Only Invertebrate Animals Are Used - Free Essay Example

Sample details Pages: 4 Words: 1286 Downloads: 3 Date added: 2019/04/12 Category Biology Essay Level High school Tags: Animal Testing Essay Did you like this example? Imagine, one day you come home from school or work and your beloved pet is missing. You post signs everywhere only to find your pet on the streets with red puffy eyes, and he is unable to even open them. Your pet has a tag on it saying, experiment #212 with the logo of your favorite makeup brand. Don’t waste time! Our writers will create an original "Only Invertebrate Animals Are Used" essay for you Create order You take your pet to the vet to find out that they have been tested on with some kind of chemical compound similar to mascara. Unfortunately, your pet has passed away due to the vet not being able to fix the complications from the infection. Your pet was one result of millions of animals being tested on for cosmetic purposes. Animal testing for beauty products should be illegal in the United States because it may permanently harm an animal or kill it. However, it is okay in the rare case that animal testing is used for medical purposes. Animal testing for beauty products began as early as 1938 when makeup and all of those things became more popular. Animal testing is when live-animals undergo a test for a formula in makeup, or a chemical going into the formula to test if its harmful to human skin or eyes. Only invertebrate animals are used, like mammals. Some people think that animal testing just stops at rats/mice but, for beauty products testing it can be dogs, cats, rabbits, and monkeys. Approximately, 100,000-200,000 animals suffer and die every year as a result of animal testing for beauty products. As previously stated, animal testing is to ensure that the makeup formula or a chemical going into the makeup is not harmful to our skin and eyes. To explain it a little more, they test it for its overall toxicity. If a beauty product like shampoo, sunscreen, eyeshadow, or mascara could permanently blind a person or burn their skin off, why would they want to use it? They use it because the companys products are in demand because of popularity. Popularity like celebrity endorsements, youtubers, or Instagram stars. The company should just use less harmful chemicals in their products so that they do not have to test the products on animals. A controversy surrounding animal testing is that the animals may suffer and die as a result of the pigment is just beautiful or my winged eyeliner looks flawless. These animal testings are cruel to animals, correct? Well, the United States has animal cruelty laws in all 50 states, yet this is still legal. Some companies have already banned animal testing with their beauty products, and are trying to put an end to all of it. The beauty company LUSH. For more than 30 years, they have been fighting against animal testing. Its Cruel and ineffective, and despite some changes in the last four decades, theres still so much more to be done, says the LUSH company. This company advertises for animal testing awareness on all of their products like bags, packaging, and even on the receipts. In Europe, India, Israel, and Norway animal testing for cosmetics are banned. One good thing that has come out of animal testing, is animal testing for medical purposes. Due to animals and people being able to get the same illnesses some research is very beneficial to humankind. All medical research is planned out, and experts only use animal experimentation for urgent purposes. Scientists do try to keep the welfare of the animal in mind as they are experimenting, which means a small number of an applicable species can be used. Veterinarians are an essential part of the medical research team. The veterinarians make sure that the animal is being treated humanely and they also provide the medical/surgical support. The animals are protected through laws, regulations, and policies to provide humane treatment to all of the animals in the research. The Public Health Service Policy on Humane Care and Use of Laboratory Animals, the Guide for the Care and Use of Laboratory Animals, and the Animal Welfare Act give details about day-to-day animal care. Some good examples of animal testing for medical research would be on dogs to discover insulin for people with diabetes, monkeys for the polio vaccine, pigs for skin grafts for burn victims, and mice for a rabies vaccine. Many people are against animal testing for beauty-products but, of course, we have people that would love to say that it is okay. Animals are a great way to further research on humans. This makes sense but, not all animals have the genetic makeup of a human. That means that these innocent animals that are not similar to humans were just inhumanely slaughtered all in the name of research. If scientists would like to discover more about humans, they could find some humans that have no problem being tested on. Some people believe that animal testing is cheaper than others. This is also false. The USA spends $16 million dollars annually for animal testing at the taxpayers dollar. Animal testing with beauty products is a short and fast process. The process to test if a companys eyeliner is not harmful, takes a while because they have to wait for the animals eyes or skin to get red, irritate, or burn. Chemicals are left on animals for up to 2 weeks to make sure all the side effects or infections are caught in the research before sending the product out in the market. Some alternative methods for animal testing are Computer models, Cells and tissue cultures, and Alternative organisms. The first method, Computer models. Computers can help to understand basic biology. There are computer generated simulations that can predict various biological and toxic effects of a chemical drug without animal testing. A common know software is Computer Aided Drug Design (CADD) which is used to identify the probable binding site and hence avoids testing of unwanted chemicals having no biological activity. Then when results are found, instead of putting animals through the whole process of testing, they can be used in the final stage for confirmation. The second method is the Cells and tissue cultures. The use of in vitro cell and tissue cultures which involve the growth of cells outside the body in a laboratory environment which can be an important alternative for animal experiments. Cells and tissue from the animals different organisms are taken out and can be stored outside if the body for months or even years. The chemical or formulas can then be tested on the cell or tissue and can see the reaction. The benefits correlated with these techniques are easy to follow, less time consuming, and less expensive. These methods are usually used for screening of a potential drug or chemical to check the toxicity. The third method is Alternative Organisms. The whole reason for using animal testing is to use animals with vertebrates, as stated before. So in this case, scientists could use alternative organisms like lower vertebrates, Danio rerio, this fish has a transparent body which gives easy visual access the internal anatomy. Another organism would be invertebrates, Drosophila melanogaster, also known as the fruit fly. This genome is a very common invertebrate studied in science. In Conclusion, animal testing should be illegal for beauty products because it harms the animals permanently, damages their eyesight or skin, and could potentially kill the animal if the chemical is harsh enough. If the chemical is that harmful, to begin with then those chemicals should not be distributed on the market. Using alternative methods would help the human population and keep all the animals safer. The exception to animal testing would only be for medical research to help the human race due to some animals containing the same genomes or genetic makeup as humans do.

Trade Between The Us And The Eu - 1461 Words

Trade between the US and the EU leaves a ripple effect, not only through their own economies, but throughout the world economy, given that these are two of the world’s wealthiest nations. â€Å"The transatlantic economy is the largest and wealthiest market in the world, accounting for over 50 percent of world GDP in terms of value and over 40 percent in terms of purchasing power.† Years of trade between these two giants has demonstrated the mutual benefits of trade and has set the standard for both developed and developing countries. Their example shows the interdependence that different countries uphold and the efficiency that would result if all embraced this inter twine rather than fought to independently produce their own goods, encouraging†¦show more content†¦The US’ GDP alone makes up nearly a quarter of the world’s GDP, being estimated at $17.311 trillion as of 2014. â€Å"It’s GDP at purchasing power parity is also the largest of any country in the world, approximately 18% of the global total. The U.S. dollar is the currency most used in international transactions and is the world s foremost reserve currency.† (Wikipedia) Their GDP composition is 1.1 percent agriculture, 19.5 percent industry, and 79.4 percent services, signaling that it owns a significantly vibrant workforce made of an estimated 155.4 million. This characteristic is reinforced by the fact that according to The Washington Post, Americans work 20 percent more hours throughout the year than their European counterparts. America’s industries are vast and as the CIA describes them, they are â€Å"highly diversified and world leading†. The USA is a â€Å"high-technology innovator [and] second largest industrial output in the world†, specializing in the sectors of â€Å"petroleum, steel, motor vehicles, aerospace, telecommunications, chemicals, electronics, food processing, consumer goods, lumber, and mining† commo dities. Their industrial production growth rate, measured as of 2013, is 2.5 percent. While still in the process of coming out from a hard-hit recession over this past decade, its unemployment rate is 7.3 percent. The US has an economic power to be reckoned with, and it has strategically partnered with another part of the world whose political economic power

The Hero And The Crown Part Two Chapter 15 Free Essays

SHE COULD NOT SLEEP, and she coughed, and blood spotted her pillow; and the fever that came and went, and would not leave her alone even as her burns healed and her hair grew, came again that night, and light-headedly she relived the scene in the hall; and she heard the thing laugh, and heard the court say, Witchwoman’s daughter. Near dawn she dreamed of the tall blond man she had seen once before, while she slept in the dragon’s valley. He did not speak to her, not did he seem to know she watched him. We will write a custom essay sample on The Hero And The Crown Part Two Chapter 15 or any similar topic only for you Order Now Perhaps he is only a dream, her dreaming self thought; but she looked at the way his blond eyelashes caught the sunlight, at the freckles on the backs of his hands, at the way the little fingers curled under the base of the cup he held, at the steam that rose from the cup. He blinked when it wafted into his eyes. Where? her dreaming self thought. If he exists, where? She woke, coughing. He had said he would help her. How could he help her? He had said he would tell her how she could aid Damar. Damar didn’t seem to like her aiding it. She turned onto her back and stretched till her throat and chest lay flat and straight; sometimes that eased the coughing. She listened to the gurgling rasp of her breathing; no matter how shallowly she breathed, still the air rustled in her lungs. She thought dispassionately, This cough will kill me before too long, and Maur will have slain me after all. Perhaps the man in my dream could cure my cough. If she could find him. If he existed. She was so tired; she could not imagine what it was like not to be tired. She fell asleep again, listening to her breath rattle in her chest like dead leaves, and woke tired. She stared into the canopy over her head for several minutes, her eyes tracing the graceful embroidered forms of the galloping horses and their super-naturally long manes and tails, the manes almost like wings, the grass underfoot almost like clouds. The fever would not let her go. She could not get out of bed that day, nor the next. Tor came to see her, and she would not speak to him; but he came again, and she remembered she had one thing she needed to say to him. â€Å"What happened?† he asked her over and over again. At last she said, â€Å"I grew dizzy,† but would not say more; and Tor fell silent, holding her hand in a hand almost as feverish as hers. It was only luck, she had pleaded with Maur. Was it? Maur’s head had answered her. â€Å"Aerin.† Tor’s voice. What was it she needed to say to him? â€Å"Will you †¦ take Maur’s head off the wall †¦ and put it †¦ somewhere far away †¦ that no one may see it?† â€Å"Of course,† he said anxiously. â€Å"Of course. It shall be done today.† She remembered little clearly after that; she saw Teka’s face bent over hers, and Tor’s, and her father’s, and others’ whom she dimly remembered as the healers who had done her so little good before. She did not know how many days or weeks she spent this way; and then one night she woke again from an especially vivid dream of the blond man. â€Å"You stupid woman – climb off your deathbed while you still can, and come to me.† The words still rang in her ears. She sat up slowly. She drew on her boots, and her leggings and tunic; she picked up the red stone on the table by her bed, and thrust it into the breast of her shirt. She looked at her sword – the king’s sword – hanging over her bed, and did not touch it, she fumbled for a cloak, and drew it over her shoulders. She had to sit down on the edge of her bed again and catch her breath. I must tell them where I am going, she thought. But I don’t know where I am going. She stood up again, and made her way slowly into her sitting-room, to the desk there. The ink was dry; she had to carry a glass from her bed table, filled with water from the pitcher there, into her sitting-room, to wet it; her hand shook, and she spilled most of it on the desk, and the ink would not mix, but stayed pale and uneven. It would have to do. There was nothing to write on. She sat at the desk, staring at its blank top, as if paper or parchment would appear if she waited for it. She did not seem able to collect her thoughts, but her hand reached out of its own accord, and groped in the rear of the small desk cabinet, and drew something out. It was the note Tor had written her, long ago, asking her to see the king’s army off the next morning. She turned it over, and took up a pen; the ink dripped and ran on the page. â€Å"Tor,† she wrote. â€Å"I have dreamed of someone who might help me, and I go to look for him. I will come back as I may.† Stealthily she made her way to the ground floor and outside. The inner corridors were pitch dark, but she found she could see her way; there was a soft silvery light around her – she was glowing, she realized suddenly; and for the first time since Maur’s head had spoken to her she felt a glimmer of hope, and the hope warmed her a little, and steadied her footsteps. Someone should have seen her as she crossed the open courtyard, particularly as she persisted in glowing like foxfire in a rotting tree; but no one came. She dragged Talat’s small light saddle from its peg opposite his stall, but left the trappings of the king’s breastplate as she had left her sword. Talat’s pale head thrust over the stall half-door at her. His nostrils moved in a silent whicker of welcome, but from his campaigning days he could recognize secrecy when he saw it. She had to wrestle the saddle onto his back, for she was too weak to lift it; but it was on at last, and Talat stepped after his lady as softly and carefully as a lover going to his beloved’s bed. She was surprised to find that it was high summer, for she had lost all sense of the passing of time within the walls of her illness. â€Å"Although lucky for me,† she whispered into Talat’s pointed ears. She ate the fruit from the trees, when she remembered to eat, and at night she slept leaning against Talat’s side, as he rested his nose on the earth near his folded knees. Sometimes he flicked his tail in his sleep, after flies, real or imaginary, and Aerin would come half awake – she was never profoundly asleep in the first place – and feel the silky hairs slip down her face like raindrops. They traveled west at first, then north, with the mountains on their right and the heavy Airdthmar forests on their left, forests that had never been completely explored, that held creatures no one had ever named. When times were peaceful the kings of Damar had set up expeditions to drive deeper into the forest, for it stood in the way of their kingdom’s free trade and concourse from one town to the next; but the Airdthmar was not kind to the folk who tried to chart it and lay roads through it. Arlbeth claimed to be fond of it. â€Å"It is quiet, it causes no courteous passer-by any trouble, it keeps its own counsel,† he said. â€Å"Would that all the quarters of the Damarian compass were so civilized.† Aerin gazed into the trees as she rode, but she saw only blackness looking back at her. She had thought to go west originally because the Airdthmar seemed like the obvious place to look for a mysterious mage who visited dreams; but as they cleared the foothills Talat shied away and veered north, and Aerin half permitted, half agreed with him. There was no trail for them to follow; they wove their way back into the foothills again, away from the smooth way that Arlbeth and his army had gone to meet with Nyrlol, or that any folk with legitimate business took around the eastern edge of the Airdthmar; Aerin did not want to meet anyone who might take word of her back to the City, nor be overtaken by any party sent in pursuit. They came at last to a pocket valley in the hills, a small undistinguished valley like many others, well furnished by the thick purple color grass, which did not grow in the City, and with a few trees. The sun was setting as they paused, and Aerin, seeing a rock that would do for a mounting block, thought that this would be a good place to stop for the night; but she made no move to dismount, and Talat remained standing, ears pricked, uninterested in the lush lolor, which generally he preferred to anything else. As the sun disappeared it seemed to Aerin that the light never quite faded; but that might have been the glitter of her fever. Talat looked back over his shoulder at her, and Aerin’s knee as if of its own volition bent him toward the mountains behind the foothills – east again; and Talat at once found the hidden trail that began at the edge of the pocket valley. The way was soon so steep that Aerin worried about Talat’s weak leg; but when she tried to slip off his back and walk beside him for a while he sidled all around and rubbed her against the trees that grew close around them, and she at last gave it up. He was right; climbing uphill would make her cough. He went slowly, and all four feet hit the ground evenly, and Aerin concentrated on hanging on to the front of the saddle with both hands. And breathing. It had seemed to her lately that she had to remember to breathe, that her lungs would prefer to be still. By dawn she was light-headed with fever and altitude and exhaustion, for even though she slept little, lying quietly on the earth was an easier way to pass the time than clinging to a heaving saddle. Still Talat toiled on, the sweat running down his shoulders, though the air was cool. Aerin let go the saddle and wound her cold fingers in his mane to warm them. The ground leveled abruptly. Talat paused disbelievingly, all four feet braced; then he went on again, and the trees gave way before them, and the secret track Talat had followed so trustingly was a plain trail before them, and at the end of a short way was a small bare courtyard, set round with pillars, and a great grey stone building. Talat walked into the courtyard and stopped. Aerin unwound her hands from his mane and stared down past his wet shoulder to the ground, and thought about dismounting; and then a tall blond man was standing beside her. She wished to feel alarm, for she had not seen or heard his approach; but Talat was not disturbed, and she recognized the man’s face from her dreams. He lifted her bodily from the saddle, and as his arms took her weight, fear crossed his face: â€Å"May all the gods listen – there’s nothing left of you.† He carried her into the stone hall, and she leaned her head against his chest, and thought of nothing. His boots were soft-soled and his footsteps silent; but the rustle of her breathing echoed through the hall like the wings of a flock of small birds. He set her in a high-backed chair at the far end of the hall, and picked up a goblet from a small table, glared at it, muttered over it, said, â€Å"This will have to do,† and gave it to her. She held it, dreamily, but even with both hands around it, it swayed and began to sag, and the man, with a muffled exclamation, leaned over her and grasped the stem of the goblet around her two hands. His hand was warm, like Talat’s mane, and the goblet was cool. â€Å"Who are you?† she asked, looking into the frowning face bending over her. â€Å"I am Luthe,† he said. â€Å"Drink.† She took the first sip, obediently, as she had drunk Teka’s draughts when she was young and had fevers. She did not remember a second sip. She awoke, pressed down with blankets, in a narrow curtain-less bed. The bed was one of many, set side by side down a long narrow corridor; the heads were pushed up against one wall where slit windows high above shed sunlight on their feet; and beyond the beds was a narrow passage and then the far wall, taller than the window wall, the roof slanting up sharply from the one to the other. She blinked drowsily at the far wall; it was blank grey stone, like the rest of Luthe’s hall. Or not blank: Aerin sat up, shedding blankets, and frowned; etched into the grey stone were faint relief pictures, but she could not quite decide what they depicted: men with antlers, women with wings, trees with eyes that watched. She blinked again; her vision hadn’t been trustworthy in a long time. Her fever was gone. She felt as weak as when she had first dragged herself to the stream after Maur’s death, but she felt happy, with a senseless transparent happiness like that of a very young child. She wrestled cheerfully with the enshrouding blankets, got feebly to her feet, and began to make her way down the row of beds by clinging to the foot of each in turn – all of them empty, and all but hers neatly made up with coarse dark blankets, and pillows wrapped in smooth dark cloth. She came to an arch of doorway and looked through; the thickness of the wall it pierced made the entrance dark, but beyond it the great hall was bright with daylight. There were windows cut high into the two lengthwise walls of the great chamber, the walls themselves high enough that the windows looked out over the roofs of the sleeping corridors; and yet far above them all the ceiling was invisible in darkness. Luthe saw her and frowned. â€Å"You should have slept longer.† â€Å"No, I shouldn’t. I have slept just the right amount; I feel dazzlingly† – she ran out of breath, and leaned against the threshold – â€Å"hungry. I haven’t felt hungry in a long time.† â€Å"I will claim that as my consolation; but evidently I still have not learned to get simple sleeping draughts right. Lily would be ashamed of me. Come eat, then.† He watched her drift toward him; it seemed to be a long way from the sleeping-chamber door to the table before the hearth, where he was. His hands closed over the high back of the chair he stood behind as he watched her, but he did not offer to help her. She fetched up against the table at last; it was a small delicate table, but she was little more than a wraith, and when she flattened both hands on the top of it to steady herself it held her slight weight easily. She looked up at him and smiled: a lover’s smile, sweet and brilliant, but it was not directed at him; her eyes looked at something invisible that she herself did not recognize, and yet his heart stirred in a way he did not like. He returned her smile with a deeper frown, and she chuckled – a little tapping sound, like mouse feet on a stone floor. â€Å"I am not blind, sir, though I do seem to see light where there is only darkness and strange pictures on a blank wall; and I am quite sure that I see you scowling furiously at me, like a tutor at a student who persists in misbehaving. Pray tell me what I have done.† â€Å"You have waited too long to come here.† Her smile ebbed away. â€Å"I have not been thinking clearly for long †¦ I had so many strange dreams.† She thought of Maur’s head speaking to her from a wall in her father’s castle, and a spasm crossed her face, and she raised one hand from the table to cover it., â€Å"It was easy,† she said through her fingers, â€Å"not to believe there was any use in them.† There was silence between them; Aerin stirred, and dropped her hand, but her face was still sad. â€Å"Talat?† she asked. † †¦ is eating his head off in a meadow among my cattle. You need have no fear for him.† â€Å"I have none.† Abruptly she asked: â€Å"Am I dying?† â€Å"Yes.† â€Å"Can you cure me?† Luthe sighed. â€Å"I’m not sure. I think so. Had not †¦Ã¢â‚¬  â€Å"Had I not listened to Maur’s head, I would have come here long since,† Aerin said dreamily. â€Å"Had it not told me that I could not win against the Black Dragon, for no one could, I might have believed that there was enough left of my life to be worth healing; but I am Dragon-Killer, the least of my family, and if I have done a great thing, then I must die of it.† Her words floated on the air, half visible, like spider silk. â€Å"You are not the least of your family,† Luthe said violently; â€Å"your mother was worth seven of her husband, and you’ve the courage she had, or she’d not have borne you, and you would not be standing here now after what Maur has done to you – and does to you yet.† Aerin stared at him. â€Å"Does to me yet? †¦ They hung its skull in the great hall, and it spoke to me. I was stronger for a while, till I saw it there, and it spoke to me.† â€Å"Spoke – ? How could anyone, even a hundred generations later, be so stupid as to bring back the Black Dragon’s head as a trophy and hang it on a wall for folk to gape at? Surely – â€Å" â€Å"I asked them to take it away – where no one might look at it again.† Luthe paced twice around the table before he said anything. â€Å"Dragon-Killer indeed. They do not know how lucky they are to have had you. To have had you at all. And I am fool enough to want to give you back to them.† Witchwoman’s daughter, Aerin thought. But I told Tor I would come back if I could. Luthe sat wearily down. â€Å"I have sat up here too long; it is so pleasant, not meddling. Perhaps after a hundred generations it is possible to forget.† â€Å"You knew my mother?† â€Å"Yes.† It was not an answer, nor a tone of voice, to encourage further questions. She looked down, and noticed that there was bread and fruit on the table she leaned on, and she picked up a handful of cora berries and began to eat them one at a time. â€Å"She was like you, but smaller,† Luthe said after she finished the last berry and had begun on a piece of bread. â€Å"The burden she carried was different from yours, and it had worn on her for many years. When I knew her she had forgotten joy, although I believe Arlbeth gave her a little back again.† Aerin’s low rough voice seemed to come from the high grey walls and not from the thin figure bowed over the table before him: â€Å"It is said in the City that she died of despair when she found she had had a daughter and not a son.† â€Å"It is probably true,† Luthe said, his voice level. â€Å"She had courage enough, but little imagination; or she would not have forgotten joy, whatever the weight on her, and heavy enough it truly was.† â€Å"Is it a weight a son might have lifted from her?† â€Å"It is a weight any of her blood and courage may lift. Damn you,† he said, his voice rising. â€Å"Couldn’t you tell the difference between a true dream and dragon poison?† â€Å"Evidently not,† she replied, and looked straight at him, although she still leaned on the table. â€Å"If it was so important, and the Black Dragon, even in death, so insidious, why did you not come and fetch me?† There was a little pause, and Luthe smiled faintly. â€Å"I shan’t try to bully you again.† â€Å"You have not answered my question.† â€Å"I don’t wish to answer it.† She could not help herself, and she laughed: he sounded so much like a sulky child. And her laugh rang out, clear and free, as it had not done since she had first heard the name of Maur. Luthe looked at her in wonder. â€Å"Yes, I believe I can cure you. I cannot believe that I will be let fail.† â€Å"I am glad to hear that,† she said, and found herself surprised that she spoke the truth, and her mouth curled in a wry smile. â€Å"I am glad.† Luthe, watching her, knew both the truth of her words and the surprise they had caused her. She wandered around the little table till she came to another chair, and settled lightly into it; and with the smile still on her lips, her eyelids drooped, and she fell into the light doze of the chronic invalid, and sagged against the side of her chair, and Luthe watched over her sleep as Tor often had, and their thoughts were very similar. But Luthe had a choice to make, and a choice that he did not like; and it was a choice that must be made soon. Even as he thought of this choice, he knew the decision had already been made. But he was in no hurry that Aerin wake again, and he do what he must. How to cite The Hero And The Crown Part Two Chapter 15, Essay examples

Marketing Research Support Services

Question: Describe about the Marketing Research for Support Services. Answer: Introduction Marketing research is a way of analysing any new information of the product as well as services. The report will evaluate the research findings on the Homes Institute in Brisbane, Australia. The marketing research activities will provide an overview of market information of the students present decision in choosing Holmes as an institute of study in Australia. The study has been performed on 22 students on a set of questionnaire highlighting different perspectives that are useful for assessing their interest in Homes institute. The report will include the data analysis of 22 students with resultant discussion on the recommendations that can be initiated to increase the number of recruitment of international students. Moreover, the special reference is been made on the growing association with Indian institution or the Indian government in recruiting more students from India. Part 1 This part will examine the characteristics of the sample students that have been studying in Holmes institute based on their psychographic as well as demographic characteristics. While analysing different questions from questionnaire it will helps in cross-examining the different factors that have been used in choosing Holmes as a place of education destination. A. Demographic Characteristics Distribution of Students As seen, the maximum number of students that have chosen Holmes Institute as an education destination are from India constituting 19 students, one from Thailand and none from China. This depicts that Holmes institute has majorly international students from India. Age Figure 1: Age of Students Source: (Created by Author) When analysed on the age of the students, it can be seen that out of 22 students, more students were from the age bracket 18-29 years because that is the age interval where students are more inclined towards studying and choosing the institute for education. More, the number constitutes to be 21 from India and one from Thailand. Occupation Figure 2: Occupation of Students Source: (Created by Author) The occupation of respondents are majorly students constituting to 14 regular students, 4 part time and 3 casual students from India and one from Thailand. Moreover, this depicts that Holmes institutes constitutes of students that are more interested in regular studying than casual or part-time education. Total Annual Income Figure 3: Annual Income of Students Source: (Created by Author) The annual income of most students from India was between the income bracket of $10,000- $20,000. This states that mostly the students from India were self-dependent yet being a developing nation, their income were sufficient to meet their education requirements. Gender Figure 4: Gender of Students Source: (Created by Author) The gender of the students state that the students are mostly male dominated and mostly from India. It states that although female population is trying to match the demand for male population but still Indian male prefer studying in Homes Institute. Status of Students Figure 5: Status of Students Source: (Created by Author) The students who chose to study in Holmes institute out of the sample are mostly single or were never married. Highest Degree of students Figure 6: Highest Education of Students Source: (Created by Author) The students who chose Homes as a centre of education for further studies are Diploma Graduate or Bachelor Graduates. However, it has been seen that Indian students go out of India are mostly Indian students who wish to pursue further education. Moreover, mostly students prefer Homes Institute in Australia. B. Psychographic Characteristics Figure 7: Reasons for choosing Holmes Institute, Australia Source: (Created by Author) According to the analysis, it has been depicted that mostly students choose Holmes Institute in Australia for further students because they receive excellent support service from the international students. However, the minimum responses have been received on high quality education and research. Conversely, the support services that the students from India receive is in academies, health, counselling, accommodation, employment opportunities as well as banking and fitness facilities. Moreover, the consumers decision-making revolves around the different benefits that are available to the students/ customers, which are based on the evaluation of alternatives (Hildn 2012). However, as compared to other institutes there are different situational, attribution as well as attitude factors that help in decision implementation in education abroad. Nevertheless, the major factor highlights the variety of the services that strengthens the students choice as well as liberalized the markets. The a ttributes of services are also influenced by country image, city image, program evaluation as well as institution image. (Studyinaustralia.gov.au 2016) On the contrary, when it comes to Holmes Institute, it has been offering options like advice for pre-departure and arrival, orientation and study preparation programs, followed by counselling services, academic skills, mentors from students, providing services to parents who accompany their children to Holmes. Moreover, there are many information advices that are given to students in Holmes whether it is Visa, Forex, Pre Departure or Travel Assistance (Holmes 2012). However, these services provide a boost to Indian students, as the facilities are not available at greater extent in the respective countries or in specific institutes as it is present in Holmes Institute (Holmes Education 2016). Part 2 There are different recommendations that can be made when it comes to recruiting international students. The enrolment of international students can differ from value added recruitment and the different solutions that can bring marketing to international students amongst the global students audiences (Seifert et al. 2014). The challenges of change in Australia have also changes since 1990 such that by 2009 higher education and vocational education and training accounted for 60% of the international students. Australia and other major countries like UK and United States allow student Visa holders with a limited part time work of 20 hours within the course of action unlimited hours during scheduled course breaks. However, recruitment can be performed based on opportunity to interact with the local community that improves language skills and even develop expertise in professionalism (coag.gov.au, 2014). Moreover, when it comes to education industry, the institutes provide a series of vocational training and a variety of small course organizations. However, with increasing competition, institutions like Holmes are investing in different facilities and performing different policies to more international students (Shields 2013). The different recruitment services that the Australian government and education providers can provide to international students. The Australian government has taken initiative with the perspective of quality and financial viability for education providers to ensure education standards. Moreover, the quality of agent services collaborating with overseas government has been regulating agents operating in countries to the eVisa system and Education Agents Training Program (Kirsch 2014). The possible recruitment model that can be followed is given as: On-campus intensive English Programs for the international students like IELTS and public speaking. The different countries like South Korea, China, Latin America, Saudi Arabia and mainly India with students who qualify for targeted programs as well as have enough resources to pay for the services without financial aid. To bridge the university with professional success to hone linguistic and cross-cultural communication skills through ESL classes. These classes helps the student to prepare academics as well as professional skills while encompassing effective presentations as well as accent modifications. Community ESL classes Level classes advancing students through four levels to provided content based help to adult learners (Najjar 2014). On the other hand, a country like India is equally important for recruitment because of Rupees depreciation, Indian student Recruitment strategy and partnerships for long-term strategy. These all factors helps in analyzing Indias Importance of being largest source after China (Kalam and Singh 2015) Moreover, the surplus demand in India for hundreds of thousands young Indians helps to recruit more students from India. The recruitment strategy as mentioned passes through academic credentials as well as language proficiency areas. In addition, the collaboration with Holmes Institute, Brisbane, Australia will not only help in not-for-profit but will also help in relationship building to seek international prestige and financial rewards (Brooks and Waters 2013). Lastly, the importance of recruiting students not only provide quality but also relevance of higher education, as their nearness with the nation is a key a portion of building a more stronger intercultural and international measurement to study and investigate a significant worldwide viewpoint (Schippmann 2014). Conclusion To conclude, it can be seen that Holmes institute of Australia has more students from India that chose to study due to the benefit of support services. However, recruiting international students terms to be important for the institute as it will help in international prestige and rewards. Moreover, the analysis also depicts that different recommendation that the Institute can take in recruiting more students from different countries whether it is through different campus initiatives or organizing different classes for different academic and professional learning. Moreover, these training programs and with help of different agents operating in different countries provide a great boost to the quality standards within the Institute. References Brooks, R.A.C.H.E.L. and Waters, J.O.H.A.N.N.A. (2013). Global Graduates, Student Mobility and the Funding of Higher Education.Student Financing of Higher Education: a Comparative Perspective. London and New York: Taylor and Francis, pp.137-154. coag.gov.au. (2014).International Students Strategy for Australia. Available at: https://www.coag.gov.au/sites/default/files/International%20Students%20Strategy%20-%20PDF.pdf [Accessed 21 Aug. 2016]. Hildn, M. (2012).International Students Decision-Making Process. Doria.fi. Available at: https://www.doria.fi/bitstream/handle/10024/77326/Kandidaatintutkielma%20-%20International%20Students'%20Decision-Making%20Process.pdf;sequence=1 [Accessed 20 Aug. 2016]. Holmes Education. (2016).Holmes Institute Brisbane City Description | Brisbane - Holmes Institute, Brisbane, Australia - is located in the central CBD, only minutes from buses, trains and ferries. The college overlooks the beautiful Brisbane River which flows through the city centre.. Available at: https://www.holmes.edu.au/brisbane [Accessed 20 Aug. 2016]. Holmes. (2012).Information for Intending Overseas Students. Available at: https://www.holmes.edu.au/Uploads/Information%20for%20Intending%20Overseas%20Students%20Mar%2012.pdf [Accessed 20 Aug. 2016]. Kalam, A.A. and Singh, S.P. (2015).Advantage India: From Challenge to Opportunity. HarperCollins Publishers India. Kirsch, E. (2014).The Use of Agents in International Student Recruitment: International Education Professionals Opinions. [Digitalcollections.sit.edu. Available at: https://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=3666context=capstones [Accessed 21 Aug. 2016]. Najjar, Y. (2014).International Students Recruitment Strategies. cgsnet.org. Available at: https://cgsnet.org/ckfinder/userfiles/files/AM2014_Najjar.pdf [Accessed 21 Aug. 2016]. Schippmann, C. (2014). Unveiling of the Educational Buying Process. Seifert, T., Perozzi, B., Al-Sharif, M.A.B., Li, W. and Wildman, K. (2014). Student Affairs Services in Global Perspective. Shields, R. (2013).Globalization and international education. AC Black. Studyinaustralia.gov.au. (2016).Support services for students. Available at: https://www.studyinaustralia.gov.au/global/live-in-australia/support-services [Accessed 20 Aug. 2016].

Marxist Concept of Exploitation and the Contemporary Labour Market

SAT Subject Test Math 1 vs Math 2 Which Should I Take

SAT Subject Test Math 1 vs Math 2 Which Should I Take SAT / ACT Prep Online Guides and Tips If you're considering taking SAT Subject Tests and math is a strong subject for you, you’ll need to decide which SAT Subject Test in math to take. There are two Math SAT Subject Tests: Math 1 and Math 2 (also written as Math Level 1 and Math Level 2, or Math I and Math II). Math 2 is meant for students with more high school math coursework and covers a broader range of topics than Math 1 does. Other than that, the two tests are pretty similar: both have 50 multiple-choice questions and a 60-minute time limit. In this article, I’ll go over what’s covered in Math 1, what’s covered in Math 2, their similarities and differences, whether Math 1 is easier than Math 2, and how to choose which Subject Test to take. Note: This article deals with the two Math SAT Subject Tests, not the Math section on the regular SAT. To learn more about the SAT Math section and how to do well on it, check out our ultimate SAT Math prep guide. What’s Covered on SAT Math 1? SAT Subject Test Math 1 covers the topics you learn in one year of geometry and two years of algebra. Here's what you can expect to see on the test: Topics and Subtopics % of Math 1 SAT Subject Test Approximate # of Questions Number and Operations 10-14% 5-7 Operations, ratio and proportion, complex numbers, counting, elementary number theory, matrices, sequences Algebra and Functions 38-42% 19-21 Expressions, equations, inequalities, representation and modelling, properties of functions (linear, polynomial, rational, exponential) Geometry and Measurement 38-42% 19-21 Plane geometry 18-22% 9-11 Coordinate: Lines, parabolas, circles, symmetry, transformations 8-12% 4-6 Three-dimensional: solids, surface area and volume (cylinders, cones, pyramids, spheres, prisms) 4-6% 2-3 Trigonometry: right triangles and identities 6-8% 3-4 Data Analysis, Statistics, and Probability 8-12% 4-6 Mean, median, mode, range, interquartile range, graphs and plots, least squares regression (linear), probability Source: SAT Subject Tests Student Guide As you can see, most of the questions will be about algebra, functions, or geometry. This means that when you are studying for Math 1, these are the main areas you should focus on. There will also be a few questions (about five) on data analysis/statistics/probability. I’m calling this out because it’s something many students haven’t spent a lot of time on in class. What’s Covered on SAT Math 2? The SAT Subject Test Math 2 covers most of the same topics as Math 1- information that would be covered in one year of geometry and two years of algebra- plus precalculus and trigonometry. However, the geometry concepts learned in a typical geometry class are only assessed indirectly through more advanced geometry topics such as coordinate and three-dimensional geometry. Here is a chart with topics and percentage breakdowns: Topics and Subtopics % of Math 2 SAT Subject Test Approximate # of Questions Number and Operations 10-14% 5-7 Operations, ratio and proportion, complex numbers, counting, elementary number theory, matrices, sequences, series, vectors Algebra and Functions 48-52% 24-26 Expressions, equations, inequalities, representation and modelling, properties of functions (linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, periodic, piecewise, recursive, parametric) Geometry and Measurement 28-32% 14-16 Coordinate: lines, parabolas, circles, ellipses, hyperbolas, symmetry, transformations, polar coordinates 10-14% 5-7 Three-dimensional: solids, surface area and volume (cylinders, cones, pyramids, spheres, prisms), coordinates in three dimensions 4-6% 2-3 Trigonometry: right triangles, identities, radians, law of cosines, law of sines, equations, double angle formula 12-16% 6-8 Data Analysis, Statistics, and Probability 8-12% 4-6 Mean, median, mode, range, interquartile range, standard deviation, graphs and plots, least squares regression (linear, quadratic, exponential), probability Source: SAT Subject Tests Student GuideIt’s worth noting that on the main College Board page for Math 2, they (incorrectly) state that the test is 48-52% geometry. But in the SAT Subject Tests Student Guide, you can see that the actual percentage is 28-32%. Let’s all be glad that the questions on College Board tests are much more closely vetted than what goes on their website! In terms of individual topics, the Math 2 test is, by far, weighted most heavily toward algebra and functions, with about half the questions in this area. You can also expect to see a sizable chunk of trigonometry. Knowing the properties of all different types of functions, including trigonometric functions, is the single most important topic to study for the Math 2 test. If you don’t know all of that backwards and forwards, there will be a lot of questions you simply don’t understand. Your friend, the triangle. SAT Subject Test Math 1 vs Math 2: Similarities and Differences To give you an easy-to-follow overview when you are comparing tests, I’ll quickly go over which topics are covered on both exams and which you can expect to see only on Math 1 and only on Math 2, respectively. Topics on Both Math 1 and Math 2 We'll start by looking at the general topics that are present on both Math Subject Tests. Numbers and Operations Operations: Basic multiplication, division, addition, and subtraction. Remember the proper order of operations! Ratio and Proportion: Value comparisons and relationships between value comparisons. (Think: how many of one thing relative to another thing? Three cows for every two sheep?) Complex Numbers: Numerical expressions that include imaginary numbers. Counting: How many combinations are possible given certain conditions. For example, if there are eight chairs and eight guests, how many orders could the guests sit in? Elementary Number Theory: Properties of integers, factorization, prime factors, etc. Matrices: Basic operations with number grids. Sequences: Number patterns. Geometry Geometry on the coordinate plane, including questions about lines, parabolas, circles (and circle equations), symmetry, and transformations. With the exception of circles, coordinate geometry is less concerned with the actual functions making the figures and more with the properties of figures: is the shape symmetrical? How long is this segment of the line? And so on. Three-dimensional: Calculating the surface area and volume of cylinders, cones, pyramids, spheres, and prisms. Trigonometry: Right triangles and the Pythagorean theorem as well as basic trig identities such as sine, cosine, and tangent. Algebra Expressions: Mathematical phrases with variables, numbers, and operators (like $x+3$ or $2x+9y−4$). You must know how to factor, expand, and manipulate these expressions. Equations: An expression that is set to be equal to something, like $x+3=10$. You’ll need to understand how to solve these. You'll also need to be able to solve systems of equations. Inequalities: Expressions set to be greater or less than a value, like $x+310$. You'll need to know how to solve these, and how to solve systems of inequalities. Representation and Modeling: Creating equations that model a given scenario. You’ll need to know how to create and interpret these. Properties of Functions: You’ll need to be able to identify the following kinds of functions and understand how they work, how they look when graphed, and how to factor them. You should also know how to identify $x$- and $y$-intercepts and any unique characteristics they may have. Linear: Straight-line functions, generally written as $f(x)=mx+b$ or $y=mx+b$ Polynomial: Functions in which variables are elevated to exponential powers. This includes quadratic functions like $y=x^2+2x+2$ as well as functions like $y=x^5+4x$. Rational: Functions in which polynomial expressions appear in the numerator and the denominator of a fraction. For example: $$y=(x^2+4)/(x^3+x^2+9)$$ Exponential: Functions in which $x$ appears as an exponential power. Here's an example: $$y=3^(x+2)$$ Data Analysis, Statistics, and Probability Mean, Median, Mode, Range: Basic properties of data sets. Interquartile Range: A measure of a data set variability based on the range between data quartiles 3 and 1. Graphs and Plots: Creating and interpreting visual representations of data sets. Least Squares Regression (Linear): How closely correlated two variables are, and how much a data set resembles a straight line. Probability: Mathematical determinations of how likely a certain outcome is to occur; you’ll need to be able to create and interpret these. You could also skip standardized testing and go live alone in the desert. Topics on Math 1 Only The only topic on Math 1 that's not directly addressed at all on Math 2 is plane geometry, which is a fairly significant 20% of Math 1. Note that plane geometry concepts are addressed on Math 2 via coordinate and 3-D geometry. Topics on Math 2 Only Math 2 contains a fairly large number of topics that aren't tested on Math 1. Numbers and Operations Series: The sum of a sequence. Vectors: Geometric objects with size (length) and direction; you’ll need to be able to do basic operations with vectors. Geometry Coordinate: Equations and properties of ellipses and hyperbolas in the coordinate plane, and polar coordinates. Three-Dimensional: Plotting lines and determining distances between points in three dimensions. Trigonometry: Radian Measure: An alternative way to measure angles in terms of Ï€. You must know how to convert to and from degrees. Law of Cosines and Law of Sines: Trigonometric formulas that allow you to determine the length of a triangle side when one of the angles and two of the sides are known. You'll need to know the formulas and how to use them. Equations: Know how to identify and solve algebraic equations involving trigonometric identities, like $10=cos(x+8)$. Double Angle Formulas: Formulas that allow you to find information on an angle twice as large as the given angle measure. Algebra Properties of Functions: You’ll need to be able to identify the following kinds of functions and understand how they work, how they look when graphed, and how to factor them. You should also be able to identify $x$- and $y$-intercepts and any unique characteristics they might have. Logarithmic: Functions that involve taking the log of a variable. For example: $f(x)=log(x)$ Trigonometric Functions: Graphs of sine, cosine, tangent, etc. For example: $f(x)=sin(x)$ Inverse Trigonometric Functions: Graphs of the inverse of sine, cosine, tangent, and other trig identities. For example: $f(x)=arcsin(x)$ or $f(x)=sin$-1$(x)$ Periodic: Any function that repeats its values over an interval; trigonometric functions are periodic. Piecewise: A function that is defined by a different equation for different ranges of $x$. Recursive: A function defined in terms of other functions. Parametric: Equations of curves in which x and $y$ are defined via some third variable, normally t. $x=cos(t)$$y=sin(t)$is the equation for the unit circle, a parametric equation. Data Analysis, Statistics and Probability Least Squares Regression (quadratic, exponential): How well the points of a data set correspond to a quadratic or exponential shape. As you can see, there's a lot of overlap between the two Math SAT Subject Tests. However, Math 2 also tests more advanced versions of the topics tested on Math 1. It leaves off directly testing plane Euclidean geometry, though the concepts are indirectly tested through coordinate and 3-D geometry topics. Even with that cut out, Math 2 still covers a much broader swath of topics than Math 1 does. This means that question styles for Math 2 and Math 1 can be pretty different, even though many of the same topics are addressed (see the next section for elaboration on this). A broad swath. Is Math 1 Easier Than Math 2? Given that Math 2 covers more advanced topics than Math 1 does, you might think that Math 1 is going to be the easier exam. But this is not necessarily true. Since Math 1 tests fewer concepts, you can expect more abstract and multi-step problems to test the same core math concepts in a variety of ways. The College Board needs to fill up 50 questions, after all! Below is an example of a tricky question you might see on the Math 1 test. (Note that all practice problems in this article come from the official SAT Subject Tests Student Guide.) The above problem is testing fundamental plane Euclidean geometry concepts but in a way that makes you apply these concepts differently than you might expect to. Let’s walk through it. To figure out the area of the shaded region, we’ll need to subtract the area of the rectangle from the area of the circle. The area of the rectangle is pretty straightforward- $\ov{AB}$ is 5 and side $\ov{BC}$ is 12. So that would be $5*12 = 6$0. Now, we’ll need to find the area of that circle. $Ï€r^2$ is the formula for a circle’s area, but we don’t have the radius or diameter. However, we can find the diameter with the help of our friend, the Pythagorean theorem. We know that $\ov{AC}$ is going to be the same length as the diameter. How do we know this? Since ABCD is an inscribed rectangle, angle ∠ ABC is an inscribed right angle. Therefore, AC, the diameter, is the hypotenuse of right triangle ââ€" ³ABC. The Pythagorean theorem states that $a^2+b^2=c^2$ and we know a and b are 5 and 12, respectively. Therefore, $$5^2+12^2=c^2$$ $$25+144=c^2$$ $$169=c^2$$ $$13=c$$ With a diameter of 13, the radius is 6.5. The area of the circle = $$Ï€(6.5)^2=132.73$$ Area of the circle minus area of the rectangle: $$132.73−60=72.73$$ The answer is C! The above problem didn’t test any difficult concepts, but it did make us combine a few Euclidean geometry concepts (and three formulas!) in interesting ways to make the problem appear tricky. On the other hand, problems on Math II tend to take fewer steps to solve and are more straightforward, high-school-math-test-type questions: identify the concept, plug in, and go. For example, see this pretty straightforward plug-in-and-go 3-D volume/basic algebra question: Let’s walk through it. The volume of a right circular cylinder is $h*Ï€(1/2 d)^2$ We know the volume; we also know that the diameter and height are equal. Since the radius is equal to half the diameter, we can express the radius in terms of the height. This gives us the following equation: $$h*Ï€(1/2 h)^2=2$$ which can be simplified as $$(Ï€h^3)/4=2$$$$(h^3)/4=2/Ï€$$ and then $$h^3=8/Ï€$$ All of a sudden, we’ve got a pretty simple single-variable algebra problem. Plug and go to get 1.37, or answer choice A. The number-crunching in this problem might be a little ugly, but it’s pretty simple conceptually: a single-variable algebra problem that only uses one formula.These two problems showcase the difference between problem types on Math 1 and Math 2. Additionally, the curve is much steeper for Math 1 than it is for Math 2. Getting one question wrong on Math 1 is enough to knock you from that 800, but you can get seven or eight questions wrong and still potentially get an 800 on Math 2. Essentially, Math 1 is the easier exam only if you don’t know the advanced topics tested on Math 2. If you do know the Math 2 concepts, you'll find it easier than Math 1 because the material will be fresher in your mind, the questions are more straightforward, and the curve is kinder. A kind (and mathematical!) curve. How to Decide Which Math Subject Test to Take There are, in general, two factors to consider when deciding between Math 1 and Math 2: (1) what math coursework you have completed and (2) what the colleges you're applying to recommend or require. Which Math Courses Have You Taken? In general, if you're going to take a Math Subject Test, you should take the one that most closely aligns with the math coursework you've completed. If you’ve taken one year of geometry and two years of algebra, go with Math 1. If you’ve taken that plus precalculus and trigonometry (which is taught as one yearlong math class at most high schools), then take Math 2. Down-testing (i.e., taking Math 1 when you have the coursework for Math 2) is likely to backfire due to the fact that the material won't be as fresh for you and the curve for Math 1 is so unforgiving. If you’re in the middle of precalculus/trigonometry, things are a little more complicated. If it’s the beginning or middle of the year, take Math 1. If you try to take Math 2 too early, there will be material on the exam you haven’t covered yet, so you’ll either have to learn it or accept that you won’t get those points (which is a risky move I don’t recommend at all!). If you're close to the end of the year and you'd like to take Math 2, I'd advise you to simply wait to take the test until you’ve completed the requisite coursework. Which Test Do the Colleges You're Applying to Recommend or Require? Though many institutions that recommend or require SAT Subject Tests give you flexibility in what subjects you send, others have more stringent requirements, particularly engineering or medicine-based programs. Some notable programs and institutions that require Math level 2 include the following: Caltech- requires Math 2 from all applicants Harvey Mudd- requires Math 2 from all applicants Northwestern- select programs require Math 2 Most institutions in the University of California system strongly recommend (not require) Math 2 for engineering and science applicants If you know that you have your eye on a program that requires or recommends the Math 2 Subject Test, plan ahead to take the necessary math coursework. Programs that require or prefer the Math 2 Subject Test often have required introductory math coursework for first-year students that necessitates a certain background level in math, which is why they require Math 2. Therefore, try to get in the coursework necessary to be able to take and do well on the Math 2 Subject Test. If you don’t plan ahead, you might end up in a situation in which you are set to go into precalculus your senior year. In this case, you should aim to take precalculus the summer after your junior year and the Math 2 Subject Test in the fall of your senior year. Some high schools don’t offer an advanced enough math track for you to be able to get through precalculus by your senior year. It’s not super fair if you’re in this situation, but you can make up for it by taking a math class over the summer or at a local community college. On the other hand, some engineering programs and schools will accept either Math Subject Test (i.e., they have no preference). If your program accepts Math 1 or Math 2, take them at their word and opt for the test that better aligns with your regular coursework. The reason the College Board offers two levels of math isn’t to suggest that those who take Math 2 are somehow better at math, but rather that they understand not all high schools will offer the same math classes. High schools with fewer resources often do not offer as much advanced math coursework, and the colleges that accept either math exam do so for this exact reason. In fact, the colleges that require Math 2 are unfortunately penalizing underprivileged students, even if they are doing so because their introductory math coursework starts at too high a level to accept a less-advanced Math test. Note: In general, colleges will not accept Math 1 and Math 2 as two separate Subject Tests because there's so much overlap between the material. This doesn’t mean you can’t take both- just that they won’t count as two separate Subject Tests in the eyes of the college you're applying to. What If You Still Can't Decide Which Math Subject Test to Take? If you're still at a loss (or even if you just want to validate your choice before you register for one of the two Math tests), answer some practice questions for each Math Subject Test and compare how you do on them. If you score a lot higher on one test, choose that one. You can find practice questions for both exams in the College Board’s SAT Subject Tests Student Guide. Don’t forget that you can also retake Subject Tests, and there’s no rule that if you take one of the math tests that you can’t then take the other one if you feel as though you didn’t choose the better test for you the first time around. I don’t recommend taking both Math Subject Tests as a first-line strategy because you’ll waste time prepping for both when you don’t need to, and you already have enough to study and prepare for when you apply to college. However, it's something to keep in mind. You should also double-check that you actually have to take a Math Subject Test for the programs you're applying to since many schools will accept a science Subject Test instead. Choose your exam carefully, like this intrepid soul choosing which rocks to step on. SAT Subject Test Math 1 vs Math 2: The Final Word The College Board offers two SAT Subject Tests in math: Math 1 and Math 2. Math 1 is designed for those who've taken two years of algebra and one year of geometry, while Math 2 targets those who've also taken precalculus/trigonometry. Although they cover many of the same topics, Math 1 involves more tricky applications of math concepts since the scope of the exam is narrower. In general, you should take the Math Subject Test that best corresponds to the coursework you've completed. Taking Math 1 when you have the coursework for Math 2 might backfire given Math 1's steeper curve. By contrast, taking Math 2 without the requisite coursework will leave you completely lost for much of the exam. If you're applying to programs that require or strongly recommend Math 2, plan ahead so that you can complete the necessary coursework before you take the exam. And remember, if you end up taking both Math Subject Tests, most programs will only accept one toward your total of required or recommended Subject Tests. What's Next? Ready to test out your ratio and proportions skills? Try calculating how many seconds there are in a day, week, and year, then compare the result to our guide. Planning to take the Math 2 Subject test but a little shaky on your coordinate geometry? Make sure to review our articles on graph quadrants and how to complete the square so that you're not caught unaware on test day. Want some more specific advice on when to take the Math 2 Subject Test? Read our guide to learn how to choose the best test date for you. You might also want to check out our guide to SAT Subject Test scores for the Ivy League to learn how high to aim on test day. If you're taking AP tests and SAT Subject Tests, you might be wondering which exams are more important. In this guide, we explain which tests to prioritize for your college applications. Taking the regular SAT, too? Let us walk you through the format of the SAT Math section. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Evaluating Environmental Regulation Essay Example | Topics and Well Written Essays - 500 words

Evaluating Environmental Regulation - Essay Example Research reports that, the vast percentage of ecological damage is done before a product reaches the consumer, not afterwards: For every ton of post-consumer waste there are 20 tons of hidden pre-consumer waste, as the manufacturing process makes its way from forest, field and mine to supermarket shelf. An estimated 94% of the materials extracted for use in manufacturing durable products become waste before the product is even manufactured. Only 6 per cent of minerals and renewable materials extracted each year are embodied in durable goods. Humans have always created waste. In medieval Europe, for example garbage was damped on the streets where the crows and dogs took advantage of it. When the streets got too smelly, they were collected in carts and dumped it outside the city walls. Consequently, there is certainly a lot to dispose of waste. Americans produce 800kg of post-consumer waste per person per year. Europeans produce 400 kg. Between 1980 and 1985 every OECD country (except Germany and Japan) increased its flow of municipal solid waste - Ireland by as much as 72%. Between 1940 and 1976, the USA consumed more minerals than the whole of humanity did prior to 1940.

Uniting heavens and earth Research Paper Example | Topics and Well Written Essays - 1000 words

Uniting heavens and earth - Research Paper Example With the increase of scientific knowledge as it accumulates over time, there is more understanding of the natural world. Matters arising from politics, religion, ethics and esthetical judgments are in a general way away from science. Scientific knowledge is uncertain, that which is scientifically known only has some level of confidence backing it: a certain degree of probability. A lot of scientific ideas have gone through tests and have shown their reliability. These have been the closest to facts as any idea could be yet some are just hunches that are pending testing that will finally prove their probability. Yet there also exists the in betweens at every level. Science has the ability of being done poorly and being misused. There exist all forms of quackery, wrong advertisements, and forms of pseudoscience that have unconfirmed information being used as facts to prove or disapprove a huge range of mysterious phenomenon. The process of science is social as it is done by people work ing together in collaboration. The procedure, outcomes and analysis must be shared among the scientific community, and the public in conferences and other review platforms. In such forums, fraud, errors and oversights get exposed and true findings can be affirmed and confirmed. Due to the fact that it is being done by people, it also has its biases that can be addressed by the fact that it is open (Indiana.edu 2014). Isaac Newton’s work changed how humanity understands the universe in a manner simplified in three laws.

New Media Audiences and Technologies Research Paper

New Media Audiences and Technologies - Research Paper Example Firstly I will discuss the new media then I will discuss the positive and negative impacts of new media. Further on I will discuss the audiences of new media and the technologies which, are used by the audiences and the media. The methodology I have written this research paper by using the qualitative research method. Qualitative research is the observational method, consists of observation by looking at people’s action, interviewing and recording. This is totally different from the quantitative method because, in the quantitative method, data is collected through the scientific research method. I have written that research paper by observing people’s everyday activities while using new media and technologies. I have observed teenagers who have between 11to 19 years. I have also observed middle age people who are in between 35 to 45. I have also asked some questions to people for collecting the data. For the data collection, I have also used secondary data collection me thod in which I have read several books, articles, and newspapers for finding the analyses and conclusion. Findings and Analyses New media New media consist of youtube, Socializing websites, Google, Netvibes, Pageflakes, SpringWidgets, your minis, Flicker, blogs, RSS feeds, podcasts, wikis etc as well as personal homepages like on My Space and Facebook. Through YouTube, you can easily upload and download a high technology colored video within a minute. From the social networking sites, you can upload thousands of photos which are saved in your personal id and there is no fear of losing them. As well as from social networking sites you can easily communicate with your family, friends, and relatives and you can easily know that what is going on in their lives. New technologies And Audiences As we know new technologies are emerging like plasma televisions have introduced having cinema’s style vision, outstanding voice quality as well as wireless remotes. I have observed various people who are using new technologies for surfing media and have some authentic analysis. When you are watching movies and other programmers’ on plasma television you are feeling that you are present in that place. As well as plasma television also have microphones which can hear your voice when you say on the television starts showing vision and when you say off television shuts down without any touch. The interaction is developing more and more with the passage of time. Instead of that now the audiences are using home gateway box with their televisions and with that gateway box. You have to on TV digital recording service from the cable operators. In every month customer gives 50$ to cable operators for that service and during the commercials, with your wireless remote you can instruct the home gateway box to find, download and play your favorite program. From the internet you can also play any game online as well as you can shop for any product online, you can select, orde r and buy (Living Stone, 2003). Nature of audiences is also changed. Readers of newspapers have become minimized. Before the new media people are used to read the newspaper on the daily basis for getting updates. Now the readers of the newspaper are in a less amount as compared to before because the new media has been introduced in which internet plays a key role. On the internet there are various newspaper agencies which publish all news bulletins however, you can say all news agencies are doing that so.  

PESTLE Analysis for Turkey

PESTLE Analysis for Turkey Introduction The report will consist of different aspect of factors to consider for moving the plant into Turkey. The area which will be covered will be the PESTLE analysis along side with the Porters Diamond and also an analysis on the cultural factors. PESTLE Analysis for Turkey Political One of the current political strengths in Turkey is that their government have policies on liberalisation. Turkey is supporters of liberal trade and investment policies which allow open trade between different countries in the EU. Turkey forged a custom union agreement in 1996 to allow many Turkish firms to get bigger and more successful in the global economy. Exports have been rising on average at a rate of 10% every year and this will allow the fashion industry to flourish with the exports produced in the Turkish plant. One of the current political challenges in Turkey is the series of violent terrorist attacks that have happened in the country due to Islamic extremist, Kurdish radicals, Turkish militants that may have link with Al-Qaeda. This is a disadvantage for bringing the plant to Turkey as it may be targeted by these terrorist. Economy One of the current economic strengths in Turkey is that there is a high flow of foreign investment coming from abroad. The investment plays apart in Turkeys speedy expansion and this has been driving the countrys economic growth. In Turkey there is a privatisation program planned to start from 2008 that will allow the sale of major bridges, highways, electricity grids and a share in the partly commercial bank. The money generated from foreign investment will be used for expanding the infrastructure of the country; this will be an advantage for bringing the plant into Turkey as the Turkish economy will be in growth and to bring the plant here will only benefit the company and the fashion industry. One of the current economic challenges in Turkey is the current account deficit for Turkey. The declining current account has been was delayed the economic stability. The import market has seen a quick rise as an outcome of increased global commodity prices and a sturdy Turkish lira. Turkey is even more vulnerable during times of global financial doubt. This will be a disadvantage for bringing in the plant into Turkey as it the company may need to relocate if there is a financial crisis which may happen with Turkey. Social System One of the social system strengths in Turkey is that they have growing proportion of young population as they have more than half the population being aged below 30. This will allow Turkey to increase their employment rate by getting the most out of the young labour force. This is an advantage for the plant being brought into Turkey as shows there is a healthy supply of young population willing to work so the company could create jobs for these people. One of the social system challenges in Turkey is that they have a high level of unemployment. Turkey unemployment level rose by 38,000 in that year to 2.3 million in 2007 but then in 2008 it rose again by 737,000 from the previous year so this shows that there was a substantial increase from the previous year. This is a disadvantage to bring in plant into Turkey due to the high level of unemployment as they may not be skilled workers in the pool of unemployed people. There is another side to this where it can become an advantage by hiring these unemployed and training them to work sufficiently for the company. Technological One of the technological strengths in Turkey is the significant development in the ICT sector. During 2001-2007, Turkeys ICT sector expanded so rapidly it expanded by double-digits so that shows that it was a very successful growth. In 2007, Turkeys ICT market reached $24 billion and in the previous year it reached $21 billion so this shows that in a space of one year the market grew by $3 billion which is a very substantial amount of money. The reason for this sharp increase is due to the Turkish telecommunications sector as they have been privatised by the government. This is an advantage for the plant being brought into Turkey as this will attract more foreign investment project as well as creating more jobs for the people of Turkey. One of the current technological challenges in Turkey is the low expenditure cost on the research and development. Turkeys research and development cost in 2006 was around 0.6% which is below the average of the European countries which are at an average of 2.3%.This is an disadvantage for bringing in the plant into Turkey as there is not that much investment being put into the Turkish research and development, they will need investment from both the private and public sector because the country will need to have a healthily amount of investment in order to grow into a country which is in the EU. In the future is the research and development cost are still low then this will erode and stop the competitiveness of different industries in Turkey which will be bad for the long run. Legal One of the legal strengths in Turkeys is the comprehensive legal structure they have. The judicial system is made up of general courts which deal with domestic cases, heavy penal courts which deal with more serious case, military courts which will deal with the military cases and the Constitutional Court which is the highest level of courts that will deal with many different cases which is essential in the Turkish government such as war crimes. This is an advantage for the plant being brought into Turkey as this shows that the Turkish government are strict on the law and will enforce the law if need be, it will allow the company to have a fair trial if any form of disruption were to come up such as trade union issues that would cause the company any serious problems. Another legal advantage in Turkey would be the robust framework for the business entities, as the company who are looking to invest into Turkey will not need to go through a very long and lengthy business registration process as there is a freedom to start, operate and close a business by the Turkish regulatory environment. so for example in Turkey, it will take on average 6 day to starting up a business compared to 43 days in the other world countries which is a much longer time and could be beneficial for the type of market the company is involved with. As the fashion industry clothe range change very often and will need to be able to adapt quickly if the plant is being brought over to Turkey. One of the current legal challenges in Turkey is the judicial inefficiencies as there are some delays in the Turkish judicial system which can cause some serious issues. There are also judges who are politically biased and this has affected legal outcome. This is a disadvantage for bringing in the plant into Turkey as there may be a decision made against the company if ever in a legal battle as the judges may not have an unbiased view of the case but in fact have a biased view according to the political situation at the time. Environmental One of the environmental strengths in Turkeys is the prosperous biodiversity they have. Turkey has a very affluent natural resource base and has ranked ninth on biodiversity in the European countries. Examples of the type of biodiversity they have are not only a range of wild species but important domestic species such as wheat, lentils, chickpeas, pears, apple, chestnut and pistachios. The biodiversity has a very great potential for the development for Turkey and this is an advantage for the plant being brought into Turkey as this will materials such as cotton to be grown in Turkey and used in the plant so the material will be home grown and will have a cheaper price and there will be more jobs created for the company involved in cotton picking. One of the current environmental challenges in Turkey is the high pollution levels and the global warming being caused from the pollution levels. The water treatment facilities, wastewater treatment equipment and solid waste management in Turkey needs urgent attention as there is high level of environmental pollution as the is an increase in chemical and detergent overflow and this rises in the air and can cause severe illness to people who inhale especially in urban areas. The air pollution has increased over the past since 1990s and is the air pollution is quite severe in the capital of Turkey, Ankara and other city such as Istanbul. Smog in these cities is due to the increasing number use of cars. Also there is a lot of industrial air pollution from power plants and facilities used by the fertilizer, cement and sugar industries which dont have the flirtation equipment needed to filter out the pollution. Turkey loses out on approximately one billion tons of topsoil annually and thi s has an increasingly level of environmental pollution and that could harm the people and economy of Turkey. The air pollution is a disadvantage for bringing in the plant into Turkey as there many form of pollution in Turkey which are harmful and could affect the environmental value our company holds and the ‘green credential which many of our customers may consider before doing business with our company. Also the disadvantage is that the contribution to global warming where there are so many efforts to reduce the green house gas but Turkish government should invest into becoming green so that it could become a cleaner environment also it may need to cut down on the pollution level as they are in the EU and will have to meet the pollution level they have planned to cut to. PESTLE linked to Porters Diamond Turkeys political strength that links to the Porters diamond would be how the Turkish government are creating new legislation to help the industry and different companies to grow and foreign investment to improve and make it better for Turkey as a national advantage. Turkeys economical strength that links to the Porters diamond would be how they are making the market more demanding by stimulating foreign investment to make them more competitive for different industries and companies so it will benefit Turkey as a national advantage. Turkeys social strength that links to the Porters diamond would be how the Turkish have a growing proportion of young population which the Turkish government can use to create new job by encouraging and training them up to have new skills and qualified to work in different sectors and this will be a national advantage for having a very skilful workforce. Turkeys technological strength that links to the Porters diamond would be how the Turkish government are improving the ICT sector so not only is it modern but its structure would benefit Turkey and support different industries to enable them to achieve their optimum so that will be a national advantage that benefit Turkey. Turkeys legal strength that links to the Porters diamond would be how they have created a strict system for the courts which is there to keep companies and people within the law that Turkey have set out to help them grow so that would be a national advantage. Turkeys environmental strength that links to the Porters diamond would be how they have a good biodiversity and have a rich resource to different material used for various industries and the Turkish government are trying to maintain this biodiversity and creating job in the process so that it can supply to different countries and for Turkey this will be a national advantage. Cultural issues to be considered There are cultural issues that need to be considered before bringing the plant over to Turkey. There three main issues in Turkey would be religion, location and gender equality. Turkeys main religion is Islam and it is heavily influenced in the many aspect of Turkish life and it plays a major part of the Turkish people lives. The faith has many restriction and many special occasions where to celebrate the faith. Where the company will need to consider if they clothing being manufactured will be able to look good for most of the Turkish population taste and the dress sense as the faith has many restriction on the type of clothing worn and will not support inappropriate clothing for the people Turkey. Especially in the female section there are many restrictions what to cover up and where, but in recent year the restriction have been very flexible as the country is becoming more modern and more western. The location where the plant will be positioned will need to be thought over as there may have repercussion as there may be houses, schools and mosque nearby so this will create a bad environment because if the plant was to be made near houses then the community may be very unhappy with the disruption of they everyday live with a plant being made near them. Also the location will need to be considered in terms of pollution so if there was any pollution then it needs to be well away from people. Gender equality will need to be considered as the males tend to get paid more than the female as they feel that they do more. It is serious issue within the Turkish government but it relate to the Turkish culture on how the males are the dominate species so the company may need to consider this could be a chance to break the gender barrier and provide same wages for the female as the males. Conclusion In conclusion, the company should seriously consider moving the plant into Turkey as it is still an emerging country that has flaws but has many advantages and over time the flaws will be sorted out and benefit the company in the long run. References Books International Business, Environments and Operations, Pearson International Edition, Daniels, Radebaugh, Sullivan Online PDF Datamonitor Turkey PESTLE Analysis Websites https://www.cia.gov/library/publications/the-world-factbook/geos/tu.html http://www.datamonitor.com/store/Product/turkey?productid=074DD3A8-BC2C-40A9-9672-3793A75DEBA0

David Gutersons Snow Falling on Cedars Essay examples -- Guterson Sno

David Guterson's Snow Falling on Cedars The early 1940’s were tough times for many Japanese living in America. This is all due to the Japanese and American conflict in World War II, after Japan decided to bomb Pearl Harbor. After this incident many Japanese-Americans were discriminated against and were thought of as bad Japanese instead of the Americans they were. A lot of these Japanese-Americans were unfairly sent to internment camps in the United States. This is also true of the incidents that take place in the fictional novel Snow Falling On Cedars, by David Guterson. The discrimination all started at about 8:00 AM on December 7, 1941. At this time the Japanese assembled a fleet of planes and attacked Pearl Harbor, which is located off the shore of Hawaii. The Japanese decided to attack the United States because the U.S. enforced an oil embargo against Japan. This attack included a striking force of 353 Japanese aircraft. This was done by total surprise, before there was even a formal declaration of war. This was a well-planned time for the attack seeing how there were about 100 of the United States ships present on that day. At the same time there was an attack on a nearby field. This attack destroyed 18 of the United States aircraft (Pearl 1). During the time of the attack on Pearl Harbor, there were 127,000 people of Japanese decent that were living in America. Many of the Americans began to fear that these people were going to turn on America and help out their country of ancestry. The following quote shows what it was like for many Japanese living in America. Some 1,500 â€Å"enemy aliens† who were thought to have connections with Japan were immediately rounded up and interned by the De... ...s, the eyes of a man hiding something (269).† The Americans judge the Kabuo because of his squinted Japanese eyes. They think that his eyes show that he is hiding his guilt. The novel Snow Falling On Cedars shows a lot of the same prejudice that was around in the real world during World War II. This book was just a fictional story, but it definitely did deal with the situation of the real world at that time. Hopefully one day all races and ethnicities can unite and live in one place with out prejudice. Works Cited Arrington, Leonard. The Price of Prejudice. Logan, Utah: The Faculty Association Utah State University, 1962 Guterson, David. Snow Falling on Cedars. New York: Vintage Books, 1995 â€Å"Korematsu V. US† â€Å"Pearl Harbor: Remembered†

Electronic Media Essay

Electronic media are that utilize electronics or electromechanical energy for the end user (audience) to access the content. This is in contrast to static media (mainly print media), which are most often created electronically, but don’t require electronics to be accessed by the end user in the printed form. The primary electronic media sources familiar to the general public are better known as video recordings, audio recordings, multimedia presentations, slide presentations, CD-ROM and Online Content. Most new media are in the form of digital media. However, electronic media may be in either analog or digital format. Devices such as televisions, computers and cd-roms that make information available to people. Importance In October 2003, the British humanitarian organization Christian Aid released a report that $4 billion in Iraqi funds, which had been earmarked for reconstruction of the country, had disappeared. The Coalition Provision Authority (CPA), the U.S. controlled body that ruled Iraq at the time, was relegated with handling that money. â€Å"An examination of financial records between June 2003 and October 2004 showed poor bookkeeping and investigators â€Å"found indicators of potential fraud,† the report said â€Å"At the time, the CPA vigorously denied the accusations. By June 2004, the amount of money gone missing had more than doubled from four to almost nine billion dollars. This story was reported with minimal coverage when the announcement was first released. As the investigation progressed, the story of the missing billions was reported several times during the summer months of 2004 and again in January 2005. However, it was never given prominence in any news medium. The writers at Faithful Progressive called it the â€Å"biggest and single most under-reported story of the last year†. News Media and Democracy In a democracy an informed public is of critical importance. In matters regarding the self-interests of the citizenry and of the nation as a whole, knowledge is key in making decisions regarding participation in the process of democracy. Indeed, â€Å"failing to report important news, or reporting news shallowly, inaccurately, or unfairly can leave people dangerously  uninformed†. The mass media of today has tremendous power within society. What and how information is distributed can have indelible consequences for individuals and society as a whole. As such, control of media outlets â€Å"is regarded as a valued form of property for those seeking political or economic power†. Among other sources of power, it is important to note that mass media has the ability to: â€Å"attract and directattention to problems, solutions, or people that can favor those with power; it can confer status and confirm legitimacy; it can be a channel for persuasion and mobilization (Graber, 33). This represents an incredible amount of power, and over the past twenty years or so, people have taken control over these outlets for the sole purpose of attaining both political and economic power. International In the United States, there are three twenty-four hour news networks. President Bill Clinton stated it well in a response to the question of the condition of today’s media. He stated, â€Å"The thing I worry about most is that people will have all the information in the world but won’t have any way of evaluating it†¦That’s what I consider to be the most significant challenge presented to all of you by the explosion of media outlets †¦ in the Information Age.† COMPARISON WITH PRINT MEDIA Illiteracy According to United Nations report Pakistan has 55% literacy rate. This makes it 160th country in world. Because of low literacy rate people cannot read the printed news. This gives an edge to electronic media over print media. Media of future Electronic Media has a clear edge over print media even if ‘new media’ (for eg. The Internet) is not included in it. Print media is more of a ‘habit’ with people and still caters to a sizeable population. But electronic media offers a lot of choice to the people, especially to the youth (GEN Y), the largest growing segment of our population and more importantly, has the  ability to maintain the pace at which the preferences and demands of the Gen Y changes. The shrinking readership of the print publications perhaps is testimony to the changing media consumption pattern of the people today. Although we don’t see an immediate threat to the print media, more so because it is a centuries old media, yet we believe it definitely is not the media of the future. Moreover, electronic media is visually more appealing and more effective in not only conveying a message but by virtue of being a frequency medium, is also effective in registering it, thus ensuring high brand recall amongst viewers & potential customers. For the advertisers and advertising agencies, it provides exciting opportunities to experiment with new and innovative ideas which reduces the media’s dependence on traditional source Which is best? It depends on which area you are in. In rural areas, where there is no technology, print is better, but for the urban areas, electronic media are the best. Print media was supposed to have died 10 years ago, but that has not happened. In terms of mobility and cost print media is better than electronic media. But in terms of speed, coverage and reliability, electronic media are the best. Newspaper is no longer essential, while attending the usual morning business, in the toilet. Laptop is the in thing; one can browse as many e-papers as desired. IDENTIFICATION OF THE PROBLEM New technology has many social and educational benefits but caregivers and educators have expressed concern about the dangers young people can be exposed to through these technologies. To respond to this concern, some states and school districts have, for example, established policies about the use of cell phones on school grounds and developed policies to block access to certain websites on school computers. Many teachers and caregivers have taken action individually by spot-checking websites used by young people, such as FACEBOOK, YOUTUBE. This brief focuses on the phenomena of electronic aggression: any kind of aggression perpetrated through technology—any type of harassment or bullying (teasing,telling lies, making fun of someone, making rude or mean comments, spreading rumors, or making threatening or aggressive comments) that occurs through email, a chat room,  instant messaging, a website (including blogs), or text messaging. â€Å"Youth is easily deceived, because it is quick to hope.† Aristotle The youth is getting the wrong path by the use of this E-Media. Our main aim is to protect our youth from the dangerous effects of E-Media. In E-media we will target specifically the TV media which is accessible by the whole family especially the youth. Further in youth TV is mostly watched by the women of the family. These effects are either caused intentionally or by the negligence of E-media personals. Intentional effects are either for the promotion of their channels. The E-Media personals are displaying the unethical dramas, either the stories are distracting the youth or the scenes of the drama are disturbing and unethical. They provoke the female and male relationships which are considered unethical in our society. Most of the dramas and soaps are based on love stories and relations of married women with young guys. Some TV shows are provoking aggressiveness in our youth. We will mention a program of ARY MUSIK named LIVING ON THE EDGE. This program consists of unethical, immoral and non islamic dares given to the youth of Pakistan. That is done to provoke aggressiveness and to bring our youth to the level of the unethical youths of western countries. He is trying to copy the programs like FEAR FACTOR, RHOADIES etc. Similarly the E-Media personals are provoking nudity. Either that nudity is in full form or half nudity. We use the term half nudity for the scenes in which women or men are wearing inislamic clothes. Wearing sleeveless, wearing Capri, uncovered hair, uncovered belly etc is completely inislamic. Hereby we will mention some channels that have bought the licenses of western movie channels and are showing scenes containing kisses and some other unethical scenes. Channels are ARY DIGITAL who has recently bought license of HBO. Plus there are our cable operators who are showing unethical channels at midnight and at day time. Smoking scenes also provoke the drug addiction in youth. Previously the ads of cigarettes were banned in order to decrease the percentage of people converting to addiction. But now these smoking scenes are consistently being shown in many dramas and shows. When a youngster watches  his favorite actor smoking in a TV drama and performing stunts or having lots of girlfriends because of that cigarette then that youngster follows him. Same is the case with scenes containing alcohol and beer. Violent footages are also disturbing for the youth. We see many Indian movies which are showing scenes of fights which are followed by the youngsters. Same is happening here these days all the boys are found to be fighting with each other. They think they are living in their ideal movie and they are the heroes. Wrestling and cartoons are watched by the children and they try to implement that in their real life often damaging either themselves or some other member of family. SIGNIFICANCE OF THE PROBLEM Before examining the state of the news media in today’s society, it is important to define what good reporting of news should be. Doris A. Graber, in her book Media Power in Politics, thinks it important to distinguish between news and truth. â€Å"The function of news is to signalize an event. The function of truth is to bring to light the hidden facts, to set them into relation with each other, and make a picture of reality upon which men can act† (Graber, 41). News dissemination, whether through radio broadcast, newspaper articles, or a web site posting, should perform both functions in order to truly inform. Good news can affect society in positive ways. Determined, sweepingcoverage of important topics can improve local communities, rid government of improper public officials, save lives, and so many other things. Reporting events and uncovering truths is critical for the news media to perform its function. Media is the pillar of a society. Television is a vital source from which most people receive information. News and media delegates on television have abused their powers over society through the airing of appealing news shows that misinform the public. Through literary research and experimentation, it has been proven that people’s perception of reality has been altered by the information they receive from such programs. Manipulation, misinterpretation, word arrangement, picture placement and timing are all  factors and tricks that play a major role in the case. Research, experimentation, and actual media coverage has pinpointed actual methods used for deceptive advertising. Television influences society in many ways. People are easily swayed to accept a belief that they may not normally have unless expressed on television, since many people think that everything they hear on television is true. This, however, is not always the case. It has been observed that over the past twenty to thirty years, normal social behavior, even actual life roles of men and women and media, regulatory policies have all been altered. Media has changed with time, along with quality and respectability. Many people receive and accept false information that is merely used as an attention grabber that better the show’s ratings and popularity. This involves sensationalizing a story to make it more interesting, therefore increasing the interest of the audience. People often know that these shows aim to deceive them, but still accept the information as truth. The E-media has severely damaged our youth and provided them with altered and incorrect information. Thus one whole youth of Pakistan is having incorrect information and has inaccurate knowledge which not only is damage for them but for the whole generations which are to come. Following quotes represent the significance of youth; â€Å"Youth is the trustee of prosperity.