's home|   M. |   Determine charges and obtain reimbursement for products and services|   N. |   Communicate with third-party payers to determine or verify coverage|   O. |   Communicate with third-party payers to obtain prior authorizations|   P. |   Communicate with third-party payers and patients/patient's representatives to rectify rejected third-party claims|   Q. |   Identify and resolve problems with rejected claims (for example, incorrect days supply, incorrect ID number)|   R.   Provide supplemental information (for example, disease state information, CDs) as requested/required|   S. |   Direct patient/patient's representative to pharmacist for counseling|   T. |   Perform drug administration functions under appropriate supervision (for example, perform drug/IV rounds, check pumps, anticipate refill of drugs/IVs)|   U. |   Process and dispense enteral products| II. Maintaining Medication and Inventory Control Systems (22% of exam)   Ã‚  |   A. |   Identify pharmaceuticals, durable and non-durable medical equipment, devices, and supplies (including hazardous substances and investigational products) to be ordered|   B.   Place routine orders for pharmaceuticals, durable and nondurable medical equipment, devices, and supplies (including hazardous substances and investigational products) in compliance with legal, regulatory, formulary, budgetary, and contractual requirements|   C. |   Place emergency orders for pharmaceuticals, durable and non-durable medical equipment, devices, and supplies (including hazardous substances and investigational products) in compliance with legal, regulatory, formulary, budgetary, and contractual requirements|   D.   Receive pharmaceuticals, durable and non-durable medical equipment, devices, and supplies (including hazardous substances and investigational products) and verify against specifications on original purchase orders|   E. |   Place pharmaceuticals, durable and non-durable medical equipment, devices, and supplies (including hazardous substances and investigational products) in inventory under proper storage conditions while incorporating error prevention strategies|   F.   Perform non–patient-specific preparation, distribution, and maintenance of pharmaceuticals, durable and non-durable medical equipment, devices, and supplies (including hazardous substances and investigational products) while incorporating error prevention strategies (for example, crash carts, clinic and nursing floor stock, automated dispensing systems)|   G. |   Remove from inventory expired/discontinued/slow moving/overstocked pharmaceuticals, durable and nondurable medical equipment, devices, and supplies (including hazardous substances and investigational products)|   H.   Remove from inventory recalled pharmaceuticals, durable and non-durable medical equip ment, devices, and supplies (including hazardous substances and investigational products)|    I. |   Dispose of or destroy pharmaceuticals or supplies (for example, hazardous substances, investigational products, controlled substances, non-dispensable products)|   J. |   Communicate changes in product availability (for example, formulary changes, recalls, shortages) to pharmacy staff, patient/patient’s representative, physicians, and other healthcare professionals|   K.   Implement and monitor policies and procedures to deter theft and/or drug diversion|   L. |   Maintain a record of controlled substances ordered, received, and removed from inventory|   M. |   Maintain a record of investigational products ordered, received, and removed from inventory|   N. |   Perform required inventories and maintain associated records|   O. |   Maintain record-keeping systems for repackaging, non-patient specific compounding, recalls, and returns of pharmaceutica ls, durable and non-durable medical equipment, devices, and supplies (including hazardous substances and investigational products)|   P.   Compound non-patient specific medications in anticipation of prescription/medication orders|   Q. |   Perform quality assurance tests on compounded medications (for example, end product testing and validation)|   R. |   Repackage finished dosage forms for dispensing (for example, unit dose, blister pack, oral syringes) Participate in quality assurance programs related to pharmaceuticals, durable and non-durable medical equipment, devices, and supplies (including hazardous substances and investigational products)| III.Participating in the Administration and Management of Pharmacy Practice (12% of exam)   |   A. |   Coordinate written, electronic, and oral communications throughout the practice setting (for example, route phone calls, faxes, verbal and written refill authorizations; disseminate policy and procedure changes)|   B . |   Update and maintain patient information (for example, insurance information, demographics, provider information) in accordance with federal regulations and professional standards (for example, Health Insurance Portability and Accountability Act [HIPAA])|   C.   Collect productivity information (for example, the number of prescriptions filled, fill times, payments collected, rejected claim status)|   D. |   Participate in quality assurance activities (for example, medication error prevention, customer satisfaction surveys, and internal audits of processes)|   E. |   Generate quality assurance reports (for example, compile or summarize data collected for evaluation or action plan development, root cause analysis)|   F. |   Implement and monitor the ractice setting for compliance with federal regulations and professional standards (for example, Materials Safety Data Sheet [MSDS], Occupational Safety Health Administration [OSHA], Joint Commission on Accreditation of Healthcare Organizations [JCAHO], United States Pharmacopeia [USP])|   G. |   Implement and monitor policies and procedures for infection control|   H. |   Implement and monitor policies and procedures for the handling, disposal, and destruction of pharmaceuticals and supplies (for example, hazardous substances, investigational products, controlled substances, non-dispensable products, radiopharmaceuticals)|   I.   Perform and record routine sanitation, maintenance, and calibration of equipment (for example, automated dispensing equipment, balances, TPN compounders, and refrigerator/freezer temperatures)|   J. |   Update, maintain, and use manual or electronic information systems (for example, patient profiles, prescription records, inventory logs, reference materials) in order to perform job related activities|   K. |   Use and maintain automated and point-of-care dispensing technology|   L. Perform billing and accounting functions for products and service s (for example, self-pay, third-party adjudication, pharmaceutical discount cards, medication reimbursement)|   M. | Communicate with third-party payers to determine or verify coverage for products and services|   N. | Coordinate and/or participate in staff training and continuing education|   O. | Perform and/or contribute to employee evaluations and competency assessments|   P. | Participate in the establishment, implementation, and monitoring of the practice setting’s policies and procedures  |

Do Woman Make Better Leaders Essay

However, when women leaders are putting glorious greatly, they need to sacrifice their parts of life to earn such a success. Mostly, they need to work overnight and hard like their male fellows, they are single or divorced, and they may need to take care of both of their career and children. Actually, female leaders are facing some practical problems in their emotion, career and family. Many females are suffering in balancing these factors. Do women make better leader than men? Or specifically, are women playing a better role in managers? What are issues women leaders facing? In order to solve these problems and leave no doubt, I write this essay to analyze this topic. 2. 1 Leadership According to the professional definition, â€Å"leadership is the process of influencing an organized group toward accomplishing its goals. †(Roach & Behling, 1984) There are certain basic qualities or characteristics that most people associate with leadership, such as self-confidence, persistent, integrity, ambitious and determination. People would agree that who own these qualities can be labeled as â€Å"leaders†. However, it is usually hard to recognize a proper leader with a standard measurement. Human traits are quantized immeasurable. In daily works, a good leader is normally judged by people he or she leads. Unfortunately, these opinions are always subjective and biased. Work performances may consider being comparable. However, in reality, only similar works can provide comparable performance results which limit the number of comparable cases. Insufficient parameters cannot provide a reliable analysis. Due to these difficulties, this essay will compare female and male leaders in other factors which are not specialized and quantized for leaders but also providing references for good leaders. These factors include effectiveness, intelligence and attitude which compare leaders in the aspects of performances; psychical and psychological; values and reliability, respectively. Before comparison and analyzing, it is more reasonable to realize the current situation about gender and leadership which will also give readers a general idea. 2. 2 Men are still the major force in leaders Actually, majority of world still consider that domination of power is in man’s hand, though women leaders are increasing rapidly recent years. As statistics show, woman account for 51 percent of population and 46. 5 percent of labor force while their numbers in manage level are negligible. In fact, in more powerful positions, women only account for 7. 3 percent of Fortune 500 corporate line officers; only 4. 1 percent of top earners are women. (Catalyst, 2001) The true situation is like what Oakley ,J. G. said,† The overall percentage of women on corporate boards surpassed the 10% milestone for the first time in 1996, however, 105 out of the 500 companies surveyed still had no women on their boards. †(Oakley, 2000; Dobrsynski, 1996) In making such a males’ world, social and environment factors play critical roles. Traditionally, women are told to be less competitive and ambitious when they are still girls, when they start their careers, mostly, environment and themselves keep suggesting them to be more unleader-like and docile. This attitude is formed in a long period and by surrounding environment, and it actually becomes part of female’s character. Attitude toward leadership is stronger predictor of leader emergence than masculinity. (Kolb, 1999) This theory is even more reasonable when biology theory is abandoned. Generally, majority of leaders is still male , the roles that women are told to play and attitudes they are suggested to own is signaling to be â€Å"second class†. 2. 3 Woman leaders show great potential It is undoubtedly men are traditionally leaders in the society; nevertheless, women are catching up in an amazing speed. Especially in recent years, woman leaders are showing their great power. In a long period before, people believe that women lack of managerial skills and they define it as â€Å"female deficiencies† as a reason why few women have made it to the top. Steven, Lynda and Joanne, 2003) However, many professors have proved the irrationality of this stereotypical concept, Davidson and Burke (Davidson&Burke,1994) have contended that almost all the evidence shows little or few difference in the traits and abilities of managerial skills among women and men. Furthermore, Ferrario(Ferrario,1994), Carless(Carless,1998) and Komives (Komives,1991) have studied and proved that gender does not determine who should get the leadership. According to above statements, it is easy to realize that gender is not physical or psychical obstacle for female leaders. Moreover, Kent and Moss suggested the possession of feminine characteristics does not decrease an individual’s chances of emerging as a leader as long as the individual also possesses masculine characteristics. If women are more likely to be androgynous, they may have better chance of rising to leadership status. (Kent and Moss, 1994) Kent and Moss’ words can be explained related to women’s own characteristic. Normally, women are more approachable and modest. The advantage is obvious above; male leaders cannot combine female’s good personalities which will be considered to be sissy while females will treat androgynous as a merit which show their potential. So, in some kinds of careers which require managers to be more mild and communicative, such as teachers and nurses, woman leaders are more preferred. To sum up, women’s characteristic advantage is seen as particularly important in light of the trends toward flatter organizations, team-based management and increased globalization. Oakley,2000; Adler,1993;Rosener,1995) Undoubtedly, woman leaders have predominance in some specific works than man leaders 2. 4 Gender and the leadership 2. 4. 1 Intelligence comparison Intelligence is defined by Cronbach as a person’s all-around effectiveness in activities directed by thinking. (Cronbach, 1984) Intelligence can divide in two parts, academic intelligence and emotional intell igence. In the aspect of academic intelligence, it is well accepted that there is no difference in academic intelligence between men and women. Furthermore, people with high academic intelligence don’t mean they are good leaders. Obviously, traditional view about intelligence is quite narrow. Current research has denied the theory of IQ as the only measure of intelligence. In 1920 Thorndike hypothesized that true intelligence was composed of not only an academic component, but also emotional and social components. (Barbara& Shilpa, 2003) Bar-on argued that emotional and social intelligences were better predictors of success in life. (Bar-on, 1997) According to Barbara& Shilpa’s statistic analysis, the mean transformational leadership score of females and males are roughly the same (65. 21 and 63. 31 respectively). The mean emotional intelligence score for females was higher than the mean emotional intelligence score for females (109. 58 and 98. 31 respectively). (Barbara& Shilpa, 2003) Although the results of the current study suggest that females have scored higher than males in emotional intelligence, it is possible that women as compared to men scored higher on empathy or social skills and low on motivation or self-regulation. However , male and female’s leadership score is very close which can prove that different genders have differences in EQ, but no capability difference in leadership. To sum up, there is no specific gender difference in academic intelligence. Females have a higher score in emotional intelligence and males have an equally emotional leadership score with females. 2. 4. 2 Attitude comparison Attitude means a general and enduring positive or negative feeling about some person, object or issue. (Kalliath, 2010) Normally, we divide attitude in two parts, one is the affective component, and the other one is the behavioral component. Actually, leadership is affected by attitudes in the sense that a leader’s attitude about their subordinates is dictated by theories X and Y. Theory X in the simplicity means leaders view their subordinates as pessimistic. They believe that the best way to treat subordinates is by manipulating for they think subordinates are lazy and unmotivated. Theory Y thinks oppositely, leaders of theory Y feel that most people are motivated and afraid of punishment. (Kalliath, 2010) Normally, leaders with a positive self-concept and a Theory X philosophy tend to be bossy, pushy and impatient; they also generally take on a dictatorial leadership. Leaders with a negative self-concept and a Theory Y philosophy may seem afraid to make decisions and self-blaming. Hughes, Ginnett& Curphy, 1993) Related to above apart, women’s attitude is an obstacle for their leadership. This disadvantage is caused by environmental and cultural factors. All stereotyping views towards woman will affect them when they are becoming leaders. However, according to theory X and Y, they generally talk about two types of leaders. It can be seen that gender i s not the major factor in attitude. To sum up, woman leaders are normally have more problems in their attitude and valuation than their man opponents. 2. 4. 4 Effectiveness comparison Effectiveness is understood in terms of leaders’ facilitation of a group or rganization’s ability to meet its goals. (Hunt, 1991; Mumford, 1986) It is stated that there is no difference in effectiveness, although some situations favor women and others favor men. (Powell, 1993)However, some people point out that female leaders may be less effective when they are doing stereotypically masculine jobs. It is easy to understand that women may violate conventions concerning appropriate female behavior. Female leaders will be subjected prejudiced reactions, which included biased performance evaluations and negative preconceptions about future performance. Consistent with research on self-fulfilling prophecies (Geis, 1993), negative opinion towards women’s leadership can diminish their performance. Even though, some professors argue that role conflict for female leaders might also be minimized by adopting a relatively feminine leadership style that would meet people’s traditional expectations about female behavior. (Eaglly, Makhijiani, Klonsky, 1992) They assert that it is unfair to value the effectiveness in leadership roles that are rarely occupied by women and in which most of their evaluators are male. (Eaglly, Makhijiani, Klonsky, 1995) In order to analyze this issue, two perspectives are introduced: alternative perspective and contingency theory based perspective. As a matter of fact, alternative perspective also have two parts, the first one is a structure view suggests that men and women are equally effective in leadership. (House, 1991&Hunt, 1991) Another alternative view takes into account the different selection of men and woman for leadership. Besides gender equality opinion, it also points out that women may be superior performers, especially in the longer run as they may erode negative thinking about their work. Craig &Jacobs, 1985) The second perspective is of contingency theories of leadership, suggests that leaders’ effectiveness depends on their style of leading. (Bass, 1990) It focuses more in the aspect of leadership style. It insists that effectiveness of different gender is related to corresponding factors in leadership methods, not gender. In a word, although male leaders are considered more effective in traditional masculine jobs, female leaders are more effective than males in less masculine terms. Effectiveness is a reliable proof of the woman leadership is not worse than man leadership. Although some people still believe woman leaders are using some inefficient management methods when they are most in masculine works. It can be expected that females will fare at least as well as men in an increasing range of leadership and managerial roles. 3. Conclusion From the days of old to the modern world, people who have the opinion that men are born to lead and women should serve as followers are out of date. No one can deny the gender equality in the current society. Leaders are no longer the exclusive privilege for men, but also for excellent females. We start to realize the importance of analyzing this topic and have taken a close look at some of the most basic qualities needed in a successful leader, such as attitude, intelligence and effectiveness. While some qualities seem to be more present in males than females, such as attitude, there are still many females owning the necessary characteristics to be better leaders, such as effectiveness in feminization jobs. This essay collects studies that analyzed leadership under rigorous researches and we have also taken a close look at some of the more recent studies on this topic.

Economic Simulation Reflection United Kingdom Economics Essay Essays

Economic Simulation Reflection United Kingdom Economics Essay Essays Economic Simulation Reflection United Kingdom Economics Essay Essay Economic Simulation Reflection United Kingdom Economics Essay Essay The impact of rising prices was illustrated in the game in a assortment of ways. First, when our state ( Great Britain ) experienced high rising prices in the early phases of the simulation due to high authorities disbursement degrees, we noticed that the exchange rate to change over British lbs into other currency was really low and that when we did exchange, we received really small in return of the other currency. This of class made trade highly expensive and as a consequence hard to construct substructure and derive indispensable resources such as nutrient that we were non able to bring forth. Second, lifting rising prices meant lifting monetary values and made other states avoid trade trades due to the high cost of our resources. The high monetary values drove other states to happen better trades elsewhere as they were non able to obtain good value as the small resources from our state would non hold been deserving their money. Consequently our state s grosss suffered as a consequence. Not merely had our grosss from trade trades suffered, but existent GDP fell in our state as a consequence of the uncontrolled rising prices exceling the GDP growing rate due to both, no disbursement ( as we had small money from no trade ) and few policy alterations to command the diminution of the economic system. Finally, due to rising prices take downing the criterion of life in a state, our workers went on work stoppage and non merely were we non able to, at times, even produce resources doing a loss in grosss and the inability to better substructure without obtaining resources elsewhere ( which was expensive ) . The impact of rising prices was demonstrated to us throughout the class legion times in pecuniary policy, and the economic construct that we experienced the most in the simulation was the construct of magnitude. The class construct of magnitude was seen at times as rising prices outweighed involvement, which led to less buying power with the British lb ( as experienced during the simulation ) and led to few resources being obtained by our state. Magnitude causes consumers to pass money now instead than subsequently as they realize that merchandises will merely be more subsequently down the route as the buying power of their money lessenings. This of class causes farther stimulation of the economic system ( at a clip when it would be un-beneficial and the chilling of an economic system is needed ) and further drives up cost of merchandises ( or resources ) and therefore increases rising prices even more to unmanageable degrees. The impact of rising prices and magnitude was experienced during the 1920 s in Germany where hyperinflation was so rapid, workers would be paid twice a twenty-four hours and given a half-hour deferral so that they could hotfoot out and purchase basically anything before the value of their money would drop and they were non able to feed their households[ I ]. Inflation in Germany even got to the point where the monetary value of the dollar ( in 1923 ) had risen to 381,700,000,000 % while the cost of life, as a comparing, had risen good beyond 560,000,000,000 % . Measured by how many Markss it took to purchase a dollar, monetary values were 222 times higher. The hyperinflation eliminated all debts that existed prior to 1921. For illustration, the value of German mortgages in 1913 measured in U.S. dollars was about $ 10 billion ; in late 1923 these mortgages were deserving merely one U.S. penny. These statistics illustrate non merely the quickly diminishing buying power of the German grade, but besides the badness of what is now considered to be one of the work rising prices crises of all clip. Importance of substructure During the simulation, the importance of substructure became progressively evident as during the initial old ages, monetary values of goods in our state began to lift and other states avoided trade trades. This of class cost us important gross, which made it progressively hard to raise capital and obtain necessities ( nutrient ) . Prior to bettering upon, and constructing our ain substructure nevertheless, we noticed that monetary values of resources in other states were steadily diminishing as a consequence of their substructure betterments, which at the same time caused the frequence of trade between these states and their Alliess to increase and doing them important net incomes. Once we began to better on our ain substructure following this observation nevertheless, which included roads, communicating, mills, and office towers ( for the corporate triumph status ) , we non merely found that monetary values of our goods fell, but besides, due to the fact that substructure is a signifier of authorities disbursement ; GDP began to lift. Along with authorities disbursement through the addition in substructure, the increased trade from our now lowered monetary values caused exports to other states to lift ( an injection to the round flow ) and allowed us to bring forth more net income at that clip. As a consequence of the initial alteration to lower monetary values of our resources, we besides noticed that due to our merchandises holding more demand as a consequence of lowered monetary values, our escapes ( chiefly imports ) were outweighed by our injections ( the addition in exports ) , which made that twelvemonth really profitable. This rise in GDP combined with the, at that clip, controlled rising prices, led to Great Britain s currency being deserving more in footings of exchange rate on the planetary market, and other states began to near us more often for resources. The importance of substructure is a fluctuation of the construct of economies of graduated table from the economic sciences class. Economies of graduated table provinces that the larger the production graduated table ( or in footings of the simulation ; the more mills and substructure ) , the cheaper the cost per unit as you are able to distribute to fixed costs of doing a merchandise ( resource ) over more units of production ensuing in less fixed costs per unit and a cheaper merchandise or in this instance, resource. In existent life the importance of substructure and the ensuing cost decreases are seen in an illustration from the United Kingdom ( besides the same state from our simulation ) . In the UK, the authorities had begun to increase the technology of air current turbines as a beginning of renewable energy in an attempt to cut the cost of electricity and go more efficient[ two ]. In the instance of renewable energy, economic systems of graduated table are a clear manner to cut down costs per unit and salvage money. The more energy you can acquire out of a individual device, the lower the cost per megawatt. If you build a 10MW turbine, instead than two 5MW 1s, you get important nest eggs in all of those and that brings your monetary value per megawatt down significantly. This of class was besides illustrated in our simulation through the pick of either constructing little or big production mills, which would change the cost of the resource produced, but changing in precisely the sum of nest eggs and the resources used to build in order to be the most efficient. Impact of revenue enhancements and disbursement The impact of revenue enhancements and disbursement were experient two different ways during the G7 economic simulation. First, as we raised revenue enhancements to counter the high rising prices experienced early on in the simulation, we found that resources became progressively expensive to buy and therefore as a consequence, the limited money that we had at that clip was non plenty to prolong us with indispensable resources and reinforced substructure at the same clip. This caused early stagnancy in the growing of our economic system and the growing of our corporation as the high cost of our ain resources prevented important GDP growing and enlargement. Second, as a consequence of high revenue enhancements, small disbursement from other states for our merchandises took topographic point for our resources and we experienced small gross from exports and small to no GDP growing early in the simulation as a consequence. The limited disbursement from other states for our merchandises had an consequence on our ain disbursement, as there was small money generated, and therefore small available for our ain state to pass. This disbursement quandary nevertheless was all a consequence of our initial high revenue enhancement rate as a method of inflationary restraint and the effort to happen a balance between commanding rising prices and take downing monetary values. During the initial old ages of the simulation we had besides noticed that other states who had low revenue enhancement rates, but besides lower rising prices, were merchandising among each other more often as the revenue enhancements on resources, and therefore overall cost was lower. This of class led them to do more gross and spread out their economic systems along with the corporation facet. Following this observation, our primary end was to command rising prices and instantly lower revenue enhancements to increase trade entreaty. The construct of revenue enhancements and disbursement was touched upon in the macroeconomics part of the class and specifically in financial policy. The construct of raising and take downing revenue enhancements by the authorities along with authorities disbursement are considered agencies of economic stimulation as they are considered both escapes ( revenue enhancements ) and injections ( authorities disbursement ) . We used this construct from the financial policy unit in our economic simulation in an attempt to advance economic stimulation with a revenue enhancement cut ( without making a deficit of grosss ) and besides attempted to increase authorities disbursement ( in moderateness to guarantee we still had adequate money left to buy indispensable resources ) . The financial policy unit outlined precisely what authoritiess would make in both bull and bear markets to either stimulate, or forestall farther growing and as we experienced both good and bad times during the simulation. We used the construct of revenue enhancements and disbursement to both stimulate and stagnate growing in our economic system when it was necessary. A existent life illustration of the execution of revenue enhancements and its consequence on disbursement can be seen in Australia as the authorities imposed a new revenue enhancement on crude oil doing the oil giants, unable to absorb all costs, to turn around and increase monetary values on consumers[ three ] In order to remain competitory, concerns seek to go through cost additions onto their clients. ( Microeconomics construct ) Despite gas being a necessity and the industry an oligopoly causation demand for the resource to stay comparatively changeless, more consumers will more than likely effort to cut down gas ingestion in order to diminish their disbursement following the revenue enhancement addition and the new, higher cost of the trade good. Why do we merchandise? What makes it possible? Necessary? As the simulation consisted of 7 states all holding entree to assorted sums of assorted resources, the ability for one state to prolong both their economic system and construct their corporation was non possible with merely the production of their ain resources. Therefore, as some states produced what others could nt, the demand for trade became progressively evident. Not merely, during the simulation, did all states commence in trade with at least one or more other states in order to obtain both indispensable, and excess resources for substructure and development of their corporation, but it became rather apparent that trade was the lone means for some states to go on to feed their population and basically run into their one-year demands. This became evident first manus to our state ( Great Britain ) as we were non able to bring forth nutrient and therefore had to trust on trade with other states every twelvemonth to get necessities in order to avoid farther loss of GDP as a end point punishment. Trade during the simulation was comparatively simple nevertheless, provided that adequate capital was raised to pay for the basal monetary value of the resource and the revenue enhancements set by each single state. No trade barriers, extra fees or duties, nor external issues were experienced during the simulation and therefore trade was both possible and highly good once trades and orders between states were established. As expected nevertheless, the states with the lowest monetary value of resources and lowest revenue enhancements ( such as the EU for several old ages ) were favorites by others for trade trades. This of class made them important gross and gave them first pick in measure of the resources that they required and subsequently obtained from such trade spouses. Merely in the ulterior phases of the simulation did certain states avoid trade trades with each other in order to cut off resources to certain states and as a consequence put strain on their ability to run into demands in an attempt to, basically seek and lower their GDP for a personal triumph status. This effort to cut off supply to other states illustrates some points from the class construct of Porter s 5 forces such as supply power, rivalry/ competition, and handiness of replacements. The construct of free trade from the economic sciences class was besides another chief factor in the trade trades between states in the simulation. Although non all states specifically specialized in the production of one peculiar resource, good dealingss between states allowed for the free trade construct to get down and most states found at least one other trade spouse who was able to provide them with what they required. Without the construct of free trade and specialisation nevertheless, both efficiency and wealth maximization would diminish, but the hazard of mutuality for states would besides fall, exemplifying both the pros and cons of international trade. An illustration of the importance, ability, and benefits of trade can be seen with the export of Canadian canola to the Chinese market[ four ]. It has been confirmed that China will widen its steps to let Canadian canola exporters to subscribe contracts with Chinese importers for extra canola to be shipped and traded. This is good intelligence for China, and both Canadian husbandmans and the Canadian authorities as Canola is one of Canada s most valuable exports to China, worth about $ 1.3 billion. This illustration illustrates both the demand for trade to have merchandises non able to be grown in China for illustration and the important grosss that would be lost had trade barriers and extra revenue enhancements been imposed on the Canadian goods. Specialization Specialization of resources during the simulation became indispensable in our states ability to run into the one-year demands of nutrient and oil. As we were non able to bring forth nutrient, we relied on our constitution of a trade trade with the EU, as they ever produced an copiousness of nutrient and therefore as a consequence provided us with a low monetary value and an one-year supply of what we required. Not merely had the EU experienced the benefits of specialisation from changeless trade and gross from our state, but our ain state besides realized the benefits of specialisation and produced more oil than we needed on an one-year footing in order to provide Japan as they ever proceeded to purchase from us. Our specialisation in oil production meant changeless gross from Japan, and gave us close ties with them for resources that they produced, which we needed. The construct of specialisation and free trade was covered in the international trade unit of the class and outlined the benefits of a state non holding to bring forth all the resources that they required doing states to specialise and merchandise with each other and as a consequence, maximising universe wealth. The lone issue with specialisation is interdependence as states begin to trust on merely one provider of a certain resource ( as they no longer need to bring forth it ) , which presents the possible hazard of supply coming to a sudden arrest and the importing state enduring economically. This class construct was besides experienced in the simulation as in the last 2 old ages, the EU began to cut Japan s supply of resources and they found it progressively hard to happen what they required as no other trade trades for that peculiar resource were established. In existent life the construct of resource specialisation can be seen with Iran being a universe leader in the export of oil ( ranked as the 2nd largest exporting member of the Organization of Petroleum Exporting Countries )[ V ]. The benefits of specialisation can besides be illustrated with the important grosss produced as a consequence of big markets. For illustration, Iran s primary export markets included Japan, China, South Africa, Brazil, Pakistan, Sri Lanka, Spain, India and the Netherlands, while oil grosss as a consequence of such extended trade accounted for 80 per centum of Iran s foreign currency grosss and 60 per centum of Iran s overall budget. This illustrates non merely the sum of wealth that a state may see as a consequence of specialising in the production of a certain resource, but besides the sum of other states that rely on states specialising in order to obtain resources for their ain usage and sale in their economic systems.

ACT Test Dates When’s a Good Time for You

Choose Your SAT / ACT Test Dates When’s a Good Time for You SAT / ACT Prep Online Guides and Tips "I have no idea what to expect" is not a sentence you want runningthrough your mind on your way to take theSAT or ACT. If you take control of your test prep and schedule, then you shouldn't have any surprises on test day. Besides studying, part of your preparation should bestrategically planning out your SAT/ACT test dates. Instead of closing your eyes and pointing randomly at a calendar, you canask yourself some key questions to figure out when the best SAT/ACT test dates are for you. The first question that every student should ask herself, of course, is, When are my college deadlines? When Are My Deadlines? Most, if not all, students taking the SAT/ACT are doing so are part of their applications to 4-year colleges.Knowing your deadlines is the first piece of important information for making your SAT test date choice and ACT test date choice. SAT/ACT scores might also be required for some scholarships, which also might affect your choice of test dates. Deadlines for College Most regular decision deadlines for college are around January 1st in your senior year. January 15 is another common deadline, and some colleges go even later, like into February and March. If you're applying early action or early decision, then your deadlines are probably sometime in November. It takes about 3 weeks to receive your SAT or ACT scores, so you want to make sure you leave at least this much time between your test dates and your first deadline. For peace of mind, though, you'd be much better off getting your test done and ready to go before the last possible date. Leaving it to the last minute gives you no protection if you have a fluke testing day or are disappointed with your scores. Plus there's the rare chance you could get unlucky and have your scores delayed or even canceled, and then you'd be out of time. The SAT is given 7 times throughout the year, in January, March, May, June, October, November, and December. The ACT is usually given 6 times, in February, April, June, September, October, and December. One way to consider your testing schedule is the "1/3 - 2/3 rule." Depending on when you're starting to prep and plan, you could take the SAT/ACT 1/3 of the time between your starting point and when your applications are due, and the second time at 2/3 between "now" and your deadlines. If you started in January of junior year, for example, you could take your first SAT/ACT in April or May and your next test in the fall, like in October. This "rule" assumes you're going to take the SAT/ACT twice, but a lot of students choose to take it three or more times. I'll delve into what a typical test-taking schedule looks like for students more below, but first let's discuss the other deadlines you might be meeting: scholarship deadlines. Can't relate to this at all, right? Deadlines for Scholarships Your SAT/ACT scores might also be an important consideration for winning scholarship money. Most score-based scholarships come directly from colleges, so your scholarship deadlines will generally match your college deadlines. If SAT/ACT-based scholarships are important for you, then you might want to get your scores earlier to help determine your college list. If you are able to achieve qualifying scores for guaranteed SAT/ACT scholarships, then you can make sure to apply to those schools that will award you money. Since application planning is a process that takes several months, you probably want to have your SAT/ACT scores by the end of junior year. That way you can plan accordingly, know which colleges you're applying to, and focus on the rest of your application. As I mentioned above, one potential problem with taking your tests last minute is that you'd run out of test dates if you aren't satisfied with your scores. Many students take the SAT/ACT more than once or twice to prep between tests and improve their scores. How many times you want to take the test is the next important questionto ask yourself when choosing test dates. How Many Times Do I Want to Take the SAT/ACT? There is absolutely nothing wrong with taking the SAT/ACT more than once to achieve your target scores. In fact, I'd highly recommend taking it at least twice, if not three or more times. Almost everyone improves when they retake the SAT/ACT. This "real test" experience can be especially valuable if you use it as a launching off point to determine your strengths and weaknesses and do targeted test prep that will help you pull up your scores the next time. If, like most students, you're taking your test more than once, then you want to make sure you leave yourself enough test dates and monthsin between each one to study. If you took the SAT in May and then again the next month in June, then you really wouldn't have time to improve very much. Instead, you want to leave several months in between test dates to prep effectively. Given this strategic approach to hitting your scores on the SAT/ACT, what does a typical test-taking schedule look like for most students? Typical Test-Taking Schedule A typical SAT/ACT schedule for the majority of students involves three opportunities to take the test. Hopefully this guide helps you realize that there are several considerations when making your SAT test date choice and ACT test date choice. Just because this schedule works for a lot of students, doesn't automaticallymean it's the best one for you. Typical Schedule Many students take their first SAT/ACT in the fall of junior year, after spending the summer studying. After receiving their initial scores and reflecting on the experience, students can take the next few months to reinforce their understanding and improve areas of weakness. Then they take the test again in the spring of junior year. At this point, you might have achieved your target scores and be satisfied with your results. If you want another chance to improve your scores, you still have several summer months to prep and then take your test again in the fall of senior year. At this point, you've reached your last opportunity to test and will be applying to college. There are pros and cons to this schedule. The pros include 3 opportunities to take the SAT/ACT Advanced skills and content knowledge that you've developed throughout high school. Over a year to prep and improve your scores between fall of junior year and fall of senior year. This schedule works really well for a lot of students, but there are also some cons to consider: Limited test dates. Once you reach fall of senior year, you don't have time to take the SAT/ACT for a fourth time. May overlap with busy times of year, like AP tests, college planning, and varsity sports in junior and senior year. May feel more pressure and stress on each test date, since you don't have extra time beyond these dates. If any of these cons resonate with you, perhaps because of your junior year activities or anxieties around testing, then you might consider pushing back this typical schedule and registering for the SAT/ACT even earlier than junior year. Juggling a lot junior year? Considertaking the SAT/ACT earlier. Earlier Schedule If you push this typical schedule back about half a year, then you could take your first SAT test in the spring of sophomore year and then have about three more opportunities to test. If you wanted five test dates, then you could take it in the fall of sophomore year. Depending on how much prep you put into the SAT/ACT, you could even be ready to take it freshman year. Technically, you can take the SAT as many times as you want and the ACT up to 12 times. Of course, this would be overkill, both a waste of time and money and a potential red flag to colleges. While taking the SAT/ACT up to 6 times is acceptable, you probably don't need more to leave yourself any more test dates than that. If you find yourself having to take it over and over to achieve your scores, that time and energy could probably be better spent on test prep. Besides taking the pressure off and leaving you with more test dates, pushing this typical schedule back to sophomore year is a good option if you're trying to build up your scores section by section, or "superscore" your test. I'll explain what exactly I mean by superscoring below. Superscoring the SAT/ACT For anyone not familiar with the term "superscoring," it refers to the policy that some colleges use when they consider your standardized test scores. If colleges superscore, they take your highest section scores across all the dates you took the test and use those for your final test scores. If you take the SAT/ACT more than once, then superscoring is your friend. If you know that your colleges will superscore your results, you can actually use this policy to your advantage. Rather than focusing on improving your scores in every section every time you take the test, you could focus intensively on bringing up your math score, for instance. Then you could take the test again and really focus in on Reading, or Writing, or ACT Science. Obviously you shouldn't completely neglect any sections, but this could be a way to achieve a really strong score section by section across numeroustest dates. Again, you would need to make sure your colleges superscore and don't look at all scores or your highest sitting.If you're using this approach, you would want to start taking the SAT/ACT in freshman or sophomore year to leave yourself enough test dates. Again, I wouldn't recommend taking either test more than 6 times. This superscoring approach to taking the SAT/ACT leads us to the next important considerationwhen choosing your test dates - how much test prep you're willing and able to devote to meeting your goals. Hard at work. How LongCan I Prepare Before My Test? Just as you don't want to neglect any sections of the SAT/ACT, you also don't want to treat any official test as a throwaway, even if it's just the first time you're taking it. At the very minimum, I would recommend putting in 10 hours of test prep before sitting for a real test. This will help you get familiar with the instructions and format, but won't help much beyond that for improving your scores. Your study schedule is a big factor in determining which test date you choose for your first SAT/ACT. So how long do you plan to study? How Much Time Can I Devote to Test Prep? To figure out your study schedule, you need to figure out how you can balance test prep with everything else you're doing in and out of school. I think the best way to make a schedule and stick to it is to write it down in a planner or calendar and create a routine. If you have free time on Mondays and Wednesdays from 5 to 8, then set that aside as your study time. Of coursethis can change if you get assigned a big project or essay, but beingconsistent about your test prep is the best way to ensure that you'll stick to your plan. Before taking your first SAT/ACT, I would also recommend taking a practice test. You can time yourself, score it, and see if you're performing near your target scores. If you're much lower than you think you can achieve and still have several available test dates, then you might want to hold off on taking the real test until you study some more. If you start early enough, then you can have more flexibility in your study schedule and which test dates you choose. Either way, it's a good idea to consider your test-taking schedule in conjunction with your test prep schedule. As academic tests, the SAT/ACT also line up with your classes in school, but when they line upmight differ from student to student. Before signing up for your test, you should consider how it coincideswith your current high school classes. How Does It Line Up With My Classes? In order to answer this question, you want to familiarize yourself with what's actually tested on the Reading, Writing, and Math section of the SAT and the Reading, English, Math, and Science section of the ACT. While the content on each test is not all that advanced, there are certain concepts that are helpful to have studied in school. Both tests cover geometry, for example, and the math section of the ACT even covers some trigonometry. If you're taking geometry freshman year, then your best SAT test dates might beearlier than junior or senior year, since by then you'll have moved onto more advanced math. Conversely, if you aren't studying geometry or trigonometry until junior year, then you might be better off sticking to the typical schedule mentioned above and taking the SAT/ACT for the first time junior year. Similarly, you might benefit from one or two more years in high school writing persuasive essays and developing your reading comprehension skills before taking the SAT/ACT. If you're strong in English, however, you might be well prepared to score highly before you're an upperclassman. Plus studying early could help you cultivate your existing skills and get a headstart on learning new knowledge. The best way to gauge your level is to tryofficial practice problems for the SAT and ACT and see how familiar you are with the material. If you're already studying the concepts you need in freshman or sophomore year, then you might strongly consider signing up for the test early and even getting it finished with before you're a junior or senior. Getting your scores all set and ready to send to colleges early may also be a relief if your schedule gets busy in th and 12th grade. Yikes. What Else Is On My Schedule? When choosing the best SAT test dates and ACT test dates, you might also think about what other activities and responsibilities you have coming up. Junior year might get busywith AP classes and finals. You might lead Student Council or an Amnesty International campaign. Maybe you're exhausted everyday fromvarsity football practice. If your life is looking hectic junior year, then you might want to get your SAT/ACT done earlier than junior year. Even if it seems easier to push off the tests and let Future You deal with them, you could do yourself a favor by prepping early, taking the tests, and then having more time as your schedule gets more and more packed. On the flip side, maybe you're busy with summer camps before freshman and sophomore year and have more time before th and 12th grade. In either case, you can really personalize your testing schedule to fit your own goals and find balance with your other activities and interests. These might sound like a lot of questions to answer before signing up for the SAT/ACT, but they are meant to help you take control of the process and maximize your ability to find balance and achieve strong scores for your college applications. Read on for a summary of the most significant factors in determining the best SAT/ACT test dates for you. Choosing Your SAT/ACT Test Dates As I mentioned above, the typical test-taking schedule for the SAT/ACT is to take it for the first time in the fall of junior year, again in the spring of junior year, and, if so desired, for the final time in the fall of senior year (as long as your college deadlines allow). Students who are prepping earlier might move this timeline ahead to leave themselves extra test dates or get their scores all set and ready to go early. The most important questions you should ask yourself when planning your test-taking schedule are the following: What are my deadlines for college and scholarships? How many times do I want to take the SAT/ACT? Am Itrying to improve my scores in all sections with each retake or using a "superscoring" strategy? How long do I plan to study? Besides these primary considerations, you might also consider your classes and other pursuits as factors. In this case, ask yourself How does the SAT or ACT line up with my high school classes? What else do I have in my schedule and how can I balance test prep with my other assignments and activities? By answering these questions, you can devisea test prep and test-taking schedule and have a strong rationale behind your choices. Take control of the college application process by having a strong sense of where you're starting out, where you want to go, and what you need to do in between to get there. By articulatingclear reasons and a strong sense of purpose, you can answer any questions you have about the SAT or ACT and achieve your goals. Confused pug answered all his SAT/ACT questions. What's Next? Find out which exact dates you want to choose with our Table of 2015-2016 SAT Test Dates, and then read our Full Review of Every Single 2015-2016 SAT Test Date here. For more test-specific advice on exactly when to take the SAT or ACT for the first time, check out our SAT guidehere and ACT guidehere. Do you still have questions about how to design the best study plan for the SAT/ACT? Check outour guidefor your study plan before junior year and study plan before senior year. As you study, you definitely want to use official SAT and ACT practice questions. You can download official practice test pdfs for the SAT here and the ACT here. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

5 Reasons Why Summer Job Hunting Will Get You a Job

5 Reasons Why Summer Job Hunting Will Get You a Job You may think nothing happens in the summer. No one is really working or hiring, so you may as well take a break from your job search until Labor Day rolls around, right? Big mistake. The fact is there are still job offers to be found out there- even in the dog days. Remain at the top of the game, and hopefully one of those jobs will be yours for the taking. Here are 5 specific reasons why you should persevere in your hunt for the next great opportunity over the summer months.1. It’s the perfect time to take stockThis is particularly true if you’ve been looking for a new job for a few weeks or months. The summer is a good time marker. Take a step back and evaluate your progress. What has and hasn’t been working? Could you glam up your resume or LinkedIn profile a bit? Re-hone and rehearse your elevator pitch? Come up with a new strategy? The self-examining work you do now will pay off–not only over the summer, but throughout your career.2. You’ll ge t a leg up on the competitionWhile there are still jobs out there in the summer, there are far fewer applicants. Now that you’re in on the secret, you can be sure that your resume is circulating among far fewer resumes in the summer months. So while the other guys are at the beach, you’ll be making forward progress. Keep networking, keep applying. Keep your eye on the prize.3. Interviews are less complicated to scheduleYour workload has eased up a bit, and the same is probably true for recruiters. You’ll find it’s much easier to find a mutually convenient time to meet someone in the summer months. Plus, there’s often a more relaxed and casual feel in the office. And, if your boss is away, you won’t have to worry about lying to her when you duck out for an interview with a headhunter!4. Networking can be more casualJust like the office dress code, the professional networking scene eases up a bit in summer. Gone are the formal mixers and event s. You can try the â€Å"grab a burger and a beer† strategy, or perhaps join a league sports team. And when you’re relaxed? You probably appear more confident. There are many more opportunities for casual conversations. You can start with the weather or the Red Sox and end up with a job prospect.5. You’ll have time to reevaluateHow did your year go at your current job? How well were you compensated? How well did you meet your goals? If you have a dream job on the horizon, now’s a good time to take stock and figure out what skills and certifications you may need to acquire to get there. Confer with your time table and make sure you’re not straying too far from it.In short, use these slower months to kick your job searching butt into high gear! Your future fall self will thank you.

The Rise and Fall of Andrew Johnson Research Paper

The Rise and Fall of Andrew Johnson - Research Paper Example He was also the only southern senator who remained loyal to the movement during the US civil war. He was inaugurated as the Vice president of united stated in 1865 and six weeks later, the president was murdered. His first obligation as the president was to ensure that the south was drawn back to the union as he clashed with Radical republicans. The Congress impeached him in 1868, but he survived and remained in power. It is said that this was the key reason why he opted not to run for the second term in office. Early Life Andrew Johnson was born in a log cabin in Raleigh on 29 December 1808 in North Carolina (Venezia, 23). His mother was Mary â€Å"Polly† McDonough Johnson and was married to a porter at an inn by the name of Jacob Johnson who is the father of Johnson. He died while Johnson was 3years old. This situation made him grow up in an impoverished situation which made him not to attend school, but in his early teen, he was an apprentice to a tailor (Venezia, 23). He m oved to Greenville Tennessee in 1826 where he managed to be an established tailor. He got married in 1827 to Eliza McCardle who was a daughter to a shoemaker. The two had a family, which comprised of five children. His wife managed to tutor him in learning writing skills and rudimentary reading at the same time learning some math. In time, he was able to prosper in life, and he bought properties including several slaves who worked in his home. Political Life Johnson’s political journey started in 1829 after he became an alderman in Greenville through an election. It was in this year that fellow Democrat and Tennessean, Andrew Jackson was elected the seventh president of the United States. The two of them considered themselves as champions of the common people. He was angry with the rich planters and he always favored the policies and rights of the populists (Gordon-Reed, 45). Since he was a skilled orator, he was given the position of the Greenville’s mayor in 1834 and the following year marked his election to the Tennessee state legislature. He served for in the 1830s and early 1840s and in 1843, he was elevated again and joined the U.S. House of Representatives (Gordon-Reed, 45). He championed the introduction and passing of the Homestead Act, which granted the settlers the mandate of acquiring undeveloped public land. This act was passed in 1862. During his time in the congress, the slavery issue was a crucial issue and majority of the Americans were divided on this issue. There are individuals who were interested in giving an extension to the peculiar institution, which was seen to be on newly acquired territories in the west while others were gravely against it. Since Johnson was a strong supporter of the constitution, he believed that people had the right of owning slaves. He became the Governor of Tennessee in 1853 after he had left the congress (Stewart, 27). In 1857, he vacated the seat of governorship to join the US Senate. He continued to push for the slave ownership in 1850s even as the country was divided between the South and the North. This struggle led to the Southern leaders to call for secession, but he still remained remorseful and wanted them to retain and preserve the union. Johnson and the Civil War The whole ideology is traced back to 1860 after the Abraham Lincoln was elected the president, and was believed to be a strong anti-slavery advocate together with his party members. The same year, the

What do you think is the most significant change in correctional Essay - 1

What do you think is the most significant change in correctional policy in the last 100 year and why important - Essay Example In this system, culprits were sentenced to a fortification in a city square. â€Å"Punishments ranged from physical torture to corporal infliction of pain which were executed in public† (Latessa). However, in the southern states of America convicts were used to provide labor for the state and to the rich private entrepreneurs. Duffee asserts â€Å"Inmates were often held in chains where they worked together in private sector while living in poorly managed camps owned by rich businessmen†. The suffering, torture and other forms of mistreatment inflicted on the prisoners prompted political and human rights activists into action and immediately called for observance of human rights. This effort saw stoppage of prisoners’ labor in private firms. In addition, correctional facilities had to be established at a central location to ensure that basic facilities were availed in response to the convicts’ demands and reasons for the riot. Prisoners were subjected to a fairly just treatment and allowed to wear clothes though chained onto rings around their ankles. Several other changes in policies have taken place since then, with the most outstanding change in policy taking place after the First World War. Currently, the new prisons structures in the world have a provision for inmates’ education as well as other important facilities. But what goal should education serve in the prisoner’s life? Sutherland asserts thus â€Å"the objective of prison education in its broadcast sense should be socialization of inmates through varied impression and expressional activities, with emphasis on individual inmate needs†. Therefore the aim of educational programs in penal institutions should be to equip prisoners with necessary skills and the ability to view life in a positive attitude. The changes witnessed today is a product of political and human rights activism that

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) Essay - 4

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) - Essay Example ty acres of land in Oneida, New York, in 1848, becoming the Oneida Perfectionists. The Oneida Community formally adopted communism as a way of life, with property and marriage partners being held in common. The major tenets propounded by Hayes were (1) The beginning of the Millennium in 70 AD (2) Complex Marriage, or pent gamy, by which every man was married to every woman (3) Mutual Criticism, as a form of collective correction (4) Stripiculture, or the regulation of sexual activity, through male continence, and committee supervision, leading to scientific reproduction. The community practiced Noyes’ vision of ‘Bible communism.’ In order to be self-sufficient, the Oneida Community engaged in several economic ventures, including construction, farming, sawmilling, silk production, manufacture of steel beaver traps and the production of silverware, and was very financially productive. Individual and group skills were nurtured and practically directed for communal g ood. The Oneidans succeeded in establishing a strong community, with a collective spirit, and proved by their example that it was possible to live a life based on adherence to rigid religious principle. However, its success, which extended for over thirty years, finally was overcome by the failure of the concept of ‘complex marriage.’ The community disbanded in 1881, transforming itself into the Oneida Community Limited, a joint stock company, known today simply as ‘Oneida

Globalization and Technological Revolution Term Paper

Globalization and Technological Revolution - Term Paper Example Organizations in the international arena typically follow low cost, low-risk entry strategies. Apart from low-risk organizations always consider the political, legal and economic factors of national environments. Accordingly, the competition for FDI would be based increasingly on cost differences between locations, the quality of infrastructure and business-related services, the ease of doing business, and the availability of skills. Organizations are attracted to FDI when they offered a competitive advantage over locals, a lower cost for labor and/or physical resources, secure access to physical resources, proximity to major markets and increased market share, Countries attract FDI if they provide certain facilities to organizations. In this regard, UNCTAD (2002) developed a 12 point criteria, named the inward FDI potential index capture several factors apart from market size (Appendix -1). Now we will analyze the case study- Ireland 2004. Starting with the concept of GDP as it refl ects the income of the people within the country; it also shows the capacity especially purchasing power of the people; it also reflects the demand for the commodities and services. As provided in the case study, the GDP per head (US$: market exchange rate) Ireland in 2003 is $ 37,911 and GDP per head (US$: Purchasing power parity) is 32, 916. Even the real GDP growth rate during 1999-2003 stood around 7.1%. Irish GDP grew at 9.9% per annum during the period 1996-2000. But the GDP growth has slowed down during 2003 due to weak global demand and several other factors. Now if we analyze Irish real GDP growth with most of the countries in Europe, US or Japan we find that GDP growth rate is much higher in Ireland in comparison to UK, France, Germany, US or Japan. So it shows that Ireland economy is expanding and the income level of people are going up which may result in an increase in demand. So companies have enough opportunities to invest in Ireland. The rate of growth of GPD over th e last 5 years when the reforms actually started is around 7-8% which could be seen as a remarkable growth rate if we compare it with other countries in the vicinity.

Please respond to the discussion questions posted with the Guide in Coursework

Please respond to the discussion questions posted with the Guide in PDF - Coursework Example Over time, ERP blueprints are turning into commodities since due to their ease of conversion into competitive advantage, commercial advantage, or other advantage. The term commodity is used on ERP processes or systems similarly and is identified as produced by different companies. Consequently, many ERP providers result to the loss of organization uniqueness, thus requiring them to seek for competitive advantage to endure market pressure. Yes. The two companies can gain a competitive advantage over each other depending on how each company decides to use the solutions to its own gain thereby becoming different. At this point, key aspects of differentiation include embracing planning and execution, and training (7-21). In addition, it is possible for one company to differentiate itself through better execution its functional areas through enterprise application architecture. Execution of ERP solutions will mean supporting organizational-wide process integration and coordination (7-20) In order to attain innovation, there has to be a mechanism of continuous improvements and disruptive innovation. To achieve the innovation goal, ERP vendors use their process of upgrading version. Consequently, software companies strive to remain competent by remaining up-to-date with vendors’ greatest and latest developments. For the software industry, leveraging economies of attending numerous businesses in one industry, and across nearly all industries offers distinctive perspective and positioning for the vendors while boasting their sophisticated innovations to potential customers based on their delivery frequency. Some sources of product and process innovations include internal research and development, consulting companies, competitors, customers, and third party software firms. It is not possible for two businesses to always be precisely alike. This is because besides business ERP solutions, businesses

Globalization and Technological Revolution Term Paper

Globalization and Technological Revolution - Term Paper Example Organizations in the international arena typically follow low cost, low-risk entry strategies. Apart from low-risk organizations always consider the political, legal and economic factors of national environments. Accordingly, the competition for FDI would be based increasingly on cost differences between locations, the quality of infrastructure and business-related services, the ease of doing business, and the availability of skills. Organizations are attracted to FDI when they offered a competitive advantage over locals, a lower cost for labor and/or physical resources, secure access to physical resources, proximity to major markets and increased market share, Countries attract FDI if they provide certain facilities to organizations. In this regard, UNCTAD (2002) developed a 12 point criteria, named the inward FDI potential index capture several factors apart from market size (Appendix -1). Now we will analyze the case study- Ireland 2004. Starting with the concept of GDP as it refl ects the income of the people within the country; it also shows the capacity especially purchasing power of the people; it also reflects the demand for the commodities and services. As provided in the case study, the GDP per head (US$: market exchange rate) Ireland in 2003 is $ 37,911 and GDP per head (US$: Purchasing power parity) is 32, 916. Even the real GDP growth rate during 1999-2003 stood around 7.1%. Irish GDP grew at 9.9% per annum during the period 1996-2000. But the GDP growth has slowed down during 2003 due to weak global demand and several other factors. Now if we analyze Irish real GDP growth with most of the countries in Europe, US or Japan we find that GDP growth rate is much higher in Ireland in comparison to UK, France, Germany, US or Japan. So it shows that Ireland economy is expanding and the income level of people are going up which may result in an increase in demand. So companies have enough opportunities to invest in Ireland. The rate of growth of GPD over th e last 5 years when the reforms actually started is around 7-8% which could be seen as a remarkable growth rate if we compare it with other countries in the vicinity.

Character analysis on young Goodman Brown Thesis

Character analysis on young Goodman Brown - Thesis Example In Young Goodman Brown, the character of Brown changes from faith and innocence to corruption and doubts as the devils distorts the way he thinks and perceives valuable people in his life. The faith and goodness of Brown are seen in the way he treats his father, grandfather, minister, and wife. He looks up to the goodness of his father and grandfather and the minister. Brown believes in the true Christina nature of the minister of Salem because he is a man of God. His wife Faith comes into his life a young immaculate and beautiful woman. He invests all his trust in the life of his wife, and life seems good in his belief that he has found a true partner to share his life happiness and glory. Faith is a staunch Christian, who is an epitome of good and purity but not until the devils come knocking on their doors. Brown’s innocence is lost when the devil visits his home and changes the way he views the valuable people in his life. Brown interjects, â€Å"what if the devil himself should be at my very elbow† (9). His wife Faith is no longer the pious and religious figure, and he hopes that the character would persist for the rest of her life. However, the arrival of the devil elicits doubts about the true nature of faith. He starts doubting her after seeing him in the evil ceremony in the forest. The devil also reveals the two followers, Deacon Gookin, and Goody Cloyse that Brown has known all along that they are staunch Christians (Hawthorne 16). The character of Brown here is seen to shaky because he is convinced to think otherwise about the community he has known his entire life. The arrival of the devil changes the faith and innocence of Brown to corruption. The evil nature of the people around him comes as a surprise, and that convinces him that the entire Puritan society is hypocritical. The revelations that come to him give him a different perspective of the society that he knows professes its Christian faith in

Proposed amendment Essay Example for Free

Proposed amendment Essay Brief Presentation of Issue The 9/11 tragedy has led the US Federal Government to enact laws of national security that crosses all boarders. On October 2001, the US Congress has passed into law the US Patriot Act which formulates homeland security measures and combating burdens of the State on vulnerabilities and risks of present and future terrorist threat. The US Patriot Act of 2001 was the first enacted law that legally addresses the strong counter-terrorism measures of the US government that empowers all rules and regulations of the state’s homeland security. All US government agencies were enjoined to formulate a national and international operating guidelines relating to addressing a firmer global counter-terrorism policies and strategic sharing of burdens of information with allied international governments. The timeline of enforcement of the US Patriot Act of 2001 has accounted serious human errors in the conduct of enforcement to which the standard operating procedures constituted by the rules of court have been summarily neglected and to the point of being grossly deviated, specifically in serving search and arrest warrants that is likewise violating the 4th Amendment of the Bill of Rights. The issue of encroachment of the rules of court in issuance of search and arrest warrant has become a constitutional concern of the US Congress and the United Nation’s Commission on Human Rights (Leggiere, P. 2004). Framing of An Amendment to Search and Seizure Order The above cited issues has come the proposal to supplement the 4th Amendment of the Bill of Rights that constitutes the provision on search and seizure. The 4th Amendment may be therefore supplemented with an enabling clause as an Amendment on specific provision that states: â€Å"Constitutional liabilities in the issuance of search and seizure order. † A Brief Resolution of the Proposed Amendment The following proposed resolution formulates and creates the enabling clause of the Amendment: â€Å"Whereas, be it known that the facade of human error in the conduct of search and seizure may infringe the performance and call of duty in safeguarding the national security and protecting the lives of citizenry, and may violate the civil and constitutional rights of every citizens of the state and the immigrants;† â€Å"Whereas, be it further known that deviation and neglect in issuing search and seizure order may not constitutionally uphold the enforcement of such law and jeopardize the 4th Amendment of the Bill of Rights;† â€Å"Be it resolved, as it is hereby resolve that the proposed amendment shall state the provision of Constitutional liabilities in the issuance of search and seizure order,† that shall egally address the unauthorized and illegal search and seizure prior to the proceedings of proper and appropriate Court of laws. † Thus, the Amendment on â€Å"Constitutional liabilities in the issuance of search and seizure order† seeks to uphold the constitutional right of every state citizen and immigrants and deterrence to commission of human error of conducting authorities. Exploratory Issues to the Amendment The â€Å"constitutional liabilities in the issuance of search and seizure order† emanates an action that supplant the human error, as may be singled out in the performance and call of duty, and the flaws of government directives, authorization and function that engages constitutional liabilities in the conduct of search and seizure. Given the fact that despite the continuing violation of human rights, the human error and flaws of authorities are not given due response by the Court of law due to the absence of fundamental and legal precedents that shall interpret the violation. Likewise, the human error itself defeats 6th Amendment of the Bill of Rights wherein the fair trial composes the right of a person to be served with proper procedure prior to prosecution. To cite a relative incident, we can quote the disclosure of Phil Leggiere (2004) who stated in his investigative article, that: â€Å" the US Congress and Senate approve the Military Commissions Act, which authorizes torture and strips non-US citizen detainees (suspected of terrorist ties) of the right of habeas corpus—which includes formal charges, counsel and hearings—and also empowers the US president at his discretion to declare US citizens as enemy combatants and subject to detention without charge or due process†. The above cited disclosure further stated that, in so far as the US Court of law is concerned, the constitutional liability of the US government authority that has been directly involved is still pending for court interpretation and documentation of circumstantial facts. Obviously, the violation boils down to the presumed call of duty and in the name of national security to which the constitutional liability is impeded to surface (Leggiere 2004). Pros and Cons Pros. The primary advantage of adopting the proposed Amendment would enable a legal precedent that shall formally address the constitutional liability of the human error and the fine tuning of the US government authorities in the conduct of enforcement. The Court of law shall then recognize the pleadings of human right violations from the circumstance of complex conduct of search and seizure. The parliamentary procedure and judicial process may use the proposed Amendment as an examining tool on the extent and scope of violations wherein qualification and determination of offense shall be dealt with both civil and criminal punishment. Above all the benefits of the proposed Amendment is the articulation and emphasis of the search and seizure application to which the people, and specifically the victims of mistaken identity, shall be safeguarded from harm of circumstantial neglect, denial and justification of acquiring national security measures. Cons What could be claimed as a disadvantage upon the passage of the proposed Amendment is the dysfunction in covert and strategic operation in homeland security management. The dysfunction could be a vague issue but could be a burden in gathering of intelligence information for suspected terrorists and enemies of the state. However, in today’s application of advanced cyber-technologies, the US authorities may ultimately resort and rely on such expensive tools that may be useful enough for intelligence reconnaissance. Although it is still a common knowledge and understanding that the CIA still rely on the so-called open-source information relative to legal, Para-legal and covert extraction (Elsea, J. K. 2004). At this point of view, the covert extraction of information from sources (which could have been a result of torture), would be employed by the proposed Amendment. In which case, expose’ of information in the open court may bring vulnerability of covert operation. However, in that regard, there may be a venue to contain the inquiry on constitutional liabilities. Conclusion The Bill of Rights represents the people itself in the annals of democratic fundamentals. It is where the Constitution is made to uphold the moral virtues of citizenry and the government that represent them. Without the moral virtues of a constitution, a volatile and fragile democracy negates the human rights. It is therefore a moral obligation of every citizen in various governments to protect and lead into vanguard the proliferation of moral ascendancy for their rights above all the creation of the fundamental law of the land. References American Homepage. The Bill of Rights. Retrieved February 14, 2008 from http://ahp. gatech. edu/bill_of_rights_1789. html. Bruns, R. A. (1986). A More Perfect Union: The Creation of the United States Constitution. National Archives and Records Administration, National Archives Trust Fund Board, Washington, DC. Retrieved February 14, 2008 from http://www. archives. gov/national-archives- experience/charters/print_friendly. html? page=constitution_history_content. htmltitle=NARA%20%7C%20The%20Constitution%20of%20the%20United%20States%3A%20A%20History. Human Rights Watch (2004). Immigrants’ Rights under Attack in House Bill (H. R. 10). Retrieved February 14, 2008 from http://www. hrw. org/english/docs/2004/10/06/usdom9469. htm. Jennifer K. Elsea, J. K.(2004). U. S. Treatment of Prisoners in Iraq: Selected Legal Issues. CRS Report for Congress. Retrieved February 14, 2008 from http://www. us. gov/RL32395/pdf. Leggiere, P. (2004). Bill of Rights Under Bush: A Timeline. Mondo Globo Alpha. Retrieved February 14, 2008 from http://mondoglobo. ning. com/group/questionauthority/forum/topic/show? id=1509099%3ATopic%3A2937. Rapczynski, J. (2000). Search and Seizure. Yale-New Haven Teachers Institute. Retrieved February 14, 2008 from http://www. yale. edu/ynhti/curriculum/units/2000/2/00. 02. 04. x. html. Rodley, N. S. (1999). The Treatment of Prisoners Under International Law. Oxford Press, 2nd Edition. Retrieved February 14, 2008 from http://books. google. com/books? id=pOpdOyPn36ECpg=PA3lpg=PA3dq=protocol+on+treatment+of+war+prisonerssource=webots=vmMso_Qs-3sig=C2BMjcTvmC. Yale University (2007). 1996-2007: The Avalon Project at Yale Law School. The Lillian Goldman Law Library in Memory of Sol Goldman, 127 Wall Street, New Haven, Connecticut 06520. Retrieved February 14, 2008 from http://www. yale. edu/lawweb/avalon/lawofwar/geneva03. htm.

Protein Requirements and Nutrition

Protein Requirements and Nutrition AYUSH SAXENA Proteins in nutrition For every physical activity, the body requires energy and the amount depends on the duration and type of activity. Energy is measured in Calories and is obtained from the body stores or the food we eat. Glycogen is the main source of fuel used by the muscles to enable you to undertake both aerobic and anaerobic exercise. If you train with low glycogen stores, you will feel constantly tired, training performance will be lower and you will be more prone to injury and illness. Nutrient Balance Carefully planned nutrition must provide an energy balance and a nutrient balance. The nutrients are: Proteins essential to growth and repair of muscle and other body tissues Fats one source of energy and important in relation to fat soluble vitamins Carbohydrates our main source of energy Minerals those inorganic elements occurring in the body and which are critical to its normal functions Vitamins water and fat soluble  vitamins  play important roles in many chemical processes in the body Water essential to normal body function as a vehicle for carrying other nutrients and because 60% of the human body is water Roughage the fibrous indigestible portion of our diet essential to health of the  digestive system One gram of protein or carbohydrate contains 4 calories, while one gram of fat has 9 calories. Protein Quality: Nutritive Value The quality of protein depends on the level at which it provides the nutritional amounts of essential amino acids needed for overall body health, maintenance, and growth. Animal proteins, such as eggs, cheese, milk, meat, and fish, are consideredhigh-quality,orcomplete, proteinsbecause they provide sufficient amounts of the essential amino acids. Plant proteins, such as grain, corn, nuts, vegetables and fruits, arelower-quality,orincomplete, proteinsbecause many plant proteins lack one or more of the essential amino acids, or because they lack a proper balance of amino acids. Incomplete proteins can, however, be combined to provide all the essential amino acids, though combinations of incomplete proteins must be consumed at the same time, or within a short period of time (within four hours), to obtain the maximum nutritive value from the amino acids. Such combination diets generally yield a high-quality protein meal, providing sufficient amounts and proper balance of the essential am ino acids needed by the body to function. The function of proteins In virtually every biological process proteins are playing a role. Some of the main functions of proteins in the human body are to: Build, strengthen and repair/replace things, such as tissue. Examples include keratin (strengthens protective coverings, such as hair), collagen and elastin (both provide support for connective tissue). Make antibodies for our immune system Make hormones, which help cells send messages and coordinate bodily activities Muscle contractions actin and myosin, two types of proteins, are involved in muscle contraction and movement. Make enzymes. An enzyme facilitates a biochemical reaction. Carry things hemoglobin, a protein, transports oxygen through the blood. Mediate cell response rhodopsin is a protein in the eye which is used for vision Store things ferritin is a protein which stores iron in the liver Recent developments on protein function. High protein diets may help promote weight loss.  The International Food Council Foundation found that a high percentage of women who eat more protein do not only avoid weight gain, but also report weight loss. A high protein diet may be good for bone health.  An investigation published in theJournal of Clinical Endocrinology and Metabolism, revealed that a calorie controlled diet lower in carbohydrates and higher in protein along with daily exercise has a significantly positive impact on bone health in overweight individuals as well as obese young women. Energy provision. Protein is not a significant source of energy for the body when there are sufficient amounts of  carbohydrates  and fats available, nor is protein a storable energy, as in the case of fats and carbohydrates. However, if insufficient amounts of carbohydrates and fats are ingested, protein is used for energy needs of the body. The use of protein for energy is not necessarily economical for the body, because tissue maintenance, growth, and repair are compromised to meet energy needs. If taken in excess, protein can be converted into body fat. Protein yields as much usable energy as carbohydrates, which is 4 kcal/gm (kilocalories per gram). Although not the main source of usable energy, protein provides the essential amino acids that are needed for adenine, the nitrogenous base of ATP, as well as other nitrogenous substances, such as creatine phosphate (nitrogen is an essential element for important compounds in the body). Dietary requirements of protein Nobody seems to agree on how much protein we can eat; experts from industry, government agencies, diet companies and nutritional organizations have a varying list of assertions. An individuals daily protein requirement depends on several factors, including: Age a growing childs needs will not be the same as an individual aged 80 years Sex males generally require more protein than (non-pregnant or non-breastfeeding) females Weight an individual who weighs 200lbs will require more protein compared to somebody who weighs 120lbs. In fact, recent studies indicate that weight matters more than age when determining dietary protein requirements. Muscular exertion an individual who earns his living delivering pianos will require more protein than a computer programmer of the same age and height Muscle mass a muscle-bound weight trainer will need more dietary protein than a marathon runner Health a person who is convalescing after an illness or medical procedure may need more dietary protein than other people Protein Requirement and Nutrition The recommended protein intake for an average adult is generally based on body size: 0.8 grams per kilogram of body weight is the generally recommended daily intake. The recommended daily allowances of protein do not vary in times of strenuous activities or exercise, or with progressing age. However, there is a wide range of protein intake which people can consume according to their period of development. For example, the recommended allowance for an infant up to six months of age, who is undergoing a period of rapid tissue growth, is 2.2 grams per kilogram. For children ages seven through ten, the recommended daily allowance is around 36 total grams, depending on body weight. Pregnant women need to consume an additional 30 grams of protein above the average adult intake for the nourishment of the developing fetus. Percentage of energy that should come from protein: Infants (7 12 mo) 11 grams per day Infants (0 6 mo) 9.1 grams per day Teenage boys (14 18 y) 52 grams per day Teenage girls (14 18 y) up to 46 grams per day Adult men approximately 56 grams per day Adult women approximately 46 grams per day Pregnant or lactating (breastfeeding) women about 71 grams per day According to the U.S. Centers for Disease Control and Prevention protein intake should be: Children ages 1 to 3 13 grams per day Children ages 4 to 8 19 grams per day Children ages 9 to 13 34 grams per day Girls ages 14 to 18 46 grams per day Boys ages 14 to 18 52 grams per day Women ages 19 to 70+ 46 grams per day Men ages 19 to 70+ 56 grams per day Protein deficiency In some developing countries protein deficiency is a major cause of illness and premature death. Protein deficiency can lead to mental retardation and reduced IQ, In most parts of the world where protein deficiency is common, total food energy consumption is also too low i.e. people are not getting enough food in general. Protein deficiency can lead to: Growth problems Wasting and shrinkage of muscle tissue Apathy Diarrhea Fatty liver Swollen belly Swollen legs Anemia Weaker immune system, leading to a higher susceptibility to infections and diseases In several countries where protein deficiency is a serious problem, the leaves and other parts of the Moringa tree can help provide dietary protein. In developed countries, especially Western Europe where the dietary requirements of poorer people are very carefully monitored and resolved, protein deficiency is quite rare. In developed nations, protein deficiency is more likely to occur among people on crash diets, or among very elderly individuals who do not eat properly. Sources of dietary protein Poultry Fish and fish eggs Insects Dairy products Seeds and nuts Soya products Eggs Grains, vegetables and legumes also have protein (less per kilo of total weight) Meat Amino acids Proteins are large molecules made up of long chains of amino acids. Amino acids are the building blocks of proteins. The biochemical activity of proteins is characterised by their individual structure, size and shape. These factors are determined by the sequence and characteristics of the constituent amino acids. There are about 20 different amino acids commonly found in plant and animal proteins. For adults, 8 of these, have to be provided in the diet and are therefore defined as ‘essential’ or ‘indispensable’ amino acids. These are: Leucine Isoleucine Valine Threonine Methionine Phenylalanine Tryptophan Lysine. In children, arginine, histidine, cysteine, glycine, tyrosine, glutamine and proline are also considered to be essential (indispensable) amino acids, because children are unable to make enough to meet their needs. These are referred to as ‘conditionally’ essential. There may also be certain disease states during adult life when a particular amino acid becomes conditionally essential. The other amino acids do not have to be provided by the diet. This is because the amino group of these amino acids can be transferred to another amino acid with a different amino group by a process called transamination. In this way the body is able to make some amino acids itself. These are known as ‘non-essential’ or ‘dispensable’ amino acids. How much protein should we eat? The Dietary Reference Values for protein are based on estimates of need. For adults, an average requirement of 0.6g of protein per kilogram bodyweight per day is estimated. The Reference Nutrient Intake (RNI) is set at 0.75g of protein per kilogram bodyweight per day in adults. This equates to approximately 56g/day and 45g/day for men and women aged 19-50 years respectively. There is an extra requirement for growth in infants and children and for pregnant and breast feeding women. Any excess protein can be used to provide energy. 1g of protein provides 17kJ (4 kcal) but carbohydrate, and to a lesser extent fat, should be the main sources of dietary energy. At present, protein provides around 16% of energy on average in the British diet. The nature of protein in the diet Most foods contain either animal or plant cells and will therefore naturally contain protein. But the processing of foods may change the amounts and relative proportions of some amino acids; for example the Maillard reaction and the associated browning that occurs when foods are baked reduces the available lysine. The quality of the protein is also important and depends on the amino acids that are present. Proteins from animal sources have a higher biological value than proteins from plant sources. This is because the pattern of amino acids in animal cells is comparable to the pattern in human cells. Plant foods may have very different patterns of amino acids compared to animal proteins, and, in the past, this difference has lead to a concept of first-class and second-class proteins, for animal and plant foods respectively. However, diets are typically varied in the UK and rarely made up of single foods. A combination of plant proteins tends to have a complementary effect boosting th eir overall biological value. Complementary action of proteins (plant protein) In most diets, different proteins tend to complement each other in their amino acid pattern, so when two foods providing vegetable protein are eaten at a meal, such as a cereal (e.g. bread) andpulses (e.g. baked beans), the amino acids of one protein may compensate for the limitations of the other, resulting in a combination of higher biological value. This is known as the complementary action of proteins. Thus if vegetarians and vegans eat a variety of vegetable proteins in combination, there is no reason why the quality of protein cannot be as good as in a diet comprising meat, milk, fish, eggs or other foods that contain animal protein. Good sources of plant protein include nuts, seeds, pulses, mycoprotein and soya products. There are also small amounts in grains. Animal protein Protein from animal sources contains the full range of essential amino acids required from an adult’s diet. Sources include meat, fish, eggs, milk and cheese. For most of us, low fat options of these foods are preferable as some can be high in saturated fat. Good sources of protein Table 1: Protein content of some common foods found in the diet Adults and children should consume two to three servings of protein every day. If plant sources dominate, it is important to make sure that different types are consumed. One typical portion size equates to: †¢ 100g of lean boneless meat (red and poultry) †¢ 140g of fish †¢ 2 medium eggs †¢ 3 tablespoons of seeds or nuts. It is important to choose lower fat protein-rich foods, such as lean meats or reduced fat dairy productsas some high protein foods can also be high in saturated fat. This will help minimise the risk of developing cardiovascular disease. Summary and recommendations For basic protein synthesis, you don’t need to consume more than 1.4 to 2.0 g/kg (around 0.64-0.9 g/lb) of protein per day. Nevertheless, consuming higher levels of protein (upwards of 1g per pound of body weight) may help you feel satisfied after eating as well as maintain a healthy body composition and good immune function. You should consume some protein before and after training to ensure adequate recovery. Do not eat more than four eggs per week. Although they are a good source of protein and are low in saturated fat, eggs are very high in cholesterol.