Where Are the Geographic Centers of Each US State

Have you ever wondered where the geographic center of a state is located? (The geographic center would be  where you could balance the state if it were completely flat.) To satisfy your curiosity, here is a list of the geographic centers of the 50 states and Washington, D.C. To be helpful, both the absolute and relative location are given below. Oh, and if you want the information in kilometers rather than miles, multiply by 1.6. The Geographic Centers of Each State in the US​ Alabama -  86 °38W 32 °50.5N - 12 mi. SW of Clanton Alaska -  152 °28.2W 64 °43.9N -  60 mi. NW of Mt. McKinley Arizona -  111 °47.6W 34 °18.5N -  55 mi. ESE of Prescott Arkansas -  92 °18.1W 34 °48.9N -  12 mi. NW of Little Rock California -  120 °4.9W 36 °57.9N -  38 mi. E of Madera Colorado -  105 °38.5W 38 °59.9N -  30 mi. NW of Pikes Peak Connecticut -  72 °42.4W 41 °35.7N -  at East Berlin Delaware -  75 °30.7W 38 °58.8N -  11 mi. S of Dover Florida -  81 °37.9W 28 °8N -  12 mi. NNW of Brooksville Georgia -  83 °29.7W 32 °42.8N - 18 mi. SE of Macon Hawaii -  157 °16.6W 20 °57.1N - near Maui Island Idaho -  114 °57.4W 44 °15.4N -  at Custer, SW of Challis Illinois -  89 °18.4W 40 °0.8N -  28 mi. NE of Springfield Indiana -  86 °16W 39 °53.7N -  14 mi. NNW of Indianapolis Iowa -  93 °23.1W 41 °57.7N -  5 mi. NE of Ames Kansas -  98 °41.9W 38 °29.9N -  15 mi. NE of Great Bend Kentucky -  85 °30.4W 37 °21.5N -  3 mi. NNW of Lebanon Louisiana -  92 °32.2W 30 °58.1N -  3 mi. SE of Marksville Maine -  69 °14W 45 °15.2N -  18 mi. N of Dover Maryland -  77 °22.3W 39 °26.5N -  4 ½ mi. NW of Davidsonville Massachusetts -  72 °1.9W 42 °20.4N - in northern Worcester Michigan -  84 °56.3W 45 °3.7N -  5 mi. NNW of Cadillac Minnesota -  95 °19.6W 46 °1.5N -  10 mi. southwest of Brainerd Mississippi -  89 °43W 32 °48.9N -  9 mi. WNW of Carthage Missouri -  92 °37.9W 38 °29.7N -  20 mi. SW of Jefferson City Montana -  109 °38.3W 47 °1.9N -  11 mi. W of Lewiston Nebraska -  99 °51.7W 41 °31.5N -  10 mi. NW of Broken Bow Nevada -  116 °55.9W 39 °30.3N -  26 mi. SE of Austin New Hampshire -  71 °34.3W 43 °38.5 -  3 mi. E of Ashland New Jersey -  74 °33.5W 40 °4.2N -  5 mi. SE of Trenton New Mexico -  106 °6.7W 34 °30.1N -  12 mi. SSW of Willard New York -  76 °1W 42 °57.9N -  12 mi. S of Oneida and 26 mi. SW of Utica North Carolina -  79 °27.3W 35 °36.2N -  10 mi. NW of Sanford North Dakota -  100 °34.1W 47 °24.7N -  5 mi. SW of McClusky Ohio -  82 °44.5W 40 °21.7N -  25 mi. NNE of Columbus Oklahoma -  97 °39.6W 35 °32.2N - 8 mi. N of Oklahoma City Oregon -  120 °58.7W 43 °52.1N -  25 mi. SSE of Prineville Pennsylvania -  77 °44.8W 40 °53.8N -  2 ½ mi. SW of Bellefonte Rhode Island -  71 °34.6W 41 °40.3N -  1 mi. SSW of Crompton South Carolina -  80 °52.4W 33 °49.8N -  13 mi. SE of Columbia South Dakota -  100 °28.7W 44 °24.1N -  8 mi. NE of Pierre Tennessee -  86 °37.3W 35 °47.7N -  5 mi. NE of Murfreesboro Texas -  99 °27.5W 31 °14.6N -  15 mi. NE of Brady Utah -  111 °41.1W 39 °23.2N -  3 mi. N of Manti Vermont -  72 °40.3W 43 °55.6N -  3 mi. E of Roxbury Virginia -  78 °33.8W 37 °29.3N -  5 mi. SW of Buckingham Washington -  120 °16.1W 47 °20N -  10 mi. WSW of Wenatchee Washington, D.C. -  76 °51W 39 °10N -  Near 4th L Sts. N.W. West Virginia -  80 °42.2W 38 °35.9N -  4 mi. E of Sutton Wisconsin -  89 °45.8W 44 °26N -  9 mi. SE of Marshfield Wyoming -  107 °40.3W 42 °58.3N -  58 mi. ENE of Lander

Midterm Essay Questions - 757 Words

LIT 201 Midterm Examination-Essay Questions . . You are required to answer at least three of the questions listed below. Indicate which questions you are answering. Review the guidelines below for full details. Each essay response should be approximately 500-750 words. Include your full name, course number, and date in the upper right of your document file before uploading it. Name your document with your first initial, last name, and submit it to the 3.1 Discussion Board forum by Thursday, March 29 at 11:59pm. Choose only 2 peer Midterms to read and discuss by Sunday, April 1 at 11:59pm. Utilize one literary text from each of the follow lists in order to address the essay questions #1-#3. Utilize your choice of texts as needed to†¦show more content†¦First identify the concept’s thematic significance (such as the hero, or the role of women, or ethical values, or views of nature for example). Then discuss how this concept is both unique to the literary works and period you explored but yet holds significance for you currently. 1 How Will My Midterm be Graded? |Essay |% of Total Grade |Calculation: X multiplied by .25 equals total essay score. | |#1 |33.33% |(Grade on Essay 1 out of 100 points)*0.25= E1 | |#2 |33.33% |(Grade on Essay 2 out of 100 points)*0.25= E2 | |#3 |33.33% |(Grade on Essay 3 out of 100 points)*0.25 = E3 | | |Show MoreRelatedEssay on Midterm Questions6765 Words   |  28 PagesModule 1 Chapter 1 1. Both the CHES and MCHES examinations are given twice a year and consist of 150 scored questions and 15 pilot questions on a weighted amount of the seven responsibilities. 2. The publication considered to have been the document that gave great momentum to the health promotion and disease prevention movement in America was called Healthy People: The Surgeon General’s Report on Health Promotion and Disease Prevention (Healthy People, 1979). 3. 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You should click the SaveRead MoreHistory Essay Review756 Words   |  4 PagesHIST 2057-04: THE UNITED STATES: 1865 TO THE PRESENT Writing Assignments / Midterm Exams and Book Discussion Section Required Texts: * Anne Moody, Coming of Age in Mississippi (Random House, 1992). ISBN: 9780440314882 Anne Moody was born on September 15, 1940, in Wilkinson County, Mississippi. Coming ofAge in Mississippi is an autobiographical book about life in Mississippi, the struggle of African Americans in the state and in the South, the life of a black child and woman in the SouthRead MoreSyllabus: Human and Tutorial Assignments1366 Words   |  6 Pageserectus and Homo floresiensis Reading week - no class Midterm Archaic Homo sapiens and Neandertals Modern Homo sapiens Upper Paleolithic/Journey to N. America Origins of Agriculture First Civilizations Ch. 8 Appendix A [p. 415-422] Ch. 9 review p. 191-196 Ch. 10 p. 295-297 ------------Ch. 11 Ch. 4 p. 279-295 p. 297-333 p. 333-338 Ch. 14 Ch. 15 Evaluation Course grading will be based on the following: Midterm exam (25 June): 25% Essay (16 July): 25% Tutorial assignments (2 x 5%): 10% FinalRead MoreThe History Of Electronic Portfolios706 Words   |  3 Pagesstudent portfolios have begun to go electronic. To talk about this shift in portfolios, we need to consider many questions. What do we mean by the expression electronic portfolio? Is it simply a digitized version of the more familiar print portfolio? Or is it something completely different? Why are students, school, and institutions interested in electronic portfolios? 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Technical Study in Manufacturing of Seaweed Shampoo free essay sample

A technical feasibility study is an excellent tool for trouble-shooting and long-term planning. In some regards it serves as a flow chart of how your products and services evolve and move through your business to physically reach your market. 4. 1 Objective of the study The objective of the study is to determine the manufacturing process, amount of the raw materials needed for production, the machine and equipment to be used and the man power needed in manufacturing of seaweed shampoo. The study aims to determine the best location of the manufacturing plant to have access to raw materials and distribution of the product to the customers. 4. 2 Product 4. 2. 1 Description of the product Seaweed shampoo is shampoo infused with powdered seaweed, seaweed extract, or both. These hair cleansers are often green because the extract and powder are both green, though some manufacturers use chemicals to make the color more intense. Nowadays, many people prefer organic shampoo rather than modern shampoo. Seaweed shampoo is best for a hair that is limp and just hangs flat. The main technologies applied are mixing and filling. Several stock solutions are generated before these pre-mixes are pumped together with all remaining ingredients into mixing vessels. The final product is delivered afterwards to the filling station. There is a cleaning step involved after each batch which requires only water as cleaning agent. i. Deionized the water in a deionize water tank ? Deionized the water to make the water clean. ii. Get the raw material in the stock room ? The main raw materials are Organic Seaweed Extract EucheumaSpinosum), Aqua (Water), and Polysorbate 20 (vegetable derived emulsifier) iii. Heating in a jacketed tank ? For preparing seaweed shampoo, ingredients are heated in side vessel tank. Water preservatives are also heated in main vessel tank. iv. Mixing ? v. ? Raw materials and water will mix together in main vessel tank. Cooling From main vessel tank, shampoo will be put in the storage tank using pump line. vi. Inspection ? Getting shampoo sample to test the viscosity. vii. Transportation ? From storage tank, shampoo will be transfer to best tank. Using forklift, best tank will move to the filling area. viii. Filling ? The production of seaweed shampoo comes from 2 different filling processes sachet and bottle filling. ix. Inspection ? Perform a 100% inspection of every product to see if the product is free from defects. x. Boxing ? Finished product is then boxed and labeled prior to warehousing. xi. Warehousing ? Receive products for the distribution to consumers. 4. 4 Process Flow Chart ACTIVITY Deionized the water in the Deionized water tank. Transfer the deionized water in the main vessel tank.

The Korean War Essays (3015 words) - Battles Of The Korean War

The Korean War THE KOREAN WAR The Korean War is often referred to as the forgotten war. There exist no monuments in Washington D.C. to acknowledge the thousands of American soldiers who fought valiantly and died for their country's political interests. There are no annual parades, and little information in text books to shed light on the war. Korea was a bloody war. The United States sustained over 140,000 casualties with 33,000 killed in action, yet the U.S. never formally honored its fallen soldiers.1 The war was another chance to indirectly overpower communism in the beginning of the Cold War. Interestingly it was fought on Asian soil through Asian politics. The lack of interest by the American public following the war reflected a national desire to forget the events of the war as quickly as possible. However, the Korean War must be remembered in order honor those whose who died for their country's political convictions. For hundreds of years Korea was dominated by the Chinese empire. During World War II, Japan seized Korea from the Chinese and used its natural resources to fuel its war effort. After Japan was defeated by the allies, Korea became occupied by the Russians in the North and the Americans in the South. Both the U.S. and the Soviets realized Korea was a strategic country; it was important to occupy because it lay in-between China, Japan, and the Soviet Union. North and South Korea was divided by the 38th parallel, it evenly split the country into two regions. Both Russia and America became politically involved in Korea, therefore, each set up strong military and governmental ties.2 The United States wanted Korea to be held under democratic rule, while the Soviets wanted communist rule. They took these conflicting views to the United Nations (UN.) which had just been set up to prevent another world war and help with international elections.3 The UN. decided that both sides of Korea should have their own elections. The elections were held on January 12, 1948.4 Since North Korea favored communism, the people elected the Russians and Kim Il Sung, a former guerrilla leader. South Korea favored democracy and formed the Republic of Korea (ROK) under U.S. educated, Dr. Sygman Rhee.5 The Soviets withdrew from North Korea in 1949. They left a communist dictatorship with a well trained, well armed, North Korean-Soviet army. In fear of the North Koreans newly developed strength, the U.S. left South Korea with some small arms and military advisors. American troops left Korea at the end of 1949.6 Both the North Koreans and the Russians wanted to overthrow South Korea to expand their empire. Above all, Russia had a chance to oppose its economic and military rival, the United States. North Korea, armed with Soviet tanks, boats, planes, and guns, planned a surprise attack across the 38th parallel into South Korea. Late Saturday evening on June 24, 1950, president Henry Truman got a urgent phone call. Truman was informed that a well organized and many pronged invasion of South Korea by the North Koreans was under way. The U.S. was obliged to defend South Korea.7 The invasion of South Korea was prompted by the Soviet Union, therefore, the invasion was a direct challenge to the United States. For many years before Korea, the U.S. and the Soviets were in competition for the number of countries backing them. This was known as the Cold War. In the Cold War, neither the U.S. or Russia dared to directly oppose each other because both were nations with atomic weapons. Both countries used economic, political, and small military victories using other countries to fight their battles.8 Communist North Koreas invasion of South Korea altered the Cold War situation. Now, by backing with South Korea, the U.S. had a chance to oppose the Soviets in force. With support from the United Nations, the U.S. ordered North Korea back over the 38th parallel because they had violated international peace agreements. North Korea disregarded the demand, and pushed further into South Korea. With this, Truman ordered General MacArthur to send two American divisions to assist South Korea in repelling the invasion. As conflict infused, the UN. and South Korean forces were all put under command

The Third Twin essays

The Third Twin essays The Third Twin by Ken Follett is a type of mystery book. It makes you look at different aspects of the story. When you think you know whats happening it is not always what you think. Dr. Jeannie Ferrami, a scientist funded by a university who is doing a study on twins is one of the main characters in the story. Jeannie Ferrami is tall with long brown hair and is also very athletic. Steve Logan a student at another college is also a very important character in the story. Berrington Jones the head of the college funds Dr. Jeannie Ferrami until Jeannie discovers something Berrington didnt want her to know. Ricky Phillips Berringtons son is a twin just and he plays a small part but with a big impact on the story. Lisa Miller who is Jeannies best friend comes early into the story playing a very dramatic role, another small character is Dennis Pinker one of the twins in the story who is a murderer and is also being studied He is one of Steve Logans twin brothers. Lisa Miller and Jeannie Ferammi are play tennis at the university they work for while changing in the locker room a fire breaks out in which Lisa is caught. Ricky Phillips poses as a security guard and ushers the woman out of the locker room all except Lisa who he rapes in the locker room. Soon after Ricky leaves Jeannie enters the locker room looking for Lisa who she finds unconscious and calls the firemen to help her get Lisa out. Lisa then ends up at the police station filing a report and giving a description of the man whom raped her. The next day Jeannie finds a match in the system she created to help aid her in her search for twins. In her research Jeannie is trying to prove that twins have the same behavior patterns as other twins. In Jeannies system she came up with Steve Logan and Dennis Pinker and found out Steve Logan was a model student at a college campus across town and Dennis Pinker was a conv ...

Caregiver vs. Caretaker

Caregiver vs. Caretaker Caregiver vs. Caretaker Caregiver vs. Caretaker By Maeve Maddox A reader wonders about the difference in meaning between caretaker and caregiver: It seems to me that they should have opposite meanings. Is there a difference in usage? Although â€Å"to give† and â€Å"to take† describe opposite actions, caretakers and caregivers both mean â€Å"people who provide care and attention.† Caretaker has been in the language since the mid-1800s. Its earliest meaning was â€Å"one who takes care of a thing, place, or person; one put in charge of anything.† Here are two early examples of the usage given in the OED: The souters wife..was servant to Gilbert Brown..and..acted as nurse and care-taker to Agnes his daughter. (1858) The caretaker of the house met them, hat in hand. (1859) Caregiver is a newcomer that entered American English in the 1960s and migrated to British English in the 1970s. It means â€Å"a person, typically either a professional or close relative, who looks after a disabled or elderly person.† Caregiver can also refer to a parent, foster-parent, or social services professional who provides care for an infant or child. According to estimates from the National Alliance for Caregiving, during the past year, 65.7 million Americans (or 29 % of the U.S. adult population involving 31 percent of all U.S. households) served as family caregivers for an ill or disabled relative. In modern usage, caretaker is sometimes used with the same sense as caregiver, but it’s more commonly used with these two main meanings: 1. noun: a person who looks after property: Alan John, caretaker at Buckholme Towers School in Lower Parkstone for 17 years, died in June this year at Forest Holme Hospice. St. Louis looks to overhaul Soldiers Memorial, find new caretaker 2. adjective (or attributive noun): designating a government, administration, etc., in office temporarily: CAS Coovadia, the MD of the Banking Association of South Africa, has been appointed as the caretaker CEO of Business Unity South Africa (Busa) while the business organisation looks for a new CEO. Bulgarian president names new caretaker government A group of people being looked after by a caregiver is called a â€Å"care group.† An individual being looked after by a caregiver may be called anything from â€Å"Mr. Jones† to â€Å"Momma.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†Using the Active Voice to Strengthen Your Writing9 Forms of the Past Tense

Inspired by Nature, Perfected by Science Assignment

Inspired by Nature, Perfected by Science - Assignment Example Research was conducted by Dr. Alan Darlington — a world-renowned expert on indoor-air biofilters who is now our company President — along with a team of researchers from U of G. Findings from this research were so positive that Dr. Darlington was awarded a fellowship to take the technology to market. In 2001, Air Quality Solutions Ltd was launched. Through ongoing research and strong product development, the company soon gained more than an impressive — and growing — share of the market: it also gained the attention of the NEDLAW Group, respected specialists in both conventional and living roofs. In 2008 the two companies joined forces and Air Quality Solutions became NEDLAW Living Walls Inc. What are the options for making NEDLAW Living Wallsâ„ ¢ active? There are three ways air can be drawn through the Living Wall to make it active: The most effective way is for the wall to be designed as an alternative return-air path back to the HVAC. The air, which is normally drawn from the space, is first cleansed as it passes through the wall and is then disseminated through the space by the HVAC. Ideally a bypass is integrated into the design so that air can be drawn from the space without passing through the wall (for periods of free cooling, wall establishment or wall maintenance). The second approach is to build fans right into the wall so it functions as a stand-alone unit, separate from the building’s HVAC. Although this works well, it is not as effective as the first method since it has a much more localized effect. The third method is a hybrid of the first two. The Living Wall has its own fan system but it also has a duct system to better diffuse air through the space. We can help select which scenario would work best in your space. Return to the top What do NEDLAW active Living Wall biofilters look like? A wall covered in plants, our system is essentially vertical hydroponics. Water from a basin planting is lifted by a pump system to the top and flows back through the interior of the plant wall, circulating through a closed water loop system. Return to the top Is anyone else trying this approach? To the best of our knowledge, the NEDLAW patented system is the only one to use plant walls as biofilters to control indoor air quality. Return to the top Could native plants be used in the system? Some native plants may be present. However, most native plants would not survive well indoors. Plants adapt to their local climate and, as such, plants from northern climates generally require the different seasons to grow properly. For most native plants to survive indoors, the climate in the wall would have to mimic these seasons, making routine use of the space difficult and its performance irregular. Return to the top How long do the plants survive in the space? We expect about 90% survival of the plants each year; but this is largely dependent on the choice of plants and local conditions. Return to the top Are pesticides used in the wall? We use only methods that can be considered organic to control pests in our walls; we emphasize management practices and biological controls such as predators. So-called pests such as white flies, fungus gnats, spider mites and their respective predator species are necessary, even desirable. They contribute to the ecosystem’s species diversity and ecological stability. Return

Bioterrorism and Disease management, Communicable disease Prevention Essay

Bioterrorism and Disease management, Communicable disease Prevention and Control - Essay Example The planning, evaluation and implementation of programs meant to prevent or control communicable diseases require nurses to first identify the nature or type of communicable disease and the mode of transmission (Heymann, 2008). The second step is the development of the manual indicating the common symptoms that are shown by the disease and then devising the preventive measures that the public should take to avoid being infected. This first step is essential to enable the nurses immediately devise a public awareness campaign that informs the public regarding the outbreak of the communicable disease and the manner in which it is transmitted, as well as the most common and observable symptoms that the public should look out for (Heymann, 2008). The second step helps the public to avoid contacting the communicable disease through its various transmittable ways, by observing and then applying the preventive measures. The nurses also develops he right treatment procedures for the affected population, while applying other preventive measures such quarantines and isolations where necessary, most especially when the disease is categorized as contagious (Schlipkà ¶ter& Flahault, 2010). The Centre for Disease Control and Prevention (CDC) defines bioterrorism as the deliberate act of releasing of harmful biological, living microorganisms or their products to the population, with the intention of causing illnesses or even death to the target population (CDC, 2007). The target population for bioterrorism could be humans, animals or plants, which are targeted for destruction by the bioterrorists, with the intention of generating and accelerating fear and panic among the public. This is owing to the fact that the biological destruction can be gradual and less noticeable than the physical destruction, and thus capable of causing more panic and anxiety (CDC, 2007). The positive effect of

National Honors Society Essay Essay Example for Free

National Honors Society Essay Essay If I had the power to change three things in my school or community, I would obligate all high school students to take a culture and religion class to educate students about people’s various beliefs and customs. Secondly, I would encourage students to take higher level academic classes instead of just the basics. We would send students into freshmen classrooms to and inform them about the benefits of taking some of the tougher classes. At the the same time we are trying to erase some of the misconceptions about the upper level math and science courses. Finally, I would encourage hosting more community activities. Living in the age of globalization, it is crucial for schools to offer a class that teaches global culture, including as well as the beliefs of various ethnic and religious groups. Offering such a class would be a crucial improvement in our school. We all are aware of the importance of obtaining a good education and the highest degrees in the latest and best technologies. In preparation for that we take the hardest classes in school and try to get into the most illustrious college and learn, but, alas, we forget the most important aspect of life: ______. We always forget that what is even more important than understanding the world in which we live in and how it functions and its sciences, is understanding each other and how we as individuals functions based on our beliefs and culture. In the real word, disagreement arises from the inability to understand someone else’s approach to something, especially if they come from a different background than you. On a bigger scale, disputes between countries due to our lack of understanding of others and their customs can often lead to war. So much unnecessary conflict arises from our ignorance and lack of education we receive from school. Therefore, making such a class mandatory for all students would also indubitably trigger healthy relationships throughout the student body, instead of the stereotypical malice that currently flows around. Secondly, I would encourage the student body to take more challenging courses. In high school, we all think about having fun and making the most of these four years, especially during our senior year. Nonetheless, we fail to realize how valuable our time is in high school. How we spend this time determines what colleges we get entry to, what scholarships you receive, but also our future career. Students often surmise that the higher level math and sciences courses are only for  Ã¢â‚¬Å"nerds† and fail to realize the benefits, including how much money it will save them in college. Therefore, I would like to create a program where students who have taken theses higher level courses go around the school during the two-week period when everyone is choosing courses for the next year and discuss the benefits of taking classes such as AP Calculus, AP Biology, AP Chemistry, and AP Physics. Furthermore, this would also clear up some of the appalling misconceptions created about some of these classes. For instance, during a personal encounter I had with a student who I was helping with math homework, she asked what math class I was in. To which I replied, â€Å"I am taking AP Calculus†. She immediately replied with comments such as, â€Å"Why bother, it’s a waste of time. No one ever use Calculus in the real world except if you’re a rocket scientist.† Obviously, she made an illegitimate claim. I had to explain to her that, in fact, the type of math most applied in any career is calculus, as it helps solve 80% of real-world problems and much more applicable than algebra or trigonometry. Reasons and encounters as such is what motivates me to create such programs so students can benefit from them and make the most out of high school. Finally, I would encourage hosting more community activities. We already have a town square where we celebrate the first Friday of every month with a small carnival. But with our small community size and our extremely diverse population, we could host annual picnics where people bring traditional dishes, stage a mixture of cultural performances, and, overall, just have a good time with each other. This kind of exposure is very beneficial for everyone, especially employees and their colleagues. Not knowing about your colleagues and their entertainment and food preferences could create unnecessary problems. One might accidently comment or reference something that is offensive to their co workers creating a spark that could potentially ignite a fire. There are many changes that can be brought to the community and school that would be very beneficial. But if I had the power to change three things in my school or community, I would obligate all high school students to take a culture and r eligion class, encourage students to take higher level academic classes instead of just the basics, and I would encourage hosting more community activities.

Life In A Reinassiance City Essay -- essays research papers

Life in A Renaissance City “…the most varied forms of human development are found united in the history of Florence, which in this sense deserves the name of the first modern State in the world, “ (Burckhardt)   Ã‚  Ã‚  Ã‚  Ã‚  Florence was the birthplace of the renaissance and the perfect example of a renaissance city. The city was founded during the Roman Empire but didn’t become important until the time of the renaissance. They had guilds, the patronage system, spectacular architecture, and was the home to some of the most important and influential renaissance figures and artists. (Beers)   Ã‚  Ã‚  Ã‚  Ã‚  All of the occupations were controlled by a guild. Guilds were a group of people that belong to the same professions and set a standard set of guidelines. Everyone belonged to a guild, not just the rich. A poor person would serve as an apprentice to a guild member. The more important guilds were the silk and cloth traders as well as bankers and judges. Lesser guilds were the butchers, blacksmiths and masons. (Bynog) “In the early history of Florence, there were battles between the guilds, which involved ransacking the city. This demonstrates how important the guilds were. They were more than just corporations or labor unions,'; (Bynog). The 12 guilds that controlled trade were the key to Florence’s commercial success. This was because the wealthy members of the guilds usually held go...

Justice in Plato’s Republic

Plato Republic presents the concepts of psychic justice and psychic virtue. This is different from what in normally observed as justice and virtue. Thus, when apparently good deeds are ostensibly rewarded, and, correspondingly, evils deeds are punished, that is considered to be justice. But Plato is suggesting that appearances are deceptive, and that true justice and virtue are not so easily recognizable. The matter needs to be considered by essences, not appearances. In this way is derived psychic justice and virtue. And when we arrive at the latter understanding we overcome the contradictions found in the first view. For in the apparent view evil seems to be rewarded, while virtue is punished, in the normal course of life. The object of Plato is thus to convince that the just life in preferable to the unjust. As in all the dialogues of Plato, the argument is presented as that of Socrates, and in which the Athenian philosopher systematically overcomes all possible objections to the proposed thesis. Republic is possibly the most elaborately presented argument of Plato, and is also the longest. This essay argues that all the objections raised, by the friends and acquaintances of Socrates, regarding the principle proposition stated above, are answered comprehensively. Evidence seems to contradict the claim of Socrates that the just life is always to be preferred, and this is the principle objection raised by all detractors. In Book I the objection is raised by the rich host Cephalus, and by the cynical Thrasymachus. Cephalus is not confrontational, but merely smug in his conviction that wealth has allowed him to practice virtue. Socrates confounds him by asking whether he would return a lethal weapon to its rightful owner when it is certain that he is not in the right frame of mind and will commit mischief with it. Thrasymachus is intolerant of the dialectical method of Socrates, and demands a positive answer to the question of what justice is. He himself volunteers the positive opinion that justice is the interest of the powerful. Socrates makes the argument that no act is in the interest of the powerful, but is necessarily in the interest of the weaker. For example, the potter makes pots for those who have no inkling of the art of pottery, but would nevertheless like to use one. The potter (the strong) is successful if he can satisfy the non-potter (the weak). Since justice must be equated with success, the just act is committed in the interest of the weak. By a similar argument, the just act cannot inflict harm, neither to the just subject, nor to the recipient of justice, and in this way Socrates refutes the other claim of Thrasymachus that the unjust are happy, while the just suffer. This is the substance of the argument the Glaucon and Adeimantus have so far absorbed, and are only partially convinced by. They remain in the company after Thrasymachus and Cephalus have departed, and are the principal agents to take the argument forward. They proceed to raise the same challenge of Thrasymachus, but in a less confrontational way, and with an earnest inclination to find out. Socrates’ conclusion that the just are rewarded while the unjust destroy themselves seems to them to utterly contradict plain evidence. Glaucon cannot accept that acts of justice are desired â€Å"both for their own sake and for the sake of their results† (Plato 45). Everyone knows, he suggests, that the virtuous act is undertaken with a dread of unpleasant consequences. He puts forward a picture of two extremes; on the one hand there is the rich hypocrite who the world recognizes as virtuous, and on the other the poor and virtuous man who is also castigated by society as evil. This is not far removed from reality, and Glaucon pleads where the benefits of justice and virtue are in view here. Adeimantus stresses the same point, going further to quote the poets who maintain â€Å"that honesty is for the most part less profitable than dishonesty; and they are quite ready to call wicked men happy†¦Ã¢â‚¬  (Ibid 53). Socrates at this point brings forward the crux of his argument – it is a ploy to consider the macrocosm before the microcosm. Justice and virtue must prevail in the Republic before it is possible at the atomic level of the individual. If the Republic is just, then its virtues will be far more visible than it would be in the case of the individual, and this due to its size. The workings of the state are more open to examination then the workings of the soul. In this wise Socrates is prepared to embark on an epic reconstruction of the Republic. Much of this discussion in phrased in terms of â€Å"should be†, but it is important that we remember that it is not political science which Plato is attempting. The Republic is put forward only as a mirror to the soul. It is phrased in terms of â€Å"should be† because justice is the quest, and the just Republic is necessarily constructed on what ought to be. Once justice is located here, and recognized, it throws invaluable light on the corresponding map of the soul. In the end Glaucon and Adeimantus are convinced that there is justice in the Republic. Each step in Socrates’ argument is built on the idea that the unjust, as a league, are incapable of any constructive effort. Even while refuting Thrasymachus, Socrates has argued that the unjust are against both their own kind, and their opposite kind (the just), while the just, at the very least, are in favor of the just. Therefore, all that is constructive and beneficial stems from the virtue of the just. On this crucial argument Socrates bases his reconstruction, and therefore justice is seen to prevail in every facer of the Republic. What exactly this justice is Socrates confesses not to know, yet there are three other qualities that must precede it – wisdom, courage and temperance. Each member of society has a requisite knowledge which answers a calling in life, and which is necessary for survival. The sum of such atomized knowledge is the wisdom of the state. The highest calling of all is that of the guardians of the state, and in them is the greatest wisdom, for they guide all others and thereby secure the greatest good. In particular, they determine the education, and they censor the arts, knowing what is conducive to the whole. Courage is in the defenders of the state. Temperance in distributed throughout society, for everyone must know the right measure of things. Socrates argues that both wealth and poverty are detrimental to the artisan. Wealth makes him inattentive to his art, while in poverty he cannot afford the means to practice. Therefore, the circumstances that prevail in a healthy Republic forces temperance on one and all. If this is a just Republic, argues Socrates, where justice, wisdom, courage and temperance prevail, than justice must be that which is left after wisdom, courage and temperance have been extracted from the whole. Having identified justice in the macrocosm, Socrates goes on to find its correspondence in the microcosm, which is in the soul of man. He distinguishes two types of knowledge, one guided by the rational principle, the other following the appetites, or the gratification of the five senses. Just as the higher wisdom of the guardians in the state guide the knowledge of all others, so the rational principle of the soul controls the appetites, and this makes for the wisdom of the soul. In the case of the Republic it has been shown that if each individual is allowed to function properly in his own calling then this constitutes justice in the wider body politic. Similarly, when the rational principle of the soul guides every facet of the human to function properly, then not only has the individual attained to justice, but also to health, for then each part is in harmony with the other and there is no discord. In this state justice, wisdom, courage and temperance prevail together, and as in the case of the Republic, justice is that which remains after the other three. We call this psychic justice, because we do not see it for itself, but only discover its existence after examination of the human psyche. It is not possible to refute the existence of psychic justice, and all the objections raised against it have been answered completely by Socrates. It is only a question of how worthy one considers it to be. It is not only a question of following the argument, but also of perceiving the inner import of it. Socrates therefore provides three answers to the same question, suited to the attitudes of the questioners. Cephalus must only be disturbed from his smug righteousness. The confrontational Thrasymachus can only be refuted with hard logic, for he cannot be made to comprehend. In Glaucon and Adeimantus, however, Socrates senses a desperate willingness to learn. â€Å"[T]here is something truly divine in being able to argue as you have done for the superiority of injustice,† he tells them, â€Å"and remaining unconvinced by your own arguments† (Ibid 58). The analogy of the Republic is introduced only to answer this honest query. In effect it is the same answer arrived at as the previous two, but nevertheless is special because it allows scope for inner comprehension. This is what Glaucon and Adeimantus come to in the end, and it is far more worth while to them then to merely follow logic. Of course appearances will continue to deceive, and Socrates maintains throughout that he still does not know what justice is. But if the only acquisition is a strengthening of faith in the higher justice, then the gain is substantial. To conclude, Plato introduces the concept of psychic justice, the purpose of which it to contradict the popular notion that the wicked and unjust reap the fruits of the world, while the just are easy prey for the evildoers. He introduces the analogy of the Republic, which is presented as the macrocosm that mirrors the microcosm that is the soul of man. In this way he identifies the justice that prevails in the Republic, and then finds the counterpart justice in the soul of man. In my opinion, psychic justice is to be considered above the apparent notions of justice, because appearances deceive. Plato raises his argument on the essential considerations of the human soul, and it is thus irrefutable.

Discuss the Reasons We Forget, and Give at Least Three Examples of How We May Improve Our Memory.

Memory refers to the processes that are used to store, retain and later retrieve information; these processes are known as encoding, storage and retrieval. However with memory comes the natural phenomenon of forgetting which refers to the inability to regain, recall or recognise information that was, or still is, stored in long-term memory. There are many reasons that we forget information but these can be grouped into four main categories; retrieval failure, interference, failure to store and motivated forgetting (Loftus 1999).Although there are also many strategies that we can use in order to improve our memory. Retrieval failure is one of the most common causes of forgetting and one possible explanation of this is known as the decay theory. This theory gives an explanation of forgetting as a problem of availability – that is, information is lost completely from the memory system through disuse and passing of time which as examined by Hebb in 1949. It is biological processes in the brain which cause the trace decay until eventually the message it carried is lost.This theory has led to further research by scientists to look at how neural circuits change when long-term memory forms and furthermore, how changes such as this could decay over time (Villarreal et al. , 2002). However it has been also been criticised in the sense that we do still recall things we haven’t thought about for a long time such as riding a bike: although we’ve not been renewing the physical memories in the meantime the memory is still there.Also, some professional actors are able to recite lines from productions they were in two years earlier despite having learnt other scripts since (Noice and Noice, 2002b). The interference theory proposes that we forget information due to other items in long-term memory impairing our ability to retrieve it (Postman and Underwood 1973), two types of this are known as proactive and retroactive interference. Proactive interference hap pens when old information blocks disrupt the remembering of related new information.An example of this would be if you changed passwords – you may continue to enter your old password and struggle to remember your new one due to the memory of your old password interfering with your ability to retrieve the new one. Retroactive interface happens when new information blocks or disrupts the retrieval of old information, for example after having your new password for two months if asked to recall your old one you may struggle to remember it. Interference can occur due to the brain taking time to change hort-term memories into long-term memories and some researchers have proposed when new information enters the system it can interfere with the conversion of older information into long-term memories (Wixted 2005). Others have said that once long-term memories are created retroactive and proactive interference happens due to competition among retrieval cues (Anderson and Neely, 1996). When dissimilar memories become related to similar or identical retrieval cues, confusion can result and accessing a cue may call up the wrong memory.In forgetting, failure to store is also known as encoding failure which occurs when information isn’t processed enough in order to reach long-term memory. A well-known experiment asked participants to identify the correct U. S penny out of a group of incorrect pennies (Nickerson and Adams 1979). The coins appearance doesn’t serve significance to many of us meaning we may not notice specific details no matter how often we see them every day, the only details needed to distinguish pennies from other coins are encoded in our long-term memory.We tend to notice information but fail to encode it deeply because we turn our attention to something else. Angelica Bonacci and Brad Bushman (2002) conducted an experiment where they randomly selected three hundred and twenty-eight adults to watch either a sexually explicit, violent or neutral television programme. During each programme there were nine adverts, immediately afterward and again a day later the researchers tested viewers’ memory of the advertisements. On both occasions the viewer that watched the sexually explicit and violent programmes remembered the fewest number of adverts.One factor that could explain this is encoding failure; although all the viewers saw the advertisements participants watching the sexually explicit and violent programmes were preoccupied with thoughts about the content of the shows. Motivated forgetting takes place when people actively work to forget memories, especially of those traumatic or disturbing experiences. There are two basic forms of motivated forgetting: suppression, a conscious form of forgetting and repression, an unconscious form of forgetting.Psychologist Sigmund Freud witnessed many of his patients during therapy to recall long-forgotten traumatic events. He recorded one patient remembering with great s hame that as she stood over her sisters coffin thinking to herself ‘Now my brother-in-law is free to marry me. ’ Freud proposed the idea that this memory was so shocking that the woman repressed it until being rediscovered years later. Repression is used by humans to protect ourselves in a sense by blocking the conscious recall of negative memories.However the concept of repression is debatable due to some evidence supporting and some rejecting the theory (Karon, 2002). Although people often forget unpleasant and traumatic events they also forget nice ones. This point raises the question whether a person not remembering a particular anxiety-arousing experience is due to repression or normal information processing failures (Epstien and Bottoms, 2002). Overall it’s difficult to study scientifically whether repression is the cause of memory loss for negative events that have occurred (Holmes 1990).Amnesia is known to be one of the most significant types of forgettin g. This occurs when someone suffers memory loss due to special conditions such as brain injury, illness or psychological trauma . In his book ‘Human Memory: Theory and Practice’ (1997) Baddeley refers to Amnesia as ‘not an all or nothing condition’ in the sense that amnesiacs can appear to be relatively normal. He speaks of a man called Clive Wearing who, after being stricken with encephalitis causing him to be unconscious for many weeks from an attack, suffered from Amnesia.Although Clive looked healthy his Amnesia was so severe he couldn’t remember more than a few minutes earlier, when his wife left the room on her return he would greet her as if he’d just woken from his coma despite it being months after. Another type of forgetting is Dementia – when impaired memory and other cognitive deficits accompany brain degeneration and interfere with normal functioning. There are many causes of dementia one of which being Alzheimer’s d isease which is a progressive brain disorder most commonly found among people over the age of sixty-five.This disease spreads across temporal lobes to the frontal lobes and other cortical regions and as it progresses working and long-term memory get worse. Although there will be things that we forget in time there are strategies we can use to improve our memory, one of which being through organization and imagery. Ericsson and Polson (1988) researched a man known as JC who was a restaurant waiter that was able to take complicated orders from up to twenty people and remember them perfectly without writing them down. They discovered that JC had created an organizational scheme to help his memory.He would divide customers into four categories (entree, temperature, side dish, dressing) and use another system to encode the orders in each category, for example he encoded dressing by its first letter so the orders of Thousand Island, oil and vinegar, blue cheese and oil and vinegar would b ecome ‘TOBO. ’ Organizing information in a scheme such as this is a useful way of improving memory. Organizing information into hierarchies’ highlights the principle that memory is improved by associations between concepts (Bower et al. 1969). Hierarchies help us understand how individual items are related; as the information is processed from top to bottom each category prompts our memory for the item below it. Due to hierarchies having visual organization, imagery can be used as a supplemental memory code. Chunking is another valuable concept used to enhance memory and is when individual items are grouped together into larger units of meaning making information easier to rehearse, keep active in working memory and transfer into long-term memory.One idea that has been proposed is that information is stored in long-term memory in two forms; verbal codes and visual codes (Allan Paivio 1969). Paivio had a dual coding theory which claimed encoding information using both verbal and visual codes improved memory due to the odds increasing because at least one of the codes is available later to assist recall. However dual coding can be difficult to use with particular types of stimuli, for example constructing a mental image of love is difficult to do due to it being an abstract concept rather than a concrete object (Paivio et al. , 2000).Memory experts have however encouraged the use of imagery in dual-coding information. Method of loci, created by ancient Greeks, acts as a memory aid by associating information with mental images of physical locations distinct to the individual, such as their campus. If using this process the individual would link each location with an item that they were trying to remember such as the components of working memory. In this instance the administration building could be known as the central executive, an art studio (visuospatial sketchpad), the music room (phonological loop) and the newspaper building (episodic buf fer).This concept would take practise however there are many studies which support it showing its validity (Wang and Thomas, 2000). It appears that forgetting tends to happen soon after first learning information; however the time frame and degree of forgetting can vary broadly due to a variety of factors, those of which the assignment has discussed. It is a guarantee that no individuals’ memory can hold each and everything that they learn, however that doesn’t mean that their memory cannot be improved through various experimenters’ strategies thus decreasing the amount forgotten.

Inverted Sentences for Advanced Learners of English

Inverted Sentences for Advanced Learners of English An inverted sentence switches the placement of the verb before the subject of a sentence as if in a question. Here are some examples of inverted sentences: Not only is he difficult to understand, but he is also funny.Never have I understood less about women.Scarcely have they been on time. Inverted sentences are required with certain grammar structures, or used as a means of sentences stress or emphasis.  Follow the instructions below to learn how and when inverted sentences are used in English. Inverted Sentence Question Form The question form (auxiliary subject main verb) takes the place of the standard positive sentence structure (i.e. He goes to work every day) in inverted sentences.   Not only do I enjoy classical music, but I also have a season ticket to the symphony.Seldom has the boss been so upset!So difficult has science became that only specialists can fathom its complexities.   In this case, the question form is substituted for standard sentence structure in a statement. Generally, an inversion is used to stress the uniqueness of an event and begins with a negative. Using Never, Rarely, Seldom in Inverted Sentences Never, rarely, and seldom are used in inverted sentences to express how unique a given situation is. These time expressions are often used with a perfect form and often include comparatives: Never have I been more insulted!Seldom has he seen anything stranger.Rarely has someone been so wrong as you. Hardly, barely, no sooner, or scarcely. These time expressions are used when there is a succession of events in the past. The use of this form of inversion focuses on how quickly something happened after something else had been completed. Scarcely had I got out of bed when the doorbell rang.No sooner had he finished dinner, when she walked in the door.Barely had I walked in the door when my dog came rushing to greet me.   Using After Only Expressions, Such as Only After and Only Then Only is used with a variety of  time expressions such as only when, only as soon as, etc. This form of inversion focuses on how important something in understanding a situation clearly. Only then did I understand the problem.  Only after understanding the situation does the teacher make a comment.Only when all the stars have gone out will I grasp the complexity of the universe.   Using After Little Little is used in a negative sense in inversions to stress that something has not been understood completely. Little did he understand the situation.Little have I read concerning nanotechnology.Little was I aware that she was in town.   Inversion After So and Such The modifiers so and such are related and are also used in version. Remember that so is used with adjectives and such with nouns.   So So adjective ... that combines with the verb to be. So strange was the situation that I couldnt sleep.So difficult is the test that students need three months to prepare.So expensive was the ticket that we couldnt attend the show.   Such So to be noun ... (that): Such is the moment that all greats traverse.Such is the stuff of dreams.Such are the days of our lives.   Conditional Forms Sometimes conditional forms are inverted as a means of sounding more formal. In this case, the conditional if is dropped and the inverted forms take the place of the if clause.   Had he understood the problem, he wouldnt have committed those mistakes.Should he decide to come, please telephone.Had I known, I would have helped him.   Quiz Rewrite the following sentences using the cue and inversion. Questions I havent ever felt so lonely. - neverI couldnt work because of the loud noise. - soShe didnt play a lot of basketball. - littlePeter didnt understand the situation. If he had, he would have quit. - hadThe story hasnt been told correctly. - rarelyShe bought the car after he had explained its benefits. - only after  I dont eat pork very often. - seldomI would have bought a new house if I had had enough money. - had  I will sign the check when you finish the work. - only thenIt was a day that we will all remember forever. - such Answers Never had I felt so lonely.So loud was the noise that I couldnt work.Little did she play basketball.Had Peter understood the situation, he would have quit.Rarely has the story been told correctly.Only after he had explained its benefits did she buy the car.Seldom do I eat pork.Had I had enough money, I would have bought a new house.Only then will I sign the check.Such was a day that we will all remember forever.

Do the Amish Have Dentists Are Their Teeth Often Bad

Do the Amish Have Dentists Are Their Teeth Often Bad SAT / ACT Prep Online Guides and Tips If you’ve ever seen the popular TLC show Breaking Amish, you might be wondering about Amish dental care. What do Amish teeth look like? Do Amish people go to dentists? And is it true that Amish people often get all of their teeth pulled, as Rebecca on Breaking Amish did? We answer all of these questions and more in this article. Do Amish People Go to Dentists? First off, do Amish people ever go to dentists? The answer is yes and no. Although more and more Amish families are opting for modern dental care, many still prefer alternative medicines and treatments. As a result, Amish teeth and what they look like can vary significantly depending on the community and even the individual family. A recently published study on Amish children in the Geauga county of Ohio found that only 33 percent of Amish children had seen a dentist in the past year, and 28 percent had never seen a dentist at all. Some of the main reasons Amish people don't seek out dental care are their religious beliefs, how far away the nearest dental office is, and a lack of health insurance. According to the study, 87 percent of Amish children were uninsured, despite being eligible for Medicaid. As you can see, Amish dental care is a mixed bag. Some Amish people, but not all, visit modern dentists for oral care. But even those who do seek care don't always do so on a regular basis. This leads us to our next question: what do Amish teeth look like? Are Amish Teeth Healthy? Because many Amish people don't or can't seek out modern dental care, dental problems are often an issue in Amish communities- often leading to pulled teeth and, in extreme cases, dentures. In the study mentioned above, Amish children were found to have high levels of untreated tooth decay, mirroring the trends of other rural US communities. Such dental problems are not only due to a lack in dental care but also non-fluoridated drinking water and the tendency to forgo preventive care (Amish communities have higher rates of unvaccinated children as well). Therefore, it's not uncommon for Amish people to visit local Amish dentists to have some or even all of their teeth removed. Extraction is often viewed as a more affordable and convenient solution to dental issues than trying to fix a problematic tooth. As such, many Amish people- even youths- wear dentures. Rebecca from the TLC reality show Breaking Amish is perhaps the most famous case of this. On the show, Rebecca explained how she had all of her teeth removed at the age of 19 and currently wears dentures. Rebecca from "Breaking Amish" showing off her dentures. Conclusion: Amish Dental Care Practices So do Amish people take care of their teeth? As with any group of people, some Amish people have healthy teeth with few problems, whereas others have unhealthy teeth with many problems (or no teeth at all). Though many Amish people fail to see dentists regularly, it's important not to assume that all Amish people wear dentures or suffer from dental issues. In fact, many Amish people nowadays utilize modern dental care, with some even going as far as getting braces!

Stock Rate of Return Essay Example | Topics and Well Written Essays - 1000 words

Stock Rate of Return - Essay Example In other words, SRR = Capital gain + Dividend yield. It is actually the benefits reaped by an investor relative to the cost of the initial investment. On the other hand, Return On Common Equity (ROCE) relates to the net income before dividend payments on preference shares etc. It is the rate of return on investment for the company's common shareholders. A firm’s ROCE reveals the profit it generates with the invested money of shareholders. The ROCE is also useful for comparing the profitability of a company to that of other firms. The Stock Rate of Returns and the Return On Common Equity are related to each other in the following ways. (i) Can determine (ROCE) by subtracting preferred dividends from net income and subtracting preferred equity from shareholders' equity, given: ROCE = Net Income - Preferred Dividends / Common Equity, where as the other (Capital gain + Dividend yield) gave the (SRR). (ii) Return on stocks may also be calculated by dividing net income by average sh areholders' equity. (iii) Investors may also calculate the change in ROE for a period, first by using shareholders' equity at the start of the period as the denominator and then using shareholders' equity at the end of the period as the denominator.... irical evidence reported by Penman suggests that, in the 1980-1997 period, median ROCE for NYSE and AMEX firms were on average much lower than Rates of Return on the S&P500. Putting aside the periods from 1990 to 1992 when value's heavily weighted sector declined owing to the S&L crisis, the 51% premium of growth shares is historically low at present versus the 56% average since 1980. Excluding data from the "tech bubble" period when growth P/Es were in excess of two times value multiples; it is still left with a historical average premium of 48%, close to the current value. Recessions tend to begin at the start of the decade, e.g., 1980, 1990, and 2000/01. They last for 18 to 24 months before giving way to a strong recovery that lasts for about two years until the Federal Reserve starts to raise interest rates in order to dampen inflation fears. Usually, mid-cycle and mid-decade, the economy cools and the rate of growth is cut in half as was the case in 1984/85 and 1994/95. If histo ry repeats itself in 2005, the economy will move at a slower pace owing to higher interest rates and energy prices. (1)What is an accounting analysis (2)How does one assess the quality of a firm's accounting and trade on the basis of an accounting analysis (3)What evidence is there of empirical returns to accounting analysis in the context of IPOs Accounting analysis describes the extent to which the use of different accounting methods affects reported results like financial statements of a business. Different financial statements including Trading, Profit and Loss Accounts, Income and expenditure Accounts, Balance sheets etc are recorded with entries for valuation. Thus the accounting analysis could be other wise termed as the financial statement analysis. Accounting analysis

Unit 2 class activity Assignment Example | Topics and Well Written Essays - 500 words

Unit 2 class activity - Assignment Example Recognizing the way that the Islamic traders that came to China and bought and sold goods along the Silk Road had expertise with astronomy, the Chinese commissioned some of these Islamic craftsmen and scholars to help build the first Chinese clocks. Just as the Islamic groups before them had done, the Chinese used these first clocks primarily for astrological and astronomical purposes instead of telling time. Europe was introduced to the clock during the Muslim conquest of Southern Europe during the early part of the early Dark Ages. As with most forms of cultural interaction, Europe sought t improve upon the idea of the clock and soon thereafter began using it to tell time of day. Previously the time of day was told not by clocks but by the position of the sun and or celestial bodies. Such a form of time telling was adequate at times but made increasingly difficult in case of poor weather or visibility. By means of using a clock to tell time, the Europeans were able to industrialize their societies and have a solid base for arrangements and organization of the nations and peoples One of the biggest ways that the mechanical clock affected the United States was by way of navigation and discovery. Early navigation, like time telling, took place through visual confirmation of the sun moon and stars. However, such a method was not practical and led to many errors in judgment. Soon other forms of navigation were produced to include the sextant. However, one of the most useful was the use of navigation equipment that also utilized the time. The way that early mariners would do this was by having two clocks and a sextant. The first clock would tell them what time of day it was back home (in London or elsewhere) and the second they would use and set based upon their latitude. In this way, they could practically pin-point their location on the map as they navigated; helping them in finding their way back

Ethics Essay Example | Topics and Well Written Essays - 750 words - 10

Ethics - Essay Example Aristotle’s Human Function Argument: Based on the human function argument, Aristotle had argued that a clear concept of happiness can be realized if the human function could be studied and understood. It reflects that every function or activity of human beings contains the goodness or happiness in it based on rationality of the function. Thus with the rational part of the human soul performing an activity or a particular function, the goodness or happiness takes place. Aristotle had considered happiness to be the best good that could have happened to a human being. Thus in order to determine the goodness in man, Aristotle’s function argument states that the function of the human needs to be ascertained. Also, according to him, human life has been stated to be common to plants, as well as to animals thereby having an active life element with rationality (Korsgaard 129-132). The arguments presented by Aristotle as part of the function argument includes: â€Å"(1) Humans must have a function, or else they would be idle, which is absurd; (2) Each human body part has a function, so the whole human must likewise have a function; (3) The human function is unique to only humans themselves; (4)Human function is not growth and nutrition because these aspects of life are shared with plant; (5)Human function is not sense perception because this aspect of life is shared with animal; (6)The part of the human soul with reason is unique to human; (7) The bare capacity of reason is insufficient to constitute a life function; and (8) Therefore, the human function is activity of the part of the soul that expresses or requires reason† (Pritchett). Failure of the Function Argument: Although Aristotle tried his best to determine the human function reflecting the happiness and goodness factors in human, his beliefs could not stand alone against the questions and criticisms that were raised. Aristotle could not place his arguments successfully as he lacked support ive arguments over the premises he focused on. He could not explain the reason for human function to be considered as unique. When he said that human function is common to plants, it raised questions on the fact as to how two things can be similar only because they share some activities in common. Also, when he stated about animals, it is not clear whether he meant to say that humans only have functions and animals do not have any function. Different functions can be associated with different features or a same function can be presented in different ways by different individuals or animals. Hence Aristotle’s arguments could not present clearly the meanings of the premises (Pritchett). Critics also could not realize how the goodness of a human being can be associated with the good performance or activity of the individual even if there is a function present in human beings. Questions could be raised on several thoughts. For example, even if it is believed to be true that goodn ess of a human is based on the good activity of the human, question arises whether it is good to be a good human or whether every the goodness of every single human can be determined the same, and so on (Korsgaard 131). Thus

Music therapy

Music therapy Music and Medicine Music is heard in many places we go. We hear it while watching television at home. We often turn in on in the car. We hear it while shopping, riding elevators, sitting in waiting rooms, and in many areas as we go about daily life. It has the ability to incite great passion, make people angry, or break a heart and bring one to tears. William Congreve, a playwright and poet, wrote the Mourning Bride. In Act I, Scene I he said, Music has charms to soothe a savage beast. If one believes that to be true, it is easy to conclude that music is intentionally used to control mood in various venues in our life. For purposes of this paper, we will explore how music is used in the healthcare setting. We will, based on research, determine if music has an effect on patients and the healing process. The writings of Plato and Aristotle were some of the early indicators that suggested music could improve health. For those of us who believe the Bible, we know that theory was in practice long before these writers. The Bible says in I Samuel 16:23, Whenever the Spirit of God came on Saul, David would take up his lyre and play. Then relief would come to Saul, he would feel better, and the evil spirit would leave him. From the beginning, music has been used to soothe the soul. Modern music therapy formally began in the twentieth century after World War II. Musicians would travel to hospitals across the United States to visit veterans who were suffering from shell shock. It only makes sense that the healthcare field would catch up and deliberately incorporate music into the healing process. Medicine relies on evidence-based practice. This means that there should be significant research to support putting that practice into place. There have been multiple studies to support using music therapy as part of a holistic approach to healing. Music therapy is defined as, the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program. Currently, there are college curriculums dedicated to training music therapists, and the American Association of Music Therapists is in existence. Therapists are trained to assess and identify patients needs based on physical, social, and emotional factors, as well as, their cognitive abilities. While one knows that music is used by many people, it is documented that patients have improved outcomes when a trained, professional music therapist is in control of this portion. This is based on their ability to determine what is in the patients best interest due to their assessment findings. There is no beginning or ending age where music is a benefit. Expectant mothers often play music to their unborn babies. It is said to release endorphins in the mothers bloodstream causing her to have happy feelings. These feelings are transferred to the baby. Music is also often played in a hospice setting where people are dying. It is thought to foster peaceful feelings with the patient and family during this difficult process. Obviously, most people have preferences as to what kind of music they like. Some studies suggest, based on MRI findings, that although we may differ in our preferences, our brains receive different kinds of music in much the same way. A couple of particular areas of the brain were looked at under MRI while participates listened to music that they had never had before. Those areas suggested that although the auditory experience may have been pleasing to some and not others, the brain highlighted increased activity in the same regions. So, even listening to something one does not particularly like, does not necessarily mean it will facilitate negative feelings. Which leads us to health benefits of music. Dr. Daniel Levitin, a psychologist who studies neuroscience of music at McGill University, performed several studies to determine the chemical reaction of listening to music. In one particular study, he was looking to see if patients who were waiting on surgery and listening to music were less anxious than those who were not, and which group required anti-anxiety medications. He found that music listeners were less anxious, required less medication, and had decreased levels of cortisol. Cortisol is a stress hormone. Music listeners also had higher levels of immunoglobin A, which is an antibody related to immunity and having higher counts of cells that fight bacteria. The American Cancer Society also utilizes music therapy in treating oncology patients. They have additionally done research on its benefit. They found that, along with traditional treatment, music could help relieve pain, as well as, reduce nausea and vomiting associated with chemotherapy drugs. It also reduced depression, heart rate, blood pressure, and breathing rate. All of this seems incredibly important when one is in a fight for his life against cancer. One of the most promising areas of music therapy is seen in children. According to the American Psychological Association, from pre-term babies to older children, the studies have been promising as to the effects of music on healing. Babies in an intensive care unit are surrounded by intense and intimidating equipment. It can assault their senses twenty four hours at a time. Playing music to drown out the constant noise of that equipment has been shown to improve their sleep and eating patterns, and it can decrease the stress level of the parents there with the children. As with adults, children fight various illnesses. However, adults, most often, cope with difficult procedures better than children. The sheer idea of having a procedure will overwhelm a child more violently. They often react even before the procedure is started. One particular music therapist, at Boston Hospital, began working with a child who had to go for an x-ray and was extremely anxious. He followed the child th roughout the process, constantly engaging her with instruments and music, and only stopped after the procedure was over. She never realized her x-ray was done, because she was so engaged in the activities. Autistic people have a difficult time engaging others, expressing their feelings, and some have problems with language development. Studies have shown music can cause improvements in these areas. Autistic children often are found to have incredible abilities related to music, and it helps reinforce positive behaviors. Our brain often associates memories with music. That is an important fact in treating Alzheimers and dementia patients with music therapy. It has been shown to improve thought processes, memory and emotions. Another promising area of treating with music is in Parkinsons patients. It is not necessarily the sound of the music, but the vibrations from the music. The American Psychological Association has seen improvement of symptoms in these patients. It seems low frequency vibrations improve gait, reduce tremors, and make them less rigid. Hospitals and doctors offices play music in hallways, waiting rooms, and in most procedure rooms. It has a calming effect on patients, visitors, and staff alike. It reduces stress and anxiety, and makes an unpleasant situation, bearable. And the list goes on and on. While there will always be some who do not see the benefit, there is countless research supporting the use of music to improve healing. There continues to be research done on this subject daily. While conventional medicine makes leaps and bounds in countless areas, we should not discount holistic treatments. What was good enough for Saul in the Old Testament, is still good enough today. References Berkeley Wellness. Music as Medicine. Berkeley University of California. Web. 10 Feb. 2014. Landau, Elizabeth. This is Your Brain on Music. CNN. Web. 15 April 2013. Landau, Elizabeth. When Patients have Music Emergencies. CNN. Web. 23 August 2013. Novofney, Amy. Music as medicine. American Psychological Association. Web. Nov. 2013. n.p. I Samuel 16:23. Bible Hub. Web. n.d. n.p. 4 Ways to Use Music as Medicine. Aging Care. Web. 21 March 2013. n.p. How to Play Music for Your Baby while Pregnant. Smarter Baby. Web. 16 Dec 2008. n.p. Music Therapy. American Cancer Society. Web. n.d. n.p. William Congreve. Answers. Web. n.d. Ridenour, Annette and Sadler, Blair. Improving Healing Through Art and Music. Healthcare Design. Web. 31 October 2007.

The Jovian Planets Essay -- essays research papers

The Jovian Planets Far beyond Earth in the solar nebula lies an ice belt and beyond that lay the four Jovian planets. They are Jupiter, Saturn, Uranus and Neptune. Jovian means "Jupiter- like" in which the rest of the jovian planets do coincide with the name. Uranus Neptune and Saturn, all carry the same traits as Jupiter. The jovian planets are large gas giants that contain mainly a thick atmosphere of Hydrogen and helium. These planets do not have solid surfaces, rather they just get denser with depth. They contain high mass and are usually anywhere from 15 to 318 times the mass of earth. They also contain many satellites and the gravity is much stronger than that of earth. The jovian planets inner structure probably consists of a rocky core of metals, water, ammonia and methane. Usually these cores are about the same size as earth possibly a little larger. It is also possible that Uranus and Neptune’s core is a liquid instead of a solid. The Jovian planets also have about the s ame rotational characteristics and all have rings around them. Jupiter, the first of the jovian planets, reigns supreme throughout the solar system. Named after the Roman god Jove, the ruler of Olympus; Jupiter is the fifth planet from the sun and is also the largest planet in the Earth’s solar system. It is 318 times more massive than Earth and is two thirds of the planetary mass in the solar system. Jupiter’s surface, unlike earth, is gaseous and not a solid. It is about 90% hydrogen and 10% helium with traces of methane, ammonia, water and rock. Jupiter’s interior is very similar to the Sun’s interior but with a far lower temperature. However, it is still unknown but Jupiter is believed to have a core of liquid metallic hydrogen. This exotic element can only be achieved at pressure greater than 4 million bars. Jupiter radiates more energy in space than it receives from the sun. The interior of Jupiter is hot and has been estimated to be 20000 degrees Kelvin. The heat is generated by the Kelvin- Hemholtz mechanism, or the gravitational compression of a planet. It gives off about 1.5 to 2 times more energy than the sun. It is speculated that the source of this heat is due to the rapid rotation of the planet and it’s liquid metallic hydrogen core. Liquid Metallic hydrogen consists mainly of ionized protons and electrons and is the electric... ... tidal forces, which caused nitro gas volcanoes on it’s surface. Different from the terrestrial planets, the Jovian planets are basically big balls of gas. The jovian planets seemed to be formed around the same time from the solar nebula. Jupiter and Saturn are the closest in nature to each other with Neptune and Uranus taking on a few of their traits. They all carry the same characteristics in their Classification. The Jovian planets are composed mainly of helium and hydrogen. They have a liquid or small rocky core. They are usually high in mass and low in density. They have many satellites and the gravity is much stronger than Earth’s. They also all share the same banding and zoning winds. With these characteristics defined with each description given it is easy to see how the planets, Jupiter, Saturn, Uranus and Neptune are Jovian or "Jupiter - like". Bibliographies Seeds, Michael A., Foundations of Astronomy; copyright 1994, Wadsworth inc. Considine, Douglas M. ; Van Nostrands Scientific Encyclopedia, volume eight; Copyright 1995, Van Nostrand Rienholdt, NY Maran, Stephen P. , The Astronomy and Astrophysics Encyclopedia, Copyright 1992, Van Nostrand Rienholdt, NY

Projects and Project Management Essay

Organizational leaders are facing complex challenges through a rapid rate of change in both the technology and government which has then created pressure in new and existing organizations. As a result, the traditional structure for managing is giving way to a new form of management (Kerzner, 2003). This form is project management. How can this be? Projects have been around since the building of the pyramids (Dobson, 2003). In 2650 B.C., the step pyramid was built by Imhotep for the pharaoh Zoser in Egypt. The building of Stonehenge occurred about 150 years later. In another 2,500 years, the Mayans began building pyramids throughout Central America. These were the very first projects in history. The builders of these structures used simple tools and did not have paper or software programs (Lewis, 1995). The beginning of project management as a discipline began in the 1950Â’s and 1960Â’s in the United States but was not generally accepted until today. The purpose of this initial lecture is to help you in: 1.Recognizing projects. 2.Developing an understanding of project management. 3.Recognizing the project management process. This lecture will support these objectives by providing you with definitions, examples and descriptions of projects and project management. Additionally, the lecture will conclude with a brief description of the project management process. ProjectsIn business today, there are many types of projects with endless possibilities. A project can be:Developing a new product or service. Implementing a new business process. Developing a marketing plan. Completing an assignment. According to Lewis (1995:2) a project is: “a one-time job that has definite starting and ending points, clearly defined objectives, scope and (usually) a budget.” The key words in this definition are underlined to aid you in differentiating between a project and a repetitive process or operation such as order processing or production. Operations and projects share characteristics. They are both:Performed by people. Constrained by limited resources. Planned, executed and controlled (PMI, 2000:4-5). However, a project can be differentiating from an operation by its distinctive characteristics. As the Project Management Institute (2000: 4-5) explains: “a project is a temporary endeavor to create a unique product or service.” In this definition, temporary refers to the definite beginning and end while unique refer to the difference of the project from others. For seemingly repetitive actives like building houses from the same blueprint that are always unique features and problems. For example, the climate may vary or there could be special restrictions for zoning. Another view of a project is provided by (Kerzner, 2000:2) as a series of tasks that:Have a specified objective to be completed within certain specifications. Have a defined start and finish. Consume human and nonhuman resources (such as money, time, expertise, equipment). Are multifunctional (they cut across functional lines such as marketing, design, development, production and so forth). Project ReviewA project is a one-time job. This is:Temporary. Unique. With a clear start & finish. Consuming resources (human and nonhuman)Budgeted, if appropriate. Multifunctional (cuts across different functions). A quality expert, Dr. J.M. Juran, defines a project as a problem scheduled for solution. From this perspective, a project is conducted to solve a problem for an organization. The problem(s) are solved by project work teams and the project manager (Lewis, 1995). Project ManagementThe best way to learn about project management is to understand what it is not. Project Management is not software and it is not just scheduling (Lewis, 1995). Project management has two aspects (Heerkins, 2002: 6):The art Ââ€" leading people on a project. The science Ââ€" defining and coordinating the work to be done. According to Lewis (1995:4-5), project management is the: “planning, scheduling, controlling of project activates to achieve performance, cost, and time objectives for a given scope of work using resources efficiently and effectively.” As a project manager you will always manage competing demands for people, money and time to meet specified project goals and requirements. Sound tough? It can be. It can also be challenging and help you to develop your management skills. There are both ProÂ’s and ConÂ’s of being a project manager (Heerkins, 2002: 3). ProÂ’sIt can be a steeping stone to promotion. It provides a strong sense of accomplishment. ThereÂ’s variety: no two days are alike. ThereÂ’s significant freedom of choice. It affords the opportunity to effect change across the organization. ConÂ’sIt requires significant tolerance for politics. It requires significant tolerance for ambiguity and uncertainty. ThereÂ’s a lot of responsibility, but little or no affordability. You may feel “disconnected” from your technical discipline and prior work experiences. You may be perceived as not having a “real job.”The advantages and disadvantages of project management as outlined by Kerzner ( 2003:3) are:Potential BenefitsIdentification of functional responsibilities to ensure all activities is accounted for in the project. Measurement of accomplishment against tasks. Improved capability for future planning. Identification of:oTime limits. oMethodologyPotential BarriersProject complexity. Special requirements and changes per customer. Organizational restructuring. Project risks. Changes in technology. Project management calls for the creation of a small organizational structure Ââ€" the project team. This team is often multifunctional and is representative of the larger organization (Heerkins, 2000). For example, the project team may consist of a data analyst from research, a customer service representative, a person from finance and so forth. Also, as the learning team is your partners in learning, the project team will be your partners throughout the project management process. This process involves:Defining the goal of a project. Determining the results you expect from your project. Working within a budget. Setting-up a schedule. Selecting your teams and establishing roles. Making sure tools and technology are in place. Monitoring on-going process. Maintaining team morale. Dealing with problems that may arise. Keeping stakeholders (such as customers, clients, and executives) informed of your progress. Brining the project to a conclusion. Accessing what went right and what went wrong (Mintzer, 2002:5-8). It is important to note that these activities within this process are iterative in nature because there will be progressive elaboration on each activity throughout the life cycle of the project. As the Project Management  Institute describes, “project management is the application of knowledge, skills and techniques to project activities to meet project requirements (2000:6).” In summary, project management is an emerging profession that is both art and science which follows processes to bring about the successful completion of a project. Project Management ReviewProject Management depends on a project team that is:Cross-functional and diverse in experience and expertise. Representative of the larger organization. Motivated to bring the project to a conclusion. Project Management is:An art and a science. The planning, scheduling and controlling project activities. The measurement of accomplishment against goals and requirements. An emerging profession with the goal to bring projects to completion on time and within the budget. SummaryThis lecture has covered both projects and project management. It will give you a basis for understanding the complexities, challenges and opportunities of the project management process. This lecture was developed to help you in: 1) recognizing projects, 2) developing an understanding of project management 3) and recognizing the project management process. References Dobson, M.S. (2003). Streetwise Project Management, How to Manage People. Processes and Time to Achieve the Results You Need. Avon, MA.: Adams Media Corporation. Heerkens, G.R. (2002). Project Management, a Briefcase Book. New York: McGraw-Hill. Kerzner, H. (2003). Project Management, A Systems Approach to Planning, Scheduling, and Controlling. 8th Ed. New York: Wiley. Lewis, J.P. (1995). Project Planning, Scheduling, and Control, A Hands-On Guide to Bringing Projects in on Time and on Budget, Chicago: Irwin Professional Publishing. Project Management Institute (2000). A Guide to the Project Management Body of Knowledge, PPMBOK Guide. An American National Standard, ANSI/PMI 99-001-2000. Newton Square, PA.: PMI. Mintzer, R. (2002).The Everything Project Management Book, Tackle any Project with Confidence and Get it Done on Time. Avon, MA.: Adams Media Corporation.

Professors in My Student Life Essay

There are some situations in life that we would never forget. Since I began the school at 6 years old until I finish high school at 18 years old, I have had the opportunities to meet several professors. Professors become a close person for us because we share with them at least one year of our life. They spend more time with us, even than our parents. But no all of them are equal in terms of their way to teach. I classified them into three different groups, the group of responsible professors, unconcerned professors and facetious professors. Fortunately, during those years, I have met many responsible professors. This kind of teachers worries about their students learning. They do not care if they have to explain a topic once again when some students do not understand something. Also, they explain as clear as possible in order to make understandable what they are teaching. Others ways that teachers demonstrate to be responsible are reviewing and discussing the students’ homework assignments. Going through the exercises that students do at home is a good way to know if students are doing well or not. Professors can realize if students need more practice before taking the test. In addition, responsible professors also go to the classroom prepared on what they will teach to their students. They know what the last class was about and what will go after it. Also, they used to take some handouts and materials for the students to work on it. But unfortunately not all professors are responsible. Other kind of professors I met was the unconcerned professors. These teachers arrived always late to the classroom. This behavior was a bad influence for students. Also, the time of class was shorter; nevertheless, they gave the class until the time ran out and the rest, to study at home by our self. Moreover, these professors do not used to review the homework in class. For that reason, my classmates and I did not know if we were learning or not. In consequence, most of us lost our interest to study. Another way to demonstrate their abandon was with the students test. For example, when we took a test, the professor many times lost our papers. In the better case, he gave us the score one month later. I hope do not have this type of professor anymore. I had some facetious professors, overcoat in high school. These professors always had a joke or story to tell. They always were doing that students would laugh and relax. I remember when we had an exam, one of them, before give us the test, he used to joke telling us that we had faces of sheep’s slaughtered. Furthermore, they are never angry. To demonstrate, some students came out from the classroom to make phone calls and he did not care about that. Also, I remember one of them who arrived late because his car was crashed, and he seemed like nothing had happened. Another way to project their character was their way to teach. All topics were given a touch of joy which made s the class more enjoyable. He taught us to memorize the topics, singing them; it was very funny. I enjoyed this kind of professor because he inspired me to do my best. In brief, in eleven years many professors go through our life. I particularly, have found these three type of professors; responsible, unconcerned and facetious. All of them had their own way to teach and communicate with their students. I liked some more than others, for that, my advice to all of you is to think about what kind of professor you prefer and then you can go online to look for the best.

The Basics of Getting Started in Homeschooling

The Basics of Getting Started in Homeschooling When youre new to homeschooling, the logistics can seem overwhelming, but it doesnt have to be a stressful time. These homeschooling basics will help you have your homeschool up and running as stress-free as possible. 1. Make the Decision to Homeschool Making the decision to homeschool can be  difficult and is not one to be made lightly. As you are  deciding if homeschooling is right for you, consider factors such as: The time commitmentThe pros and cons of homeschooling based on your family’s needsYour spouse and child’s opinions about homeschooling There are many factors that go into deciding to homeschool and many are unique to your family’s specific needs. Talk to other homeschooling families in person or online. Consider attending a homeschool support group meeting or find out if the groups in your area offer  events for new homeschooling families. Some groups will pair families with an experienced mentor or host QA nights. 2. Understand  Homeschool Laws It is important to know and follow the homeschool laws and requirements of your state or region. Although homeschooling is legal in all 50  states, some  are more heavily regulated than others, particularly if your child is  a certain age (6 or 7 to 16 or 17  in most states) or has already been enrolled in public school. Make sure that you understand what is required of you to withdraw your child from school (if applicable) and  begin homeschooling. If your child has not been in school, make sure you know the age by which you must notify your state that you will be educating at home. 3.  Start  Strong Once you make the decision to homeschool, you’ll want to do all that you can to ensure that you start on a positive note.  If your student is transitioning from public school to homeschool, there are steps you can  take to smooth the transition. For example, you’ll want to allow time for everyone to make the adjustment. You don’t have to make every decision right away. You may find yourself in the position of wondering what to do if your child doesn’t want to homeschool. Sometimes that is simply part of the adjustment period. Other times, there are root causes that you will need to address. Be willing to learn from the mistakes of veteran homeschooling parents and to listen to your own instincts regarding your children. 4. Choose a Support Group Meeting together with other homeschoolers can be helpful, but finding a support group can sometimes be difficult. It often takes patience to find the right match for your family. Support groups can be a great source of encouragement. The leaders and members can often help with choosing curriculum, understanding whats required for record-keeping, understanding state homeschool laws, and providing opportunities and activities for your students. You can begin by searching for homeschool support groups by state or asking other homeschool families you may know. You may also find great support in online support groups. 5. Select  Curriculum Selecting your homeschool curriculum can be overwhelming. There is a dizzying array of options and it’s easy  to overspend and still not find the right curriculum for your student. You may not even need curriculum right away and can utilize free printables and your local library while you decide. Consider used curriculum or creating your own in order to save money on homeschool curriculum. 6. Learn the Basics  of Record Keeping It is very important to keep good records of your childs homeschool years. Your records can be as simple as a daily journal or as elaborate as a purchased computer program or notebook system. Your state may require that you write a homeschool progress report, keep a record of grades, or turn in a portfolio. Even if your state doesn’t require such reporting, many parents enjoy keeping portfolios, progress reports, or work samples as keepsakes of their children’s homeschooling years. 7. Learn the Basics of Scheduling Homeschoolers generally have a great deal of freedom and flexibility when it comes to  scheduling, but it sometimes takes a while to find  what works best for your family. Learning how to create a homeschool schedule doesnt have to be difficult when you break it down into manageable steps. It can be  helpful to ask other homeschooling families what a typical homeschool day looks like for them. A few tips to  consider: When your kids work best: Are they early birds or  night owls?Your spouse’s work scheduleOutside classes and commitments 8. Understand Homeschool Methods There are many methods  for homeschooling your children. Finding the right style for your family may take some trial and error. It’s  not uncommon to try a few different methods throughout your homeschooling years or to mix and match. You may find that some aspects of unschooling may work for your family or there may be some bits of the Charlotte Mason method or some unit study techniques you’d like to employ. The most important thing to remember is to be open to what works for your family rather than feeling that you have to make a lifetime commitment to a particular homeschooling method. 9. Attend a Homeschool Convention Homeschool conventions are much more than book sales. Most, particularly larger conventions, have vendor workshops and special speakers in addition to the vendor hall. The speakers can be a great source of inspiration and guidance. Homeschool conventions also provide a chance to talk to vendors who can answer your questions and help you determine which curriculum is right for your student. 10. Know What to Do If You Begin Homeschool  Mid-year Is it possible to begin homeschooling midyear? Yes! Just remember to check your state’s homeschool laws so that you know how to properly withdraw your children from school and begin homeschooling. Don’t feel that you have to jump into a homeschool curriculum right away. Utilize your library and online resources while you figure out the best homeschool curriculum choices for your student. Homeschooling is a big decision, but it doesnt have to be difficult or overwhelming to get started.