Lab 3 Essay Example | Topics and Well Written Essays - 1250 words

Lab 3 - Essay Example ulum and golgi apparatus are located closer to the plasma membrane due to their functions of self-destruction, releasing toxic substances to the outside environment and collecting waste products. The foundation in the structure of the plasma membrane is the phospholipid bilayer forming a barrier between two aqueous compartments on the two sides of the cell: inside and outside. There are specific functions for proteins embedded in the interior of the phospholipid bilayer. They carry out various functions such as selective transport of molecules and cell to cell identification. Thus, the main function of the plasma membrane is to control the active and passive movement of various substances into and out of the cell. Another major difference is that plant cells have chlorophyll which is a light-absorbing pigment required for photosynthesis. Chlorophyll is responsible for giving the plants a green color  and is found in chloroplasts.  Ã‚   However, golgi apparatus, lysosomes and peroxisomes are only found in eukaryotic cells due to  the fact that there are no membranous structures within the prokaryotic cells  except the plasma membrane.    Mitochondria are known as the â€Å"power plant of the cell† because they are responsible for synthesizing most of the energy supply for the cell. This energy is in the form of adenosine triphosphate (ATP). Mitochondria are also responsible for producing cholesterol and heme and in the self-destruction mechanism of the cell. Mitochondria have circular DNA which replicates similar to bacteria by a reproductive process called fission, they can make their own proteins. Moreover, as the structure always relate to the function, the presence of double membrane, i.e. a smooth outermost membrane and an inner membrane which has many folds known as cristae. The cristae increase the surface area; thereby they enhance productivity of cellular respiration.   Plant cells are known to be rigid structures with a defined shape which is due to the

My Professional Moral Compass Essay Example for Free

My Professional Moral Compass Essay The code of ethics is an important part of the nursing foundation where nurses are directed to practice with compassion and respect for human dignity, responsibility, accountability, confidentiality and patient safety (ANA, 2012). Nurses are expected to follow this professional morals and values but also to practice their own personal standards as well. Values are one’s fundamental beliefs acquired from childhood through family and society. Morals are values that attribute to a system of beliefs. Ethics is the ability to make right and wrong decision based on adopted morals (Navran F. J., 2010). Every human is shaped according to their culture, spiritual and individual values that were instilled upon them by their family and community and in the nursing world, one nurses’ beliefs may differ from how others may practice nursing and handle ethical dilemmas. The culture this author grew up on expects the younger generation to be respectful, compassionate, responsible and be accountable for own mistakes. This author believes that every human is entitled to have the same equal treatment without prejudice. These characteristics shaped this author’s personal beliefs that as a nurse, this author has an obligation to the patients to provide them with such regard. Nurses are always impelled to give the best quality care to their patients and address all their concerns. This author feels responsible to keep patient safe, secured and comfortable at all times and keeping them informed regarding their treatments and condition along the way. Spiritual value has always been a challenging topic outside healthcare but this author learned that when a patient is in a difficult situation, beliefs could be set aside to find the best solution for the patient. There has been many controversies regarding blood transfusion and Jehovah Witness  religion and as a nurse, this author do not feel that it is appropriate to interfere with a patient’s decision if they opted to follow their spiritual obligation regardless of life and death situation. Every human has their own personal beliefs and own values which forms over their lifetime by analysis of their own observation. Nursing as a profession symbolizes many values such as honesty, responsibility, providing care to patients equally and with dignity (Gokenbach, 2012). The obligation every nurse has in the society and their patient is to provide the care they are entitled and respect their wishes to the best of their ability. Patients give their trust to their caregiver that they are receiving proper care, safe treatments and correct medications. This author believes that nurses have a moral obligation to be impartial with every patient that they encounter and to provide the same courtesy even with a difficult patient. For instance, when there is a patient who complains of pain at all times and the reports from other nurses states that the patient is a pain medication seeker, this author will not disqualify the patient’s complaints and still provide the proper care an d treatments needed and ordered by the physician. But this is a dilemma that can also place a nurse in a difficult situation since nurses are obligated to treat subjective pain complaints but finds this to be unsafe as it may lead to pain addiction. According to CDC, Drug overdose has been climbing since 1990 and most of the deaths connected to it were prescription drugs. When nurses are faced with this dilemma, the most ethical thing to do is to educate the patient on the risks, monitor the effect of the pain medication and offer pain management programs for their own safety. Ethical dilemmas provide a great amount of stress and anxiety to nurses, which can affect how they are able to provide safest care to their patients. One of the biggest ethical dilemmas that this author face in everyday practice is how doctors do not give enough time for their patients because of the amounts of patients they are to see in a given day. This author has encountered doctors who are not completely assessing their patients when they round and do not have the best bedside manner since they are always in a hurry. Many of the complaints received from patients were that doctors leave their room so fast and were unable to ask any questions related to their care. It puts nurses in a very difficult situation since nurses are not able to respond to patients with all honesty when being asked  about the doctor’s qualifications. How do you explain to the patient that a profitable company means protecting the people who bring in the profit and disregarding the fact that the patients are not getting what they deserve and the care that they need in the first place. Being that patients is this authors priority, this author continues to advocate for them by speaking with their doctors and other healthcare members connected with their care to find solution and answers. This author persevere in making healthcare management aware of the situations involving patient dissatisfactions with their doctors and hoping that it will one day be resolved. This author’s professional moral compass compels this author to provide the best care in a responsible, reliable, honest and compassionate way. Although faced with everyday dilemmas in nursing practice, the values this author has learned from nursing practice is what motivates this author to continue doing the right thing by remaining responsible, accountable, respectful and keeping patients safe. The everyday experience this author has gained from these dilemmas is what provides strength and knowledge in finding the direction this author wanted to take. Reference: American Nurses Association: Nursing World (2012). Code of Ethics for Nurses. http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses Navran, F. J. (2010). Defining Values, Morals, and Ethics. Palm Coast, Florida, USA. Gokenbach, V., (2012) Nurse Together. Professionalism in Nursing: What Does it Really Mean? http://www.nursetogether.com/Career/Career-Article/itemId/2245/Professionalism-in-Nursing-What-does-this-really-.aspx Centers for Disease Control and Prevention (2012) Policy Impact: Prescription Painkillers. http://www.cdc.gov/homeandrecreationalsafety/rxbrief/ My Nursing Ethic Complete the questions below. PASSION: Why am I here? Nursing profession accomplished my goal to know the real me. It gave me the opportunity to size up my strength, patience, and compassion when caring for different types of people in different situations. The pride that I feel  when I tell others of my profession radiates on me. Being able to save lives everyday is a wonderful feeling. The contentment I feel when I discharge a patient home after being in a hospital for a long time and the joy on their faces as I hand over their discharge papers is priceless. MOTIVATION: What moves me to act? My family is my motivation to provide the best care and treat every patient as part of my family. New diseases and illnesses are being detected everyday without any cure and this dilemma motivates me to be more vigilant in keeping my patients safe. I am motivated by other nurses who continuous to rise to the occasions when needed, such as creating policies for a better and safer workplace, research findings that affects millions of people, and making a difference on life of their patients through proper care. INSPIRATION: What keeps me in motion? There are many people who inspire me to do better as a person. My family who has supported me ever since gives me the most inspiration of all. My family migrated here from the Philippines and rebuilt our life through hard work. Every member contributed to fulfill our dreams of making it here in the United States and become a good citizen. One particular person who inspired me is my mom who held the family together through thick or thin. She is the person who quietly finds solution to every dilemma that we went through and still able to find time to instill good values to her children. LOYALTY: Whom do I serve? My loyalty lies to my community, patients and my family. My family is a great source of who I am as a person and the positive attitude I have extends to my patients and my community. I wanted to treat my patients the way my family or I would like to be treated. I am always on the look out for things happening around me to keep my community safe.

Billy Budd :: essays papers

Billy Budd Today’s society as well as the majority of our schools can definitely improve on how it encourages creativity and individuality in today’s youth. A lot of the time, it’s hard to do this, but with smaller classrooms, more qualified and devoted teachers, and more cooperation from the students, everyone’s needs could be met, and students would receive a better education. Many of today’s schools have no tolerance for anything that may go against the â€Å"norm.† Schools today can allow for individuality and differences in students, but they either choose not to or are not aware that anything is wrong with the way they do things. In Melville’s, Billy Budd, there are examples of this stifling of individuality. The crew members on board the â€Å"Avenger† are made to all conform and follow orders without question. Through Claggart, the men’s individuality and rights as people are taken away through fear. No matter what anyo ne is trying to accomplish, satisfying everyone is almost always impossible. It is no different in today’s school system, satisfying everyone is difficult. Students are not allowed to express themselves as freely as they should. This is not the case in all schools, but it is Especially since incidents like those at Columbine High School, schools now view acts of individuality and creativeness as those of malicious intent. There is a kind of intolerance for those who act differently from the majority. Ever since the two boys from Columbine murdered their classmates, everyone has been extremely cautious about everything from actual death threats, to mere heated discussion between classmates. It is almost to a point of overkill. How much regulation is too much regulation? In order for schools to be able to accommodate for everyone and their individual needs, they must first not punish students for being different from the majority. After there is an acknowledgment of the individuality of students, then you can start to help them learn better and on their own levels. If a student has no aspirations whatsoever to go to college, then after some persuasion for them to reconsider, they should not be expected to complete and be graded on the same set of requirements as other students. If a person is not as â€Å"capable†, or rather does not choose to use their abilities to their fullest, then they should be graded on what they are able to do, not what other people are capable of and what they are expected to be capable of.

Adderall Abuse and Doctor Awareness Essay

Adderall is used in the treatment of Attention Deficit Hyperactive Disorder, but has been abused in many circumstances. ADHD has been known to produce certain symptoms, which can have serious negative effects. Adderall helps in the reduction of these symptoms. However, the addictive nature of Adderall has made it one of the most abused medications without prescriptions from medical practitioners. Adderall has, nevertheless, been used effectively as attention stimulant that helps the patients to perform well throughout the day (Helms, 1476). It is, therefore, only important that awareness on the use of Adderall in persons with ADHD be increased in order to maximize the positive effects of the psycho-stimulant treatment as opposed to its negative effects. The use of Adderall in ADHD Methylphenidate has often been used to treat Attention Deficit Hyperactive Disorder. However, many of the scientific research and studies have placed Adderall above methylphenidate in order of efficacy. Adderall, when used by persons with ADHD, it is more efficacious and lasts relatively longer in stimulating the persons’ attention (Joan and Davis 56). Further, it is more effective when applied in small doses than when used excessively. This is one of the issues that bring a point of concern in as far as Adderall abuse is concerned. Its excessive use is not what makes it effective, but rather; it only creates more side effects. Adderall is more efficient in psycho-stimulation due to the fact that it has the ability to increase the dopamine levels while preventing the re-uptake of the same (Joan and Davis 58). See more: Sleep Deprivation Problem Solution Speech Essay Side effects of Adderall and Public Awareness Despite the positive effects that Adderall has in psycho stimulation, it also, like other treatment, poses serious and adverse negative effects; the perfect reason why it is important to undertake an intensive awareness on the use of Adderall in the treatment of ADHD. Some of the most adverse side effects that require effective medical response include rapid and uneven heartbeat, light-headedness, which may result in fainting, where there is high blood pressure that causes problems like unsettled concentration, and where the user feels restless and finds it extremely difficult to concentrate (Helms, 1476). Blurred vision and severe headache, excessive discomfort at the chest due to severe chest pains, seizure and numbness are also among some of the adverse side effects of Adderall treatment of ADHD. Insomnia, diarrhoea and constipation, appetite loss and weight loss, loss of sex drive and impotence, dizziness and headache are also some of the side effects although they are a bit mild (Donatelle 232). Despite all these Adderall use related side effects, it is important to note that often, people have over-used the treatment. It has been identified to be addictive hence increasing the chances of its abuse. Just like other treatments, excessive use of Adderall does not help treat ADHD. In fact, it only makes the disorder worse by creating after use problems like troubled concentration, diarrhoea, dizziness, and headache. Instead of stimulating concentration, it only succeeds in creating more attention problems when used in excess (Andrews, et al, 226). Scientific studies have shown that the use of Adderall by pregnant women is extremely dangerous to the unborn child. The rats used in one of the studies indicated that there exist long-term behavioural and neurological changes hat emanates from prenatal and early postnatal amphetamine exposure (Grilly 101). It has also been established that there are chances of low birth weight or even premature birth and the baby may show withdrawal symptoms if the mother used Adderall during pregnancy most especially when she abused the medication. In fact, sudden deaths of children have been linked with the use of Adderall treatment drugs. Consequently, in some nations, the government has made an initiative to highly control the sale of the drugs (Grilly 101). More studies were have also been commissioned to establish the effects of Adderall treatments. They have indicated that there are high risks of a patient developing cardiac defects resulting from the use of Adderall drugs (Donatelle, 232). The rate of heart beat is increased and consequently the blood pressure, when drugs of amphetamine category such as Adderall are used in the treatment of any disorder or disease. The situation gets worse when overused. However, Adderall drugs are only more dangerous when used in a way not prescribed by certified physicians or when administered in response to addiction demands (Moore, 54). Caution is also given to patients with pre-existing mental or cardiac illness since the drug has the ability of aggravating the situation. Persons with a history of drug abuse are also advised not to use Adderall, but may resort to other medical options that respond to the same problem of ADHD. This is due to the addiction nature of Adderall that makes it possible for people to abuse (Donatelle, 232). The above mentioned issues evidently illustrate that the use of Adderall has side effects; something that is shared by a number of treatment compounds. However, when used in small doses, it is more effective in stimulating one’s attention in the process of combating attention deficit. Excessive use of Adderall is extremely harmful to one’s body given the fact that it produces many side effects that in the end override the intended benefits and functions (Grilly, 343). It is, therefore, advisable for the doctors to undertake close and effective observation of their patients to ensure that there is no abuse. Prescriptions should be normal and standard taking into consideration the action of the drug in the body and the half-life of the different strains of Adderall used. It is medically unethical for doctors to provide prescriptions without confirming the status of the patient’s body. Medical examination to identify the pulse rate is necessary. In addition, medical history of the patient with relation to mental illness, cardiac problems or drug abuse or addiction is of primary importance before making a decision of putting persons with ADHD in Adderall treatment (Andrews, et al, 226). Awareness of the drug use should be enhanced most specially in colleges and universities where students have in many cases used Adderall as study drugs to make them stay awake for long periods without sleep as they study. This academic use of Adderall has contributed immensely to its overuse and addiction thereby affecting many users negatively without them realizing it. The use of Adderall has also been identified in sports to an extent that many spots organizations banned the use of the drugs by athletes without any confirmed practitioners prescriptions. It is used as a performance enhancing substance, which is against the sporting policies (Andrews, et al, 226). Adderall has also in the past been used as recreational substance due to its stimulant nature. Some people crush and snort it while others mix it with water in order to use it as injections. Some people use it together with alcohol in order to achieve high level recreation (Moore, 54). The above mentioned different uses of Adderall indicate the extent to which the drug is abused. Awareness is thus important in order to make people understand that it is only meant for the treatment of ADHD, which should also be done in small doses. In order to reinforce the effective use of Adderall, majorly for the stimulation of attention in people with Attention Deficit Hyperactive Disorder, the government ought to legislate against over-the-counter sale of the drug. It should only be made available in hospitals where patients are given after the certification and prescription by the doctors, which should be followed by proper medical examination. Persons found selling the drugs to people who are not prescribed for should be prosecuted (Andrews, et al, 226). The problem that faces the administration of Adderall is that there is not a single standardized dosage because adjustments are allowed according to the patients’ therapeutic needs. However, it is important to consider the fact that Adderall must only be administered in lower dosages despite the adjustments. First and foremost, it is absolutely not recommended for persons or children under the age of 3 years old. Between 3 and 5 years old, the dosage should be 2.5 mg daily with recommended increase of 2.5 mg on weekly intervals. For 6 or more years old children, it is advisable to start them on a 5 mg once or twice a day with increments of the same at weekly intervals on daily basis. The drug administration at all ages should be stopped whenever optimal response is achieved (Grilly, 343). Conclusion Adderall is effective in the treatment of ADHD, but must be ethically administered. Doctors should prescribe the medication after undertaking detailed medical examination in order to identify whether the patient qualifies for the use of the drug. It must be used only for therapeutic roles only without disposing the drugs for non-therapeutic use. In order to reinforce the awareness, governments should intervene and pass legislations that control the sale and use of the drug.

Critical Review of Related Literature Essay

The economic system is the the method in which a country produces, distributes and consumes goods and services. An economic system must answer four basic economic questions that will direct a nation’s economic activity (Pride, Hughes and Kapoor, 2010): †¢ What goods and services- and how much of each- will be produced? †¢ How will these goods and services be produced? †¢ For whom will these goods and services be produced? †¢ Who owns and who controls the major factors of production? Four types of economic systems have been formulated and implemented throughout human history. These are: traditional economy, command economy, capitalist/free economy and mixed economy. Traditional economy is based on culture, tradition and rituals. This type of economy, which developed gradually characterized by slow productivity and low rising capital-labor ratios, usually consist of agriculture based societies (Mokyr, 1989). Command economies are economies in which the government owns and controls major factors of production. Also called centrally planned economy, the government decides on all issues regarding labor, mode of production and what goods and services to produce. Socialist and communist societies are examples of command economies. However, most leaders of these forms of government realized that although it was based on the principle of equality, the system was inefficient leading to shortages or surplus of products which usually resulted in political unrest (Taylor, 2007). Capitalist economic system is a system wherein individuals and private enterprises own and operate the major factors of production. Based on the lassiez-faire theories of Adam Smith in which individuals are given the freedom to utilize resources as they deem fit. The role of the government is limited to regulation and creating economic rules. This system promotes competition and prices of goods and services are determined by the mechanisms of supply and demand (Pride et. al. 2010). The last type of economy is the mixed economy wherein the advantages of capitalism or free market economy is combined with some of the principles of a command economy. In this economic form, goods and services are exchanged between households and firms. The government, on the other hand still regulates and imposes rules, but ian important responsibility of it is to collect taxes from business owners and its citizens, which will enable to also provide goods and services such as education, infrastructure and security (Pride et. al. , 2010). In this context, the market (producers of goods) answer the â€Å"wants† while the government provides the â€Å"need†. Economic Shift These economic systems have created economic shifts that determined the primary products of that economic era and the modes of production. In the traditional economies, agriculture was the main form of industry. In fact, economists estimate that the British economy in 1760 was comprised of almost 90% agriculture industries (Mokyr, 1989). However, the advent of the Industrial revolution changed the economic landscape from agriculture to industrial. The introduction of machines, technological innovations and assembly lines in to the modes of production shifted the economy form producing agricultural products to manufactured products. Post-World War Two and increasing globalization would witness another global economic shift. Again, technology played key role in the rise of service economies. Service economies are not directly engaged in manufacturing but is involved in the â€Å"provision of human value added in the form of labour, advice, managerial skill, entertainment, training, intermediation and the like† (OECD, 2000). The rapid development of information and communication (ICT) technologies have allowed companies to tap on the knowledge and intellectual properties of economies packaging them as a distinct economic output. This form of economy has bled into different industry sectors such as ICTs and healthcare, as companies are pressured to â€Å"concentrate on core competencies, reduce costs, exploit external, specialized expertise, giving rise to business process outsourcing companies. This has enabled foreign companies to tap into other foreign countries’ labor providing much needed jobs especially for developing countries. The shifting of economies, the development of technology and the success of mass production has led to the commodification of products and services. This has stripped away the personalization of products and services, mutating relationships into an exchange relation or as Karl Marx (1978) called it â€Å"callous cash payment†. Pine and Gilmore (1999), point out that although commodification has led to cost-savings, it no longer breeds growth and profitability. Thus, they reveal that there is another aspect of economy that has not fully been explored and tapped by businesses. They labelled this new approach as the Experience economy. Companies that identify experience as a distinct â€Å"economic output† are given new horizons to expand their businesses. Experience= â€Å"Economic Output† The concept of an experience economy is rooted in the principles of creating â€Å"sensations† between the consumer and the product creating â€Å"memorable† experiences (Pine and Gilmore, 1999). This economic strategy engages the customer, customizing products and services according to their needs and wants, turning the them into not just passive users of products but as important factors in the creation and marketing of the product. Pine and Gilmore (1999) refer to the coffee bean as a perfect example of the effect of experience as an â€Å"economic output†. The coffee bean is a commodity that if manufactured and sold as a good in a grocery sees a jump of between 5-10 percent in ts price from a raw commodity to a manufactured and packaged good. However, when a cup of coffee is sold in cafe’s and coffee shops, its effectively jumps to 100-300% percent of its raw price and people are still willing to pay for it? Why? Pine and Gilmore attribute this willingness to the â€Å"experience† factor that cafe’s and coffee shops add to the cup of coffee. The added experience of an ambiance of comfort, relaxation and satisfaction effectively raises the value of the cup of coffee. And yet, customers are willing to pay for that expensive cup of coffee because the drinking of one is no longer focused on the coffee itself (although the quality of the product still has the biggest percentage in the satisfaction criteria) but on the whole experience of drinking it. Experience itself is not a new concept, but economists and producers of goods have , in the past, attached it to the delivery of services that it’s power is largely unappreciated and tapped (p. 2). However, Pine and Gilmore (1999) reiterate that â€Å"experiences are as distinct from services as services are from goods† (p. 3). When a person buys a service, he purchases a set of intangible activities carried out on his behalf. But when a buys an experience, he pays to spend time enjoying a series of memorable events that a company stages-as in a theatrical play- to engage him in a personal way. (p. 2) It is through this concept of a theatre and stage that the authors initially frame the concept of experience economy. The consumers are the actors in theatres, stages and plays which are prepared, scripted and planned by companies. Thus, for the experience to be truly credible and believable, manufacturers and suppliers must change their perspective from merely providers to â€Å"stagers of events†. Customers and clients are no longer viewed as just but are treated as guests. The stagers of events must therefore be flexible, ready to adapt to the demands of their guests. This relationship between the stager and guest is much more deeper than â€Å"the callous payment of cash† referred to by Marx (1978) but actually creates a relationship between both parties building on trust and quality service. Although experience economy have primarily been associated with the entertainment industry, with the efforts of theme parks and movies to deliver realistic and truly interactive attractions through the use of 3D technology, surround sound and, in the case of Walt Disney theme parks, productions that immerse the â€Å"sights, sounds, tastes, aromas and textures† of their guests (Gilmore and Pine, p. 3). However, other industries have taken notice of this approach. Service industries such as restaurants are investing on ambiance and in services that engage all the sensations of their guests to create unique dining experiences. IT companies are racing to create much more powerful processors to create ICT experiences that are â€Å"interactive and life-like† (Grove, 1996). It has also been adapted by parking lots, department stores, appliance repairmen, and increasingly by businesses themselves to create much more dynamic and productive workplaces by bringing employees and the products closer. Evidently, the experience economy has become a philosophy for companies that seek to distinguish themselves from the competition. In this light, what industries have been greatly transformed by this philosophy? What strategies did they create in order to provide their guests with unique experiences? Did the adoption of this philosophy bring about positive effects? Or did it further lead to consumer alienation? This paper will attempt to answer these questions by reviewing cases of experience cases and provide a picture of the effect of this strategies. A critique of the philosophy will attempt to reveal its strengths, weaknesses and limitations when applied in the real world. Review of Related Literature The Cruise Ship Experience A doctoral dissertation study by Hosany and Witham (2009) focused on the cruisers’ experiences and analyzed the relationships between tourists’ experiences and personal evaluation of satisfaction and feedback. Based on the conceptualization of tourism experiences by Oh, Fiore and Jeoung (2007), the study hoped to contribute on the experiential concept of tourism by enhancing its theoretical progress and advancing important implications for cruise markets (Hosany and Witham, 2009). Oh, Fiore and Jeoung (2007) conduced a study that sought to provide empirical evidences of the experience economy as posited by Pine and Gilmore (1999). Using the setting of a Bed and Breakfast Inn, which has been identified as highly experiential in nature (McIntosh and Siggs, 2005), guests were asked to measure their lodging experiences. Utilizing a rigorous and methodologically sound approach to scale development, Oh et. al. (2007) were able to create a sound and valid scale which measured tourism experiences. The main objective of Hosany and Whitham’s study therefore was to validate the measure developed by Oh et. al. (2007) by applying it to the context of cruise tourism. This main objective was supported by two specific objectives: †¢ to identify the underlying dimensions of cruisers experiences †¢ to investigate the relationship between cruisers’ experiences, satisfaction and intention to recommend The study chose to examine the cruiser experience since these trips offered â€Å"total escape, safe transportation to exotic destinations, Vegas style entertainment, luxurious pampering service, quality food and beverage, innovative onboard features and awe-inspiring aesthetics among others† (p. 5). Cruise vacations are chosen because of their promise of luxurious care and entertainment (Cartwright and Baird, 1999) and are laden with experiential benefits that engage tourists in a unique social experience (Kwortnik, 2006). Employing survey method, the Oh et. al. (2007) tourism experience scale was reworked in order to apply to the context of the study. Variables such as: cruiser’s experience, memory, arousal, overall perceived quality, intention to recommend and satisfaction were measured along with other variable of interest such as demographic variables that included: gender, age, travel companion, number of past cruises taken, and nationality. The four dimensions of experience: education, entertainment, aesthetics and escapism were represented with four statements and were rated using a 7-point scale ranging from [1] strongly disagree to [7] strongly agree. Variables such as arousal and memories about the cruise experience were also measured using 7-point scales. Overall perceived quality and overall satisfaction were assessed through two items each (poor/excellent and inferior/superior, and extremely dissatisfied/extremely satisfied and terrible/delighted respectively). Finally, respondent;s intention to recommend were measured using the question â€Å"How likely is it that you would recommend this cruise to family and friends or family members† and through a scale of [-3] extremely unlikely and [+3] extremely likely. Data collection was done aboard the cruise ship â€Å"Rhapsody of the Seas† which is owned and operated by Royal Caribbean International Cruise Line. It was achieved by approaching the cruisers less than hour after disembarking from the ship and while waiting for their coach transfers. All in all, 169 questionnaires were accomplished out of the 1859 guests onboard. The study established the validity and generalisability of the Oh et. al. (2007) measure for tourism experience. Data also revealed that the four realms of experience (education, entertainment, aesthetics and escapism) can be applied in the context of cruise experiences and still be proved reliable and valid. Although the four dimensions varied in their importance in explaining the variable outcomes of arousal, memory, overall perceived quality, satisfaction and intention to recommend, the results were similar with Oh et. al. (2007) which identified aesthetics as the main factor in experiential outcomes. This also agrees with Kwortnik’s (2008) conclusions that a ship’s design and ambient features affect cruiser’s emotions and behaviors. Hosany and Witham’s (2009) findings on entertainment contradicted Oh et. al. (2007) in that it was found to be the second strongest determinant of outcome variables. The study attributes this to the reputation of cruise ships as entertainment havens. Education and escapism dimensions were found to be of little consequence to the cruise ship experience. The study also found out that the four dimensions of cruisers’ experiences have direct impacts on passenger’s intention to recommend. Overall, Hosany and Witham’s study provide tangible and empirical findings that back-up the concept of experience economy posited by Gilmore and Pine (1999). The study’s initiative to investigate the concept’s application on an industry that has yet to be fully explored but is a perfect setting for investigating experience economy is the its greatest strength. The literature review of the study provides rich, background detail on the concepts of experience economy and other recent studies on the cruise ship industry. However, the sample of the study barely scratched the population of the its main study. The time constraint (two weeks) and the focus on only one cruise ship could be seen as the greatest weaknesses of the study. It would have been interesting to see a comparison of experiences between two cruise ships that ply the same cruise route. A lack of the effect of cruise ship employee behavior on the overall experience is an area that should have been investigated but was overlooked. This should have been an important factor for the study since Gilmore and Pine reinforces the importance of the company’s interaction in setting the feel for the â€Å"stage of experience. † the study also did not take into account the sociological aspect of the cruise, such as the effect of other cruiser’s behavior on the whole experience. Despite these, the findings of the study that revealed its greatest contribution by proving the validity of Oh et. al. ‘s (2007) tourism measure. This is a giant step for the further investigation of experience economy by providing a reliable test that can be applied in different tourism contexts. Experience Economy in the Rural Context Isaac Kwamena Arthur’s (2008) paper entitled â€Å"Conceptualisation of Experience Economy as Competitive Advantage for Rural Food Industry and Rural development† sought to introduce a framework which can be applied to the rural food industry in order for it to attain a competitive edge in an experience economy. The paper presents evidences that point to the positive implications of experience economy on business profits and community development. Studies have proven that experience economies add value to rural businesses (Fiore et. al, 2007), its usefulness in industries such as tourism (Richard, 2001; Hayes and Macleod, 2006; Oh et,al. 2007), small city development (Lorentzen et. al. , 2007) and its implication on the development of urban sports and recreation settings (Howell, 2005). Despite most experience economists identifying its products as â€Å"competitive† (Lorentzen, 2008) and providing a higher degree of â€Å"customer satisfaction and profitability† (Sims et. al. , 2007), they do not present any framework or theory to guide firm’s in maintaining this competitive advantage. Thus, Arthur’s paper sought to provide a deeper understanding of experience economy through the presentation of strategic approaches that can be adapted by rural food industries to maintain competitive advantage. Guided by the research question: â€Å"what is the experience economy and what strategic approaches exist for experience producers in the rural food industry to utilize in achieving competitive advantage? † (Arthur 2008, p. 2), the paper analyzed different views on strategic management concepts while adapting on Gilmore and Pine (1999) concept of experience economy. Employing an extensive literature review, Arthur (2008) explores the concepts of experience economy and its applications drawing mostly on the works of Gilmore and Pine (1999). he reveal that although earlier authors have identified the concept of â€Å"experience industries† (Toffler 1970, p. 221), it was Gilmore and Pine that â€Å"indicated a new orientation of experience, which is central to creating events around products† (Arthur 2008, p. 3). This idea of creating events around products therefore create experiences (such as an educational show on how a product is manufactured) which becomes the package in which products are marketed and sold. In applying the experiential economy concept on rural food industry, Arthur (2008) focused on the two forms of experience realms: customer’s â€Å"passive† or â€Å"active† involvement and the level of â€Å"immersion† or â€Å"absorption†. These two forms delineate the individual’s participation in the experience and the bond that is created between the consumer and the experience (Gilmore and Pine 1999, p. 30-31). Arthur (2008) then enumerates different examples of experiential economy at work in the rural food industry, such as the local food producers organizing food processing festivals wherein consumers can watch how food products are prepared. For further immersion, Arthur (2008) suggests educational tours that introduce consumers to the inner workings of food processing plants and by encouraging their participation in some of the processes. The escapist realm of experience can be attained by customers â€Å"being engaged in the production and processing of their product† (Arthur 2008, p. 5). He also suggests the creation of theme parks and utilization of venues where consumers can purchase various food products in order to engage the aesthetic realm of experience economy. In discovering a framework for maintaining competitive advantage, Arthur (2008) first defined the parameters of competitive advantage. He cites Besanko,et. al. (2007) definition as his basis for identifying competitive advantage as the â€Å"firms specific abilities to do or achieve things which are superior over their competitors in the market (Arthur 2008, p. 7). Arthur identifies three models which can be utilized to attain competitive advantage in the rural food industry: five Force model, resource-base view, and the relational view. The five force model identifies an industry’s profitability (Porter, 1985; Grant, 2002 and Xu et. al. , 2006) and offers an understanding that competition is not merely between competitors but involves the whole process of production and its players. The identification of these five forces are attributed to Porter (1985, p. 4): †¢ threat of new market entrants †¢ threat of substitute products or services †¢ bargaining power of suppliers †¢ bargaining power of buyers †¢ rivalry among competitors The resource base view looks at the â€Å"internal organizational resources and capabilities to achieve competitive advancement in a selected environment† (Douglas and Ryman, 2002). This framework looks at how a firm’s uniqueness can give it an edge against its competitors (Grant, 2002). Various management literatures identify relational view as the â€Å"inter-firm relations† which gives rise to a firm’s profitability (Dyer and Singh, 1998; Duschek, 2003; Douglas and Ryman, 2003). It sheds light on the importance of networking in creating competitive advantage. In combining these three models, Arthur (2008) provides a framework for rural food industries that builds upon the five force understanding of the prospects of obtaining competitive advantage through experience offerings in the rural food industry, strengthened by the firm’s identification and utilization of its capabilities and resources according to the resource base view model, and finally, through a seeking out and building of strategic alliances (based on the relational view model) to cement its position in the industry. Although Arthur (2008) was able to identify the contribution and importance of experience economy in different industry sectors,it was not able to provide new insight on the topic. This can be attributed to the methodology adapted by the study and its heavy reliance on the works of Gilmore and Pine (1999). However, it was able to achieve its both its objectives with the discovery of a framework for maintaining competitive advantage in rural food industries by reviewing and combining three strategic management models. This is the study greatest strength since it pioneers initiatives towards the creation of frameworks which cater to the performance of industries in the experience economy. But, its the study’s greatest strength is also its biggest pitfall. With the absence of a real data gathering research methodology and reliance on previous works, Arthur’s (2008) suggested framework remains a hypothesis and not yet a valid theory as it remains to be tested and operationalized within the context of the rural food industry. On a positive note, the author does plan to test his conceptual framework in a empirical case study of the Thisted food industry in Denmark. Exploring the Inner Sanctum of Experience Mark van Doorn of Philips Research presents a fresh look at the concept of experinec economy in his paper entitled An Inside Story on the Experience Economy (2006). In this paper, Doorn (2006) explores the concept of experience as a cognitive process that shapes the individual’s consumption behavior and answers the need for â€Å"psychological self-determination and well-being† (p. 1). An analysis of literature leads Doorn (2006) to cite Turner’s Literary Mind which explains that top understand the mind, one must dwell on the body and the â€Å"primitive underpinnings of the mind† (Doorn 2006, p. 2). Turner gives importance to the story or â€Å"narrative imaging† as the main component of â€Å"thought, crucial for planning, evaluating, explaining, for recalling the past and imaging the future† (Turner 1996, p. 4-5). Turner reveals that the human mind engages in experiences by creating narratives to explain even the simplest of acts (p. 13). This follows with Cognitive Science Theories that state that experiences are absorbed by the senses and processed by the mind. Doorn (2006) also explores the concept of ambient narratives wherein individuals are immersed in an interactive experience created from a mixture of virtual and real world concepts which they can change according to their own experiences. Doorn’s (2006) analysis of experience economy is such a departure from the usual studies on the topic. His paper reveals the connection between economics, psychology and literature by dispelling normal academic notions of experience economy as rooted in the delivery of personalized and highly specialized products and services. He posits that the melding of literature and performance with business and technology can actually lead to a much more interactive and effective experiential economy. However, Doorn’s (2006) analysis only reveals these connections and yet ends up with more questions regarding the creation of a â€Å"grand unification theory† (p. 10) that will answer and describe the cognitive processes of experience economy. Impacts of Experience Most studies undertaken under experience economy seeks to measure the â€Å"experience†, overlooking the impact of â€Å"experience economy† on the society in general and its effects on tourism. Joanie Willet answers this dearth of literature in her study entitled Cornwall’s Experience of the Experience Economy; Longitudinal impacts (2009). The paper will investigate the impact of experience economy on a selected area by evaluating socio-economic changes which have resulted from regional experience strategies and the impact of experience economy discourses on the area. Cornwall, England will be the case study of regional economies that really heavily on tourism. The paper is guided by the following objectives: †¢ Review the Key Tenets of the Experience Economy according to Gilmore and Pine (1999) †¢ Discuss experience economy with regards to Cornwall †¢ Trace socio-economic changes in Cornwall brought about by experience economy Findings of the study reveal that underneath Cornwall’s image as a wealthy tourism destination is a society plagued by â€Å"severe inequalities and deprivation† (p. 10). Government efforts to create an idealized English setting to promote tourism has constrained the economic opportunities in Cornwall. Willet (2009) reveals that efforts to create a unique English â€Å"experience† for tourists have led to sociological impacts detrimental on the Cornish locals. However, Willet (2009) discovers that Gilmore and Pine (1999) provides a provision wherein the personalization of â€Å"guest’s experiences† require locals to adopt advanced skills and educational assessments which will balance out the detrimental effects of the experiential economy. Willet’s (2009) study provides a holistic picture on the true sociological impacts of the rise of experience economies. This study revealed that the ideals of Gilmore and Pine’s (1999) of customized services and unique services does not necessarily lead to the development of both the consumer and producer. However, the study would have yielded deeper empirical evidence by employing research methods a such as surveys with both tourists and locales ad interviews with the key players in the Cornwall micro-economy. But overall, Willet’s study is a cautionary tale that reveals the two-sides of economic ideas. Lise Lyck’s lecture on Experience Economy as an Instrument to Create Economic Profitability presents the other side of Willet’s study. Employing case study to describe the hotel economic landscape of Copenhagen and analysis on three frontrunner hotels in Copenhagen, the investigation sought to answer two primary objectives: â€Å"Shall hotels invest in experience economy? † and â€Å"How do risk and business cycle development influence decision-making and profitability? † The methods revealed that with the construction of the Oresund Bridge brought a large influx of clients in accommodations for Copenhagen, Denmark and Malmo, Sweden. This led to an expansion in the number of hotels in the Oresund region, totaling to 196 hotels with 19,036 rooms in total. This economic expansion has led to hotels banking on a delivery of unique accommodations through the employment of experience economy. The case study focused on three hotels in particular: Hotel Fox (formerly Old Park Hotel), Hotel Skt,. Petri and Guldsmeden Hotel. The utilization of unique marketing techniques, innovations in core values and hotel concepts and the focus on consumer behavior have indeed turned the hotel’s adoption of the experience economy into profits and the establishment of new and better images. The case study also revealed that there was a dependency to business cycle development, which guided the creation of a framework that was specifically catered to the investment in hotels. This model, when applied to the case studies, rendered useful decision-making insights in the context of experience economy investment projects. This study presents another framework that is useful in the application of experience economy in real world situations. The study was able to demonstrate that through innovative industry practices and a full commitment to the delivery of unique experiences can indeed yield profits especially for service sectors such as hotel chains. Once again, this study blurs the distinction between the delivery of service and experience. Is is however evident that in the context of hotels, the delivery services are much more effective and appreciated when packaged as an experiential product. Research Proposal The review of related literature revealed the different aspects in which the economics of experience have been investigated. The manner in which experience economy was investigated mirrored an outward spiral model in which early studies focused on the description, distinction and investigation of the â€Å"experience† itself. Studies that focused on these were able to reveal the importance of consumer behavior in influencing the type of experience to be delivered. Most early studies also sought to prove or disprove the initial principles posited by Gilmore and Pine in their assertion of the experience as a separate â€Å"genre of economic output† (Gilmore and Pine, introduction) â€Å"distinct from services as services are from goods† (p. 2). However, recent studies on the topic have led to a widening of horizons, and stepping out from the core of the spiral model of experiential economic research. These studies, such as Willet and Lyke, explore the socio-economic impacts of the real world implementation of experience economy. These studies have revealed the positive and negative impacts on businesses and communities, both cautioning and encouraging economic policy-makers and decision-makers. Useful data culled from the review of related experience economy literature for the research proposal would be the tourism experience measure of Oh et. al. (2007) discussed and adapted by Hosany and Witham (2009) in their own investigation of cruisers’ experiences. The study can utilize and adapt this tool in measuring tourist behavior and satisfaction towards Thai indigenous tourism products. Although Arthur’s study is merely a proposal, its ideas on the local implementation of experience economy and its framework for competitive advantage can be applied on the case study of the Four Seasons hotel and the Rose Garden Hotel. The numerous case studies presented in the review of related literature can provide a useful guide for analyzing the economic viability of experience economy in the context of Thai tourism. Especially of value is the last case study of hotels in Copenhagen which provided a framework and guidelines in the implementation of investment projects based on experience economy. The research proposal can then prove or disprove the validity of the framework by applying it to experience economy investment projects in the context of Asian countries. References: Taylor, John. (2007). â€Å"Economics. † Boston, MA: Houghton Mifflin Company. Mokyr, Joel (ed. ). (1989). â€Å"The Economics of Industrial Revolution. † Lanham, MD: Rowman and Littlefield Publishers. Pride, William, Hughes, Robert and Kapoor, Joey. (2010). â€Å"Business. † Mason, OH: Cengage Learning. Organization for Economic Co-operation and Development (2000). â€Å"The Service Economy. † Science Technology Industry. OECD. Gilmore, Jim and Pine, Joe. (1999). The Experience Economy: Work is Theatre and every Business is a Stage. † Aurora, OH: Strategic Horizons LLP. Grove, Andrew. (1996). â€Å"Keynote Speech: Comdex computer show. † November 18, 1996.

More About Indirect Objects in Spanish

More About Indirect Objects in Spanish In Spanish, you may find indirect object pronouns where you least expect them, at least if your native language is English. That is because in Spanish, the indirect object pronouns have a much wider variety of uses than they do in English. As you may recall, in English the indirect object pronouns are used almost exclusively to indicate that someone has been the recipient of a verbs action although not directly acted upon. Thus, in English, the indirect object is often a shorter substitute for saying something is being done to or for someone. The same usage is common in Spanish (although the use of the indirect object is usually mandatory in such sentences, not so in English). A few examples should help explain this usage: English: I am giving him the books. Spanish: Le doy los libros. Explanation: Book (libro) is the direct object of the verb because it is the object that is given. The indirect object is him, because he is the recipient of the action. The English sentence is the equivalent of I am giving the book to him. English: He showed her the house. Spanish: Le enseà ±Ãƒ ³ la casa. Explanation: House (casa) is the direct object because it is what was shown. The indirect object is her, because she is the recipient of the action. The English sentence is the equivalent of He showed the house to her. English: They are serving us the dinner. Spanish: Nos sirven la cena. Explanation: Dinner (cena) is the direct object because it is what is being served. The indirect object is us, because we are the recipients of the action. The English sentence is the equivalent of They are serving the dinner to us. In Spanish, indirect object pronouns are used in similar sentences that would be awkward in English. For example, while it is possible to say, They are painting me a house, it would be more common to say, They are painting a house for me. In Spanish, there is no awkwardness; the normal sentence construction still would be Me pintan una casa. The main point of this lesson, however, is that Spanish uses the indirect objects in many cases where it would be impossible to do so in English. As noted above, English typically uses the indirect object for cases in which the object is the recipient of some object or action. In Spanish, however, the indirect object can be used in other types of instances where the object is merely affected by the action. The use of the pronoun indicates only that the person was affected by the verb; exactly how the person was affected is determined by the context. Also, in English it is almost always the case that a sentence with an indirect object also has a direct object (as in the above examples). However, in Spanish there are some verbs (the most common being gustar, to be pleasing) that take an indirect object without needing a direct object. Following are examples that should help clarify some common types of uses of indirect objects. The indirect object pronouns le and les (the third-person indirect objects) are used in the following examples to make it clear that an indirect object pronoun is being used. (In the first and second persons, the indirect and direct objects are the same; for example, me can function as either an indirect or direct object.) Indicating that a person received some emotion, sensation, result or impression: El trabajo le abruma. (The work is overwhelming to her.) Le gusta el programa. (The program is pleasing to him.) No voy a explicarle las teorà ­as. (I am not going to explain the theories to you.) Les obligà ³ que comer. (He forced them to eat.) La decisià ³n le perjudicà ³. (The decision harmed him.) Les es ventajoso. (It is advantageous to them.) Indicating a loss of something: Le robaron cincuenta euros. (They took 50 euros from her.) Le sacaron un rià ±on. (They took out one kidney from her.) Le comprà © el coche. (I bought the car from him or I bought the car for him.) Las inversiones le devaluaron. (The investments lost money for him.) With various phrases using hacer or tener: Les hacà ­a  feliz. (It made them happy.) Les tengo miedo. (Im afraid for them.) Le hizo daà ±o. (It hurt her.) When a verb affects a body part or an intimate possession, particularly clothing. In such cases, the pronoun is seldom translated to English: Se le cae el pelo. (His hair is falling out. Note that, as in this example, when a reflexive verb is used, the reflexive pronoun comes before the indirect-object pronoun.) Le rompieron los anteojos. (They broke his glasses.) With certain verbs to indicate sufficiency or insufficiency. The pronoun isnt always translated to English. Le faltan dos euros. (She is two euros short.) Les bastan 100 pesos. (A hundred pesos is enough for them.) When making requests or addressing someone: Le pidieron dos libros. (They asked her for two books.) Les exigià ³ mucho dinero. (It required much money from them.) Les dijo que es peligroso. (He told them it is dangerous.)

7 Surprising Skills Needed to Be a Writer

7 Surprising Skills Needed to Be a Writer 7 Surprising Skills Needed to Be a Writer Writing, the simple demonstration of putting pen to paper, is challenging enough all alone. However, most writers have no issue investing in the creative effort. At the same time, the work that accompanies writing for a living might trap you in. Beyond creativity, here are 7 surprising skills needed to be a writer. Social Skills All writers are not introverted, but many absolutely are. It can be a tough obstacle to overcome. However, social skills are a necessity when you are attempting to convince others in your capacity to communicate with words. Do not be afraid to network, embrace the social media, and speak up. Dont be ashamed to ask for opportunities, either. You may be astonished at the power of social skills and earn considerably more. Time Management Skills As a writer, you need to figure out how to partition your time to cover every aspect of maintaining a writing business. You also need to resist giving in to the myriad of potential distractions around you, especially because you can’t exactly turn off Twitter and email if you use both for work. Resourcefulness Writing does not come with a standard blueprint. Few professional writers have a degree in writing, while some dont. There are numerous cases when writers are landed jobs because they have friends who are writers, others are hired because they launched a blog that got to become popular. The truth is, for everyone, the specifics are different. As a result of this, working with the opportunities, abilities, skills, and experiences that unique to your situation is imperative. In two words, be resourceful. Marketing Skills One great example of the power of resourcefulness is Author Ahyiana Angel who didnt have any professional experience in writing. But she did have marketing skills as a former publicist, and she optimized them, basically becoming her own publicist. This won her opportunities to become published by Simon and Schuster. A mastery of marketing is important to break into freelancing or earn some cash with your writing. Branding, search engine optimization (SEO), guest posting and pitching are a few marketing skills you should familiarize yourself with. Thick Skin and Fearlessness Get over wanting to be cool, creative, smart, important, wise, a huge success, a great writer, or any ego-dominated idea that is really just a tool for staying away from shame and humiliation.   Any writer will tell you â€Å"thick skin is an absolute necessity.† To get over any sensitivity, dont be afraid to be humiliated, terrible, be a beginner, share your work, be ready to embrace criticism, persistent, and to override and reset the primitive controls and autopilot for courage. Think and Feel Like Your Audience Be a psychologist, observer, and therapist, who can find out how and why people feel and think the way they do. Creating an original character implies that you need to take some necessary steps of coming up with his or her characteristic traits. You must get in their head and see why they do what they do. For becoming an incredible observer, you should be interested in human thinking patterns, and what is hindering people from being their best selves. See this as your job and obsession. Creativity in Making up Worlds that Don’t Exist You have seen Lord of the Rings, Alice in Wonderland, and Star Wars. Those are not only talents but practice. We can all pretend, but only if we can get away from that intelligent, logical and critical part of our brains that doesn’t want nonsense to thrive. But what is nonsense all about if not imagination. That is what makes it so wonderful. Practice seeing your writing on paper regularly to strengthen it, particularly if you are relishing your magical and illogical creative ability. These will help you launch a professional writer career when you have zero work experience, and make you standout.

Does Your PSAT Score Qualify for National Merit

Does Your PSAT Score Qualify for National Merit SAT / ACT Prep Online Guides and Tips Are you gearing up to rock the PSAT this fall and wondering what score you need to qualify for National Merit? This guide will give you 51 different answers to that question. Don't worry, it's not a complicated response. It's just that the National Merit Scholarship Corporation (NMSC) compares test takers on a state-by-state basis. To become a National Merit Semifinalist, you have to score in the top 1% of students in your state. This guide will fill you in on all qualifying cutoff scores from coast to coast (plus Alaska and Hawaii)for the PSAT. But first, let's review exactly who qualifies for National Merit. Who Is Awarded National Merit? Students who are US citizens, who plan to go to college, and who take the PSAT/NMSQT in their junior year are eligible to receive National Merit distinctions and scholarships. They also have to do really, really well on the PSAT. The top 3-4% of scorers arenamed Commended Scholars- an impressive distinction to put on college applications. The top 1%, or about 16,000 students across the country, are named National Merit Semifinalists. This is an honorin itself, and it also means you couldgo on to be named a Finalist and receive scholarship money. Some colleges also award their own merit scholarships to National Merit Semifinalists. To determine who qualifies for National Merit, NMSC uses a scale called the Selection Index. To get this, NMSC adds your Math, Reading, and Writing section scores, which each fall between 8 and 38, and then multiplies that sum by 2. Thus,the PSAT NMSC Selection Index ranges from 48 to 228. Using reports from individuals around the country who took the 2017 PSAT, we've compiled a full list of National Merit qualifying scores.(Note that since National Merit cutoffs don't vary much from year to year, this list should still be fairly accurate for those who take the 2018 PSAT!) Students who take the PSAT in their junior year are eligible for National Merit distinction. PSAT NMSQT Qualifying Scores for 2018 and 2019 Selection Indexcutoffs compare the scores of test takers in each state. You'll probably get national percentiles on your PSAT score report, butstate percentiles are the ones NMSC uses to award students. The chart below shows the National Merit Selection Index cutoffs for students who took the PSAT in October 2017 and were named Semifinalists in the fall of 2018: State Selection Index Alabama 216 Alaska 215 Arizona 220 Arkansas 214 California 223 Colorado 221 Connecticut 222 Delaware 222 DC 223 Florida 219 Georgia 220 Hawaii 220 Idaho 214 Illinois 221 Indiana 219 Iowa 216 Kansas 218 Kentucky 218 Louisiana 217 Maine 217 Maryland 223 Massachusetts 223 Michigan 219 Minnesota 220 Mississippi 215 Missouri 217 Montana 214 Nebraska 216 Nevada 218 New Hampshire 219 New Jersey 223 New Mexico 215 New York 221 North Carolina 220 North Dakota 212 Ohio 219 Oklahoma 215 Oregon 221 Pennsylvania 220 Rhode Island 220 South Carolina 216 South Dakota 215 Tennessee 219 Texas 221 Utah 215 Vermont 216 Virginia 222 Washington 222 West Virginia 212 Wisconsin 216 Wyoming 212 Average Score 218 The average of all the PSAT NMSQT qualifying scores is 218. Sorry to those students in California, Maryland, Massachusetts, New Jersey and Washington, DC: you'll have to aim significantly higher and get a Selection Index of at least 223. Any American students studying in international schools abroad will also have to meet whatever the highest state's cutoff score is. As for boarding school attendees? You'll be measured against a regional cutoff; it usually equals the highest cutoff of the state within your regional grouping. Again, these Selection Index cutoffs are estimates, and there's some fluctuation from year to year. To account for this, you should aim at least 2-5 points higher than your state's cutoff score. Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Stellar PSAT scoresdon't happen by accident, and the PSAT requires a good deal of preparation to master. If you're aiming for National Merit, how can you achieve the top PSAT scores you need to qualify? How Can You Achieve PSAT Scores in the Top 1%? Like with the SAT, anyone can improve their scores on the PSAT with dedicated and effective preparation. Besides helping you qualify for National Merit, studying for the PSAT will prepare you for the SAT! The three steps below lay the groundwork needed to qualify for National Merit. Step 1: Know Your State's (Approximate) Cutoff Score It's important to find your state's cutoff, figure out what scores you need, and aim even higher in case the qualifying score increases (remember, there is slight variation year to year). Before you even begin studying for the PSAT, look at the chart above to find your state's cutoff score. For example, let's say you're taking the test in Ohio. According to our chart, Ohio's Selection Index cutoff is 219, which roughly translates to a PSAT score of 1460. Since the cutoff score could rise slightly, adjust your goal score to be a little higher as well- let's say 1490 instead of 1460. After, write down your PSAT target score as well as your goal of being named a National Merit Scholar on a piece of paper. Tack this sheet up on your wall and look at it as you study to help youstay motivated. Step 2: Read PrepScholar PSAT Study Guides Once you've figured out your goal score, spend some time learning about the test by reading our various PSAT study guides. Our articles offer expert help with designing your study schedule and making the most of your prep. One of our most helpful guides talks about gettinga perfect PSAT scoreandgoes into detail about how you can analyze and drill your mistakesto make big score improvements. Step 3: Take Official Practice Tests Finally, you'll want to take official practice tests to help you prepare for test day. The College Board offerstwo PSAT/NMSQT practice tests, along withonline practice questionsfor each section on the PSAT. Two tests isn't that many, though, so I also suggest takingofficial SAT practice testsor usingKhan Academy's SAT prep program. Since thePSAT and SAT are such similar tests, you'll get a ton of extra help by taking SAT practice tests (though expect them to be slightly harder). In addition, you can useold PSAT practice tests, as long as you focus on relevant question types and ignore the ones no longer on the test, such as sentence completions. A lot of the fundamental skills and knowledge on the PSAT didn't change much during the2015 revision, so you can still use older practice tests and materials to practice effectively if you familiarize yourself with the changes andadapt your approach accordingly. National Merit might be hard to get but the distinction is well worth it and could lead you to some handy scholarship money. Plus, it communicates a lot about your academic commitment on your college applications! What's Next? What should you do once you get your PSAT scores? This guide fills you in on your next steps. Not only is the PSAT important for National Merit, but it can also predict how you'll score on the SAT.Learn how touse your PSAT scores to predict, and plan to improve, your SAT scores. Are you wondering how to divide up your time most effectively to prep for the SAT? This six-step guide answers your questions about how long you should study for the SAT. Want to improve your SAT score by 160points 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:

Antigon as a Leader Article Example | Topics and Well Written Essays - 500 words

Antigon as a Leader - Article Example This essay stresses that leaders do differ from managers, considering the convictions of most scholars who have studies the differences between leaders and managers. Leaders are involved in strategic management, just as the managers. However, leaders exhibit this aspect of strategic management in their behavior as well. Another difference between leaders and managers is evident in the way these relate with people and perceptions toward work. While managers exhibit high interaction with people, leaders are considered loners with great visions. Managers also use people to get goals and visions achieved. In addition, leaders are more charismatic and empathic than managers, since these will prioritize the needs of the people at their expense. This paper makes a conclusion that in the struggle for liberation from the Apartheid rule, Mandela’s party, the ANC, adopted an approach of violence, even though previously the party had advocated for a peaceful approach. Mandela admitted to his party adopting a violence approach from the previously held peaceful policy. In his view, the peaceful approach adopted by the ANC earlier on had failed, since it did not put an end to apartheid rule. This decision to adopt violence is justified. If the ANC had not turned to violence, the whites would have never addressed the concerns of the blacks through their peaceful approach. Secondly, violence was the only option left, since all other democratic options had been closed down in the country’s legislation by the whites.

Marketing Principles and Practices - (2013_14) Essay

Marketing Principles and Practices - (2013_14) - Essay Example It also started to employ more designers who made up an efficient production line that produced Apple II computers (Lusted, 2012.p.100). Apple II computers were one of the most successful micro PCs. In 1984, Apple released the Macintosh. The next flagship product was launched in 1998, the iMac, which remains the fastest-selling PC in history. Since then, the company has released other technology dictating products such as the iBooks and PowerBooks. At the turn of the century (early 2000s), Apple shifted its focus to design and production of mobile electronic devices. In 2001, the first mobile electronic device was released, the iPod. The iPod which was a palm sized music player became the best selling portable music player in history. Another defining moment came in 2007, besides the change of name to Apple Inc. the company also released the cutting edge iPhone and the iPod Touch. Shortly after, in 2010, Apple launched the iPad. By 2012, Apple had become an iconic brand and one of th e most popular cool brands (Gogerly, 2012.p.21). It is important to note that the success of Apple Inc. has not been without major challenges. It is documented that after the success of the Apple I and the Apple II home computers, Apple struggled to remain a viable company, especially after the resignations of its founders. After financial failures such as the Apple Lisa and the Newton PDA, it was not until Steve Jobs rejoined the company that it found its niche, both with computers and other electronic products (Lusted, 2012 .p.100). Presently, Apple’s products have changed the way people all over the world access technology, communicate, and entertain themselves. These aspects have become synonymous with the company that it becomes hard to think of them and not think about Apple Inc. With the launch of the iPod that set up Apple Inc. in the 21st Century Apple became one of the hottest companies in youth culture. According to cool hunters, these are researchers who track buy ing trends among young people, Apple has continually surfaced in their conversations (Kahney, 2005.p.62). One of the major reasons explaining the appreciation of Apple was the fact that most celebrities whom the young perceive as cool use its products. The company’s slick advertising has also helped raise its profile and contribute to the cool image. Besides the cool image to the youth, Apple Inc. has been able to produce products for everyone. What Apple ‘means’ to most people is a combination of ever-advancing technology and a certain elegance of design and function (Middleton, 2012.p.16). In return, Apple products are pleasing to the eye and to the touch, as well as being simple and generally intuitive in the way they work (Middleton, 2012.p.16). Apple has a reputation for leading-edge technology and attention to detail, particularly style detail. Very few other brands generate such interest and inspire the number of brand ambassadors that Apple does. Apple cu stomers believe that the company really cares about the way the use the technology and about the way people look while using the technology (Masterson & Pickton .p.431). Brand Concept-Apple Inc. The concept of a brand leaves its own mark-a signature-that imparts its own meaning. It is this concept which is generally the force behind brand creation. A brand without its own unique signature would just not

European union law free movemenet of goods Case Study

European union law free movemenet of goods - Case Study Example c) Denmark has passed a law banning the use of plastic packaging and requiring the use of recyclable materials instead, such as paper or aluminium foil. SCP's Cheesy Snax have always been sold in plastic packs, and no other material is as effective in keeping them fresh. d) Ireland has passed a law requiring all food products to be guaranteed free from genetically modified (GM) produce. SCP goes to great lengths to ensure that it does not knowingly use GM products, but it knows that it cannot be absolutely sure that the ingredients it buys are totally free from contamination. 2. The case of Keck drew a distinction between rules relating to the goods themselves and rules relating to selling arrangements. Do you consider that this distinction is a useful or practical way of determining which rules are contrary to Article 28, EC Treaty 1. The questions and issues pertaining hereto relate to obstacles to internal trade in the European Community. As counsel I would approach each case by looking firstly into the municipal legislation and the existence of harmonisation and attempt the procedural removal of the related obstacles from that direction. Where no such harmonisation was made, the approach will be taken from the concept of mutual recognition under Article 30 of the Treaty of Rome. The obstacles herein are obviously not fiscal, so analysis of their natures will also be made whether the bases fall under the mandatory requirements1 or justified exceptional grounds (to Article 30) for prohibitions or restrictions or whether they do constitute arbitrary discrimination or disguised restriction on trade between Member States.2 Only when the proper evaluation of the factual and legal issues is made can the proper remedies be considered and taken in the proper fora. 1.a. France. In this particular case, the subject matter relates to food which is already subject to harmonisation and the French ban is made on the basis of a preservative SO2. Any relief can only be made pursuant to EU regulations on the matter of food safety, in this case Regulation (EC) No. 178/2002 which has a horizontal effect. Determination must be made whether the ban on SO2 containing foodstuffs was made based on risk analysis under Article 6 of the said regulation or as a precautionary measure pursuant to Article 7 thereof. The problem only stated that said ban was made after the publication of one scientific study suggesting carcinogenic tendencies in food products containing the said preservative despite the existence of contrary findings of many other scientific studies. In other words, the scientific study was not a risk assessment within the context of Regulation No. 178/2002. Furthermore, it was not a risk management measure and could not have taken into account the opinion of the European Food Safety Authority or the factors of proportionality and non-restrictiveness of trade under Article 7 of the said regulation. On such ground, I would advice SCP to pursue an initial claim in the French government for the suspension of the ban and the conduct of a proper and independent risk assessment based on all available scientific evidence on the matter. If denied, the proper claim may be made in the French Court of First Instance for the relief of the ban and an appeal in the Supreme Court if denied. If further denied, a

The Impacts of Black Death in Europe Research Paper

The Impacts of Black Death in Europe - Research Paper Example Capitals, were the toughest hit by the epidemic, suffering a great loss of cultural institutions such as churches and schools. Universities and grade schools were closed and at most abandoned. This was because the institutions did not have enough students to go to class or because teachers were not enough to teach the classes. For instance, Cambridge University alone lost sixteen out of forty lecturers to the plague. Churches lost priests and many people worried that there would be not a single soul left to share testimonies or lead sermons. Bishops and their successors were not spared either. People started to question their values. The atmosphere changed from one of cooperation to an individualism idea. Self-indulgence and self-satisfaction became popular as the whole society started to question what to expect the following day, so people started living each day to the fullest (Gottfried 164). The people became hopeless with the Roman Church and its power, as a result, the churches ’ influence and power declined. They started to question the Roman Catholic beliefs and faith, and God too. The priests had always taught the human race was chosen by God, but at that particular time, they wondered why God was not saving them.Education and religion systems had been brought to a standstill. An aspect of the community that was not as significantly affected by the plague as a culture was politics. The plague did not highly affect the course of politics, but it still had its share.

Analysis of the business situation of the Virgin Mobile Essay

Analysis of the business situation of the Virgin Mobile - Essay Example bile operates as a virtual network operator, riding on the physical network of T-Mobile, and later Everything Everywhere (Answers Corporation, 2014; Virgin Mobile USA, 2009; Telecompaper, 2014; RCRWirelessAdmin, 2011; RCRWirelessAdmin, 2013; Thomas, 2013; Ofcom, 2013). Virgin Media UK provides a breakdown of financial data for Virgin Mobile in its UK investor relations reports of financial performance. That aside one can get a glimpse of the kinds of numbers that Virgin Mobile is able to generate too, by looking at the financial and subscriber data for Virgin Media, which is the owner of Virgin Mobile in the UK. As of end of December of 2013, Virgin Mobile had about three million customers, a third of whom are prepaid customers, while more than two million are postpaid customers. They offer voice and data services to this customer base, as well as content. The direction of growth is towards increasing the base of postpaid customers (Virgin Media, 2013; Virgin Media, 2014). Moving on to the financial numbers, total revenues for 2013 amounted to 1.846 billion pounds, a substantial slowdown from revenues of over 3 billion pounds for 2011 and for 2012. As a group, this slowdown reflects a general drop in total revenues for the Virgin Media Group, from about 4 billion pounds for 2011 and for 2012, to just 2.3 billion pounds for 2013. The large drop can be attributed to the large drop in revenues for Virgin Mobile (Virgin Media, 2013; Virgin Media, 2014; Google, 2014b). The chosen SBU unit for analysis in this paper is Virgin Mobile n the UK, as a subsidiary of Virgin Media. In turn, Virgin Media has been bought by Liberty Global, with the Virgin Group being able to retain a small share of total ownership after the acquisition. In terms of competition, the big players include BT, Vodafone, and a slew of broadband players like BSkyB also making plays in the same set industry. EE also competes in this same space, the firm providingVirgin Mobile with the physical

The Impacts of Black Death in Europe Research Paper

The Impacts of Black Death in Europe - Research Paper Example Capitals, were the toughest hit by the epidemic, suffering a great loss of cultural institutions such as churches and schools. Universities and grade schools were closed and at most abandoned. This was because the institutions did not have enough students to go to class or because teachers were not enough to teach the classes. For instance, Cambridge University alone lost sixteen out of forty lecturers to the plague. Churches lost priests and many people worried that there would be not a single soul left to share testimonies or lead sermons. Bishops and their successors were not spared either. People started to question their values. The atmosphere changed from one of cooperation to an individualism idea. Self-indulgence and self-satisfaction became popular as the whole society started to question what to expect the following day, so people started living each day to the fullest (Gottfried 164). The people became hopeless with the Roman Church and its power, as a result, the churches ’ influence and power declined. They started to question the Roman Catholic beliefs and faith, and God too. The priests had always taught the human race was chosen by God, but at that particular time, they wondered why God was not saving them.Education and religion systems had been brought to a standstill. An aspect of the community that was not as significantly affected by the plague as a culture was politics. The plague did not highly affect the course of politics, but it still had its share.

Assignments 1 Assignment Example | Topics and Well Written Essays - 2500 words

Assignments 1 - Assignment Example The US government intervened in the case and tried to solve the issues at hand. The purpose of this report is to critically analyze the decisions and goals set by the then CEO of the company Mr. Bernie Ebbers. A number of factors contributed to this fraud and this include corporate culture, leadership, and communication style among others. The report use literature reviews form financial analysts, business journals and investigation reports to understand how the above factors contributed to the massive financial fraud as well as the failure of the company. The report will show how the CEOs ambitions and need to satisfy the Wall Street expectations led to fraud as well as failure of the internet communication slow growth after massive investment. WorldCom was established in 1983 under the name Long Distance Discount Service by two businessmen Murray Waldron and William Rector. Two years later, a new investor Bernard Ebbers became the CEO of the company. At that time, the company was based in Jackson Mississippi. In 1989, the company acquired Advantage companies Inc and consequently became traded publicly as a corporation. A couple of other acquisitions were done by the company in the following decade including Resurgens Communications group Inc, Metromedia Communications Corp in 1993. In 1995, after the acquisition of Williams Telecommunications, the company changed its name to WorldCom Inc. Perhaps the biggest acquisition yet was MCI Communications Corps, Brooks Fiber Properties Inc. and CompuServe Corp in 1998. The next big merger with Sprint was blocked in 2000 by both the European and US regulators. This was the beginning of catastrophes to the company. The company was actively involved in telecommunication services which included internet, emails, voice calls among others. Before the fraud case in 2002, the company had made investments to expand its internet capabilities as there was high expectation on

Employee Rights and Property Searches Essay Example for Free

Employee Rights and Property Searches Essay Mopak Corporation performed a search for drugs and guns on the employees and contract workers vehicles with the assistance of a private security company and drug detection dogs. In the search, guns were found, but not drugs, in several vehicles. At the completion of the search, five employees along with ten contract workers whose vehicles where the weapons were found were terminated, due to the corporation’s belief that the employees violated the company policy. The terminated workers immediately sued Mopak for wrongful termination. Though mostly in the United States employees are â€Å"at-will† employees, the arguments for wrongful termination the employees from Mopak can make in their suit is that Mopak performed an unreasonable search of their vehicles, violating their expectation of privacy. The search was made without a warrant and violated their Fourth Amendment Rights. (Lawyer. com, 2013) The contract workers are bound by contracts that may have an at-will clause in it, in which case they, like the regular employees, can be terminated at-will. Even though when there is a contract, written or oral, it’s based on a promise of job security, but with an at-will clause, contract workers may either leave a contract job or be terminated from a contract job at-will. †Employers often, and legitimately, ask employees to sign contracts or agreements that document and enforce the terms of at will employment, usually in company policy manuals. † (Lawyersandsettlements. com, 2013, para. ) The arguments that Mopak Corporation will make in response to the wrongful termination suit are that in the employees’ policy manual, handbooks or contracts reflect that the employee and/or contract workers must agree to random vehicle searches, random drug testing, and an at will clause for employment; that when signed by the employees and/or contract workers, it becomes binding, implied, or implied-in-fact contracts. In the 1988 decision of landmark case Foley vs. Interactive Data Corp. it brought to light that employees enter into implied-in-fact contracts with the acceptance of great merit reviews, promotions, raises, and with verbal assurances of job security. I believe the Mopak Corporation would win. I do not believe that a corporation with so much to lose would perform an illegal search of employee’s vehicles. They must have in the company’s policy manual that such an act would be permissible once the employees and contract workers sign that they have rea d and agreed to the terms and condition of the policy and/or contracts.

Language Teacher Response

Language Teacher Response Teachers questioning Strategies in EFL classrooms 1) What type of questions does the teacher use? 2 Is there a predominance of any particular type(s)? 3) What modification techniques does s/he employ when questions are not understood? 4) How much L2 production do questions generate from the learners? Questioning is considered by researchers as one of the commonly used strategies in language classrooms. Questions are a very important aspect of classroom talk and teachers talk is largely made up of questioning (Tsui 1995). Educational studies on language classrooms have focused on the effect of teacher questions on learners production of the target language and on the types of learner response (Tsui 1995). Teachers questions are a means of engaging learners attention, encouraging verbal responses, and assessing learners progress (Chaudron 1988). Tsui (1995) has elaborated the functions of questions as a source of checking students understanding, to confirm if they have gained the knowledge imparted, to focus their attention, make them involved in the lesson, to take the lesson forward and some teachers ask questions to maintain discipline in the classroom and especially in language classroom questions serve the purpose of making students practice a certain language item and to use the target language for communication. Questioning can either assist target language production or result in meaningful content-related responses by learners (Chaudron 1988). Ellis (1994) gives more emphasis on questioning as a way of keeping control over the classroom discourse. Long (1981) argues that questioning probably facilitates interaction by establishing the topic and who is likely to speak next (Chaudron 1988). Questions provide learners with the opportunity to speak the language and generate a series of follow up conversation among learners as well as helping teacher to check comprehension (Brown 1994).But on the other hand Chaudron (1988) is of the opinion that the nature of questions may strictly limit the possibilities for the students to respond at length. According to Tsui (1995) in majority of the ESL classrooms main part of classroom interaction is created by the teacher posing questions and these can be nearly 70 percent of the classroom talk. But Chaudron (1988) attributes only 20 t0 40 percent classroom talk to questioning. Johnston (1990) observed a total of 522 questions of different types in three hours of language class. Similarly, Long and Sato (1983) observed a total of 938 questions in six ESL lessons (Ellis 1994). Types of Questions The type of questions that the teacher asks affects the kind of response that the students produce (Tsui 1995) Much of the work on questions has centered on developing taxonomies to describe the different types (Ellis, 1994:587). There are so many different types of questions that it is difficult to decide on different categories (Richards and Lockhart 1996, Ellis 1994). However, Tsui (1995) argues that various types of questions are based on the factors such as their cognitive demand and their effect on students. Closed and Open Question Closed and Open-ended questions are distinguished by an early study on L1 classrooms (Barnes 1969 cited in Chaudron 1988). In the earliest classification Barnes (1969; 1976) Closed questions have a short and fixed answer (Barnes 1969). The questions that begin with where, who, when and what are considered factual questions (Barnes 1969 cited in Tsui 1995) having closed and usually brief set of responses (Chaudron 1988). For example Where were you born? (Chaudron 1988) Open questions begin with why and how and are classified having longer response therefore the length and nature of the expected response is left open (Chaudron 1988). They can be referred as general information questions (cf. Naiman et al. 1978; Bialystok et al. 1978 cited in Chaudron 1988). For example What did you do on trip? (Chaudron 1988) Questions that seek for reason (how? and why?) can be both open and close, much of the distinction is made by Barens (1969) between these two types of reasoning questioning (Ellis 1994). Closed reasoning-type questions are the ones that allow one acceptable answer where as open are framed to allow a number of different acceptable responses. However, Barens also points out that many questions have the appearance of being open, but, in fact, when the teachers response to a students answer is examined, turn out to be closed; he calls these pseudo-questions'( Ellis 1994). Long and Satos Taxonomy (1983) The taxonomy which will be used in this research paper is given by Long and Sato (1983) which is based on Kearsleys (1976) framework of question types (Ellis 1994). Long and Sato (1983) made necessary changes in Kearsleys (1976) taxonomy of question types according to their study of ESL teachers questions (Ellis 1994). This taxonomy cited by Ellis (1994) is as follows: Echoic Comprehension checks e.g., All right?; OK?; Does everyone understand polite? Clarification requests e.g., What do you mean?; I dont understand; What? Confirmation checks e.g., S: Carefully. T: Carefully?; Did you say he? Epistemic Referential e.g. Why didnt you do your homework? Display e.g. Whats the opposite of up in English? Expressive e.g. Its interesting the different pronunciations we have now, but isnt it? Rhetorical: e.g. Why did I do that? Because I This framework of questions is based on two main question types, echoic questions and epistemic questions with seven sub-categories. Echoic questions seek for repetition of an utterance or confirm that it has been understood by the listener whereas epistemic questions obtain information from the learners (Ellis 1994). The sub-categories include comprehension checks, clarification requests and confirmation checks under echoic questions and referential, display, expressive, and rhetorical are the sub-categories of epistemic questions (Ellis 1994). Display and Referential Questions Taxonomies by Koivukari (1987) and Hakansson and Lindberg (1988) Questioning Behavior Questions and learner production Modification of questions According to Richards and Lockhart (1996) questioning can be used to allow the learners to keep participating in the discourse and even modify it so that the language used becomes more comprehensible and personally relevant. Wait Time Socio-Cultural Contest

The History of Korean Art Essay -- Korea Art History Artists Essays

The History of Korean Art The arts of Korea, while largely influenced by Chinese, are characterized by simplicity, spontaneity and naturalism. A work of Korean art is not very meticulous in tiny details. It rather tends to embrace wholeness. This seemingly indifference lies in the flexible state of mind of early Korean artists who love nature as it is. Ko Yu-sop, a Korean art scholar, defines the characteristic aspects of Korean art as "technique without technique," "planning without planning," "asymmetry" and "nonchalance." During the Three Kingdoms period (BC-AD 668), the first major period of Korean Art during recorded history, the local powers of Koguryo in the north, Paekche in the southwest, and Silla in the southeast fought for control over the Korean peninsula. Koguryo's art survived mostly in the form of fresco-type mural paintings decorating 5th and 6th century tomb chambers. The vigorous polychrome paintings represented lively everyday scenes, animals, and other stylish figures, some of which display Central Asian influences. The Paekche kingdom maintained close relations with Japan in the 6th and 7th centuries. Its art is mostly known for gracefully sculpted Buddhist images preserved in Japan. The finest example from this period is the painted wood figure of Kudara Kannon in Japan, which either was brought from Korea or was carved by one of the many Paekche artists working in Japan at the time. Silla art of the Three Kingdoms period is noted for the refinement of its metalwork. Monumental to mb mounds surrounding Kyongju, the Silla capital, is famous for a striking array of uniquely Korean ornaments, including a group of gold crowns richly decorated with masses of jade pendants and gold discs. Silla unified the Korean kingdoms into a single nation in AD 668, marking the beginning of the Great Silla period (668-918). Impressive granite monuments were constructed, including the mid 8th century pagoda of the Pulgaksa monastery and the cave temple of Sukkalam, both located near Kyongju. The Sukkalam contained a giant stone Buddha figure and fine relief carvings showing Chinese influence. Metalworkers of Silla period excelled in the creation of large bronze temple bells, which were often as tall as 13ft high. Also noteworthy are the elegant bronze figurines of Buddhist gods, such as that of Maitreya (7th century). Suppor... ...d the school library computers to find some articles that I found to be useful. I also found a couple of web sites that dealt with international art histories. And here are the sources I used to do my research. Books: McKillop, Beth. "Korean Art and Design." New York: Icon Editions, 1992. Kim, Won-yong. "Visual Arts of Korea." In Kim Won-yong. Art and Archaeology of Ancient Korea. Seoul: The Taekwang Publishing Co., 1986. Chung, Yang Mo. "The Art of Everyday Life." In Hongnam Kim, ed. Korean Arts of the Eighteenth Century: Splendor and Simplicity. New York: The Asia Society Galleries, 1993. Articles: Best, Jonathan W. "5,000 Years of Korean Art: History and History, A Review Article." The Journal of Asian Studies 40:3 (May 1981): 559-566. Kim, Won-yong. "Philosophies and Styles in Korean Art: A Prelude to the History of Korean Art." Korea Journal 19:4 (April 1979): 4-10. [Also included in Art and Archaeology of Ancient Korea. Seoul: The Taekwang Publishing Co., 1986.] Kim, Young-Kee. "Modern Art in Korea." Kukche munhwa 4:1 (1967:9): 109-142. Websites: www.Asia-art.net www.emb-korea.ottawa.on.ca/html/e_menu.htm (Embassy of the Republic of Korea)