Chinese Popular Culture Term Paper Example | Topics and Well Written Essays - 1250 words - 1

Chinese Popular Culture - Term Paper Example Chinese great political icons like Mao have changed the social, political and cultural outlook of the country. Today China has surpassed major nations in economic development, education and technological advancement. Once a poor nation, China now has a population indulge in modern cars, technological gadgets, meat – based diet and luxury clothing. Moreover, the Chinese media has evolved in to dynamism that has transformed the day to day life of people of the nation. â€Å"The embrace of a market economy, with all its attendant risks, has forced the development of new governmental and social policies to stabilize China’s social structure through the conceptual category of the ‘middle class†. Today, China has become a world competitor and the super powers of world are looking up to China to understand their excellence in hard work, political strategy and social reform. Chinese Popular Culture The Chinese popular culture had been anchored due to the open door policy implement by the country in the 21st century. As per (Latham 20)â€Å" Since the open door policy and economic reform in mainland China in the 1980s tension between the two Chinese territories have gradually esed†.Westernization is the key aspect behind Chinese popular culture as new generation is imitating West in their daily life. China has a lasting cultural heritage and the emerging China is more on a conflict on adopting whether to adopt western or Chinese culture. According to (Wu 2)â€Å" With their different positions and experiences in the world, China and the west cannot establish the same culture tradition†. The Chinese popular culture has transformed its population into diverse and intensely sophisticated class. Chinese people are influenced more by popular culture rather than politics of their country. They have shifted their interest to fashion, luxury, comfort and globalization. For example, one of the examples of Chinese popular culture is hero w orship where in sports icon and other celebrities are admired overly. They worship domestic celebrities, whether it is sports, movie, music or art related. As per (Ren) â€Å"In the business realm, Chinese heroes have also arisen to carry the torch of China’s aspirations. People like Li Yan Hong and Robin Li, founders of Baidu.com, or famed entrepreneur Jack Ma, founder of Alibaba group, which owns the most popular e-commerce sites, or Pan Shiyi and wife Zhang Xin, the Donald Trumps of China†. Another example of it is the upsurge of fast food outlets in big cities of China. People have started to adapt to international fast food chains like KFC , Mc Donalds and Pizza hut in their attempt to align with western culture. Chinese Media and Popular Culture In Chinese media legacy, the Chinese writing, paper money, printing process and lithography has a prominent role to play. Preceding mass media, hand writing and printing were the main source of communication in China and as technology progressed, electrical, technical and mechanical devices replaced it. As far as Chinese history is considered, two forms of media that has shaped Chinese people’s lives are radio and computer. Radio has been the media which has influenced Socialist China greatly. In socialist China, wired radio, loud speakers and radio

Summer Reading Response Essay Example for Free

Summer Reading Response Essay 1. â€Å"His manner The quiet air around. When he turned the light on in the small, callous washroom that night, Liesel observed the strangeness of her foster father’s eyes. They were made of kindness, and silver. Like soft silver, melting Liesel, upon seeing those eyes, understood that Hans Hubermann was worth a lot.† The significance of this passage is the description of Hans Hubermann’s eyes as the color represents his worth and personality. It contributes to the characterization of Hans Hubermann. His eyes are described as â€Å"made of kindness and silver†. Silver represents riches and valuables and as seen later in the story, Hans Hubermann is someone that is very valuable and close to Liesel’s heart. He also demonstrates a quiet kindness as he agrees to take in Max regardless of the dangers that lie within harboring a Jew in those times. 2. â€Å"She remained on the steps, waiting for Papa, watching the stray ash and the corpse of collected books. Everything was sad. Orange and red embers looked like rejected candy, and most of the crowd had vanished. She’d seen Frau Diller leave (very satisfied) and Pfiffikus (white hair, a Nazi uniform, the same dilapidated shoes, and a triumphant whistle). Now there was nothing but cleaning up, and soon, no one would even imagine it had happened.† The colors in this passage, orange, red, and white, signify the destruction and death that was happening all around them at the moment even though the destruction was to a pile of books. It represents the turmoil in Liesel’s life and more to come. The â€Å"corpse of collected books† seems like a sort of foreshadowing as in the end, piles of corpses from Himmel Street. Then how everyone was completely ignorant to the burning of precious books, they are ignorant to the mistreatment of the Jews. The author’s use of similes joined together with heavy diction such as rejected, corpse, sad, and dilapidated leaves behind a mood of morose sadness. 3. â€Å"After a few seconds, he manages to scratch his head (the rustle of kindling) and he looked at her. His movements were fragmented, and now that they were open, his eyes were swampy and brown. Thick and heavy.† The author decides to focus on Max’s eyes and uses the adjectives swampy, brown, thick, and heavy. It gives the feeling of a person who has gone through much in his life. Also shown later in the book, brown represents a kind person who is close to the earth. Max always has Leisel give him the weather report as he cannot leave his hiding place to see outside. He is always kind to Liesel and even writes her a book for her birthday. His swampy, heavy eyes describe him as a person who has gone through sadness and suffering for the sole reason that he is a Jew. 4. â€Å"They keep triggering inside me. They harass my memory. I see them tall in their heaps, all mounted on top of each other. There is air like plastic, a horizon like setting glue. There are skies manufactured by people, punctured and leaking, and there are soft, coal-colored clouds, beating like black hearts. And then. There is death.† This passage is especially powerful in the way the author creates the mood and tone through the diction and description. The simile that describes the clouds as beating black hearts gives the feeling of death and evil. Black as a color represents death and evil. â€Å"There is air like plastic† gives the picture of the air suffocating the people that dwell within it. 5. â€Å"As he stood, Max looked first at the girl and then stared directly into the sky who was wide and blue and magnificent. There were heavy beams-planks of sun-falling randomly, wonderfully to the road. Clouds arched their backs to look behind as they started again to move on. â€Å"It’s such a beautiful day,† he said, and his voice in many pieces. A great day to die. A great day to die, like this.† The sky was described as blue and magnificent although the situation juxtaposes with the brightly described day. The author successfully adds in a piece of irony through the contrast of making the day beautiful while Max is think about what a great day it is to die. The cloud described as looking back gives the feeling of something of immense importance that is about to happen. The colors give off the mood of happiness and the imagery going with the sun create an image completely wrong for the situation.

Salmonella enterica typhi Essay -- Medical Health Biology Essays

Salmonella enterica typhi Introduction: Worldwide, typhoid fever affects roughly 17 million people annually, causing nearly 600,000 deaths. The causative agent, Salmonella enterica typhi (referred to as Salmonella typhi from now on), is an obligate parasite that has no known natural reservoir outside of humans. Little is known about the historical emergence of human S. typhi infections, however it is thought to have caused the deaths of many famous figures such as British author and poet Rudyard Kipling, the inventor of the airplane, Wilbur Wright, and the Greek Empire’s Alexander the Great. The earliest recorded epidemic occurred in Jamestown, VA where it is thought that 6,000 people died of typhoid fever in the early 17th Century. This disease is rare in the United States and developed nations, but always poses the risk of emergence. History: Originally isolated in 1880 by Karl J. Erberth, S. typhi is a multi-organ pathogen that inhabits the lympathic tissues of the small intestine, liver, spleen, and bloodstream of infected humans. It is not known to infect animals and is most common in developing countries with poor sanitary systems and lack of antibiotics, putting travelers to Asia, Latin America, and Africa in a high risk group. Of the 266 people infected in the United States in 2002, approximately 70% had traveled internationally within 6 weeks of the onset of disease. Microbiological Characteristics: This gram-negative enteric bacillus belongs to the family Enterobacteriaceae. It is a motile, facultative anaerobe that is susceptible to various antibiotics. Currently, 107 strains of this organism have been isolated, many containing varying metabolic characteristics, levels of virulence, and multi-drug r... ...asters have compromised sanitation. Although the incidence in the United States is very low, outbreaks and substantial epidemics still remain possible due to worldwide travel and unknowing carriers of the disease. The development of antibiotic treatments and several vaccines have presented the possibility of worldwide eradication. Until this is achieved, however, S. typhi and its characteristic typhoid fever will remain a threat for future epidemics. References Cited: Dennis Kunkel Microscopy, Inc. Health Canada: MSDS of Infectious Substances World Health Organization: Typhoid Fever Fact Sheet Centers for Disease Control and Prevention: Typhoid Fever Disease Information University of Florida Medical Micribiology and Infectious Diseases Department: Salmonella typhi Info Wikipedia.org: Typhoid Fever U. of Maryland Medical news: Typhoid Fever

Ethical Impacts of the Internet on Children and Teenagers Essay

As the use of internet dominates every activity in the global market, its use in homes and schools has exponentially grown raising concern on its ethical effect on children and teenagers. The nature of the youngsters’ use of internet has generated heat and anxiety among the general public as the society calls for ethical and moral guidelines that would protect children and teenagers from negative effect of the internet. This paper proposes a research that will identify the effect of internet use among the young people as the academic and policy importance concerning the opportunities and dangers of internet use continue to be raised. The paper identifies these opportunities and dangers as it proposes the methodology and limitations for the research paper. 2. 0 Introduction 2. 1 Background Internet which slowly started as a network for military officers in the cold war eventually became an important tool in the academic corridors and today the former â€Å"Arpanet† has greatly grown to become the primary platform for communication and interaction for different communities around the world. As the Internet traffic hit millions of users each day the communication technology continue to grow to allow for infinite information access and instant interaction by users, a fact that has brought about a social paradigm shift in the way societies used to live in the earlier days. This technology has particularly been embraced by children and teenagers as a way of learning, socializing and leisure. In the developed countries and many other regions around the word, internet access has ceased to being a trademark for the privileged members of the society as its use in the workplace, education institutions and leisure places continue to grow exponentially. As the use of computers and internet become more and more entrenched in our day to day routine practices, it has become a basic feature not only in the offices but also at our homes. The presence of internet at our homes has opened up a â€Å"super highway† to children and teenagers who are being referred to as the â€Å"digital generation† that incidentally predisposes them to overwhelming information and social sites that may contribute heavily in shaping their behavioural patterns. Whereas internet offers a perfect educational platform for the young people, it is also seen largely as a risk factor that could expose them to adult sites, make them more addicted and dependant on the internet and eventually instil anti-social behaviour in some of them. While this issue demands a critical stance given the consequences it has on the future generation, very little independent researches has been conducted to inform the policy makers and end the growing public anxiety. In most of the researches conducted in the recent past only a few have focused on the social consequences of the internet among the children and teenagers. The households with children or/and teenagers that have access to the internet is however more common than those without (Wigley and Clacke, 2000). 2. 2 Research Objectives The main objective of the proposed research project is to explore the impact of the internet on children and teenagers based on the expected social, cognitive and behavioural patterns in the society. The research project will aim at identifying issues that deviate from the laid down expectations both at school, home and in the society which find their root from the internet. 2. 3 Research Question The proposed paper will focus on answering the following primary question; †¢ What are the ethical impact on the use of internet among the children and teenagers? To effectively explore the primary research question the following secondary questions will be analyzed? †¢ What are the children/teenagers perceptions towards internet? †¢ What are the perceptions of the parents whose children are using internet at home or/and school? †¢ What are the important contrasts in internet activities from what is expected to what is actually practised? †¢ What are the possible impacts of these struggles between the theoretical and practical internet activities on children/teenagers’ social development? 2. 4 Research Significance A study conducted in the UK by Wigley and Clacke (2000), revealed that among the young people aged between 7 and 16 years, 75% of them have used the internet as compared to only 38% from the adult population. This explains that in the contemporary society the young are actually the pioneers of the internet culture. For a long time children and teenagers have also been regarded as a special homogenous object in other studies a fact that has made this category of population marginalised and often left out in researches on the internet. Even in the midst of growing researches on e-commerce and e-democracy very little efforts are focusing on the expanding online market driven by the young people. For these reasons children and teenagers are often left out in technological advancement as the market analysis is evaluated. As the social effects of internet on the young people become obvious in most societies it is becoming more difficult to ignore the subject and therefore many empirical projects on children and teenagers use of the internet are coming up. This makes it appropriate moment in which the research agenda on this category of population must be given priority. 3. 0 Literature Review 3. 1 Nature of Internet Usage Recent surveys reveal that children and teenagers attach high value to the usage of internet to gather information, entertainment leisure and as a medium of communication. According to Valkenburg and Soeters (2001), 73% of the children and teenagers use internet as an education tool, 59% use it for E-mails, 38% to play games, 32% for chatting with friends and 31% use internet as a hobby and an area of interest. The internet has already revolutionized the social patterns of our younger population drastically changing the earlier forms of communication and interaction among the peers. A research conducted by Valkenburg and Soeters (2001), indicates that among most households internet has continued to elicit mixed reaction between the parents and their young ones as it is considered to easily lead the young toward the wrong direction if mismanaged or taken for granted. While the parents praise the internet for its role in availing most of the information that their children would need in pursuit of their education, the children consider the opportunity more as a source of entertainment that gives them a break from the other â€Å"old fashioned† entertainment sources. The tug of war between the parents and children demonstrates an obvious digital generation gap in which children and teenagers who normally acquire and understand new internet skills faster than their parents get transformed into â€Å"family tutors†. The expertise in computer and internet skills among the children gives them a symbolic advantage over their parents that can easily be mis-used in pushing their interests that could not necessarily be approved by their parents. The current researches on the social context in which internet is focusing more in identifying ways and means in which children and teenagers are changing their homes into centres for content production, entertainment and leisure. This fact has in essence brought about new approaches in children’s activities as questions linger on whether learning has become more fun, playing is turning more and more educational and whether online chatting is part of civic participation or a way of withdrawal from the general society. This kind of researches therefore calls for the need to analyse the online content that is most preferred by children and teenagers. This raises a challenge given the large volume of online contents from which one can choose from and the fact that the hypertext content can be actualized by the user. This has in effect discouraged most of the researchers carrying out studies on the impact of internet on children and teenagers. Most of the researches today are however guided by the policy issues that are endeavouring in trying to balance the benefits that the internet offers to the young population against the harm that may be associated with some of the sites. Therefore the key agenda is on how the society in general should ethically conceptualize and balance the benefits and the dangers of the internet on the children and teenagers within there spheres of influence.

Effective Leadership Traits in Correcting Organizational Deficiencies

Effective Leadership Traits in Correcting Organizational Deficiencies Timothy B. Ashby Devry University Leadership and Organizational Behavior GM 591 Professor Faggione January 26, 2011 Introduction Effective Leadership Traits in Correcting Organizational Deficiencies Lexington Country Place is a rehabilitation and long-term care facility that is owned and operated by Five Star Incorporated. Five Star is a relatively new corporation that has made great strides in promoting excellence in the care and rehabilitation of those in need of nursing care that extends beyond acute hospitalization. LCP has had a long-standing reputation of excellence in the Lexington, Kentucky community. Over a period of the past two years that reputation declined as a result of several factors but primarily because of ineffective leadership. My role at LCP is the evening shift RN House Supervisor. Some of my responsibilities include effectively handling any problems that may arise during the 3-11 shift. These problems may include making adjustments in staffing, assisting with admissions, public relation concerns, and using effective nursing assessment skills and making decisions that insure the safety and care of the residents at LCP. The current Director of Nursing, Angela Staiano, RN, BSN, has a proven track record of being an effective leader with a history of improving the quality of long-term care facilities. She was offered and accepted the position of DON at LCP several months ago following a state inspection in which LCP was noted as having several deficiencies. Since inspections are a matter of public record and customers are able to make comparisons with competitors, LCP had a decrease in its census. Problem Identification The problem being addressed in this paper is how ineffective leadership resulted in a decrease in the resident population, a complacent staff who were not committed to providing high standards of care, and as a result, a decreased profit for the organization. The lack of profitability affects not only the corporate center, but also affects the organization’s ability to make improvements to the facility, provide adequate resources to the residents, and to pay wages comparable with competitors in order to retain good employees. Shermerhorn (2010) writes that â€Å"organizations depend for their success on day-to-day decisions made by (leaders). The quality of these decisions influences both the long-term performance of an organization and its day-to-day character—in the eyes of employees, customers, and society at large. The problems at LCP directly resulted from poor decisions that were made of ineffective leaders. Literature Review An search on EBSChost for the phrase â€Å"effective leaderhip† resulted in 6373 results. The term â€Å"leadership traits† resulted in 718 results. A combination of the previous terms â€Å"effective leadership traits† provided too narrow a parameter with only nine research articles. A search for â€Å"types of leaders† generated 787 articles. â€Å"Leadership paths† located 151 results. A search for â€Å"organizational leadership behaviors† generated 23 results which defined a reasonable search parameter with adequate research articles to support this paper.

Smith Consulting Software Essay Example

Smith Consulting Software Essay Example Smith Consulting Software Essay Smith Consulting Software Essay System Analysis of Smith Consulting System Documentation BSA/385 Contents Abstract3 System Analysis of Smith Consulting System Documentation4 Introduction4 Customer Engagement Approach4 Software Development Processes and Procedures4 Quality Assurance Processes and Procedures6 Testing Procedures7 Developer Testing8 Reliability9 Accuracy9 Developer Performance Testing10 Developer Fault Testing10 User Acceptance Reliability11 User Acceptance Accuracy11 User Acceptance Fault Tolerance11 Test System Infrastructure15 Hardware/Software Capabilities15 Formal Program Specifications Format15 Conclusion16 Attachments18 Abstract The LTA (Learning Team A) group has been asked to define, develop, and propose standards for a software testing environment at Smith Consulting. The LTA group will review several aspects of the system documentation currently being used by Smith Consulting and provide proposed solutions for each of the areas defined in this document. System Analysis of Smith Consulting System Documentation Introduction Smith Consulting (Smith) has tasked LTA (Learning Team A) with developing standardized project approach and testing procedures so that prospective clients are confident that Smith is performing their contractual obligations efficiently. These procedures will be generalized so that they can be applied to any project that Smith takes on and have sufficient documentation so that the procedures are correctly applied to each project. This ensures that Smith has repeatable processes in place and can put more resources towards completing the project rather than developing the procedures to complete the project. Customer Engagement Approach Smith is dedicated to the long-term success of the project. Smith does not approach the projects as a system to be designed and left with the client to manage. Smith offers flexible management terms from support to full-time maintenance of any application Smith designs, ensuring that our dedication to service extends through the life of the product. Smith also strives to help every end-user, helping them to fully understand and embrace the new technology. Smith understands the challenges end-users face when moving to new technology, and we want every employee to be comfortable using the system. Software Development Processes and Procedures Smith realizes that there may not be one clear-cut solution for all software development projects and seeks to use a process that takes into account as many variables as possible when developing new software. This means that Smith will first need to determine the needs for the company. The first step in this process is to identify the stakeholders and develop a project timeline and budget. These factors will help drive the project toward the estimated completion date. The stakeholders will include members of Smith so that the project is kept manageable and realistic as far as time of completion and resources needed. The next step is creating an analysis team to work with the various stakeholders to understand what the company needs the new system to do. As the analysis is completed a more formalized design will be presented to the same stakeholders in the form of a data flow diagram to ensure that all the needs are being met. At this time the stakeholders will have the ability to present changes as part of the change ontrol process described as part of the Smith quality assurance processes. Smith will also implement additional design methods as required by the specific needs of a project. These methods include the use of new models, tools, and techniques in order to fully understand the system requirements. It may be necessary to bring in third-party vendors to provide and use the tools that these methods require. These vendors will be subject to a procurement process as indicated in the contract for the project and are subject to a determination of need by the stakeholders. The next step is for a finalized data flow diagram to be presented to a design team who will then analyze and determine the best approach for implementing the design. This will include determination of a tool, and the solicitation of vendors to provide the tool as needed. The stakeholders will again be consulted before any final determinations are made. Once a tool or vendor is determined the design team will work on implementing the design. The design will be implemented as part of the project plan timeline and Smith will provide developer testing in addition to end-user acceptance testing. This ensures that the final product matches the goals of the system as laid out in the project plan. Once acceptance testing is completed the system will be implemented and the system will enter its training phase as indicated in the project plan. After full implementation, the system will enter the maintenance phase. Depending on the term of the contract, Smith will be involved in the maintenance phase of the system through its live cycle. All contracts include phone support for as-designed elements of the system. Quality Assurance Processes and Procedures Smith is dedicated to providing quality of the highest level in all its services to its clients. This quality is ensured through the use of tools put in place at the beginning of the project. The most important tool in use is the project manager. All of Smith’s project managers are qualified, experienced managers who take a hands-on approach to ensuring that a project stays on the timeline and within the budget. This includes weekly updates to shareholders as well as daily stand up meetings to ensure that everyone is on track and there are no concerns to delay the project. Any concerns are immediately made known and the manager will do his or her best to provide more resources to address the problem with minimal effects to the project plan. To ensure that the project is kept within scope, a strict change control process will be used to determine what parts of the project will be able to be changed and when. This can be different for every project; Smith approaches each project plan in a similar fashion, including setting priority, and secondary goals. The stakeholders have the ability to define these goals during the analysis phase as well as a say in the change control process. Primary goals are strictly followed and changes are made to these goals only when the outcome of the project is in jeopardy. Secondary goals are more flexible and their change control process is not as severe; however the process is strictly adhered to. This adherence to the change control process ensures that the project is a success and not dependent on the success or failure of individual parts. Testing Procedures For each level of testing that takes place, Smith will develop charts detailing the testing step to be performed, an example of the chart is shown in example 1. This chart includes sections to identify what is being tested (Actor), what is being done (Action) and a description of the testing task. In addition, a secondary chart will be provided that details each step to be performed to complete the test case in question. Actor| Action| Description| Customer/Employee/Etc. | Click Button 1| Button 1 starts the applications and takes the user to the login, etc. | Customer/Employee/Etc. | Click Button 2| Button 2 logs the current user into the system| Continue†¦| | | Step| Step Expected Result| 1. Launch Application/Etc. Application window should open and prompt user for credentials, etc. | 2. Login/Etc. | User should be logged into application and appropriate menu items should be shown based on user’s security level, etc. | Continue†¦| | Figure 1 – Sample Software Capability Testing Diagrams An additional process flow that will be followed by Smith engineers is to chart the process flow for all testing for easy review by clients and engineering staff. The format of the process flow is shown in Figure 2. Figure 2 – Sample Testing Data Flow Diagram Developer Testing Smith requires its developers to perform testing on each piece of a project that they are responsible for working on. Each of these tests ensures that the software is ready for the next step in the process, whether that is integration with other pieces or implementation. The developers are required to ensure that the testing covers reliability, accuracy, fault tolerance and performance as required by the architecture design documentation for the project. Reliability Reliability testing is important to ensure that the system is capable of handling input and output in all situations it is likely to encounter during use. This includes programming for proper error handling should a user input unexpected data, as well as for handling exceptions on the data output. Developers use the architecture document to control the input and output and use exception handling to notify the user that something has gone wrong without passing the bad data along to the next process. In order to test reliability developers will purposefully input bad data and the system is required to handle it correctly. The developers are required to check not only that the errors are thrown properly, but that they are informative and the bad data are not output. Accuracy Accuracy testing is important because the input must be received, stored, transformed and output correctly. Any failure in any of these steps will affect the accuracy of the system. Developers must develop algorithms to transform the data properly so that the output is as expected. Since system algorithms can be achieved in multiple ways that achieve the same results, it is important that the accuracy is tested as often as possible. Developers are required to develop and input use cases to ensure the data are being output as required. If the output is not what is expected the developers can roubleshoot and track down the problem and run the use cases again. The system architecture document will detail the results needs, but developers often must use creativity to develop a solution to match the requirements. Accuracy testing at the developer stage is a key step for accuracy in the implemented system. Developer Performance Testing Performance testing must be performed during the development phase to ensure that the system does not have any resource or application issues prior to deliver to the customer and conforms to the stated needs of the customer. At Smith performance testing is performed during unit testing and during integration testing. With unit performance testing the developer is able to identify issues easier than during integration testing. During the integration testing phase any module interaction that was not able to be identified during unit testing will be tested. Performance testing includes the development of test cases that test each module within the client application, if resources are required such as network connectivity or file I/O then these systems will also be tested. The expected results of performance testing will be defined during the system analysis phase and will be approved by the client as acceptable criteria. Developer Fault Testing Developer fault testing is a technique used by Smith to inject errors into the software/hardware project to test the capability of the system to handle the errors in expected ways. This method of testing aids developers in the identification of the inability of the application to respond to system conditions that are expected during the normal use of the product. By using fault testing the developers can include processes that respond to these error conditions in a meaningful way. User Acceptance Reliability Like developer reliability testing, user acceptance testing for reliability is important to ensure that the system will reliably handle inputs and outputs. In UAT, test cases will be provided to selected users from the customer’s side. These test cases will allow users to test inputting information into the system so the software can demonstrate that it is capable of handling various types of input by executing on it properly. The UAT will allow the customer to provide feedback to Smith on the test cases and anything that did not perform as expected so that Smith can make any modifications to the system. In the event that Smith has to make any changes, UAT will begin again after the system has been adjusted. User Acceptance Accuracy User acceptance testing for accuracy will provide users with tests to ensure that the system is capable of handling inputs, loading, processing, storage, and outputs accurately. These tests should be consistent with the original testing that took place in the development of the algorithms to ensure that the expected results are produced by the system to the degree of accuracy that is required by the application. All calculations that the system needs to be able to perform should be tested in the UAT to demonstrate to the customer that the system is capable of handling the calculations correctly. This is the chance for the customer to fully test the system and provide any feedback to Smith. The user tests will be developed to demonstrate the full capabilities of the system. User Acceptance Fault Tolerance Once the software has been designed and implemented, the end-user’s who will utilize the software will be able to test the software’s performance (User Acceptance Testing, 2010). Allowing the end-user’s to test the software will allow IT personnel to make any changes and fix bugs that may cause future errors. All though much software may not be productive due to errors, Smith depends on test results and test reports to ensure errors are fixed and errors in the system are debugged. Below are a few tools that are used for user acceptance testing and fault tolerance: * Test Results and Error Reports User Acceptance Sign-off (Figure 3) * Production Systems * Final Installation Procedures and Instructions * Final Documentation and Training Materials * Project Plan * Methodology Compliance Form (User Acceptance Testing, 2010) (Figure 4). Smith will use these tools to ensure the User-Interface is accurate and ready for deployment. Figures 3 and 4 are sample templates fo r some of the tools used. Figure 3 – User Acceptance Sign-Off Sheet Figure 4 Methodology Compliance Form Test System Infrastructure Hardware/Software Capabilities Smith uses QuickTest Professional 10. (QuickTest) software to perform testing on all of its software projects. The software is an automated testing environment that uses testing scripts to regression test all parts of a new software product. These testing scripts are created by a developer and ensure that as new items are added, the previously tested items maintain their same functionality. Since the testing scripts are setup in a GUI environment that uses capture technology to generate them directly from the software environment that is being tested, the time required to create them is minimal and the expected results are easy to predict (HP, 2007). This ease of use helps control the testing timeline so that the projects stay on track. In addition, QuickTest provides customizable reports about errors that can include screenshots and other information to make it easier for developer to recreate the errors so they can be resolved (HP, 2007). Smith maintains separate testing hardware to handle its testing needs. This environment utilizes quad-core Intel processors running Windows Vista and equipped with maximum memory capabilities so that the testing can run as quickly as possible. The separate environment ensures that the testing can run simultaneous to the development whenever possible so that the timeline set up for any project can be strictly adhered to. Formal Program Specifications Format The format of the specifications that will be used by the software engineers at Smith will is detailed in the attachment named: System Requirements Specification. This specification includes a complete description of the requirements of the system to be built. Detailed instructions are included to aid developers in the definition of the requirements and what will be one to satisfy that requirement. Conclusion Smith Consulting takes pride in providing professional development of systems for our clients. Having the processes and requirements in place as outlined in this document such as our quality assurance processes and our developer and user acceptance testing ensures that the systems that Smith Consulting builds remain in scope with the project plan and within budget. Our processes also help to ensure that the client and key stakeholders are engaged throughout the development lifecycle. References Everett, G. D. amp; McLeod, Jr. , R. (2007). Software Testing. Retrieved February 27, 2010, from University of Phoenix eCampus, Entire eBook. BSA385 – Introduction to Software Engineering. Frenzel, C. W. , amp; Frenel, J. C. (2004). Management of Information Technology, 4E. Retrieved February 14, 2010, from University of Phoenix eCampus, Entire eBook. BSA385 – Introduction to Software Engineering. Hewlett-Packard Development Company, L. P. (2007). HP QuickTest Professional software Data sheet. Retrieved March 5, 2010, from https://h10078. www1. p. com/cda/hpdc/navigation. do? action=downloadPDFamp;caid=3885amp;cp=54_4000_100amp;zn=btoamp;filename=4AA1-2116ENW. pdf Hewlett-Packard Development Company, L. P. (2010). HP QuickTest Professional software System Requirements. Retrieved March 5, 2010 from https://h10078. www1. hp. com/cda/hpms/display/main/hpms_content. jsp? zn=btoamp;cp=1-11-127-24^9674_4000_100__ Attachments Purpose: The System Requirements Specification (SRS ) is a complete description of the requirements of the system to be built. It is derived from Customer Requirements. It covers all the business functions, inputs, outputs, and system interfaces of the proposed project, and answers these questions: * What is the system or software supposed to do (from the customer’s point of view)? * What users, system hardware, other hardware, and other software does the system interact with? * What are the performance requirements, such as speed, recovery, and capacity? * What are any constraints on design? Scope: The System Requirements Specification must be completed for any systems development project. Instructions: Identify instructions for using the template. 1. Prior to releasing remove this template cover page. This is part of the template not part of the finished document. 2. Angle brackets (lt; gt;) indicate information to be input for specific project. Remove angle brackets (lt; gt;) when information is entered. 3. Template sections which do not apply to the system can be labeled as â€Å"Do not Apply† or removed from the document as long as the base requirement of information listed above has been recorded. 4. Template instructions are italicized and should be removed from the document. 5. Open the header/footer and update the appropriate information to the header. No information needs to be updated in the footer – this will occur automatically each time the file is closed. * lt;Project Namegt; System Requirements Specification Rev lt;1. 0, 1. x, 2. 0,gt; Revision # of document. Use 0. 1 thru 0. 9 for pre-approval drafts. Use 1. 0 thru 9. 9 for approved copies. lt;Dategt; Date of revision Prepared by: lt;Authorgt; * Approvers lt;Include a place for, and acquire approval by all critical project stakeholders, as required by the Software Development Guidelines. More approvals may be included as deemed appropriate. gt; The following â€Å"Approvers† are responsible for reviewing this System Requirements Specification and agree with the project’s requirements. The approvers understand and will support the responsibilities described herein for their organization. Note: Approver signatures are captured electronically in the Electronic Qualification Document Management System (EQDMS). lt;Namegt;| | Project Lead| | lt;Namegt;| | | | lt;Namegt;| | lt;other reviewergt;| | lt;Namegt;| | lt;Key Stakeholder #1gt;lt;lt;Titlegt;gt;| | lt;Namegt;| | lt;Key Stakeholder #2gt;lt;lt;Titlegt;gt;| | | | | Document History Date Revised| Version No. | Author| Reason for changes| | | | | | | | | | | | | | | | | | | | | Introduction7 Purpose7 Scope7 Definitions, Acronyms, and Abbreviations7 References7 Overview7 Overall Description7 System Perspective7 System Requirements7 System Interfaces8 User Interfaces8 Hardware Interfaces8 Software Interfaces8 Communications Interfaces8 Memory Constraints8 Operations8 Site Adaptation Requirements8 System Functions9 User Characteristics9 Constraints9 Assumptions and Dependencies9 Apportioning of Requirements9 Functional Requirements9 Performance Requirements9 Logical Database Requirements10 Design Constraints10 Standard Compliance10 Software System Attributes10 Supporting Information10 Introduction Purpose The SRS identifies all of the system requirements. The system requirements are derived from customer requirements as well as perceived customer needs and specific local and regulatory requirements. The SRS identifies all the system requirements sufficient for the developers to develop a system which meets customer expectations. In addition, the SRS provides sufficient detail for complete system validation. The audience is the entire project team and customer/sponsor representatives. Scope lt;Identify the software product(s) to be produced by name, explain what the software product will and will not do, include relevant benefits, objectives, and goals of the softwaregt; Definitions, Acronyms, and Abbreviations lt;Define all terms, acronyms, and abbreviationsgt; References lt;Provide a complete list of all documents referenced elsewhere in this document, identify each document by title, date, and publishing organization, specify the sources from which the reference to an appendix or another documentgt; Overview lt;Describe what the SRS contains and explain how the SRS is organizedgt; Overall Description System Perspective lt;Describe whether the system is totally self-contained or has interactions with other systems within or outside of its environment, a block diagram can be added here to show interconnections with other systems and requirements related to overall systemsgt; System Requ irements lt;The purpose of this section is to describe all of the software requirements to a level of detail sufficient to enable designers to design a system to satisfy those requirements and QA testers to test that the system satisfies those requirements. As a minimum, every requirement should include a description of every input/stimulus into the system and every output/response from the system, and all functions performed by the system in response to an input or in support of an output. gt; lt;The following sub-sections 3. 1 – 3. 15 identify different requirements categories. It is unlikely that every project will have requirements in each category. It is not necessary to identify requirements in each category, they are provided only as guidance to insure that each type of requirement is considered. All requirements should be listed in section 3 and each requirement should be uniquely numbered. gt; System Interfaces lt;List each system interface and identify the functionality of the software to accomplish the system requirement and the interface description to match the systemgt; * User Interfaces lt;Specify the logical interface between the software product and its users, including configuration characteristics such as required screen formats, page or window layouts, content of reports or menus, or availability of programmable function keys necessary to accomplish the software requirements. Specify the aspects of optimizing the interface with the person(s) who must use the system, an example would be constructing a list of do’s and don’ts on how the system will appear to the usergt;. * Hardware Interfaces lt;Specify the logical characteristics of each interface between the software product and the hardware components of the system. This includes configuration characteristics, supported devices/how they will be supported (full-screen vs. line-by-line support for a terminal for example), and protocolsgt;. * Software Interfaces lt;Describe the use of other required software products and interfaces with other application systems. Describe the purpose of the interfacing software, and the definition of interface in terms of message content and format. Reference the documents(s) defining the interface(s). Include name, mnemonic, specification number, version number, and source for each required software productgt;. * Communications Interfaces lt;Specify the vario us interfaces to communications such as local network protocols, etc. gt; Memory Constraints lt;Specify any applicable characteristics and limits on primary and secondary memory. gt; Operations lt;List the following if not already listed in the User Interface section above: the various modes of operations in the user organization (user initiated operation), periods of interactive operations and periods of unattended operations, data processing support functions, and backup and recovery operations. gt; Site Adaptation Requirements lt;Define the requirements for any data or initialization sequences that are specific to a given site, mission, or operational mode (grid values, safety limits, etc. , and the site or mission-related features that should be modified to adapt the software to a particular installation. System Functions lt;Provide a summary of the major functions that the software will perform. The functions should be organized in a way that makes the list of functions understandable to the customer or to anyone else reading the document for the first time. Graphics can be used to show the different functions and their relationships, and the logical relationships among variables. gt; User Characteristics lt;Describe the most general characteristics of the intended users of the product including educational level, experience, and technical expertise. gt; Constraints lt;Describe any items that will limit the developer’s options such as regulatory policies, hardware limitations, interfaces to other applications, parallel operation, audit functions, control functions, higher is the availability of an operating system on a specific hardware environment that is designated for the software product. gt; Apportioning of Requirements lt;Identify requirements that may be delayed until f uture versions of the system. gt; Functional Requirements lt;Describe the fundamental actions that must take place in the software in accepting and processing the inputs and in processing and generating the outputs. Examples are validity checks on the inputs, exact sequence of operations, responses to abnormal situations, effect of parameters, and relationship of outputs to inputs, including input/output sequences and formulas for input to output conversion. Partition the functional requirements into sub functions as necessary. gt; Performance Requirements lt;List requirements in measurable terms related to the following: * -Static numerical requirements: such as the number of terminals to be supported, the number of simultaneous users to be supported, and amount and type of information to be handled, and * -Dynamic numerical requirements: such as the number of transactions and tasks and the amount of data to be processed within certain time periods for both normal and peak workload conditions. gt; Logical Database Requirements lt;Specify the logical requirements for any information that is to be placed into a database such as types of information used by various functions, frequency of use, accessing capabilities, data entities and their relationships, integrity constraints, and data retention requirements. gt; Design Constraints lt;Specify design constraints that can be imposed by other standards, hardware limitations, etc. gt; Standar d Compliance lt;Specify requirements derived from existing standards or regulationsgt; Software System Attributes lt;Describe other software attributes that can serve as requirements such as factors required to establish reliability, availability, security,

Customized Supply Management System Problem

Customized Supply Management System Problem Introduction Disruption and variation in quality of commodities supplied disrupts production by adding resultant costs and losing revenue opportunities. In highly specialized manufacturing, the cost of constant modification of supplies presents inhibitive financial and technical barriers. Advertising We will write a custom essay sample on Customized Supply Management System Problem specifically for you for only $16.05 $11/page Learn More TESCO Company is currently faced with this situation though the intention of tailoring their products was meant to boost financial returns. Therefore, modification of supply management system has serious affected the company’s creativity in a bid to tailor service delivery that meet demands of each customer. Supply management system problem Supply management system coordinates functions purchasing. This mechanism identifies the need for commodities, appropriate suppliers, quantity and quality of the commodities. It al so evaluates effectiveness of supply practices already in place (Park, Shin, Chang, and Park, 2010). Expansion of capacity and mechanization of production demands that the supply system matches production efficiency while assuring quality of supplied goods. Information technology delivers on both efficiency and quality. With computer software to automate supply chain management, decisions can be made reliably and in timely manner (Park, Shin, Chang, and Park, 2010). Input from the production section is processed to chart a supplier’s trend in adherence to quality, quantity, and timeliness of deliveries. Communication of the quality guidelines minimizes the risks of product rejection/return. In absence of a guide, variance is more probable. In such a case, the delay before replacement may slow or halt production; consequently, potential revenue from processed products is missed. Solution to supply management problem Therefore, I would recommend automated supply software that will group similar customer demands together. To realize the benefit of automated supply, both buying and supplying enterprises are to have an integration of their local processes so that data is funneled to a common framework. Then, the two systems are interconnected so that exchange of information is directly linked through website portal and email options. Sharing supply sub-system facilitates direct transactions and generation of reports that rate a supplier’s performance. Due to its dynamic reporting, anomalies in supply quality are communicated instantaneously to the supplier to initiate corrective action (Burnett, 2004). Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More With a supplier audit, non-conformance to specifications in supplied commodities and modes of supply are identified. A report of the audit is then discussed with the supplier to implement corrective remedy. As a balanced assessment of a supplier’s performance, the scorecard is thus an objective tool to guide quality in supply. Reasons for the recommendations An improved approach to supply management through automation in TESCO Company will establish a broader partnership with its customers. The buyer will make an effort to learn the supplier’s values, vision, challenges, and operating environment. A spirit of collaboration established will offer positive contribution to the partnering businesses (Burnett, 2004). Such cooperation will turn supply into a competitive advantage instead of sole cost. This should be backed by a legal contract. It further provides for explicit conditions in executing the contractual partnership. Due to their explicit nature and legal enforcement, a contract assures quality of supply to the agreed specification. Supply management system plays a critical role in business process. A modern approach to its management proposes building stron ger relationship with a customer to minimize variance on quality. Important tools in safeguarding quality are the supply management system, supplier manual, supplier’s scorecard, and supply contract. However, breach of contract may occur that requires legal solution. The process is cumbersome before an award for claimed damages are granted and mistrust between these parties is often irreversible (Hill, Eckerd, Wilson and Greer, 2009). References Burnett, K. (2004). Business briefing: Global purchasing Supply chain Strategies. New York: Wiley. Hill, J., Stephanie, E., Darryl, W., and Bertie, G. (2009). The effect of unethical behavior on trust in a buyer–supplier relationship: The mediating role of psychological contract violation. Journal of Operations Management, 27, 281-293.Advertising We will write a custom essay sample on Customized Supply Management System Problem specifically for you for only $16.05 $11/page Learn More Park, J., Kitae S., Tai-Woo C., Jinwoo P. (2010). An integrative framework for supplier relationship management. Industrial Management Data Systems, 110(4), 495-515.

What Is the SAT No Calculator Section 5 Tips to Do Well

What Is the SAT No Calculator Section 5 Tips to Do Well SAT / ACT Prep Online Guides and Tips While the prohibition of a calculator on some SAT Math questions might leave you worried, rest assured that you don't need a calculator on this section. In fact, having one would probably just slow you down! This guide will discuss the third section of the SAT: the Math with No Calculator section. Read on to learn the types of questions you can expect to see and how you can get a high score. But first, let’s go over the format of the SAT Math No Calculator section. How Is the SAT Math No Calculator Section Formatted? Let’s start with the basics: how much time you have and how the SAT Math No Calculator section is structured. This section always comes third, after the Reading and Writing and Language sections. It’s only 25 minutes long, making it the shortest section on the SAT. After you complete this section, you'll get a short five-minute break, at which time you can take out your calculator and start to get ready for the next section: Math Calculator. You’ll be asked to answer 20 questions. You'll have an average of one minute and fifteen seconds, or 75 seconds, per question. Of these questions, 15 will be multiple choice (each with four answer choices) and five will be grid-ins (also known as student-produced responses). You’ll fill in your answers to these five grid-ins on a special section of your answer sheet. Here’s how the Math No Calculator section breaks down exactly: Total Time # of Multiple-Choice Questions # of Grid-ins Time per Question 25 minutes 15 (#1-15) 5 (#16-20) 75 seconds Since the No Calculator section is the shorter of the two Math sections, it will only count for one-third of your total Math score. Now, let’s move beyond logistics and discuss the skills that will be tested on the SAT Math No Calculator section. You don't need a calculator to answer these questions- just a pencil and paper! What Skills Are Tested on the Math No Calculator Section? According to the College Board, the Math No Calculator section tests two major categories: Heart of Algebra and Passport to Advanced Math, along with problems that fall under Additional Topics. These categories focus on concepts such as linear equations, linear inequalities, functions, quadratic equations, graphs, geometry, and complex numbers. Unlike on the Calculator section, there are no Problem Solving and Data Analysis questions on the No Calculator section- these are the ones for which you must interpret data from tables and scatterplots or calculate ratios, rates, and proportions. The chart below shows exactly how many questions you can expect to find in each of the three major skills areas: Content Categories # of Questions % of No Calculator Section Heart of Algebra 8 40% Passport to Advanced Math 9 45% Additional Topics 3 15% Source: Official SAT Study Guide Some questions have multiple steps and require you to combine two or more concepts to work toward a solution. To gain a sense of how the Math No Calculator section tests the above skills, you can find official SAT sample questions below. Let’s take a look at how this calculator-free section tests these skill areas. This amphibian romantic wears his Heart of Algebra on his sleeve. How Does the Math No Calculator Section Test Your Skills? The Math No Calculator section won’t ask you to do long, complex calculations out by hand. For the most part, this section seeks to test your reasoning and problem-solving abilities. The College Board wants to ensure that you understand fundamental math concepts and don’t need to rely on a calculator to reach a solution. There will still be some arithmetic- e.g., basic adding, subtracting, multiplying, and dividing by decimals- but the majority of the problems will focus more on reasoning than on figures. Below are some official sample No Calculator questions. You’ll find two questions that fall into the Heart of Algebra category, two in Passport to Advanced Math, and one in Additional Topics. Notice how, for the most part, a calculator wouldn’t actually be useful at all for reaching your answer. The questions below are borrowed from the College Board’s collection of official SAT practice tests, a free resource that should definitely be part of your test prep. I also suggest checking out Khan Academy's SAT resources, though they shouldn't be a replacement for more thorough test prep. #1: Heart of Algebra This Heart of Algebra question asks you to solve for $x$ in an algebraic equation: If ${x-1}/3=k$ and $k=3$, what is the value of $x$? A) 2B) 4C) 9D) 10 To solve this problem, you could go through the following steps: #1: Multiply both sides by 3, so you're working with $x - 1 = 3k$ #2: Add 1 to both sides, leaving you with $x = 3k + 1$ #3: Then solve for $x$ by substituting $k$ with 3. Since $x = 3k + 1$, $x = 3(3) + 1$, or $x = 10$. This Heart of Algebra example represents an easy-level question. If you didn't solve for $x$, you could instead plug in the answer choices and work backward (i.e., which value of $x$ would equal 3). Either way you decide to solve it, this problem definitely doesn't require the use of a calculator. Answer: D #2: Heart of Algebra The following Heart of Algebra question is of medium difficulty; it tests your reasoning skills and understanding of an algebraic expression. While you could plug in numbers to make the scenario more concrete, the easiest way to solve this problem is to understand how to represent rates with algebraic variables. On Saturday afternoon, Armand sent $m$ text messages each hour for 5 hours, and Tyrone sent $p$ text messages each hour for 4 hours. Which of the following represents the total number of messages sent by Armand and Tyrone on Saturday afternoon? A) $9mp$B) $20mp$C) $5m+4p$D) $4m+5p$ This problem asks about the total number of messages Armand and Tyrone sent: The total number of texts Armand sent is his rate ($m$ texts/hour) multiplied by the number of hours (5). Your product for Armand's texts is 5$\bi m$. The total number of texts Tyrone sent is his rate ($p$ texts/hour) multiplied by the number of hours (4). Your product for Tyrone is 4$\bi p$. To get a total, you would add these two products together, leaving you with 5$\bi m$ + 4$\bi p$. If you were unsure about your answer, you could plug in sample numbers for $\bi m$ and $\bi p$ to check your reasoning. The easiest way to solve this problem, though, is to conceptually understand the relationship between rates and time, and how to represent this relationship with variables. Answer: C #3: Passport to Advanced Math This sample question tests your ability to manipulate an algebraic equation: $$m={({r}/{1,200})(1+{r}/{1,200})^N}/{(1+{r}/{1,200})^N-1}P$$ The formula above gives the monthly payment $m$ needed to pay off a loan of $P$ dollars at $r$ percent annual interest over $N$ months. Which of the following gives $P$ in terms of $m$, $r$, and $N$? A) $P={({r}/{1,200})(1+{r}/{1,200})^N}/{(1+{r}/{1,200})^N-1}m$ B) $P={(1+{r}/{1,200})^N-1}/{({r}/{1,200})(1+{r}/{1,200})^N}m$ C) $P=({r}/{1,200})m$ D) $P=({1,200}/{r})m$ The initial expression gives you $m$ in terms of $r$, $N$, and $P$. The problem asks you to solve for $P$ in terms of $m$, $r$, and $N$. To switch around the equation, multiply both sides by the reciprocal of the expression beside $P$. Basically, you can just flip the current expression, which gives you answer choice B. Answer: B Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! #4: Passport to Advanced Math The question below is the first example that requires arithmetic. While a calculator would be helpful here, the College Board wants to see that you can perform addition, subtraction, division, multiplication long hand. $b=2.35+0.25x$ $c=1.75+0.40x$ In the equations above, $b$ and $c$ represent the price per pound, in dollars, of beef and chicken, respectively, $x$ weeks after July 1 during last summer. What was the price per pound of beef when it was equal to the price per pound of chicken? A) $\$ 2.60$B) $\$ 2.85$C) $\$ 2.95$D) $\$ 3.35$ Since this problem asks when the price per pound of beef ($\bi b$) was equal to the price per pound of chicken ($\bi c$), you can solve it by setting $b$ as equal to $c$, or $2.35 + 0.25x = 1.75 + 0.40x$. Then, you solve for $x$ with these steps: #1: To avoid negative numbers, subtract 1.75 from both sides and $\bo 0.25\bi x$ from both sides. This leaves you with $0.60 = 0.15x$. #2: Divide both sides by $0.15$ to get $x = 4$. #3: The question asks about the price per pound of beef when both meats were equal, so plug in $x$ to solve for $b$. Your equation should look like this: $b = 2.35 + 0.25(4)$. #4: $b = 2.35 + 0.25(4) = 2.35 + 1 = 3.35$. #5: The price per pound of beef when it was equal to the price per pound of chicken was $3.35. Answer: D #5: Additional Topics in Math Finally, the following is an Additional Topics question that involves geometry (right triangles) and basic trigonometry. Here, you need to demonstrate an understanding of sin and cosine and how they relate to one another in a right triangle. Without knowing this relationship, you'd have a tough time answering this question. In a right triangle, one angle measures $x °$, where sin $x °=4/5$. What is cos$(90 °-x °)$? The easiest way to solve this problem is to recall the complementary angle relationship of sine and cosine: sin($\bi{x}$ °) $=$ cos($\bo 90$ ° $\bo − \bi x$ °). If you can recall this, you'll immediately know- without having to do any calculations- that your answer is $\bo{4}/ \bo{5}$. Answer: $4/5$ or $0.8$ As you can see, the No Calculator questions ask you to demonstrate a deep understanding of mathematical concepts. So how can you study to ensure that you comprehend these challenging questions? Read on for some study tips to use as you prepare for SAT Math. Let's talk strategy. How to Do Well on the Math No Calculator Section: 5 Tips Any prep you do for the Math No Calculator section will help you on the Math Calculator section as well. The following study tips, though, are especially essential for the No Calculator section. Tip 1: Study Key Concepts As you saw in the example questions above, many questions won’t ask you to do any calculations with numbers; instead, they'll require you to have deep knowledge of the underlying concepts and be able to apply operations to work toward a solution. In this way, some of the problems are more abstract and theoretical rather than based on figures and equations with real numbers. This shift, by the way, aligns more closely with the Common Core. Both the SAT and the Common Core standards now present math with fewer topics that are more in-depth. Some SAT critics have pointed out that this shift continues to benefit students who attend better-resourced schools whose teachers are well versed in the Common Core. If your math classes teach a curriculum that aligns with Common Core standards, then they should be teaching you key concepts in a way that will help you on the SAT Math No Calculator section. Outside of school, make time to study the key topics that will appear on SAT Math. Because of the College Board’s recent commitment to transparency, it shares exactly what those concepts will be. Algebra is especially important, and you’ll want to ensure you have a firm grasp of topics like linear and nonlinear equations, quadratic equations, and functions. Beyond the main topics shared by the College Board, make sure your SAT Math study materials break down each broad topic into its component subtopics. By covering each detail, you can fill in any gaps in knowledge. On this section, you can’t rely on a calculator to do any of the thinking for you; you need to show up with a strong understanding of the key concepts. Tip 2: Practice Close Reading Just as No Calculator problems emphasize your conceptual understanding over your ability to manipulate figures and carry out calculations, they also test your reading comprehension. You’ll have to be able to read a problem and figure out what steps it’s asking you to take. Word problems especially can be relatively involved, sometimes containing more information than is necessary for you to work toward a solution. That means it’s up to you to figure out which details are relevant and which aren't. Some of these problems, according to the College Board, feature real-world scenarios, such as calculating gas mileage or converting from one country’s currency to another. Of course, not all these real-world scenarios are part of everybody’s actual everyday experiences. Practice problems will help get you familiar with the types of scenarios that the College Board considers to be real world. Critics have suggested that this emphasis on word problems- along with the above mentioned alignment with the Common Core- could disadvantage some test takers, especially those who speak English as a second language. To prep for this section’s emphasis on reading comprehension, make sure to study with multi-step word problems. FAQ: Can I use my abacus during the No Calculator section? Sadly, no- you'll have to rely on your own counting skills. Tip 3: Brush Up on Your Arithmetic Skills For the most part, the No Calculator section prioritizes a conceptual understanding over the ability to carry out calculations. There are still a handful of problems, though, that will require you to do arithmetic. Without a calculator, you’ll have to be able to write out these calculations and solve them by hand. In example problem #4 above, for instance, you'd have to subtract and divide using decimal points. Although these are basic math skills, many students have likely grown used to performing these simple calculations on a calculator. As a result, you’ll want to brush up on your ability to write these operations out by hand quickly, efficiently, and with an eye for accidental mistakes. Tip 4: Show Your Work If you’ve been in any math class, you’re probably familiar with the much repeated math teacher mantra: show your work. Teachers don’t want you to seemingly pull an answer out of thin air; they want you to write out, step by step, how you worked through a problem. Not only does this demonstrate your understanding, but it also helps you catch any mistakes along the way. Just as you should write out any calculations you do, you should also write out the steps in other problems, whether you’re solving for $x$ or simplifying a multi-variable expression. Many of the No Calculator problems require multiple steps, so writing out your work will help you keep track of your thinking and avoid errors. Tip 5: Answer Hundreds of Practice Problems Answering practice problems should go hand in hand with reviewing key topics. Make sure you’re comfortable with the concepts and know when and how to apply them to realistic SAT problems. Taking timed practice tests will also help you develop your time-management skills and your ability to answer questions quickly and accurately. So where can you find all these practice problems? One place, of course, is the College Board. You can find automatically graded online practice questions and eight free official practice tests, which you can download and print out. You can also find problems of varying difficulty levels on Khan Academy, along with video explanations of the different concepts. Other options include SAT Math prep books and PrepScholar’s SAT prep program. Finally, you can use practice tests for the old SAT, as long as you make sure to adjust your focus for the current version of the SAT. (For instance, you’ll find fewer geometry problems on the SAT now but will need to add in some basic trigonometry practice.) After you answer questions and take timed tests, analyze your results. Figure out exactly why you got a question wrong and what you can do to fix your mistake next time. If you lacked core knowledge, study those concepts. If you made careless errors, work on your strategies for time management. Walk yourself through the answer explanations step by step to figure out how you can improve. By analyzing your results and using practice tests as valuable feedback for your approach to test prep, you can gear your math toward doing well on the SAT. As we draw to a close, let’s review the key features you need to know about the SAT Math No Calculator section. FAQ: If I can't use my calculator or my abacus, can I at least count on my fingers and toes? Probably, but it doesn't seem like the most efficient use of time. SAT Math No Calculator Section: Key Takeaways The Math No Calculator section is the third section on the SAT. It’s 25 minutes and consists of 20 questions: 15 multiple choice and five grid-ins. These questions cover Heart of Algebra, Passport to Advanced Math, and Additional Topics. Most questions draw on your conceptual reasoning skills. Calculations with equations and figures will be limited to basic arithmetic skills. As you prep, make sure to brush up on those arithmetic skills along with your word problem comprehension. Most importantly, you should show up to the SAT with a deep understanding of algebra, geometry, and basic trigonometry. Any prep you do for the SAT Math No Calculator section will also be helpful for the Math Calculator section. Above all, prioritize a strong grounding in the fundamental concepts that'll appear on SAT Math. As long as you do this, you won’t even miss your calculator as you work through the first SAT Math section! What’s Next? Has it been a while since you've done simple math without a calculator? Use our articles on adding and subtracting fractions, finding the average of a set of numbers, multiplication, common perfect squares, and inequalities to refresh your memory for SAT Math. For both the calculator and non-calculator sections, you may also find it helpful to go over our guides to the distributive property, completing the square, and graph quadrants, as well as our ultimate SAT Math prep guide. Do you find yourself rushing to answer all the questions on SAT Math? This guide is full of the best strategies to help you stop running out of time on SAT Math. Looking for the best books to study for the SAT? This fully updated guide discusses the best books currently available for prep for SAT Math. Are you a strong math student aiming for top scores? Check out our comprehensive guide for getting a perfect score on SAT Math, written by a full scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. 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Cause and effect on hunter-gatherer Essay Example | Topics and Well Written Essays - 2000 words

Cause and effect on hunter-gatherer - Essay Example Proto-science can be alternatively called as the pre-science period but it had nonetheless contributed a lot to the development of established scientific methods. Simple observations of the workings of nature ensured survival of primitive peoples. It could include things like when animals will gather, where these animals drink and the various shrubs, berries and fruits of trees that are edible or poisonous (Hassler & Wilcox, 2008, p. 8). It can be described that life back then was very precarious that depended mostly on Nature on how Man manages to adapt himself to Nature. Seasons and weather patterns likewise have to be predicted with a certain degree of accuracy in order for men to prepare themselves. This paper tries to examine how these primitive societies managed to survive from the rigors and challenges of Nature from which we are descended. It is quite interesting to note that due to this preoccupation with adjusting to Nature, men had learned almost by instinct on how to interpret the world to ensure survival. It had become second nature (pardon the pun) in which men at those times behaved resulting into an in-built bias that served as a very survival mechanism by relating the cause to its effect. This is the discussion in this paper. The hunter-gatherer societies existed before man learned to develop agriculture. Due to the very nature of being entirely dependent on the vagaries of Nature, man has no choice but to become nomadic whenever and wherever there is plentiful food supply and where it is relatively safe for him to obtain such food supplies. Because of man’s innate capacity to learn and learn quickly, observation of Nature alone is not sufficient for him to survive. To be able to make sense of the observed patterns in Nature, man has to construct a model. This model is then used to resolve the ambiguities often seen in Nature. As a result of this tendency to avoid ambiguity, our brain’s circuits are predisposed to

Civil Liberties, Habeas Corpus, and the War on Terror Essay - 11

Civil Liberties, Habeas Corpus, and the War on Terror - Essay Example Jefferson intimated that Americas commitment to democratic tendencies was based on the liberty and protection of an individual under habeas corpus (Gregory, 2013). Habeas corpus is established in the United States constitution in article (1), section (9) and clause (2). The constitution under this article enforces the application of habeas corpus unless there is rebellious tendency or when the scenario poses a threat to the safety of the citizenry. There are only two occasions in history when habeas corpus was suspended. President Abraham Lincoln suspended habeas corpus in 1861 due to the militia conduct and riots in Maryland (The Rutherford Institute, 2015). Secondly, habeas corpus was suspended during the reconstruction due to civil rights violations. The war on terrorism has complicated the status of habeas corpus in the United States (Hafetz, 2011). During the Inauguration of president Obama, there was a commitment to close the Guantanamo bay and uphold the rights and freedoms of the prisoners and detainees. However, such promises and commitments have not bore any fruit. Guantanamo bay has transformed over time and currently it is an alternative detention camp that puts a caveat on prisoners access to criminal justice system in the US. Hafetz (2011) intimates that terrorist suspects in are today detained indefinitely at the Guantanamo bay and the military commissions continues to play a significant role in dealing with the prisoners. Individuals who are thought to be a threat to the US are detained without trial. Prisoners in the modern dispensation are being detained without trial and the federal government has to a greater extent limited the authority of the magistrates to issue judgments that are contrary to their wish (Hafetz, 2011). The magistrates are barred from releasing a prisoner or detainee under any circumstances. The war on terrorism has greatly eroded the tenets of habeas corpus. The counter terrorism policy has curtailed

Visual Rhetoric Case Study Example | Topics and Well Written Essays - 2500 words

Visual Rhetoric - Case Study Example Visual rhetoric is the use of images in order to further an argument, and encompasses the analysis of the visual images and text as well as their arrangement on a page. (www.owl.english.purdue.edu). Through the nature and form of the visual images as well as the corresponding text that is used, the two images which are the subject of this essay, both convey differing, contradictory messages on the same issue of gun control. The first image is a black and white cartoon image. Editorial cartoons are communicative tools because the cartoonist makes use of visual symbols for the purpose of communicating with his or her audience. In order to be classified as a visual rhetoric, an artifact must possess three elements (a) it must be symbolic (b) it must involve human interaction and (c) it must be presented to an audience for the purpose of communicating. (Foss, 2004: 304). Both the images qualify as visual rhetoric because they are utilized to symbolically convey a message on gun control and both images involve human characters. The first image is entirely in black and white and utilizes black text on a white background which shows high contrast levels. Since this image is purely in black and white, it utilizes shading in order to heighten contrasts. Lines are clean and simple and the drawing creates the effects of light and shadow through strategic shading. The image utilizes approximate symmetry, whereby the figures are organized around the central fulcrum point on the street, with the family arranged on one side and the odd looking man on the other. The element of stunned surprise and shock of the family of four at the sight of the man with the gun is conveyed through the backward slanting lines that are used. The larger size of the odd looking man is counterbalanced by the varying sizes of the family. The picture maintains an overall balance with the houses and playground in the background appearing smaller, thereby conveying the impression of distance. The use of dots and shading on the gun toting individual highlights the impression of general scruffiness, while the clean faces of the family suggest their contrasting nature. The text size is proportionate to the other figures in the image, and has been capitalized in order to make it more distinct and readable in black against a white background. The focal point of the image is the family of six and the odd looking man, however the greater amount of space devoted to the gun toting character suggests the relative importance of this character as the focal point to the whole image. In the second image however, it is color rather than shading that provides elements of contrast. The figure in the image stands out in stark contrast to the pitch black border, which also forms the backdrop for the text. The use of white text on a black background is however, not ideal. This image is focused almost exclusively around the gun, especially by pushing it directly into the foreground and lighting the area around it. The background is notably stripped of any distracting elements and is a plain gray background. The picture has been taken in such a manner that it is designed to draw attention to the gun, which is the subject of the message. The man's hand that is holding the gun is disproportionately large as

The Young and Elder Consumers of SONY in United Kingdom Essay

The Young and Elder Consumers of SONY in United Kingdom - Essay Example at there will be an â€Å"increased intergenerational heterogeneity in total spending† – i.e., the effect of pension reforms will tend to change the intergenerational distribution of income, shifting stronger expenditure to the elderly in countries which provide more thorough coverage of retirees’ social benefits than other countries. (1) A Sony product has been designed for old people and the disabled is the BRAVIA LCD television series for the European market, that incorporates standard features such as an audio description function providing the consumer a narrative soundtrack for the visually challenged and impaired, and digital video teletext for those who have loss of hearing function. (2) Sony’s Reader digital device, another product made available in the US, Canada and Europe, stores hundred of books in one unit, but allows readers who have difficulty with their vision to adjust the size of the text on the screen. (3) All Sony TVs also come with adjustable headphone sets that may be used simultaneously with the speakers to be able to enjoy the television program with their non-hearing impaired family and friends. 2. The competition environment, (you can choose three comany) to the older people, you find some resources on what new products these companies developed targeting at older people in recent years.(150-200 words) Teh, J 2009 â€Å"Make-in-Singapore Phone, iNO Mobile, for Elderly to Debut in PC Show,† TechieLobang 11 June 2009. Accessed 18 June 2011 from http://techielobang.com/blog/2009/06/11/make-in-singapore-phone-ino-mobile-for-elderly-to-debut-in-pc-show/ Foresight Technologies of Singapore, making iNO Mobile, for elderly and young children. The phone is described as simple, with the basic features and large number key pad, which will serve the uses of the elderly and young who are not tech savvy but need to get only the fundamental functions. Called the CPO9, the mobile has a candybar design and will sell for a very reasonable

Analyze book Essay Example | Topics and Well Written Essays - 1000 words

Analyze book - Essay Example The protagonist of the novel, Ishmael Chambers is the veteran of the Second World War. He is physically handicapped because of the war wound, which has left him with an amputated arm.   His personal relationship with a local Japanese- American also ended abruptly. His pride is hurt and a prejudice is born out of it. Hatsue Imada is presently Kabuo’s wife  who once shared a romantic relationship with Ishmael Chambers but broke off  for reasons not known. Carl Heine was the local fisherman. These characters are central to the plot of the novel, explore the themes of prides of the whites, and prejudice against the people of the Japanese descent.   The whites resented the immigration of the Japanese but tolerated them for their hard work and economic profit. This is what we call the political economy where the superior race tolerates the inferior race for profit, (Leiman, 1-21). This kind of immigration makes room for the development of mixed culture and gives birth to the concept of ‘Hybridity’. Hybridity is the amalgamation of different races together and producing a new lineage (Murfin and ray, 279). Many filmmakers like Spencer Tracy in his movie â€Å"Guess Who’s Coming to Dinner† has further evolved this concept of interracial relationship. These kinds of relationships proceed towards global harmony but initially it has suffered many hindrances. (Richardson,1) Racial Discrimination and the dilemma of mixed culture are predominant in the novel and portrayed through interracial relationships. The story of the novel is set in the small and isolated island of San Piedro which symbolizes the apparent silence and the suppressed prejudice when two races of polar opposites are to dwell in the same place. Kabuo, a wartime veteran suffers from a guilty conscience. He is Japanese but he fought for the Americans during the Second World War. He laments killing his own fellow brothers and this sense of guilt demoralizes him. After the war, we find him confining

The Young and Elder Consumers of SONY in United Kingdom Essay

The Young and Elder Consumers of SONY in United Kingdom - Essay Example at there will be an â€Å"increased intergenerational heterogeneity in total spending† – i.e., the effect of pension reforms will tend to change the intergenerational distribution of income, shifting stronger expenditure to the elderly in countries which provide more thorough coverage of retirees’ social benefits than other countries. (1) A Sony product has been designed for old people and the disabled is the BRAVIA LCD television series for the European market, that incorporates standard features such as an audio description function providing the consumer a narrative soundtrack for the visually challenged and impaired, and digital video teletext for those who have loss of hearing function. (2) Sony’s Reader digital device, another product made available in the US, Canada and Europe, stores hundred of books in one unit, but allows readers who have difficulty with their vision to adjust the size of the text on the screen. (3) All Sony TVs also come with adjustable headphone sets that may be used simultaneously with the speakers to be able to enjoy the television program with their non-hearing impaired family and friends. 2. The competition environment, (you can choose three comany) to the older people, you find some resources on what new products these companies developed targeting at older people in recent years.(150-200 words) Teh, J 2009 â€Å"Make-in-Singapore Phone, iNO Mobile, for Elderly to Debut in PC Show,† TechieLobang 11 June 2009. Accessed 18 June 2011 from http://techielobang.com/blog/2009/06/11/make-in-singapore-phone-ino-mobile-for-elderly-to-debut-in-pc-show/ Foresight Technologies of Singapore, making iNO Mobile, for elderly and young children. The phone is described as simple, with the basic features and large number key pad, which will serve the uses of the elderly and young who are not tech savvy but need to get only the fundamental functions. Called the CPO9, the mobile has a candybar design and will sell for a very reasonable

The Actual Meaning of Being Educated Essay Example | Topics and Well Written Essays - 1000 words

The Actual Meaning of Being Educated - Essay Example The essay evaluates the question regarding the actual meaning of being educated. There has always been a debate on the topic regarding classification of people as educated and otherwise but such debates have not yielded a consensus yet. The most common perception regarding being educated is having knowledge of different subjects that are taught in schools, however in accordance with different philosophers, being educated is just not having knowledge of certain subjects but it has a greater meaning. Theories regarding education have been presented by a number of philosophers and the theories presented stretch over a vast lapse of time. The ultimate goal of the educational philosophy is to get students interested in the subject and cause them be on familiar terms with it as well. To achieve it a teacher is to set several goals such as: to be persuasive, to make students respect the teacher, to know the subject well, to have friendly relations with students, to create a perfect learning environment, and to create a proper curriculum. â€Å"Education - like democracy, free markets, freedom of the press, and "universal human rights" - is one of those subjects whose virtue is considered self-evident†.   â€Å"A successful education process embraces the notion of a proper curriculum.† Reece & Walker considers a Scheme of Work to be â€Å"a series of learning experiences, sequenced to achieve the course aims in the most effective way†. Thus it is vital to set the course goals, the length and the system of total evaluation.   

Critical Thinking Essay Example for Free

Critical Thinking Essay â€Å"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.† (Michael Scriven Richard Paul) It is based on values that go above and beyond for clarity, precision, consistency, relevance. good reasons etc†¦It examines all reasoning and purpose. Questioning leads to clearer and well thought out conclusions less consequences and allows you to view things from alternative viewpoints. Critical thinking can allow someone to process a situation, and guide you to a better decision. Critical thinking guides a persons behavior and actions towards different situations These actions vary according to the motivation behind it. Critical thinking of any kind is never the same in any person. Everyone is subject to irrational thought. Its depth, among other things, in a given situation will determine the level of thought someone will put in the situation. No one is a critical thinker at all times but only with time and self awareness one would be more likely to change there behaviors. This is a self-guided and self motivating trait. You will see it more in someone trying to live more reasonably. It allows you to think more clearly and rationally. Critical thinking can help us acquire knowledge, and improve our theories. We use critical thinking to enhance work processes and improve social interactions. By using this method you are looking at the big picture and not just focusing on what is right in front of you. â€Å" Critical thinking operates on a higher level processing information, conseeding alternative points of view or reasonable objectives and arriving at a decision or making a conclusion.† (Abitheira) Active, persistent and careful consideration of a belief or supposed form of knowledge in light of the grounds that support it, and the further conclusions to which it tends. (John Dewey, 1909) References: Michael Scriven Richard Paul for the National Council for Excellence in Critical Thinking Instruction Criticalthinking.org Copyright  ©2013 Foundation for Critical Thinking 21st Century Skills GCU Library

Effect Of Exercise On The Human Body Physical Education Essay

Effect Of Exercise On The Human Body Physical Education Essay The increase in the prevalence of obesity has seemed to lead to an increase in the trend of healthy eating and exercise over the years (Flegal, Carroll, Ogden Johnson, 2002). Interestingly, exercise is actually considered a form of stress, as it is a disruption of homoeostasis (Plowman Smith, 2011, p.22). Exercise is defined as a single acute bout of bodily exertion or muscular activity that requires an expenditure of energy above resting level and that in most, but not all, cases results in voluntary movement (Plowman Smith, 2011, p.705). When we run our heart rate rises, our muscles move faster, our respiratory rate increase, and so on. When we lift weights our muscles are pushed to work harder either via repetition and sets or the amount we lift. During these time periods, our body is struggling to maintain homoeostasis; a healthy form of stress that can make the human body more efficient and productive. Exercise will affect each system differently and different exercise will affect the different systems differently. It is said that health-related physical fitness is composed of components representing cardiovascular-respiratory endurance, metabolism and muscular fitness (Plowman Smith, 2011, p.22). In other words, the main systems that are affected by exercise are our cardiovascular, respiratory, and muscular systems. Exercise also affects our metabolism, which is not a system on its own; however is a key component to provided energy for our body. When we exercise, we need energy. Therefore energy production, or metabolism, is affected by exercise. Metabolism is defined as the the total of all energy transformations that occur in the body (Plowman Smith, 2011, p. 27). To make adenosine tripohophate (ATP), the bodys form of energy, from the food we consume we use a process called cellular respiration. Our resources included carbohydrates, triglycerides and amino acids. Through carbohydrate metabolism, we are able to break down carbohydrates into glucose or glycogen. From there our glucose or glycogen will go through the process of glycolysis to make pyruvate or lactic acid. The acids then become acetyl coenzyme A, which would then go through the Kreb cycle and the electron transport system to create ATP. From our carbohydrate we get a range of thirty to thirty-three ATPs; depending on the muscle group and if glucose on glycogen was used. With triglycerides, we must break it down into fatty acids and glycerol. The fatty acids t hen go through the process of beta oxidation to create acetyl coenzyme A. The number of ATP formed depends on the number of carbon pairs found in the triglyceride. Amino acids make about ten to fifteen percent of our energy supply; and therefore are used as a last resort (Plowman Smith, 2011). During exercise, the goal of metabolism is to do three things. First, increase mobilisation and usage of the free fatty acids in adipose tissue and intramuscular stores. Second, decrease the amount of glucose sent to muscles that are not being used while still sending some to our nervous system; particularly our brain. Third, increase the breakdown of glucose stores in the liver and muscles. This creates glucose from non-carbohydrate sources (Plowman Smith, 2011). We used a different source of energy depending on the type of exercise. If the duration of the exercise were to decrease and or if there is an increase in intensity then carbohydrates would become our main source. However, if we increased our duration and decreased our intensity the many sources would be triglycerides. When the duration is longer than an hour that is when amino acids make a small contribution to the energy production. The effects of exercise on our metabolism, in turn, affect the efficiency of other systems in the body, such as the respiratory system. While exercising, one of the first things we mentally note is a change in is our Respiratory System. This is quite simply because of the high demand for energy, exercise creates. Our respiratory system is used to provided energy via aerobic metabolism, in other words, it brings in the oxygen we need to create ATP. Therefore, it makes sense that we breathe more frequently to help our body get the energy it needs. To speed up the process, it would be best if the rate at which oxygen disassociated from haemoglobin increased. This is exactly what happens. Here is how: as we create more energy the waste product, carbon dioxide, also increases. Therefore our partial pressure of carbon dioxide increase; and because of the carbonic acid-bicarbonate buffer system, there is also a decrease in the pH levels (Martini, Ober Nath, 2012). There is also an increase in body temperatures, which is a byproduct of energy production. These conditions increase the rate of dissociation of oxygen from the protein haemoglobin. What is interesting is our misconception with the idea of our respiratory system as a limiting factor. The phrase, I am out of breath, is commonly heard by runners and gym goers. However, our level of respiratory activity is almost equal to the rate of work being done. If we take our increased activity into hand and our respiratory systems large reserve, we find that the respiratory system does not limit our ability to exercise in any way (Plowman Smith, 2011, p.385). We do not see many adaptions in the respiratory system as a result of training. As a stressor, exercise does not stress the limitations of the respiratory system; and as a result, we do not see any long or short term changes. There are some changes in the respiratory system as a result of water based exercises. We find that they have a higher lung volume and capacities. The reason for this is unknown. However, there is a theory that swimmerà ¢Ã¢â€š ¬Ã‚ ¦breath against the resistance of water, using a restricted breathing pattern with repeated expansion of the lungs to total capacity (Plowman Smith, 2011, p.305). Swimmers also do work in the horizontal position; a position optimal for perfusion of the lung and diffusion of respiratory gases (Plowman Smith, 2011, p.307). In swimmers, we also find that there is a report of higher diffusion capacity. This is also seen in runners. However, this is more likely due to circulatory changes. A slight increase in our minute ventilation is also seen as a result of training adaptation. Minute ventilation or minute volume is defined as the amount of air coming into and leaving the respiratory system per minute (Martini, Ober Nath, 2012). It is the components of minute volume that we see the change in, which affects the minute volume. Minute volume equals to how many breaths we take per minute times our tidal volume. Our tidal volume is the amount of air you move into or out of your lungs during a single respiratory cycle under resting conditions; in other words, it is quite breathing (Martini, Ober Nath, 2012, p. 739). With exercise, our tidal volume adapts and increases at rest. Therefore, individual who frequently exercise  will develop a large tidal volume. As a result, the minute volume is higher after training than before, allowing for the ability to increase our endurance (Plowman Smith, 2011). Besides these changes, we do not see a lot of long-term adaptations in the respiratory system as a result of exercise. The changes mentioned are also very minimal. An area we see a lot changes in response to exercise is our cardiovascular system and muscular system. The ability to deliver oxygen (and other substances) depends on the proper functioning of the cardiovascular system (Plowman Smith, 2011, p.323). As we exercise the need for oxygen increases and carbon dioxide concentration in our blood increase. Chemoreceptor and baroreceptors detect this change in the blood. To get the proper resources to the proper place certain factors of our cardiovascular system start to increase during exercise. These factors include our stroke volume, heart rate, cardiac output, and systolic blood pressure. Stroke volume is the amount of blood that is ejected from the heart after every beat; the amount per minute is the cardiac output. Systolic blood pressure is the blood pressure during a contra ction (Plowman Smith, 2011). The kind of exercise will affect how much these factors will increase or how rapidly it will increase. For example, during the short term, light to moderate aerobic exercise make our factors increase rapidly. However, during incremental exercise, our factors will increase in a rectilinear fashion as the workload increases. Our vascular system also plays an important role as we exercise. When exercising we find that there is a decrease in resistance of the arteries and veins, in other words, we see an increase in vasodilatation. This allows for more blood to go to working muscle, while making sure the blood pressure does not rise excessively (Plowman Smith, 2011). Our cardiovascular system will also contribute to maintaining homoeostasis of our body temperatures. When it comes to thermoregulation the environment surrounding our bodies can be very influential. However, our body is able to maintain an internal temperature via metabolic heat production, body heat radiation, conduction, convection and evaporation. Our cardiovascular system plays a role by capturing the heat exerted by our muscular system and sending them to be released via our peripheral vascular system. One of our primary defences against heat stress, especially while exercising, is sweating. However, there are situations where the thermoregulatory and metabolic demands are not meet by the cardiovascular systems. In this case, an individual can develop heat illness such as heat exhaustion and heatstroke. That is why it is important for those who exercise to keep hydrated before, during and after exercise (Plowman Smith, 2011). Over time we will find that exercise will cause our cardiovascular system to adapt. With endurance training, we will see an increase in blood volume and plasma volume. However, the increase in plasma volume will be seen at the beginning of the training while blood volume increase will not happen until much later. As a result of endurance training, individuals develop a lower heart rate at rest as well as the maximal oxygen consumption (Plowman Smith, 2011). Approximately forty percent of the deaths in America are caused by cardiovascular disease. One of the top cardiovascular diseases is coronary heart disease. However, there are studies that show exercise can reduce the risk of coronary heart disease. Exercise can even reduce the risk of factors that cause cardiovascular diseases; such as properties of metabolic syndrome. Metabolic syndrome is characterised by high visceral abdominal obesity, dyslipidemia, reduced glucose tolerance, insulin resistance, and hypertension. Together, these are factors that can cause cardiovascular diseases. By exercising, we can reduce the risk of many diseases, not just one (Plowman Smith, 2011). The second system that is largely affected by exercise is our skeletal muscular system. Generally, our skeletal muscles are important for posture, heat generation, and motion. To help perform these actions our nervous system plays the control our skeletal muscles. A motor unit is the combinations of the motor neurone and the muscle fibres it stimulates. ATP plays an important role here. This is because one neurone gives the signal for the muscle fibres to contract; the muscle fibres will need the energy to contract and then relax (Plowman Smith, 2011). Human muscle fibres are categorised by contractile properties and metabolic properties. From the contractile perspective, we have fast-twitch fibres and slow-twitch fibres. The ability for the fibre to contract slowly or quickly has more to do with the motor neurone then the fibre. Alpha-1 motor neurones are larger, have high recruitment threshold, and faster conductivity velocity; innervate fast twitch fibres. Alpha 2 motor neurones are smaller, have slower conduction velocity and low recruitment threshold; innervate slow twitch fibres. Metabolically, fast twitch fibres can make energy via oxidation and glycolytic metabolism or just glycolytic metabolism. However, slow twitch fibres can only make energy via oxidative metabolism (Plowman Smith, 2011). Through studies, we have found that athletes that practice endurance activities will have a higher percentage of slow twitch fibres. Individuals who are involved in resistance activities will have a higher percentage of fast twitch fibres. However, it is believed that this is more genetically based, then based on nurture. That is to say, that it is easier for some who has a high amount of fast twitch fibres will be better at resistance activities. While those with high slow twitch fibres are better at endurance activities. Therefore, the contractile properties of muscle fibres cannot be changed via exercise; however, our metabolic properties can be. It is possible for training to cause enough fast twitch fibres to change metabolically, so that they switch from oxidative-glycolytic metabolism to glycolytic metabolism (Plowman Smith, 2011). While training and exercising, we must be aware of muscular fatigue and muscular soreness. Muscular fatigue results from a loss of muscle functions and is largely depend upon the type of muscle fibre being used. Different exercises will use different muscle fibres; therefore, different kinds of exercise will cause muscle fatigue differently. For example, in static activity hydrogen ions increase, glycolysis is inhibited, fewer calcium ions are released in the sarcoplasmic reticulum and there is an occlusion of blood flow. Any of these, if enough or a combination of all of them, can cause muscle fatigue. Muscle soreness is the same idea as overexertion (Plowman Smith, 2011, p. 547). There are two types: immediate-onset soreness and delayed-onset muscle soreness. Immediate-onset soreness is pain that occurs during and immediately after exercise. When over exercising hydrogen ion concentration and lactic acid levels increase, this increase causes an over stimulation of pain receptors. It is believed that this is what cause immediate-onset soreness. However, it is not sure what causes delayed-onset muscle soreness (DOMS). DOMS is the pain that is felt at least eight hours after exercising and, reaches peaks and falls over the next ninety-six hours. Athletes and trainers must beware to avoid these conditions because it can affect athletic participation and performance (Plowman Smith, 2011). Different exercises lead to muscle fatigue differently than another type of exercise. This is the same as the adaptations seen in our muscular system. Different kinds of exercises will lead to different adaptations. Resistance training is used to improve overall health, improve athletic performance; rehabilitate injuries, and change physical appearance (Plowman Smith, 2011, p. 580). Muscular adaptions, however, also rely heavily on their individual goals; and occur at different rates. Trainers must remember to apply a training program based on the individual or team and their capabilities (Plowman Smith, 2011). Metabolism, cardiovascular system, and the muscular system are the main aspects of our body that are affected by exercise. However, our other systems are also affected. Our skeletal system is important for protection, support, mineral storage, hematopoiesis and movement. Studies have shown that exercise has a positive effect on bone health and helps avoid disease such as osteoporosis. Physical activity creates an increase in mechanical force that leads to mechanotransduction. Mechanotransduction is the process of osteocytes modelling and remodelling the bones. This makes the bone stronger. Bending our bones also causes stress (compressive and tensile stress) that changes the hydrostatic pressure of our bones. The change in pressure increases the movement of the fluid within the bone. Fluid in the bone carries the nutrients and wastes; as well as results in the formation of new bone. Exercise helps the body to reach peak bone mass while still growing, offset menopause and slow down bo ne loss that occurs later in life. However, if exercise is done excessively their activity can exceed the adaptive ability of bone, resulting is overuse injury (Plowman Smith, 2011, p. 501). The nervous system was seen coming into play with our muscular system; however, our nervous system also works with our endocrine system when responding to exercise. When responding to stress in general, our nervous system and the endocrine systems will come into play. Since exercise is a stress, we see a response from the nervous system and the endocrine system. Specifically, the sympathetic and the parasympathetic come into play during different points of the exercise. The sympathetic nervous system (SNS), our fight or flight response, will come into play during exercise. While our parasympathetic nervous system (PNS), rest and digest, will be important for recovery; breaking down energy for our muscle recovery, taking deep slow breaths, and so on. The SNS will, during exercise, ensure to enhance our cardiovascular functions, regulate blood flow and maintain blood pressure and thermal balance, and increase fuel mobilisation (Plowman Smith, 2011. It has also been found that after lo ng bouts of exercise a group of neuropeptides called endogenous opioids is released in the central nervous system. Endogenous opioids, or opioids, are a famously know as opium from the best and for subsiding pain (Jonsdottir, 2002). While running as pain levels reach certain levels opioids are released, and are also known to cause runners second the wind or runners high (Widmaier, Raff Strang, 2008, p. 171). The endocrine system also plays a role when exercising. While exercising there is an increase in the release of our metabolic hormones; glucagon, insulin, growth hormone, epinephrine and norepinephrine. These hormones work together to maintain blood glucose levels and mobilise fuel for ATP production. Epinephrine and norepinephrine also help to enhance cardiac function and maintain fluid and electrolyte balance. Adaptive, our endocrine system may change due to exercise. However, it depends on the individual. The adaptation could make the individual more sensitive to lower levels of hormone so that the same effect occurs following training even without a changing baseline (Plowman Smith, 2011, p. 645). Our immune system will also respond to exercise. It has been found that will moderate exercise will lead to higher numbers and activity of neutrophils, natural killer cells, B and T cells, macrophages, and more. Thus making out immune system stronger. However, during excessive exercise, we see a decrease in natural killer cells, lymphocytes and neutrophils. It is believed that this is likely for the vulnerability to acute infections. No pain, no gain, is what is often said among friends when exercising. It is important to remember that exercise is a stressor, and that one will feel pain as a result. It is also important to beware of the effects of over-exercising. Exercise, if done right, can help avoid, delay and lessen the effects of disease; as well enhance our bodies to function to its prime.