Physical Therapy Essay -- Physical Therapist Job Career Essays

Physical Therapy Physical therapists are members of a health care team, specially trained to improve movement and flinction, relieve pain, and expand movement potential. Through evaluation and individualized treatment programs, physical therapists can both treat existing problems and provide preventive health care for people with a variety of needs (Physical Therapy-Improving 1). Physical therapists are very knowledgeable and skillful concerning the human body. Physical therapy is a complex, but rewarding field to pursue as a career. Specialization, working conditions, job outlook, salaries, and education requirements need to be taken into consideration when contemplating a career as a physical therapist. Physical therapists can either specialize in specific areas, like paralysis or orthopedics, or they can treat a broad range of needs. Physical therapy is divided into three basic categories: acute care, neuro-rehab, and outpatient physical therapy. I am particularly interested in acute care, which involves treating patients in the hospital setting. Acute care involves treating patients following surgery, restoring patients' physical activity following an accident or illness, and helping patients to overcome disabilities. Teaching home exercises, preparing rehab programs, and explaining how to use assistive devices are the acute care therapist's main jobs. On the other hand, neuro-rehab physical therapists deal with patients who have long-term injuries, such as spinal cord injuries. Finally, outpatient physical therapists are usually self-employed and generally treat patients in the home. ("Information" 7) All three types of physical therapists perform the same general tasks. The goal of physical therapy is to help patien... ...1.htm. "1997 Graduate School Rankings, Physical Therapy." U.S. News _ Online. Internet. 8 April 1997. Available: http://www.usnews.com/usnews/edu/beyond/gphyther.htm. "Physical Therapist." The Princeton Review Guide to Your Career. Online. Internet. 8 April 1997. Available: http://cgi.review.com/careers/car_search_show.cfm?id=114#life. "Physical Therapists." California Occupational Guide Nurnber 117. Online. Internet. 8 April 1997. Available: http://www.calmis.cahwnet.gov/file/occguide/PHYSTHER.TXT. "The Physical Therapist: A Professional Profile." American Physical Therapy Association. Online. Internet. 8 April 1997. Available: http://www.apta.org/pt_prof/professionalprofile.html. Physical Therapy - Improving Movement and Function. San Bruno: Icrames, 1984. Physical Therapy in Iowa. Des Moines: Iowa Physical Therapy Association, 1991.

Reality vs. Fantasy: Comparing Two Worlds in Two Fantasy Novels

Fantasy novels help readers step outside their everyday world for a while to consider a subject from a different point of view. Like the stories in C.S. Lewis’ The Lion, the Witch and the Wardrobe and J.K. Rowling’s Harry Potter and the Philosopher’s Stone, both novels try to unite two entirely separate worlds, the primary one which is similar to our real world and the other one that has magical beings that thrive within it. By presenting the differences of real and fantasy worlds, people learn something about what it means to be a human being, living with reality and imagination. As these books describe magic that often appear impossible and wondrous to ordinary people, the commonality of their quests or struggles in real life becomes the strands that connect the readers to these make-belief worlds. As good and evil battle, often the central plot of contemporary fantasy novels, these fantasy tales can be set in our own everyday world or in a â€Å"secondary† world somewhat like our own. By identifying between the â€Å"real world† and the â€Å"fantasy world†, people exercise their creative imagination as they keep in touch with those feelings and attitudes of early childhood in order to realize their creative potential. It is this non-literal mode of thinking, so prevalent during early childhood that balances and complements literal thinking. Both being fantasy novels, this article will try to assess these â€Å"strands† of commonality between the fantasy novels The Lion, the Witch and the Wardrobe and Harry Potter and the Philosopher’s Stone and how the laws that govern in the â€Å"fantasy† worlds become realistic as the writers try to rationalize these worlds and convince their readers to enjoy reading their stories.. Similarities in Two Fantasies The Lion, the Witch and the Wardrobe effectively used traditional methods of answering the questions as they come, this method of enthralling readers empower them to discover about things in the parallel world. As the story unfolds, immediately or slowly as needed, the author C.S. Lewis began the answering of every question. For instance, the first mention of the name â€Å"Narnia† created such questions about what kind of world is it. Tumnus the Faun asks Lucy how she came into Narnia, and Lucy asks what the reader also wants to know: â€Å"Narnia? What's that?† Tumnus replies, â€Å"This is the land of Narnia, †¦ where we are now; all that lies between the lamp-post and the great castle of Cair Paravel on the eastern sea† (LWW, 9). The reader will want and need to know more, of course, but for now he or she has been supplied the necessary basic information and given adequate orientation. Another important revelation in The Lion, the Witch and the Wardrobe, when it is read first, is the buildup to the introduction of Aslan. The first reference to Aslan is by Mr. Beaver, when he meets the children in the woods: â€Å"They say Aslan is on the move—perhaps has already landed.† These words create a gap for the Pevensie children and—presumably—for the reader: â€Å"None of the children knew who Aslan was any more than you do; but the moment the Beaver had spoken these words everyone felt quite different† (LWW, 54). Similarly, in Harry Potter, although the Dursleys try to intercept the letters delivered by strange owls, readers are enthralled to ask what those letters for? When Hagrid takes Harry away to a small island to escape, Harry learns the truth about his parents and introduces him to the magical world. Harry also learns of Lord Voldemort and his murder of Harry’s parents, as well as Voldemort’s lingering reputation despite being inactive (even a large and strong individual like Hagrid refuses to speak his name). As Rowling introduces the secondary world of Hogwarts School of Witchcraft and Wizardry, nothing in the Hogwarts world could be the same as Harry’s world with the Dursleys: There were a hundred and forty-two staircases at Hogwarts: wide, sweeping ones; narrow, rickety ones; some that led somewhere different on a Friday; some with a vanishing step halfway up that you had to remember to jump. Then there were doors that wouldn't open unless you asked politely, or tickled them in exactly the right place, and doors that weren't really doors at all, but solid walls just pretending. It was very hard to remember where anything was, because it all seemed to move around a lot. The people in the portraits kept going to visit each other, and Harry was sure the coats of armor could walk (HPAPS, 132). Like the real world, the secondary parallel worlds had their own rules that should be followed. While Narnia is based on the pretense that animals have intelligence and speech (what child hasn't wished animals could talk or pretended that they could?), the Harry Potter books pretend that magical powers are real and that wizards and witches possessing those powers really exist. In Narnia, one of the children Edmund fell under the spell of the White Witch. However, her power is failing and the other children reach for Aslan, and a penitent Edmund is rescued just as the witch is about to kill him. Calling for a truce, the witch demands that Edmund be returned to her, as an ancient law gives her possession of all traitors. Aslan, acknowledging the law, offers himself in Edmund’s place and the witch accepts. In connection, Hogwarts is set like a school, the first-year students are limited to do some complex magical spells and they are assigned to houses or dormitories by sitting on a stool and putting on a singing hat that magically reads their thoughts and desires and â€Å"sorts† them accordingly: if the students will be assigned to Gryffindor, Hufflepuff, Ravenclaw or Slytherin (HPAPS, 118). Making and Breaking Rules In both stories, magic transformed into a literary device that helps the reader transcend the ordinary and the familiar and enter an extraordinary and unfamiliar â€Å"other† world. In both Hogwarts and Narnia, readers are invited to suspend belief in the natural and believe instead in the supernatural. For example, the natural laws of gravity are defied in Harry Potter, for example, where people can fly using brooms. The natural laws of time and chronology are suspended in Narnia, where the Pevensie children spend years in Narnia, while only a few minutes go by on the other side of the wardrobe in England. If natural laws are broken or suspended, however, there are spiritual laws that never change no matter what world the children are in. Like all rules in the real world, there is breaking of these rules that become a central part of the tradition of most fantasy stories—much of the tension generated in the stories comes from whether the characters will get away with what they have done. In the real world, people may not reinforce the kind of behavior. Fantasy stories, like what happened to Harry and the Pevensie children, consequences of breaking rules are shown though they do not moralize about them; many of the difficulties characters encounter are created by, or complicated by, untruths or law breaking (Griesinger, 2002). Conclusion Although there are few accusations that stories about magic could expose young children to the world of occult, people could delineate responsible literary approach to The Lion, Witch and The Wardrobe and Harry Potter as understood in the context of a fantasy world that is similar to reality world. This exemplified in the lessons that Harry learns from Dumbledore and in Hogwarts School and the choices he has to make to become a wise wizard, while the Pevensie children in Narnia learned to realize how the consequences of Edmund's treachery. In conclusion, The Lion, Witch and The Wardrobe and Harry Potter succeeded in making parallel attempts to enact the difference between the â€Å"real† from the â€Å"fantasy† world. Both are strengthening to any reader’s imaginations, which the children who read or hear the stories could base their own imagination by relating to what Lewis and Rowling had shared through their stories. Works Cited Griesinger, E. Harry Potter and the â€Å"Deeper Magic†: Narrating Hope in Children's Literature. Christianity and Literature, 51.3 (2002): 455 Lewis, C.S. The Lion, the Witch, and the Wardrobe. New York: Harper-Collins, 2005 (Re-Print). Rowling, J.K. Harry Potter and the Philosopher's Stone. New York: Scholastic, 1997.

How effective is 99 Cents Only Stores’ strategy for IT infrastructure investments? Essay

Management Information Systems Tenth Edition provides a number of case studies for you to analyze. Included in these cases are questions to help you understand and analyze the case. You may, however, be assigned other case studies that do not have questions. This Hands-on Guide presents a structured framework to help you analyze such cases as well as the case studies in this text. Knowing how to analyze a case will help you attack virtually any business problem. A case study helps students learn by immersing them in a real-world business scenario where they can act as problem-solvers and decision-makers. The case presents facts about a particular organization. Students are asked to analyze the case by focusing on the most important facts and using this information to determine the opportunities and problems facing that organization. Students are then asked to identify alternative courses of action to deal with the problems they identify. A case study analysis must not merely summarize the case. It should identify key issues and problems, outline and assess alternative courses of action, and draw appropriate conclusions. The case study analysis can be broken down into the following steps: 1. Identify the most important facts surrounding the case. 2. Identify the key issue or issues. 3. Specify alternative courses of action. 4. Evaluate each course of action. 5. Recommend the best course of action. Let’s look at what each step involves. 1. Identify the most important facts surrounding the case. Read the case several times to become familiar with the information it contains. Pay attention to the information in any accompanying exhibits, tables, or figures. Many case scenarios, as in real life, present a great deal of detailed information. Some of these facts are more relevant that others for problem identification. One can assume the facts and figures in the case are true, but statements, judgments, or decisions made by individuals should be questioned. Underline and then list the most important facts and figures that would help you define the central problem or issue. If key facts and numbers are not available, you can make assumptions, but these assumptions should be reasonable given the situation. The â€Å"correctness† of your conclusions may depend on the assumptions you make. 2. Identify the key issue or issues. Use the facts provided by the case to identify the key issue or issues facing the company you are studying. Many cases present multiple issues or problems. Identify the most important and separate them from more trivial issues. State the major problem or challenge facing the company. You should be able to describe the problem or challenge in one or two sentences. You should be able to explain how this problem affects the strategy or performance of the organization. You will need to explain why the problem occurred. Does the problem or challenge facing the company come from a changing environment, new opportunities, a declining market share, or inefficient internal or external business processes? In the case of information systems-related problems, you need to pay special attention to the role of technology as well as the behavior of the organization and its management. Information system problems in the business world typically present a combination of management, technology, and organizational issues. When identifying the key issue or problem, ask what kind of problem it is: Is it a management problem, a technology problem, an organizational problem, or a combination of these? What management, organizational and technology factors contributed to the problem? To determine if a problem stems from management factors, consider whether managers are exerting appropriate leadership over the organization and monitoring organizational performance. Consider also the nature of management decision-making: Do managers have sufficient information for performing this role, or do they fail to take advantage of the information that is available? To determine if a problem stems from technology factors, examine any issues arising from the organization’s information technology infrastructure: its hardware, software, networks and telecommunications infrastructure, and the management of data in databases or traditional files. Consider also the whether the appropriate management and organizational assets are in place to use this technology effectively. To determine the role of organizational factors, examine any issues arising from the organization’s structure, culture, business processes, work groups, divisions among interest groups, relationships with other organizations, as well as the impact of changes in the organization’s external environment-changes in government regulations, economic conditions, or the actions of competitors, customers, and suppliers. You will have to decide which of these factors-or a combination of factors– is most important in explaining why the problem occurred. 3. Specify alternative courses of action. List the courses of action the company can take to solve its problem or meet the challenge it faces. For information system-related problems, do these alternatives require a new information system or the modification of an existing system? Are new technologies, business processes, organizational structures, or management behavior required? What changes to organizational processes would be required by each alternative? What management policy would be required to implement each alternative? Remember, there is a difference between what an organization â€Å"should do† and what that organization actually â€Å"can do.† Some solutions are too expensive or operationally difficult to implement, and you should avoid solutions that are beyond the organization’s resources. Identify the constraints that will limit the solutions available. Is each alternative executable given these constraints? 4. Evaluate each course of action. Evaluate each alternative using the facts and issues you identified earlier, given the conditions and information available. Identify the costs and benefits of each alternative. Ask yourself â€Å"What would be the likely outcome of this course of action? State the risks as well as the rewards associated with each course of action. Is your recommendation feasible from a technical, operational, and financial standpoint? Be sure to state any assumptions on which you have based your decision. 5. Recommend the best course of action. State your choice for the best course of action and provide a detailed explanation of why you made this selection. You may also want to provide an explanation of why other alternatives were not selected. Your final recommendation should flow logically from the rest of your case analysis and should clearly specify what assumptions were used to shape your conclusion. There is often no single â€Å"right† answer, and each option is likely to have risks as well as rewards.

USS California (BB-44) during World War II

USS California (BB-44) during World War II Entering service in 1921, USS California (BB-44) served the US Navy for over a quarter century and saw combat operations during World War II (1939-1945). Dubbed The Prune Barge due to the large volume of the fruit exported by California in the early part of the 20th century, the battleship was the second vessel of the Tennessee-class and was severely damaged during the Japanese attack on Pearl Harbor on December 7, 1941. Raised from the harbors mud, it was repaired and heavily modernized. Rejoining the fleet in 1944, California took part in the Allies island-hopping campaign across the Pacific and played a central role in the Battle of the Surigao Strait. Though hit by a kamikaze in early 1945, the battleship was quickly repaired and returned to action that summer. Remaining in the Pacific through the end of the war, California later helped transport occupation troops to Japan. Design USS California  (BB-44) was the second ship of the  Tennessee-class of battleship.  The ninth  type of dreadnought battleship  (South Carolina, Delaware, Florida,  Wyoming,  New York,  Nevada,  Pennsylvania,  and  New Mexico) built for the US Navy, the  Tennessee-class was intended to be an enhanced variant  of the preceding  New Mexico-class.  The fourth class  to follow the Standard-type approach, which required ships to possess  similar operational and tactical attributes,  the  Tennessee-class was propelled  by  oil-fired boilers rather than  coal and employed an  Ã¢â‚¬Å"all or nothing† armor arrangement.   This armor scheme  called for critical  areas of the ship, such as magazines and engineering, to be heavily protected while less important spaces were left unarmored.  Also, Standard-type battleships were required to have  a  minimum top speed of 21 knots and a tactical turn radius of 700 yards or less. Designed after the  Battle of Jutland, the  Tennessee-class class was the first to utilize the  lessons learned in the engagement.  These included enhanced armor below the waterline as well as fire control systems for both the main and secondary batteries which were placed on top of two large cage masts.   As with the  New Mexico-class, the new ships carried twelve 14 guns in four triple turrets and fourteen 5 guns.  In an improvement over  its predecessors, the main battery on the  Tennessee-class could elevate its guns to 30 degrees which increased the weapons range by 10,000 yards.  Ordered on December 28, 1915, the new class comprised two ships: USS  Tennessee  (BB-43) and USS  California  (BB-44). Construction Laid down at the Mare Island  Naval Shipyard on October 25, 1916, construction of California advanced through the winter and following spring when the  US entered  World War I.  The last battleship built on the West Coast, it slid down the ways on  November 20,  1919, with Barbara Zane,  daughter of California  Governor William D. Stephens, serving as sponsor.  Completing construction,  California  entered commission on August 10, 1921,  with Captain Henry J.  Ziegemeier in command.  Ordered to join the Pacific Fleet, it immediately became this forces flagship. USS California (BB-44) shortly after completion in 1921. US Naval History and Heritage Command USS California (BB-44) - Overview Nation:  United StatesType:  BattleshipShipyard:  Mare Island Naval ShipyardLaid Down:  October 25, 1917Launched:  November 20, 1919Commissioned:  August 10, 1921Fate:  Sold for scrap Specifications (as built) Displacement:  32,300  tonsLength:  624.5 ft.Beam:  97.3  ft.Draft:  30.3  ft.Propulsion:  Turbo-electric transmission  turning 4 propellersSpeed:  21  knotsComplement:  1,083  men Armament (as built) 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes Interwar Years Over the next several years,  California  participated in a routine cycle of peacetime training, fleet maneuvers, and war games.  A high-performing ship, it won the Battle Efficiency Pennant in 1921 and 1922 as well as Gunnery E awards for 1925 and 1926.  In the former year,  California  led elements of the fleet on a goodwill cruise to Australia and New Zealand.  Returning to its usual operations in 1926, it underwent a brief modernization program in the winter of 1929/30 which saw enhancements to it anti-aircraft defenses and additional elevation added to its main battery.   Though largely operating out of San Pedro, CA during the 1930s,  California  transited the Panama Canal in 1939 to visit the  Worlds Fair in New York City.  Returning to the Pacific, the battleship took part in Fleet Problem XXI in April 1940 which simulated a defense of the Hawaiian Islands.  Due to increasing tensions with Japan, the fleet remained in Hawaiian waters after the exercise and shifted its base to Pearl Harbor.  That year also saw  California  selected as one of the first six ships to receive the new RCA CXAM radar system.  Ã‚  Ã‚   World War II Begins On December 7, 1941,  California  was moored at the southernmost berth on Pearl Harbors Battleship Row.  When the Japanese attacked that morning, the ship quickly sustained two torpedo hits which caused extensive flooding.  This was worsened by the fact that many watertight doors had been left open in preparation for an impending inspection.  The torpedoes were followed by a bomb hit which detonated an  anti-aircraft ammunition magazine.   A second bomb, which just missed, exploded and ruptured several hull plates near the bow.  With the flooding out of control,  California  slowly sunk over the next three days before settling upright in the mud with just its superstructure above the waves.  In the attack, 100 of the crew were killed and 62 wounded.  Two of Californias crew, Robert R. Scott and Thomas Reeves,  posthumously received the Medal of Honor for the actions during the attack. USS California (BB-44) after sinking on December 7, 1941. Naval History and Heritage Command Salvage work commenced a short time later and on March 25, 1942,  California  was re-floated and moved to dry dock for temporary repairs.  On June 7, it departed under its own power for Puget Sound Navy Yard where it would begin a major modernization program.  Entering the yard, this plan saw significant alterations to the ships superstructure, the trunking of the two funnels into one, improved watertight compartmentalization, expansion of the anti-aircraft defenses, alterations to the secondary armament, and a widening of the hull to increase stability and torpedo protection.  This last change pushed  California  past the beam limitations for the Panama Canal essentially limiting it to wartime service in the Pacific. Rejoining the Fight Departing Puget Sound on January 31, 1944,  California  conducted shakedown cruises  off San Pedro before steaming west to aid in the invasion of the Marianas.  That June, the battleship joined combat operations when it provided fire support during the Battle of Saipan.  On June 14, California sustained a hit from a shore battery which inflicted  minor damage and caused 10 casualties (1 killed, 9 wounded).  In July and August, the battleship aided in the landings on Guam and Tinian.  On August 24, California  arrived at Espiritu Santo for repairs after a minor collision with  Tennessee.  Completed, it then departed for Manus on September 17 to join forces massing for the invasion of the Philippines. USS California (BB-44), 1944. Naval History and Heritage Command Covering  the landings on Leyte between October 17 and 20,  California, part of Rear Admiral Jesse Oldendorfs 7th Fleet Support Force, then shifted south to the Surigao Strait.  On the night of October 25, Oldendorf inflicted a decisive defeat on Japanese forces at the Battle of Surigao Strait.  Part of the larger Battle of Leyte Gulf, the engagement saw several Pearl Harbor veterans exact revenge on the enemy.  Returning to action in early January 1945,  California  provided fire support for the Lingayen Gulf landings on Luzon.  Remaining offshore, it was struck by a kamikaze on January 6 which killed 44 and wounded 155.  Completing operations in the Philippines, the battleship then departed for repairs at Puget Sound. Final Actions In the yard from February through late spring,  California  rejoined the fleet on June 15 when it arrived off Okinawa.  Aiding troops ashore during the final days of the Battle of Okinawa, it then covered minesweeping operations in the East China Sea.  With the end of the war in August,  California  escorted occupation troops to Wakayama, Japan and remained in Japanese waters until mid-October.   Receiving orders to return to the United States, the battleship shaped a course through the Indian Ocean and around the Cape of Good Hope as it was too wide for the Panama Canal.  Touching at Singapore, Colombo, and Cape Town, it arrived at Philadelphia on December 7.  Moved into reserve on August 7, 1946,  California was decommissioned on February 14, 1947.  Retained for twelve years, it was then sold for scrap on March 1, 1959.

Delete Questions in ACT English 6 Strategies

Add/Delete Questions in ACT English 6 Strategies SAT / ACT Prep Online Guides and Tips Brace yourself for some more ACT English fun. Add/Delete questions are a common type of rhetorical skills question on the ACT English section. These questions ask whether you should add or delete a sentence or phrase within a passage. They test your reading comprehension and ability to analyze sentences within a passage. In this post, I'll do the following: Explain add/delete questions. Teach you the basic constructions of add/delete questions. Provide example questions. Give you strategies and a step-by-step approach for answering this type of question. General Construction of Add/Delete Questions Being able to quickly identify an add/delete question on the ACT will be helpful in determining how to go about finding the answer. Here are the constructions for the different types of add/delete questions you will encounter on the ACT English section. Add Questions This is the general construction of an add question: At this point in the essay, the author is considering inserting the following sentence: Should this sentence be inserted? A. Yes, because... B. Yes, because... C. No, because... D. No, because... Add questions are two part questions. First, you have to determine if the sentence should be added and if it logically fits at that point in the passage. Then, you have to identify the reasoning for why the sentence should or shouldn't be added. Now, let's take a look at the general constructions of delete questions. Delete Questions There are two primary types of delete questions. Type #1: Kept or Deleted This is the construction of the first type: At this point, the author is considering deleting the following sentence: Should this be kept or deleted? A. Kept, because... B. Kept, because... C. Deleted, because... D. Deleted, because... These are also two part questions.You have to determine if a sentence or phrase is relevant at that point in the passage. If it's not relevant, then it should be deleted; it has to be necessary in the context of the passage. Next, you have to determine why it should be kept or deleted. Additonally, there is another type of delete question. Type #2: Primarily Lose This is the general construction of the second type of delete question: The writer is considering deleting the phrase or sentence...If the phrase or sentence was deleted, the sentence or essay would primarily lose: For these questions, you have to analyze the purpose of a phrase in a sentence or the purpose of a sentence in a passage to determine what thesentence or phrase provides to the passage. Follow these steps to right answers! Strategies for Add/Delete Questions After you identify an add or delete question, you need to know the strategies and steps for correctly answering the question. First we'll go over how to tackle add questions. Add Questions The following excerpt is taken from the last paragraph of a passage about fixing raptor feathers: 75. At this point, the writer is considering adding the following true statement: The imping procedure is just one of the many responsibilities bird rehabilitators have. Should the writer make this addition here? Yes, because it reveals the relative importance of imping compared to the other work of bird rehabilitators. Yes, because it reinforces the idea that imping is of great benefit to raptors. No, because it goes beyond the scope of the essay, which focuses on how the feathers of certain types of birds are repaired. No, because it undermines the essay's earlier claim that imping is the most important work that bird rehabilitators do. #1: Analyze the Added Sentence to See What It's Doing The excerpt that I gave you describes the imping procedure. Earlier in the passage, the definition of imping is given: The added sentence is discussing the activities of bird rehabilitators more generally. It's placing the focus on bird rehabilitators and what they do. #2: Refer Back to the Passage to See if the Sentence Should Be Added Given Where It Would Be Placed The added sentence mustbe relevant in context. For our example, thesentence should be related to imping. For ACT English passages, you can typically determine main ideas with the title, and, if necessary, the first couple of sentences of the passage. For our example, the title is Fixing Raptor Feathers. Here are the first couple of sentences: Raptors, or birds of prey, cannot afford to begrounded for weeks waiting for a large number offlight feathers to regrow. They must be able to fly ifthey are to hunt and eat. Based on just the title and the first couple of sentences, we can determine that the focus of the passage is on fixing raptor feathers. Therefore, the sentence would not be an appropriate conclusion because the passage is not focusing on bird rehabilitators or their responsibilities but on the importance and process of fixing raptor feathers. #3: Answer the Yes or No Question First Because the sentence would not logically fit in the context of the passage, we can determine that the answer is no. #4: Eliminate the Two "Yes" Answer Choices or the Two "No" Answer Choices Since we have determined that the sentence should not be added, we can eliminate answer choices A and B. #5: Provide the Reasoning in Your Own Words In my own words, I would say that the sentence should not be added because the passage focuses on fixing raptor feathers, not on the responsibilities of bird rehabilitators. #6: Pick the Answer Choice that Most Closely Matches Your Reasoning Answer choice D is wrong because nowhere in the passage does the essay claim that imping is the most important job of bird rehabilitators. Even though it's possible that imping is the most important job of bird rehabilitators, you can't assume that's true unless it's directly stated or inferred from what's written in the passage. Answer choice C is the onethat most closely matches our reasoning. The added sentence would be outside the scope of the essay because the essay's focus is on fixing raptor feathers. Delete Questions Now that we've covered add questions, let's go through how to answer the two types of delete questions. Type #1: Kept or Deleted The following excerpt is from the first paragraph of a passage on a potter's kiln: #1: Determine the Purpose of the Deleted Portion You have to figure out why the phrase or sentence is included at that point in the passage. What's it doing there? In our example question, the phrase "and transform glazes to glorious colors" provides more information about what a kiln does. #2: Refer Back to the Passage to Determine if the Deleted Portion Is Necessary Given Its Context and the Passage's Focus For our example, we have to determine if providing more detail about the purpose of a kiln is relevant to the essay's focus. Once again, let's look at the title to determine the main idea. The title of this passage is The Potter's Kiln. Providing more information about the purpose of a kiln is indeed relevant to the essay's focus. #3: Answer the Kept or Deleted Question First Because the phrase provides a relevant detail about the passage's focus, the phrase should be kept. #4: Eliminate the Two Kept or Deleted Answer Choices We can eliminate choices C and D because we have determined that the phrase should be kept. #5: Provide the Reasoning in Your Own Words I would say that the phrase should be kept because it provides descriptive information about kilns, the topic of the passage. #6: Select the Answer Choice that Most Closely Matches Your Reasoning Answer choice A is wrong because the phrase has nothing to do with the time-consuming process of painting pottery. The phrase simply mentions that a kiln can transform glazes to glorious colors. Answer choice B is closest to our reasoning. If you follow these steps and comprehend the meaning and function of the deleted portion, you should be able to arrive at the correct answer relatively quickly. Now, here is the process for answering the second type of delete question. Type #2: Primarily Lose Take a look at this actual ACT "primarily lose" question: #1: Determine the Purpose of the Deleted Portion To determine the purpose of the deleted portion, first look at the sentence without the deleted phrases. The sentence would read, "By contrast American society has often been described as one that values youth over age." In that sentence, the contrast is different and less descriptive. Therefore, the phrases make the contrast more descriptive and specific. #2: State What Would Be Lost In Your Own Words We can say that the sentence would be less descriptive and have a different contrast if the phrases were deleted. #3: Eliminate Wrong Answer Choices The correct answer must state the purpose of the phrases. Incorrect answers can sound logical, but they will not match the function of the phrases in the specific sentence. Only consider the specific portion that would be deleted. Answer choice "F" is wrong. The phrases "the vibrant energy of" and "the wisdom and experience gained with" do not show a personal or reflective tone. That's not their purpose in the sentence and there's nothing about those specific phrases that indicates a personal or reflective tone. Answer choice G is wrong. I think we can all admit that there is nothing inherently funny about those phrases. Answer choice J is wrong. Nowhere in the sentence does the author indicate a preference. The phrases are both positive. #4: Select the Answer that Most Closely Matches Your Own Answer choice H is correct. The phrases are details that illustrate the contrast. American society does not just value youth over age, but American society values the vibrant energy of youth over the wisdom and experience gained with age. Let's reviewsome general tips to help you with all add/delete questions. Quick Review: General Strategies Follow this advice when answering add/delete questions. #1: Determine the Purpose of What Is Added or Deleted In order to answer any add/delete question, you need to figure out what purpose theaddition or deletion serves in the sentence. The "primarily lose" questions are directly asking you to determine the purpose of a phrase or sentence. #2: Refer Back to the Passage to Help Determine the Context of Added or Deleted Portions and if Added or Deleted Portions Logically Fit Any added sentence should logically follow the previous sentence and connect to the following sentence. Itshould also be relevant to the focus of the paragraph or passage. A phrase should be deleted if it's not relevant to the purpose of a sentence. A sentence should be deleted if it falls outside the scope of the essay or doesn't logically follow the previous sentence. For delete questions, another good strategy is looking at the sentence or paragraph without the portion the question is asking about. Then, you can more easily determine if deleting that portion would be appropriate. #3: For Two Part Questions, Answer the First Part First For add questions, answer the "yes" or "no" question first. For delete questions, answer the "kept" or "deleted" question first. #4: Eliminate Wrong Answer Choices For two part questions, you can immediately eliminate the two answer choices that don't match your answer to the first part of the question. For "primarily lose" questions, eliminate the choices that don't match the purpose of the phrase or sentence. #5: State Your Reasoning in Your Own Words For all add/delete questions, state why something should be added or deleted ordetermine what would be lost in your own words, before looking at the answer choices. #6: Select the Answer Choice That Most Closely Matches Your Reasoning Ideally, you will see an answer choice that is almost identical to your reasoning. That should be your right answer. If there's no answer choice that matches your reasoning, work backwards to identify the correct answer. Start with a possible answer choice and determine if it correctly answers the question. Or, if time permits, review the question again to make sure you didn't make a mistake. What's Next? Make sure you're comfortable with all of the different types of rhetorical skills questions that appear on the ACT English section. Some examples of these types of questions include macro-logic, relevance, and author main goal. Are you making one of the 8 most common mistakes? Learn how to avoid them with this post. Rhetorical skills like Add/Delete questions are harder if you don't understand the big picture. Make sure you know the best way to approach the passage. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Ownership in creationg Essay Example | Topics and Well Written Essays - 1000 words

Ownership in creationg - Essay Example Bringing the dream of the dreamer into he mind of the listener requires scores of unsung people that have all made a contribution to our favorite songs. In the medium of modern technology and the minds of the audience, the ownership of the creation belongs to all of us in some small way, but the profits belong to a record company. The public mistakenly believes that he latest hit song by a popular artist found its genesis in the mind of the artist, took form, and became an original work of art. In fact, the song had its beginnings years before as the songwriter was influenced by the music of the world around them. The artist will take the familiar sounds, forms, chord progressions, and melodies that they know and add their own dimension to come up with a new piece of music. Igor Stravinsky once commented that "A good composer does not imitate; he steals". From this standpoint, all music is a collaboration between the artist and the past, and no one has a title to its ownership. Once the artist has created the music, it becomes subjected to the process of reproduction and distribution. The artist will have an agent that will handle the business arrangements, contracts, and obligations as they work towards the goal of getting signed to a record label. The record company, known as the 'label', will get the song recorded, reviewed, promoted, and distributed for sale. By way of a contract, the record label and producer literally owns the artist and the music. While music is easily shared with everyone via reproduction and radio broadcasts, the label owns the artist, the music, and the profits. Getting a song from the artist to the public requires that it gets recorded in a studio and reproduced onto a compact disc (CD). The artist will go into a recording studio where the song is brought to life. Often, the artist writes the song on an acoustic guitar or piano, and without the full instrumentation that will later be heard by the public. These pieces are all added later in the studio. The recording of a hit song in a studio involves scores of singers, arrangers, and musicians that are often hired to work on a specific piece of music at an hourly rate of pay. Known as 'studio musicians', they are heard on hundreds of recordings, yet get little or no notoriety or fame for their performance. Recently, the union pay scale for a studio musician was $181 for a three-hour session (Baker). They also get no royalties or income from the future sale of the CD. The studio musicians own a part of the record, and it is a part of their soul, but they do not own the profits that it generat es. Engineering a song entails far more than simply placing a microphone in front of the singer and hitting the record button. Modern technology allows the recording engineer to record each individual part separately and mix it together at a later date. Known as 'tracks', the engineer may have hundreds of individual tracks that make up a song. Occasionally, the parts of a song may be recorded at different locations at different times. The legendary album All the Roadrunning by Emmy Lou Harris and Mark Knopfler was assembled a piece at a time with the help of engineer-mixer Chuck Ainlay, as well as guitarist Richard Bennett and Dire Straits keyboardist Guy Fletcher (Hill).

Reading response Essay Example | Topics and Well Written Essays - 500 words - 26

Reading response - Essay Example The meaning, that is used by Shames regarding the American culture, is that having more is and has been an essential idea of the country. From my reading of â€Å"The More Factor†, Shame has the opinion that it is already part of the culture of Americans to desire for more, however, I should say that most people desire for more in their lives and not only Americans. This is true because even me I desired and still desire for more in my life. Most of all, I felt greatly surprised by what Shames described as like Americans have lost focus in what is very important as he says â€Å"Americans have been somewhat backward in adopting values, hopes, ambitions that have to do with things other than moreâ€Å". It surprised me because all, what Americans have done, is to find ways to grow and expand. Shames puts it out clearly that lost focus because they became selfish and greedy since they only bothered to help themselves and not others. In any event in 1800,s the speculators built towns and would pay individuals to move into their town and provide for them a home to live in. The fact of the matter was to build the railroad for a real town to develop. I feel that the idea of "more" is not such a terrible thing. I mean it is useful for individuals to need to have a better life and succeed, to goals and aspirations. However, it is my opinion that everything ought to have a limit, or in any event, we ought to know when to stop and enjoy life. I believe that everybody needs to live a life that is full of commodities. I do so as well. I need to go to visit new places around the globe, have things I didnt have and provided my family a home, as well as a better life. Shames’s idea of the concept of more reminds me of my childhood friend. We used to share a lot, do almost all things together; however, the guy did not accept defeat. He was ever competing and always liked to be in the front line in everything. I used to pity him because no