On Decay of the Art of Lying Essay Essay Example

On Decay of the Art of Lying Essay Essay Example On Decay of the Art of Lying Essay Essay On Decay of the Art of Lying Essay Essay On decay of the art of lying essay â€Å"On Decay of the Art of Lying† was, as the title suggests, an essay discussing the topic of lying. Mark Twain, who was the author of the essay, suggests that everyone is a liar, and that no one can go through life without lying even if they claim that they are completely honest. People lie everyday, every hour even without realizing that they are lying. The world would be a completely different place if people never lied, this wouldn’t necessarily be for the better however. Lying isn’t always bad as most people perceive it to be. Lying is used a lot when trying to avoid hurting someone’s feelings and to avoid some sort of conflict such as fighting or arguing. Twain believes lying is good, when it is courteous and used to make everyone happy and not just yourself. The author makes a good valid point when he mentions that a lie to better everyone is better than a truth that hurts everyone, which I fully support. Twain wants everyone to practice lying in a thoughtful and unselfish manner because it will make the world a nicer place. Before, reading this essay I had always thought of lying as being a bad thing even though I do it sometimes. After reading this, I am fully convinced that lying can be good. I never realized before reading this that people lie so much, even more then they would ever think because they sometimes don’t notice it. I am also starting to notice more how much me and the people around me lie all the time even just about the smallest things that don’t even seem to matter that much. I fully support everything that has been said in this essay.

How to Study for the Summer SAT 4 Helpful Tips

How to Study for the Summer SAT 4 Helpful Tips SAT / ACT Prep Online Guides and Tips As of August 2017, there's now an SAT test date at the end of the summer. What are the advantages of taking the SAT in the summer and what’s the best way to prep for the summer SAT? Read on to find out the summer SAT dates for 2018 and 2019 and what the best way to prep for them are. When Is the Summer SAT? There are seven SAT test dates every year. The SAT test dates in 2018 are as follows: March 10 May 5 June 2 August 25* (Summer SAT!) October 6* November 3* December 1* *Anticipated test date And here are the 2018 SAT test dates: March 9* May 4 June 1 August 24* (Summer SAT!) October 5* November 2* December 7* *Anticipated test date Depending on your own preferences and situation, you may decide that the SATsummertest dates are just not for you or that adding the SAT August test date is the best thing that the College Board has ever done. We discuss two pros and two cons of the summer SAT dates in the next few sections of this article. Anthony Godinho/Flickr. Pro: More Time to Study = Better Chance of a High Score The biggest advantage of the new summer SAT date is that over the summer, you’ll have no school and little to no schoolwork, which means you can devote your entire summer to studying for the SAT. No, spending your summer break studying for the SAT doesn’t really sound like a fun time. But the advantages to you and your test score of spending more time studying are clear. Here’s a rough estimate of how long you need to study for each level of score improvement: Points Hours 0-30 10 30-70 20 70-130 40 130-200 80 200-330+ 150+ During the school year, carving out time to spend on SAT prep (particularly if you need to improve 200+ points) can be extremely difficult. You’re already in school for nearly 40 hours a week, and then there’s homework, extracurriculars, maybe a part-time job, social activity, sleeping (hah)...adding another 7-15 hours a week of SAT studying on top of that for three months might seem impossible. It’s only during the summer, when you have no school and minimal summer homework, that you’ll be able to really devote yourself to studying for the SAT regularly for significant chunks of time. Even if you just spend a couple of hours a day on SAT prep between the end of school and the summer SAT, that’s already over a hundred hours of prep! You can find more information about how long you should spend studying for the SAT here. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Con: Low Motivation If you’re the type of student who does better in structured environments, you might find it difficult to effectively study for the SAT over the summer. When you’re not in classes every day, it’s easy to fall out of the studying mindset and lose your motivation. It can also be hard to find the motivation to study because the break between the end of the school year and the August SAT is so long. You might find yourself procrastinating in June and July, thinking â€Å"Eh, I have two months left, I’ll be fine,† and end up not studying at all until August. While it could still end up working out okay, if you can’t get yourself motivated to study it’s unlikely you’ll see big score increases on the test. Plus, you’ll have spent the whole summer with the SAT hanging over your head, which is no one's idea of a good time. Pro: SAT Summer Prep Programs Doing a structured SAT prep program or summer camp can help keep you motivated. Rather than having to go to an SAT prep class in the evenings after a long day of school and activities, you'll be able to get started on studying when you're still fresh and energized. By having a class to go to or a certain amount of prep you have to turn in every day, you’re held accountable for studying. And if you find yourself hating the subject material, you have the light at the end of the tunnel of knowing that if you put in the effort now, you can take the summer SAT right after your SAT summer program ends and then never have to think about it again. Con: No Summer Vacation After spending 9-10 months in school mode, your brain could probably use a break, and if you devote your summer to studying for the SAT, you won’t give yourself that time to rest. Not having a summer break is especially a problem if you’re feeling really burned out at the end of the school year and need the summer to recover before heading back into school-mode. It's also an issue if you’re planning on working full-time during the summer, as studying for the SAT on top of working might be too draining to be effective. To avoid setting yourself up to fail, as the end of the school year approaches, you need to assess how burned out you are and how busy you're going to be during the summer. We'll talk more about this in Tip #4 in this article. Don't let this be you. Summer SAT Prep Tips To wrap up, here are four tips to guide your prep for the SATsummer test date. #1: Make a Study Plan To keep up your motivation, make yourself a summer SAT study plan and stick to it. Plan out to the day and week how much time you’ll spend studying and how often you’ll be taking practice tests. You can be flexible if you find you’re progressing faster or slower than you expected, but try to stick to your study plan as much as possible. By planning ahead of time, you’ll also be able to do things like adjust for mandatory family vacations or other summer activities. Learn how to find your SAT target score, gauge how much you need to improve, and review your mistakes with these four ultimate SAT study tips. You should also use the tips in this article about getting a perfect score on the SAT to keep up your motivation. #2: Target Your Weak Areas To keep your skills honed, you’ll need to regularly practice skills you struggle with. Before you start your summer studying, take a full-length practice test, note what you had problems with, and plan your studying accordingly. For instance, let's say you took a practice test and did fine on Writing Language and Math but struggled with the Reading section. When plan your studying, you'll need to make sure that you’re regularly drilling yourself on SAT Reading passages and reading SAT-level materials. #3: Consider a Summer SAT Prep Course Think about doing a summer SAT bootcamp or other SAT prep course this summer to give you more structure in your studying. It’s no fun to have to give up part or all of your summer for SAT prep, but if you can get a great score in August then you’ll be done with the test forever. #4: Don’t Burn Yourself Out If you get to the end of the school year and you're brain-dead because of how hard you’ve been working, give yourself a break. Immediately diving into SAT prep when you no longer care about anything schoolwork related is a recipe for disaster. Instead, give yourself a set amount of time to relax and reboot. It’s better to spend a week or two at the beginning of the summer building up your motivation than to force yourself straight into SAT prep and see no score improvement. Avoiding burning yourself out also means not creating a too ambitious summer SAT prep schedule. Don’t expect that you can study for ten hours a day for months on end and continue to have high-quality studying time Know your own studying strengths and weaknesses and create a study plan that plays to your strengths and minimizes your weaknesses. For example, if you know you can only concentrate for about 45 minutes at a time, build in breaks to your study sessions so that you can concentrate absolutely for those 45 minutes, confident that you’ll have time to take a break once that sprint is over. What’s Next? Looking for more advice on how to plan your summer SAT studying? Learn more with our article on making a study plan for the summer before senior year. Thinking about getting a tutor to help you with your SAT score goals? Find out if it makes more sense for you to hire a tutor or to study for the SAT on your own. How early should you begin studying for the SAT? Read our analysis of when to start studying for the SAT and figure out what works best for you. Want to improve your SAT score by 160 points?We have the industry's leading SAT 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 you get the most effective prep possible. Check out our 5-day free trial today:

Amazon Versus Borders Research Paper Example | Topics and Well Written Essays - 1250 words

Amazon Versus Borders - Research Paper Example However, the winds of change, increased competition, effect of poor investment decisions and other factors hit hard in 2007 when the company begun selling off its international subsidiaries and company stocks fell to a six-year-low of $12.28 per share (Bomey, 2011). Borders never recovered and spiraled to its liquidation in July 2011. Amazon was started in 1995 by Jeff Bezos in a two-car garage in Bellevue, Washington. In May 15, 1997 Amazon.com went public (Amazon.com, 2012a). By end of 1998, the company had opened music and DVD stores and launched international sites in Germany and the UK. in 1999, due the company’s phenomenal growth that saw it include numerous services such as zShops, auctions and an array of products from electronics to toys to home improvement, the founder and CEO, Jeff Bezos was named TIME Magazine â€Å"Person Of The Year†. Amazon launched Web Services in 2002, the kindle in 2007 and by 2008 it had over 76 million active customers’ ac counts and order fulfillment to more than 200 countries. An interesting fact is that whereas it took Wal-Mart 20 years to realize annual revenues of over US $5 billion, Amazon achieved this feat in 8 years (Amazon.com, 2012b; Chaffey, 2012). Amazon has moved from selling only online books to selling a wide array of products and services. Even though both Borders and Amazon were founded with their core activity being the sale of books, the former chose to focus in its earlier products whereas the latter kept adding two new product categories for almost every year of its existence. However, it is neither the product focus of Borders nor Amazon’s diversified product base that explains there very different fortunes. Of course, one of the more obvious factors that led to the demise of Borders and the rise of Amazon was their management’s approach towards the Internet as a sales outlet as well as a tool for marketing, branding and growth. According to Evans (2011), Borde rs greatest failed to adequately address the internet sales channel and worse still they opted to outsource what in retrospect turned out to be a game changer in the book selling industry. We however, think it not fair to judge Borders managers so quickly without a deeper understanding of how organizations make strategic change. To begin with, much of the disruptive change to the book retail and publishing industry took place between the mid-1990s to the early 2000s. This implies that whereas Amazon was getting born within this disruptive environment, Borders had already been in operation for two decades. Borders therefore had already within it an engrained culture which dictated how it operated. According to Johnson (1992) managers respond to situation in ways which are in line with the paradigm and the cultural, social and political norms of their organizational life. This way one could argue that while the industry was undergoing a major change, Borders managers did that which is natural for managers in any organization to do, which is to deal with the situation in terms of their existing paradigm. On the other hand, having been founded in such a disruptive environment, Amazon adopted the culture of a learning organization right from the outset. Thus we believe the first reason why Borders, although

Islamic ART Essay Example | Topics and Well Written Essays - 1500 words

Islamic ART - Essay Example One of the fundamental features of Islamic art that sets the tone for the bulk of the collection (though the objects on display are not all Islamic, with also Christian cultures like Egyptian Copts being represented) is the tendency for aniconism, which means unacceptability of images featuring God (for Islam doesn’t actually have a clear visual representation of the latter), human beings or animals. Since the dawn of Islam, the God was perceived as a â€Å"great shaper†, i.e. the only one entitled to endow shape to living beings; thus, the person painting the latter literally encroached divine powers of the God (___). Given strong aniconistic tendencies, Islamic art had another focal features contributing to its authentic nature: these are lavish use ornamentation – predominantly geometric elements and various floral ornaments – and extensive use of Islamic calligraphy. As the objects of art show us, calligraphy is not only a purely practical phenomenon, but also a peculiar Islamic art, a significant cultural attribute of Islam playing an essential role in artistic representations of Islamic culture throughout history. Probably, calligraphy is what would definitely help distinguish an Islamic art object from others, along with orations and lavishness in adornment. This field of Islamic art formed on the basis of Qur’an copying and is therefore the seminal and inseparable part of Islam itself; moreover, Arabic is considered sacred, for it is the language of the Qur’an revelation to the Prophet and is the means for preservation and communication of the message of God. First used for religious purposes only, it later transformed into art and became an integral part of visual art. The Met exhibition features an enormous number of Qur’an folios that were created in different periods beginning with the rule of Umayyads and later. Particularly, a good example of a Qur’an

Adrienne Rich Essay -- essays research papers fc

The Poetry of Adrienne Rich Adrienne Rich was born in Baltimore, Maryland in the year of 1929. Rich grew up in a household as she describes it as † †¦white, middle-class, full of books, and with a father who encouraged her to write† (Daniel). Her father Arnold Rich was a doctor and a pathology professor and her mother, Helen Jones Rich , was a pianist and a composer. â€Å"Adrienne Rich recalls her growing-up years clearly dominated by the intellectual presence and demands of the male in the family, her father, while correctly marked by the submerged tensions arising from the conflicts between the religious and cultural heritage of the father's Jewish background and her mother's Southern Protestantism† (Pope). In the year of 1951, Rich graduated from Radcliffe University. During this year, Adrienne Rich also won the Yale Younger Poets Prize for her first book, A Change of World. In 1953, Adrienne Rich married Alfred Conrad who was a Harvard economist; during the next five years Rich had three sons. Deborah Pope says that Rich’s journal entries, from these years, state that this was an â€Å"emotionally and artistically difficult period† (Pope). Rich’s poems were mainly influenced by Robert Frost, Yeates, Stevens, and Auden. She became a major influence, through her essays and poetry, in many areas of modern-day women's movements, she had become one of the most provoking voices on the politics of sexuality, race, power, and women‘s culture. Adrienne Rich is a southern Jew who grew up during the forties. Rich lived in a gentle neighborhood and was never taught about her Jewish heritage. She eventually had to deal with conflicts between the religious and cultural heritage of her father’s Jewish background and her mother’s southern Protestantism (Pope). Rich’s father didn’t show any signs of ethnicity in any way. He did this to fit into a society that was against Jewish people. In many of her works, Adrienne Rich talks about being oppressed. In her poem, â€Å"1948: Jews,† Adrienne Rich refers to her college years. At Radcliffe University, she was to stay away from Jews. No matter how much she wanted, she could not unite with them as a group because socially it was less acceptable. She had to avoid her own ethnicity to survive in the American culture. â€Å"A Vision,† is another poem Rich wrote that discusses the issue of... ...s full of sound and fury (Barclay). She has fused politics and poetry and also revitalized the lost American institution of political poetry. Adrienne Rich depicts herself in her early 1980's poem "Sources," "she is a woman with a mission, not to win prizes/but to change the laws of history" (Rothschild). Works Cited â€Å"Adrienne Rich.† Barclay Agency 2004. 31 Oct 2004 . â€Å"Adrienne Rich.† Bedford/St. Martin’s 1999. 27 Oct 2004 . American Literature Web Resources. May 1999. Millikin University. 2 Nov 2004 . Daniel, Meagan. â€Å"Adrienne Rich: To Make the Work Her Life, and Her Life the Work.† Empowerment4Women. 28 Dec 2004 . LITWEB. W.W. Norton & Company. 28 Dec 2004 . Pope, Deborah. â€Å"Rich’s Life and Career.† Modern American Poetry. (2000) 27 Oct 2004 . Pettit, Rhonda. â€Å"Bibliography of Adrienne Rich.† Encyclopedia of American Poetry 2001. Compiled and hyperlinked by Gunnan Bengtsson. AmericanPoems.com. 30 Dec 2004 . â€Å"Rich, Adrienne.† Benet’s Reader’s Encyclopedia of American Literature. Ed. 1, 1991, Vol. 1 P909. Tennessee Electronic Library. 29 Oct 2004 . Rothschild, Matthew. â€Å"Rich 1994 Interview from the Progressive.† Modern American Poetry. (2000) 27 Oct 2004 .

Blood Donation Srs Essay

The system will consist of CIS Alumni Home page with five selections. The first selection is to fill out a survey. The questions on the survey will be created by a designated faculty member. The survey will ask the Alum questions concerning their degree, job experience, how well their education prepared them for their job, and what can the CIS department do to improve itself. This information will be retained on the departmental server and an e-mail will be sent to the designated faculty member. The second selection is to the Entries section. There are two choices on this page. One choice is to add a new entry. A form is presented to the Alum to be filled in. Certain fields in the form will be required, and list boxes will be used where appropriate. A password typed twice will be required of all new entries. The second selection of the Entries page is to update an Alum entry. A form will be presented allowing the Alum to enter their year of graduation and then to select themselves from a list. A password will be required before the information will be presented to the Alum to be updated. The third selection is to search or e-mail an Alum. A form will be presented requiring the requested Alum’s year of graduation. The requesting Alum will search a table to see if the requested Alum is in the database, and if so non-sensitive information will be returned. At this time the Alum can select to e-mail the Alumnus or search for another Alumnus. If the Alum chooses to e-mail the Alumnus a form will be presented for the message to be entered with the sending Alum’s name and e-mail. The message, with all necessary information will be forwarded to the requested Alum. The e-mail address of the requested Alum will not be seen by the sending Alum as a privacy measure. All pages will return the Alum to the CIS Alumni Home Page. 2. 3. 1. Use Case: Access Alumni Home Page [pic] Figure 2 Access Alumni Home Page Brief Description The Departmental Web Server is waiting on an Alum to connect. Initial step-by-step description For this use case to be initiated, the alum must be connected to the Internet and connected to the University Web Server. 1. The Alum connects to the University Web Server. 2. The Alum selects the Alum link on the CIS home page. 3. The University Web Server passes the Alum to the Alumni Home Page. Reference SRS Use Case: Alum Chooses Survey [pic] Figure 3 Alum Selects Survey Brief Description: The Alum chooses to fill out a survey. Initial step-by-step description: For this use case to be initiated the Alum must be connected to the Internet and on the CIS Alumni Home Page. 1. The Alum selects the â€Å"Fill out a survey† link. 2. The Departmental Server returns the survey form. 3. The Alum fills in the form. 4. The Alum clicks submit. 5. The Departmental Server retains information in the database designated faculty member will be notified. 6. The Departmental Server returns the Alum to the Alumni Home Page. Reference SRS   Use Case: Create New Entry [pic] Figure 4 Alum Selects Create a New Entry Brief Description: The Alum chooses to create a new entry on the Entries page. Initial step-by-step description. For this use case to be initiated the Alum must be connected to the Internet and on the CIS Entries page. 1. The Alum selects the â€Å"Add a New Alum† link. 2. The Departmental Server returns the â€Å"Add a New Alum Form. † 3. The Alum fills in the form. 4.

Traumatic Brain Injury ( Tbi ) - 2998 Words

Traumatic Brain Injury (TBI) What are the challenges for the Army Soldier after being diagnosed with a TBI? Will the Army Soldier be able to resume a normal life along with their military career? Introduction Serving in the military comes with the preconceived notion that the possibility of getting hurt or killed in the line of duty is highly likely. I would argue that a Soldier doesn t think about getting hurt until it actually happens to them. So what happens when the injury, specifically a traumatic brain injury (TBI) leaves the Soldier with a permanent impairment or a disability? The challenge of trying to adapt as a person living with a disability could be overwhelming for the Soldier, and also for the Soldier s immediate family as well. The need to get one s life back to normal, establish new relationships with familiar people, or the need to better understand social experiences as a person with a TBI is addressed in an article by Hoogerdijk, Runge, and Haugboelle. The details of interviews with four people that were all diagnosed with a TBI reveals accounts of uncertainness and insecurities. The article pointed out that The individuals’ identities were threatened when they found out that they were no longer able to perform meaningful activities or sustain important relationships (Hoogerdijk, Runge, and Haugboelle, 2010, p.128). During the first week in class, we were given the definitions of impairment, disability, and handicap. We also addressedShow MoreRelatedTraumatic Brain Injury ( Tbi )862 Words   |  4 PagesTraumatic brain injury (TBI) affects 1.7 million people annually in the U.S. with 275,000 hospitalizations and 52,000 deaths. In 2010, the medical cost for treating TBI patients in the U.S. was $76.5 billion and rising annually. Primary causes for TBI include the following: motor vehicle crashes, falls, assaults and sports or recreation-related injuries (concussions). Finding the right treatment to reduce mortality rates and improve the clinical outcomes in TBI patients has been elusive. ProfessorRead MoreThe Effects Of Traumatic Brain Injury ( Tbi )805 Words   |  4 Pages Traumatic Brain Injury (TBI), often called concussions, are very common occurrences in children. These are bruises in the brain which occur when an impact to the head causes the brain to shake back and forth against the skull. Children, including preschoolers, toddlers, and even infants, often bruise or bump their heads from variety of methods, including motor vehicle or bicycle accidents, falls from heights (beds, stairs, etc.), and sport related impacts (Duhaime et al., 1992). Occasionally, theseRead MoreIntroduction Of Traumatic Brain Injury897 Words   |  4 PagesOutline I. The Brain II. Introduction of Traumatic Brain Injury (TBI) a. TBI sustained in combat zones i. Degrees of TBI ii. Causes of TBI while deployed 1. Concussion management iii. Why it is a problem III. 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What is TBI? â€Å"Traumatic brain injury (TBI) is a nondegenerative, noncongenital insult to the brain from anRead MoreEvaluating A Website For Credibility927 Words   |  4 PagesEvaluating a Website for Credibility The human brain is extremely fragile and â€Å"any bump, blow, or jolt to the head or a penetrating head injury that disrupts the normal function of the brain† is considered a traumatic brain injury (TBI) (CDC quote). As an inpatient rehabilitation nurse, TBI s are a large percentage of the patient population and are continuously growing. All brain injuries are different and unique from one another, but brain injuries could affect everything from a person’s memoryRead MoreSymptoms And Injuries Of A Traumatic Brain Injury841 Words   |  4 Pages Nearly two million people experience a traumatic brain injury (TBI) every year. The degree of severity from the incident may range from no underlying brain injury to severe compression of brain tissue. Irregular interior surface of skull can damage fragile tissues of brain during acceleration, deceleration, or shearing forces. Direct mechanical trauma can injure cortical tissue. Traumatic hematomas can damage subcortical struct ures and lead to vasospasm and ischemia. Sudden movement of skull onRead MoreTraumatic Brain Injury Essay1024 Words   |  5 PagesTraumatic Brain Injury: Living with TBI and the effects on individual and caregivers Traumatic Brain Injury is otherwise known as TBI. â€Å"Traumatic brain injury, a form of acquired brain injury, occurs when sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue† (NINDS, 2010). There are two main types of TBI, closed head injuries such as head hitting a windshield and penetrating