11 ways to stop procrastinating and get writing

11 ways to stop procrastinating and get writing 11 ways to stop procrastinating and get writing Do you ever feel like youre always in a face-off with your word processor – and losing? If so, you wont be surprised to hear that one of the biggest problems nearly everyone faces when they have something to write is getting started. Call it writers block. Call it finding your muse. Call it spending two hours on Facebook for every two lines you write. Whatever you call it, getting started is hard. Most of us are guilty of procrastinating sometimes – especially when we have something important to write. Thankfully, there are lots of ways you can tackle this problem. Dont think that finding the writing process horribly painful is inevitable. Its not. By using the right tools and techniques and going in with the right mindset, you can be more productive and spend less time agonising about your writing. Ive put together eleven of the best ways of doing this. Some get you unstuck. Some get your thinking clear. Others just kill distractions. Together, they attack the problem of getting started from multiple angles. Try them. Get writing. And spend less time staring into the blank whiteness of Document1.doc. 1) Use a timer A lot of the time, it feels like the only real finishing line in writing is when youve finally hit send on an email or handed in a report. That reward is a long way away and youre not sure when its coming. Its no wonder its hard to stay motivated. However, writing is much easier if you give yourself a clear finishing line – or a few of them. A timer can help. Heres how to do it: Write down a mini-task thats related to writing your document – say, researching some figures or writing your first draft. Use a timer (like this one) and set it for 25 minutes. Work on the mini-task you wrote down until the timer goes off. Take a break. You dont have to complete the mini-task. Thats not what counts as success here. Success is now defined as working on the problem for twenty-five minutes. Its far easier than just aiming for a really distant finishing line. Try it. Many people find it works. You can extend this method even further by trying the Pomodoro Technique. 2) Get your research done first Research can be the biggest part of your preparation. So if youre really not sure what it is youre writing about, you need to get back to the drawing board. Too many people struggle on, trying to make everything come together in one go. But lets say you have your ideas together, and you cant get unstuck because you cant figure out what needs to go in. Read on. 3) Write a mind map If writing is the problem, then try not writing. I know this sounds strange. But there are several ways you can move forward without having to write a single word of your document. Mind maps are one. Theyre a versatile tool (we go into lots of detail about these in our online-training programme e360). But the core idea is very simple. To create a mind map, follow these steps: Note down the subject in the middle of the page. Write the aspects of the subject around it. Look at each aspect and think about it. Draw a line for each new idea or piece of information and continue this process, radiating outwards. Keep asking questions such as Why?, How?, What?, When?, Where? and Who? until you’re satisfied you’ve put down everything you know about the subject. Just getting something down on paper will help you get into the flow. The same applies when youre face to face with your dreaded nemesis: the blank screen 4) Write absolute gibberish Hwgeuwhfeouwfewlfjewfn. Blub blub blub blub flep flep flep flep. Trolololololo. Feel better? Great. The relief of filling up the white space and getting your fingers moving can be good in itself for banishing the fear of getting going. (Ditch any idea that this is inherently ridiculous – if it gets you started, that’s all that matters.) The next tactic shows how you can take this complete freedom even further. 5) Get a draft written first: it doesnt have to be perfect If you write total gibberish, writing is as easy as randomly mashing the keyboard. If you aim for perfect writing first time, writing seems almost impossible. Thats because it is very, very hard to write brilliant, error-free content first time. Excellent content comes with gradual refinement by revising and editing your writing. But if you try and do writing and editing at the same time, youre paralysing yourself for no good reason. So draft freely. Try drafting more quickly than youre comfortable with, leaving spelling mistakes or sentences that dont sound that great behind – knowing you will return to fix your writing later. And take some pressure off yourself: 6) Stop aiming for the perfect document: the 90 per cent rule Trying to give 100 per cent can be a recipe for failure. The sports psychologist Robert Kriegel saw this while working with some Olympic sprinting hopefuls. The sprinters were tense and tight during practice runs. So Kriegel told them to try running at 90 per cent of their normal intensity. It had surprising results. The group ran faster when they were trying less. In fact, one sprinter even set an unofficial world record. Its the same with writing. Trying to be the 100 per cent complete greatest professional who will write the best of all possible documents is too much pressure. Youll do better by giving yourself (just a little) bit of slack. 7) Ask whoever needs the document what they want If youre really stuck, it may just be because you dont really know what you should write and why. Thats a pretty hard thing to admit, especially if youre deep in the writing process. But for some documents, it can be best to pull yourself away from your screen and ask whomever youre writing for what they want. This can be something as simple as, ‘Youve asked for a report on the incident, so Im going to write what happened and why it happened, interview everyone who was involved and ask them what they did, and give some recommendations to make sure it doesnt happen again.’ At this point, you might find out that youre missing a big section, or conversely that what youre writing is more detail than they want. Either way, getting some clarity on what’s expected will make every other part of your writing easier. (But what if you cant ask them? In that case, you can profile the reader in your head.) 8) Discipline yourself: install something that will force you to get focused Some of the best engineers, psychologists, designers and marketers in the world have collaborated to make the most distracting websites possible. Theyve developed ways of systematically undermining your willpower and keeping you hooked. And theyre getting better all the time. This can occasionally cause minor problems in staying focused. So, instead of fighting the siren call of these websites with your willpower, it can be best just to block all such sites completely. The tools RescueTime and SelfControl both help you do this. Many people find the compulsion to flip to their favourite wasting-time site fades once theyve run into a few messages telling them that its blocked. After a while, it gets easier to get into a state of flow and get on with your writing. 9) Take away your options: stop playing with fonts One of the most popular articles weve ever written is The best fonts for business documents – in the time youve been reading this, its very likely that several people have read that article. Were happy people are interested in looking professional, and any reduction in the number of serious business documents written in Comic Sans is a good thing. But, unfortunately, too many people look at formatting first, rather than last. Instead of drafting your document in Word, which is constantly offering you a range of seductive fonts and line heights and margin sizes and bullet-point options (and on and on and on), it can be better just to strip all this out. Draft does this. Its a site that lets you write documents in your browser, and we swear by it at Emphasis. The interface limits your formatting options and lets you get on with writing. (You can read our review of it here.) Best of all? A completely functional version is free (its the one I used to write this article). 10) Speak to someone As children, we communicated our ideas by speaking long before we started doing so in writing. For many people, speaking still comes more naturally and easily than writing once they’re adults. So if youre struggling, stop typing and talk to someone. Tell them the main points of what youre writing about and why. Youll find that, when youre speaking more conversationally, you cant get away with being vague or speaking in professionalese. Then, once the ideas are flowing, transfer them to the page. If you havent got anyone to talk to, you can imagine talking to someone. (Or talk to yourself – though doing this unannounced in the middle of the office might make it look like the pressure of writing has really got to you.) 11) Remind yourself why youre writing Too often, we can get so lost in the process of writing that we dont remember why were writing. But its good to keep your why in mind. If you have a to-do list for your document, try writing at the top make the customer feel happy or get basics of information to manager so we can get this project moving – or whatever applies to your piece of work. Moving away from your words and back to the main purpose of what youre doing makes it easier to get on with mini subtasks (like writing a first draft). Thats because you can see what youre doing in the context of something more meaningful. Try something new If you find yourself habitually procrastinating, you need to change at least some of your writing habits. This can feel scary. A good example is writing faster than youre comfortable with, leaving imperfect sentences in your wake. If youre used to writing something really, really good and deleting each sentence and re-writing as you go, its going to be tough when you first try writing more freely. But you should try. If theres anything to be learned from the extremely diverse habits of famous authors, its that they found their own best habits for writing well. Youre just as much a unique individual as they are. Try some of the ideas here, find what works for you, and get writing. If youd like to learn more about how to tackle other challenges in writing, check out our in-person courses for individuals and companies or our online-training programme e360 – or just get in touch. Image credit: Nataly Studio / Shutterstock

Americas Breakable Incrustation essays

Americas Breakable Incrustation essays The calamity of September 11th were not random acts of evil, rather they were calculated attacks on the attitudes that every American held prior to September 11th including myself. My lack of knowledge on American foreign policy proceeding to the measures of September 11th underscore, in my understanding, why the attacks occurred in the first place. The destruction on September 11th, 2001 symbolized Americans paramount inaction in receptive to not only the symptoms of the terrorist organizations, but the very reason why they are created. The values that Americans hold dear have negative consequences which must be presented in our discussion to fully understand the initiative of September 11th. Americas individualistic culture has formed, on some levels, an international- anti American sentiment embraced by less fortunate citizens of countrys to which we have influenced negatively. If there isnt change, September 11th could be a prelude to similar or worse acts of violence on th e United States. Though American culture might have its flaws, the fundamentals of democracy and the prosperity that stems from democracy as a heuristic can be more accurately re-embraced by Americans as well as the international community. On the morning of September 11th, 2001 at about 8:45 a.m., a hijacked passenger jet, American Airlines Flight 11 out of Boston, Massachusetts, crashed into the north tower of the World Trade Center, tearing an immense hole in the building and setting it afire. Unexpectedly 15 minutes after the first plane had crashed, a second hijacked airliner, United Airlines Flight 175 from Boston, crashed into the south tower of the World Trade Center. Immediately and for the first time in U.S. history, air traffic nation wide had been halted. Also, American Airlines Flight 77 crashed into the Pentagon as a United Airlines Flight 93, also hijacked, crashes in Somerset County, Pennsylvania, southeast of Pitts...

Population Resource Environment Essay Example | Topics and Well Written Essays - 500 words

Population Resource Environment - Essay Example To address this issue, a proposed energy plan to drill the ANWR has been revisited. Data results that the US Geological Survey released estimated a 95% chance that 11.6 billion barrels of oil is present in the area (Corn, 51). This proposal caused the conservationists to react because of the possible negative impact on the preserved natural environment. Analyzing the pros and cons of the proposal, I have come to stand against oil drilling in ANWR because of the negative implications it may bring on the environment and the less established positive implications that the proposal presents. The said wildlife reserve is a federal protected area which aims to make every living thing in that environment to live under its natural environment circumstances and conditions. It is protected and isolated from human intervention to avoid unnatural wildlife disturbance. Though the oil drilling plan proposes to drill on the wilderness part of the ANWR, the drilling will still cause a disturbance in the other areas of the ANWR. A restriction in the habitat of the fauna living in the area caused by the development may result to a decline in the herds (McKinney, et.al., 193). The Inupiat tribe living in the borders of the area might also be affected since their cultural tradition is linked to the caribou, which they believe will be endangered by the development (McKinney, et.al., 193). The oil that can be produced by the development, according to the US Energy Information Administration, will lower the world price of oil by no more than $1.44 per barrel (Lavelle, Arctic Drilling). This indicates little impact on the oil market making the development insignificant. This issue is a matter of development against natural environment preservation. We have to understand that one of the major reasons on why natural calamities have an exaggerated effect on our surroundings is because of human intervention itself. It is sad that human beings are very

Sierra LeoneWrite about literacy rates, primary school completion rate Essay

Sierra LeoneWrite about literacy rates, primary school completion rate among females, secondary school attendance, and how girls are interested in attending school further - Essay Example From 2008 to 2012, the literacy level for female aged between 15 -24 years stood at 52% while that of the male stood at 70.5% (UNICEF, 2014). In the period between 2008 and 2012, primary education gross enrollment ratio for male was 129% while that of the females stood at 120%. In the secondary education, gender disparity was still evident. During the period, the net attendance ratio for the boy’s student was 39.9% while that of the girls stood at 33%. The statistics from the primary school indicates that there is a notable disparity in terms of girls and boys education in Sierra Leone. Key challenges facing school going girls during their adolescent stage in Sierra Leone include Another notable aspect that makes the rate of school absenteeism to be high among the 9-14 years old is lack of latrines that are separated based on the gender. According to UNICEF, Majority of schools also lack latrines as well as private areas where girls can wash themselves (Marni et al, 2012). Additionally, due to lack of sanitary cloths available for use by the girls during emergencies, girls do not feel motivated to attend the schools. UNICEF has embarked on addressing problems faced by girls in ways such

What Can One Person Do(IT IS NOT TITLE, JUST TOPIC) Research Paper

What Can One Person Do(IT IS NOT TITLE, JUST TOPIC) - Research Paper Example Studies have shown that â€Å"Urban sewage and industrial effluents to be the main factors responsible for deterioration of Ganga water quality† (Singh) It is a well known fact that natural resources are being exploited or abused in most parts of the world. And exploitation is carried out by humans themselves. One of the best examples of such exploitation of natural resources is the Ganges River in India. According to the CIA.gov, the water present in the Ganges River is considered as an essential resource to the India’s population, which is currently about 1.2 billion, is being massively polluted by them and misused as well. The reason due to which this pollution occurs is the overuse of the Ganges River. For what we see- is that River Ganges is heavily engaged in and used for carrying out religious customs and traditions. The Ganges River holds immense religious significance as well as the urbanization which is going around the surrounding of River Ganges. In my opinion, it is necessary that the River Ganges should be rescued from this pollution and its religious significance must remain sacred even if it means to stop and outmaneuver the religious practices in the River Ganges. Also, the economic development should be hampered in the area surrounding the river. According to Singh, he defines the River Ganges as the â€Å"trans-boundary† river of India and Bangladesh. It begins from a state of India named Uttarakhand and it clears and depletes into the Bay of Bengal. â€Å"It has total length 2,525 km river rises in the western Himalayas in the Indian state of Uttarakhand, and flows south and east through the Gangetic Plain of North India and go to Bay of Bengal through Bangladesh† (Rai) which makes it â€Å"the longest river of India and is the second greatest river in the world by water discharge† (Singh) It is believed that water is an essential but a scarce resource. In a country like India, clean water is a very scarce resource which is

The Disability Representation In The Media

The Disability Representation In The Media My personal reasons for choosing this dissertation topic stem from an interest in how media representations shape the attitudes of wider society. I feel it is important to note that I am writing as a non-disabled student with the view that disability studies and research should not just be the interests of disabled people. Issues of inequality and social injustice need to be considered by all members of society, while ensuring that the views, definitions and experiences of the particular group remain central to the discussion. It has been made apparent that the voices of disabled people have been absent from discussion because of the assumption that they need others to speak them and decide on their needs (Barton, 1993). Dominant views of disability dictate that it is a personal problem of the individual, based on biological impairment. However, I strongly advocate a social model of disability which emphasises that oppression and discrimination by society is the cause of experiences of disability. I plan to make this my main approach in writing my dissertation. Barton (1996, pg. 5) describes disability studies within the field of Sociology as an emancipatory project and argues that the fundamental question we must ask ourselves is whether the sociological imagination contributes to the benefit of disabled people (original emphasis) I believe that any research which aims to illuminate the prejudices implicit in cultural representations of disability, are necessary pursuits and it is vital to seriously consider the reasoning behind research projects as well as the ultimate impact they are aimed to have on particular groups. There has been many publications regarding disability and media representation in recent times which highlights that disability, impairment and disabled people are being frequently misrepresented in the mass media. Research has also suggested that such media representations have an alarming affect on the attitudes of the public. This issue can be divided into three key areas, the use of disability stereotypes, the use of specific language and images of disability and the under-representation of people with impairments working within the mass media. Pressures from disabled activists and legislation such as the Disability Discrimination Act (DDA) 2005 have brought this issue onto the agenda and worked to improve the rights of disabled people. An increasing awareness of the issues has resulted. However, the extent of this awareness is debatable as there is still much work to be done in tackling the negative and disempowering portrayals within the media and the current views of society. It is clear that the media has not made sufficient changes and therefore this issue remains extremely relevant. My aim is to explore the representations of disabled people to see whether any changes have been made. 1.3.3 Can Disability be represented positively? It is safe to say that the majority of media depictions of Disability and impairment are incorrect and exclude people with impairments from participation within media production. During my search for literature on the issue of disability and the media, I found that a substantial amount of studies were very critical of the media and focus only on negative stereotypical portrayals with an inclusion of recommendations for their demise. An example which I plan to use in my literature review chapter is Barnes (1992) disabling imagery and the media which ambitiously attempts to deal with all aspects of the media in misrepresenting disability. Despite such an extensive collection of studies in this area, there is very little literature which focuses on the representation of disability by disabled people themselves. It could be argued that there are not enough media sources which involve disabled people of which to analyse. However very recently I am pleasantly surprised to see that there ar e a few emerging. Notable examples include the Channel 4 mockumentary Cast Offs in which six characters with different impairments live together on an island. The show highlights many disability issues and challenges stereotypes of disability. Themes include sexuality, disabled identity and the exclusion of disabled actors and actresses from television (Wilde, 2009). Other media sources which feature disabled people include, Britains Missing Top Model and Dancing on Wheels. Although this is a step in the right direction, the inclusion of individuals with impairments on TV has been restricted mainly to reality TV which offers little insight into the lives of disabled people; instead they are centred on strength and achievement despite the individuals impairment rather than a celebration of disabled identities. The new American musical drama Glee has considered disability issues within its plot lines, this included the use of wheel chairs during a performance in order to educate the a ble-bodied performers on the importance of considering the needs of wheel chair user Artie and the difficulty in getting around the high school from his perspective because of the lack of ramps and accessible doors. Unfortunately however, the character of Artie is played by a non-wheel chair user and so any positive aspects of disability representation in the show are practically reversed by the exclusion of disabled actors and actresses from participating. 1.3.4 The Sun and Ouch! I wanted to choose two online sources for my study which were imposing in terms of disability representation and portrayal. Tabloid newspapers are notorious for depicting various groups inaccurately and producing sensationalised media in order to sell newspapers. The Sun is a daily tabloid newspaper which is among the highest in circulation in the world (The Newspaper Marketing Agency, 2010). The use of disablist language is common in tabloid newspapers and often in the broadsheets too. Reports regularly provide distorted representations of the experience of disability and focus on stereotypical assumptions (Barnes, 1991). This topic will be expanded further in chapter three. I chose The Sun because of its popularity in the UK and because tabloid news is a major source of information for the general public, I will be using articles from The Sun online website. After selecting a tabloid source for my study I began searching for an online source which involved the self-representation o f disabled people, I dismissed many websites because they were charity based, political in nature, or simply provided information and advice for disabled people without necessarily being based on the views and experiences of this group. Examples of websites I considered include Radar and Disability Now. I chose Ouch! because it is not centred on disability politics and aims to reflect the lives and experiences of disabled people (See Ouch! 2010, http://www.bbc.co.uk/ouch/about.shtml). The website consists of articles, blogs, podcasts as well as other features. The writers and contributors are not concerned with political correctness but seek to offer insights into the topics that are important to disabled people and those with a stakehold in disability such as family and friends. To ensure that representations and portrayals of disability are suitable, the Ouch! team are disabled themselves. My first impressions of the website and its content were that it is very humour based and do es not take itself too seriously. It is friendly, accessible and taps into the ordinary, everyday experiences of disability. This is why I decided it would be a suitable source for comparison with a more mainstream media source. 1.4 Structuring my Dissertation My dissertation will consist of six key sections. The first is my introduction which will outline the topic of study, along with my reasons for choosing it and my aims. Chapter two will historicise disability using the work of Barnes (1991, 1996, and 1997). Chapter three will discuss the existing literature which relates to my topic, this will include studies of media representation and disability, a discussion of the political models of disability and the key terms involved in the debate. In chapter four I will discuss my methods of research, including how I selected my sources and an examination of the strengths and weaknesses of my chosen method of content analysis. I will also consider any ethical implications of the study in this chapter. Chapter five will be my most important section, in this I will present and discuss my findings. The final chapter (chapter six) will be focused on my concluding the study. It will relate my findings to the objectives presented in the introducti on and the issues raised in my literature review. It will also include a reflection of my chosen methodology and a summary of the dissertation. 2.0 The History of Disability In order to understand the representations and societal perceptions of disability today, it is necessary to study a history of Disability. The attitudes and practices of the past have a vital influence on present day beliefs. Barnes (1997) argues that the lives of Disabled people in history have been overlooked in favour of an emphasis on medical perspectives and it is clear that many disabled people experience exclusion from mainstream society. This is evident in such areas as employment, in which 45% of disabled people of working age are excluded from. It has been found also that disabled people tend to have lower earnings, with disabled men earning on average  £1.50 less per hour than non-disabled men (Hyde, 2001). As a result, many disabled people live in poverty or are at risk of poverty. Discrimination can also be seen within the education system welfare, housing, leisure and environment and planning. The evidence that disabled people experience sever economic deprivation and social disadvantage is overwhelming and no longer in dispute, whether it be from the governments own commissioned research, from research institutes and academics or from disabled people themselves. (Oliver, 2003, pg. 312). Historically, people with impairments have long been oppressed and marginalised. Hostile treatment, pity and ignorance are common disabling experiences. Barnes (1997 and 1991) claims that perceptions of disability are rooted in ancient Greek and Roman history, he discusses how the cultures of the western world are based on the achievements of the ancient Greeks who built their existence on slavery. Greek society was extremely violent, male dominated and prone to war. They had a strong value for physical and mental strength and any weaknesses and flaws were not tolerated. Such a concern for perfection meant that the infanticide of sick and disabled children was very common. In Greek philosophy, the gods and goddesses were idealised representations of perfect humanity (Dutton cited in Barnes, 1997, pg 13). The only god who was physically imperfect was Hephaestus, this Greek God was rejected by his parents because of his grotesque appearance and labelled a cripple by his wife Aphrodite who committed adultery with a more aesthetically pleasing lover. This mythology is significant as it is a clear source of the links made between impairment and sexuality today as many of us assume that disabled people are unable or do not want to have a sex life. When the Romans conquered Greece and expanded their empire, the values of strength, individualism and able-bodiedness were inherited with it. The Romans also advocated the infanticide of weak children and ridiculed people who acquired impairment during their life course. Many roman games involved using individuals with impairment as comedy acts for the amusement of others. Although both the Greeks and Romans attempted to develop treatments for impairments, they were reserved mainly for those with power and wealth (Garland, 1995). Another foundation of our thoughts and beliefs of disability can be found in the western religions of Christianity and Judaism. Religion in ancient societies viewed disability as anti-religious and a reflection of sin or immoral behaviour. Barnes cites many references from religious texts which imply that impairment is a consequence of bad behaviour. For example, in Deuteronomy (27-27) it states that immorality will be punished by blindness. In contrast to Greek and roman society, the Jewish faith opposed infanticide and encouraged its members to care for the less fortunate this is also a feature of subsequent religions stemming from the Judaism, such as Islam and Christianity. People with impairments were accepted by the community, but as objects of neediness and charity. This was a key feature of Christianity. Consequently, they were viewed only in terms of their impairment and treated as incomplete human beings in need of sympathy (Barnes, 1997). During the Middle Ages disability was associated with evil and superstition and people with impairments were treated with extreme hostility. Children born with impairments were believed to of been sent by the devil as a result of parents involvement in witchcraft and other black arts. This association with evil was very strongly held in Britain during this time and was reflected in art and literature, Shakespeares Richard III is a good illustration of this, Richard is portrayed as physically and mentally deformed despite having no physical impairment. He is destined to only be successful as a villain which perpetuates the negative stereotype of impairment and evil. Just as in the ancient world, disabled people were ridiculed during the middle ages in many forms. Analyses of joke books from this time reveal that impairments such as insanity and idiocy were used as sources of humour. Many individuals with visible impairments were displayed as objects of entertainment (Barnes, 1997). The 18th and 19th century saw the transition from agricultural subsistence to factory production during the industrial revolution and urbanisation process. This brought with it a decline in religious authority and the growth of science and rationality. The development of utilitarian philosophy which emphasised the importance of pleasing the majority at the expense of minority groups created a new found value for individuality and progress. These developments provided justification for the beliefs and practices of the past and can be cited as a starting point for the disability issues which are visible today. These include the development and prioritisation of a medical model of Disability, in which the body and impairment are viewed in individualistic terms rather than social, cultural and political. The institutional prejudice and discrimination of people with impairments in everyday social life is a second issue of Disability theorists. The popularity of eugenic ideas during the mi d twentieth century and the murder of thousands of disabled people, as well as other oppressed minority groups during the second world war is another significant point in modern history and many scientists still advocate Social Darwinist ideals and view human imperfections (both physical and mental) as a societal threat, a threat that needs to be eradicated (Barnes, 1996). The rise of the disability movement in the 1960s saw the development of the Union of the Physically Impaired Against Segregation (UPIAS), the establishment of such organisations and the activism of disabled people resulted in a re-classification of disability as distinct from impairment and social in nature as opposed to medical (Barnes, 1997). Disability became defined as the disadvantages caused by social institutions and environments which effectively exclude people from participation (UPIAS, 1976). This was later adapted by other organisations such as the British Council of Disabled People (BCODP) and the Disabled Peoples International (DPI) (Barnes, 1997). Eventually, this new understanding of disability became known as the Social Model of Disability (Oliver, 1996a). Disability theory will be discussed further in my literature review (Chapter 3) with an analysis of both the medical and social models of Disability. 3.0 Literature Review 3.1 Introduction 3.2 Disability and Impairment: Key terms in the debate Disability is difficult to conceptualise because of its multi-dimensional and complex nature. The term can be used in many different contexts and from different perspectives which means there is little consensus on its definition (Altman, 2001). Classifications associated with a medical model of disability are based on a distinction between impairment disability and handicap impairment is defined as functional limitations to do with the body, disability is when an individual cannot function normally because if this impairment, and handicap refers to an inability to participate in social life (Oliver, 1990). The main problem with such classifications is that the individual impairment is considered to be the most important factor and reinforces an individual definition in which functional limitations predominate. Thus, disability is viewed in terms of an individuals personal inability to function (Barton, 1993 pg. 237). This model has had a powerful influence in shaping not just social policy, but societal attitudes and behavior. In reality, many disabled people have rejected this understanding of disability. Instead disability refers to failures in the structural environment to meet the needs of all individuals. The Disabled Peoples International (1981) put forward the following definition which better fits the views of disabled people. Impairment is the functional limitation within the individual caused by physical, mental or sensory impairment. Disability is the loss or limitation of opportunities to take part in the normal life of the community on an equal level with others due to physical and social barriers. In relation to my content analysis research, I will be looking to identify how disability is conceptualised and the type of language used both in The Sun and Ouch! 3.3 The Language of Disability The first and most important thing to remember about discussions of language and disability is that they arise because disabled people experience discrimination daily and are denied the same rights and opportunities as the rest of the population. Apart from the fact that words can be deeply hurtful to disabled individuals, they have power and are used extensively to justify oppression (Barnes, 1993, pg 8). The power of language is a significant topic of discussion in the area of disability studies. While we assume that the primary purpose of language is to aid communication, Oliver (1994, pg. 4) argues that it is also about politics, domination and control and I am inclined to agree. The development of language is not based on consensus of meaning but rather through the ability of some groups to force their meaning and understanding of others. This form of cultural domination is visible in many forms, the imposition of the spoken word on deaf people and sexist language directed at women are both suitable examples (Oliver, 1989, pg.1). The misconceptions that society has of disability are caused as well reinforced by the use of disablist language. Many of the abusive terms directed at disabled people are well circulated and familiar to most of the population. moron cripple spastic idiot mong dwarf midget lunatic the list is endless (Clark and Marsh, 2002). This kind of terminology has t he power to promote prejudice and discrimination against disabled people. As mentioned in the previous section (3.2) the DPI re-defined impairment and disability in line with the reality that disability is rooted in social injustice. This means that the language used by both the media and wider society ought to reflect a social model of disability in which society discriminates against those who do not conform to the ideals of an able-bodied society. Disablist language such as the disabled or people with disabilities are unacceptable yet commonly used by the press and the population generally. Individuals do not have disabilities, they have impairments. Phrases such as the disabled objectify the individual and impose a particular label on their identity which is based solely on their impairment. Disabled people as opposed to people with disabilities is more appropriate as it implies that the disability belongs to society, whereas the latter makes it the property of the person (Barne s, 1991 and 1992). Within the British press, the aforementioned terms, particularly cripple and handicap are used regularly. This is usually within a sentimental and patronising context. For example stories in which disabled individuals display bravery despite of their disability or handicap or instances where individuals have made personal scarifies to help a disabled individual or group. These generally involve the use of emotive language, such as wheelchair bound afflicted sufferer victim and so on (Barnes, 1991). To summarise, much of the language that is used in discussions of disability are based on an individualistic/medical understanding of the nature of disability. They are not developed from the experiences of disabled people, but rather from the perceptions of others. While conducting my study I will be interested to see which kinds of terminology and language are used in the newspaper articles from my sample. 3.4 Disability Theory: the Medical model and the Social model The medical model of disability has formed the basis of commonsense assumptions and beliefs about the nature of disability. This perspective focuses on the individual and his or her impairment. It imposes a presumption of biological or physiological inferiority upon disabled persons (Hahn, 1985). Medical views attribute physical and intellectual impairments as constituting disability, while denying its social and political nature. Oliver (1983 and 1996a) prefers the term individual model and argues that medicalisation is one element of this, along with psychological aspects. Medical accounts amount to a personal tragedy theory of disability (Oliver, 1990 and Finkelstein, 1980) in which disability simply happens to individuals and is personal to them, it implies that any difficulties are a direct result of impairments (Finkelstein, 1993) this forms the basis of everyday beliefs. In terms of rehabilitation, emphasis has been placed on functional limitations of an individual and attempt s to find ways of preventing, curing or (failing these) caring for disabled people (Marks cited in Williams, 2001 pg 125). As mentioned throughout this dissertation, this way of understanding disability has been heavily criticised by disabled people and disability has been re-conceptualised as a social and political problem through the work of disabled groups in the 1960s (Barnes, 1997). Disability theory has roughly been divided into American and British contributions. I will briefly outline the work of American sociologists, however I am more concerned with the work of British authors as it better relates to my dissertation and its theoretical standpoint. American writers during the 1960s challenged the idea that individual medical conditions or impairments were the cause of disability. Goffman (1963) discuses the role of stigma in spoiling (pg. 15) a persons social identity, one of the forms of stigma he identifies derives from physical abnormalities. He also identifies that disability is socially constructed and concludes that the attitudes of professional contributes to experiences of disability. St one (cited in Barnes, 1997) argues that the social construction of disability is based on the power of the sate in restricting welfare to those who require it. The importance of work and production in industrialised society has meant that those who are unable to participate are in need of assistance from the state, who along with medical professionals, are able to define disability as an individual problem and determine the level of access to welfare and other state services. Other writers, notably Albrecht (cited in Barnes, 1997) point out that disability has been controlled and transformed into commercial enterprise (pg. 6) he claims that societies produce different forms of illness, impairment and disability. The ways in which these are interpreted is dependent on economic factors he argues. American functionalist/interactionist accounts of disability are derivative of Parsonian ideas and focus on the role of being sick which is expected of disabled people and considered to be a form of deviance (Oliver, 1996b). The liberal values that exist in an industrial (and post- industrial) society place importance on personal responsibility and a strong work ethic, deviancy is created when an individual is unable to conform to these ideals. Writers have also argued that people with impairments are dependent on medical professionals who assist in the psychological accommodation of a disabled identity (pg. 21) and provide rehabilitation. The main criticisms made of the American tradition are that they over look the significance of social and economic factors central to experiences of disability. They also fail to take into account the perspectives of disabled people themselves, both these points form the main focus of British writers which I will turn to next. British theorists have been much more critical in their assessments of disability and have explicitly expressed their arguments about the oppression, prejudice and discrimination that many disabled people encounter on a routine basis. A number of writers have approached disability in society through a materialist or Marxist analysis, focusing on economic and political factors. Others have highlighted the importance of the subjective experiences of disability and the role of culture. References have been made to the importance of gender, ethnicity, class, sexuality and other social factors which shape individual understandings of disability (Barnes, 1997). Theorists who use a materialist framework claim that oppression is caused by economic structures. The lives of disabled people have little value in a capitalist society as they are deemed unable to contribute to economic and social life (Riddell, 1996). Finkelstein (1980) identifies three phases in history with regard to societal re action to impairment . In the first, pre-industrial phase people with impairments were not excluded from economic life and the notion of disability did not exist. This was because work was subsistence based and aimed at providing basic food and amenities for survival. Communities needed all the labour they could get from its members (Barnes and Mercer, 2003). The second phase was that of industrial capitalism during the 19th century, both Oliver (1990) and Finkelstein (1980) argue that during this time Disability developed along side capitalist production and free market enterprise. The rise of factory production and the intense levels of speed and control involved meant that disabled workers were not welcome in the work place. Processes of urbanisation created fragmented communities and weakened family networks. The growth of towns and cities to house the work force were geographically and structurally inadequate for disabled people and contributed to their segregation from wider s ociety and the introduction of residential institutions (Barnes and Mercer, 2003). For Finkelstein, it was at this point that people with impairments became a distinctly oppressed group, he argues that in phase the use of technology and the activism of disabled people will end oppression and disability will cease to be viewed in individualistic or medical terms (Barnes, 1997). Perhaps the growth of the internet and websites like BBC Ouch! mark the beginning of this phase. Oliver (1990) also discusses capitalism and disability, he applies Marxist ideas about the power of ideology to argue that the values which form the basis of social practice and culture conceptualised disability as a personal tragedy and aided the development of the individual model. Critics of Finkelstein and Olivers materialist analyses of disability argue that they over look the individual experiences of disability, rather than treat disabled people as a homogenous group. The social model needs to be reconceptualised with this in mind and from a postmodernist perspective which recognises diversity (Shakespeare, 1994, Morris, 1991, Crow, 1992). These writers discuss the prejudiced attitudes towards disabled people through culture, as material explanations fall short in explaining why discrimination exists and how disablist culture produces it. *incomplete* 3.5 Media representation of Disability and effects on the audience The stereotypical portrayal of disabled people within popular culture is one of the most significant factors contributing to the discrimination of disabled people. Hunt (1966) argues that disabled people represent an other in society and pose a threat to the able-bodied values entrenched in its structure. He describes this threat as being divided into five forms, as unfortunate, useless, different, oppressed and sick (pg. 146). Disabled people are considered unfortunate because of the belief that they are unable to lead a full life. They are useless because they cannot contribute economically, different because they do not conform to normal expectations of a human being and marked out as members of a minority group (pg. 150). Finally, they are oppressed and sick because they do not fit in, for the able-bodied, normal world we are representations of many of the things they most fear- tragedy, loss, dark and the unknown contact with us throws up in peoples faces the fact of sickness an d death in the world (pg. 155-156). Hunts arguments about the way disability is understood in western culture are applicable today in studying the misconceptions which are reproduced by the media. As discussed in Chapter Two, such misconceptions stem from the beliefs and practices of the past and have become firmly ingrained within society. Disablist attitudes become normalised through a process of social learning (Barnes, 1991) however, the extent and nature of this process is open to debate and many argue that there is no real way of knowing how he media influences perception. There have been many studies which have investigated the cultural portrayals of disability, some examples follow. 3.5.1 Disabling imagery and the media by Colin Barnes. The focus of this study is the portrayal of disabled people in the media and its stereotypical nature. Using secondary data from the content analysis studies of various organizations, Barnes (1992) identifies several stereotypes of disabled people produced within the media. These are: the disabled person as pitiable and pathetic as an object of violence as sinister and evil as atmosphere or curio as super cripple as an object of ridicule as their own worst enemy as a burden as sexually abnormal , as incapable of participating in community life and as normal (Barnes, 1992, pg 3). Rather than focus on particular aspects of the media, Barnes chose to study all aspects of the media, including the press, radio, television, books and so on. He argues that media depictions of disability contribute to experiences of discrimination in a significant way. He goes on to reiterate that the poverty experienced by disabled people cannot be explained by the traditional model which suggests individua l physical or intellectual limitations to be the root cause. It is caused by reactive environments and disabling barriers. Thus disability refers to a complex system of social constraints imposed on disabled people by a highly discriminatory society (Barnes, 1992, pg. 5). As mentioned in Chapter T7wo, stereotypical assumptions about disability stem from the beliefs and practices of earlier times, they are embedded in the very structure of society and are expressed in all institutions- ed

Street Prostitution in St Kilda, Australia Essay -- Papers

Street Prostitution in St Kilda, Australia Street prostitution. St Kilda has been dogged by its presence and consequences for decades, and is subsequently a major community concern. There have been innumerable attempts to address the problem, however it is only until recently that an extensive and resourced approach, incorporating supporters representing all political parties and many community stakeholders, has come into force. In a report released by the Attorney General's Street Prostitution Advisory Group (established in March 2001 and consisting of parliamentary, government, residential, police, welfare, trade, and sex worker representatives), it has been proposed that tolerance zones and street worker centres should be established in the City of Port Phillip in an attempt to efficiently manage street prostitution in the area. This said proposition has been met with much acclaim, but, inevitably, not without opposition. One of the world's oldest professions, street prostitution first arrived in Australia with the First Fleet in 1788. Initially confined to the penal settlements, the industry changed dramatically in the nineteenth century, with the gold rush attracting many prostitutes to Victoria. Prostitution became densely concentrated in the city, however, the development of Melbourne, the impact of the First and Second World Wars, economic depression and legislative change saw the industry decline and spread into the inner city suburbs, such as St Kilda, Fitzroy and South Melbourne. Reports do exist of prostitution in St Kilda occurring as early as the late nineteenth century, however it was not common in the said are... ...the proposal cannot go ahead in good stead. The issue of street prostitution is not a pretty one, but nor is it uncommon. The only way that the problem can be properly addressed is if all parties involved realise the extreme need for the industry's management. The establishment of tolerance zones and street worker centres, as well as all that is proposed to go hand in hand with them, is an innovative, practical, and much-needed incentive that will undoubtedly reduce, and possibly open the gateway to the eventual eradication of street prostitution. The industry has gotten completely out of hand in the St Kilda area, and needs to be tightly controlled. The report released by the Street Prostitution Advisory Group, of which the government supports, holds the key to ultimately accomplishing this essential goal.

Empire of the Sun Essay

One of the many themes in ‘Empire of the Sun’ is growing up. At the beginning of the book Jim is an optimist, but throughout the length of the book he is transformed, and by the end he has a more realistic view of things. The reader is shown how Jim grows up, through this transformation, and by the end of the novel it is clear that Jim has changed by the way his personality and approach to life has altered. As a young child, Jim has seen some of the devastating results of the war, but seems to be detached from them. One of the first examples that show how lucky he is, is when he asks Vera where her parents lived. When she replies, ‘They live in one room, James’, Jim found this inconceivable, demonstrating how spoilt he is. Completely absorbed in his own privileged world, he spends his days riding his bicycle around the city, dreaming of being a fighter pilot like the Japanese pilots he sees flying overhead. After he thought he had provoked the Japanese attack, by shining the torch out of the window to the Japanese ships, it is illustrated how ignorant Jim is when the author tells us that, ‘He decided not to tell his mother that he had started the war. ‘ On pages 64 – 65 we are invited to infer that Jamie is still a child as we are told his reaction to the talcum powder on the floor. Jim thinks that his mother has been dancing a tango, which we know to have been a struggle; by the way we are told that it â€Å"seemed far more violent than any tango he had ever seen. † He is also portrayed as childish by the way he rides his bike around the house on page 67. The quote, ‘they seemed much younger than Jim, but in fact both were more than a year older,’ from the beginning of chapter 15, signifies that in the short time between leaving Shanghai, and arriving at the detention centre, Jim has already begun growing up. The words, ‘how much he had changed,’ on page 153, also demonstrate that Jim himself was beginning to recognise that he was growing up. By the end of chapter 20, Jim ‘could no longer remember what his parents looked like. ‘ At this point, we can see that Jim’s experience has definitely made him older and further away from his parents, so much, it seems, that he cannot remember what they looked like. Quotes like, ‘a more adult eye’, ‘no longer cared’, ‘unexpected erection’ and ‘Kimura†¦ had once been a child as he himself had been before the war’ give the impression that Jim is graduating from ‘The University of Life’ – or he is growing up from his experience. According to Ballard, Jim’s ‘first adult act’ was when he pushed his suitcase into the river. He later regrets this, as he could have sold the contents, but still, it was his first adult act – the turning point in his life from childhood to a mature adolescent. As the book draws to a conclusion, it becomes clear that Jim has grown up. When he is reunited with his parents he realises that ‘his mother and father had been through a different war,’ showing that he was grown up and less dependant on his parents. He is also older and wiser, and realises how patient China have been, and he thinks that ‘One day China would punish the rest of the world, and take a frightening revenge. ‘ By the end of the book we have a full picture of Jim’s difficult childhood. We can see that he has changed from the spoilt child, who goes to fancy dress parties in the middle of a war, and who can’t possibly believe that someone could live in a room the size of his dressing room, to a young adult who has graduated from the ‘University of Life’, and who now realised that China would one day take a huge revenge. This change shows the reader that although thought of as a war novel, ‘Empire of the Sun’ is actually a Rites of Passage novel, and the war is just the time and place in which the story is set. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Programming Aptitude Test Essay Example

Programming Aptitude Test Essay Example Programming Aptitude Test Paper Programming Aptitude Test Paper Scientifically, computer programming aptitude test was made for working with computers. It shows your ability to solve problems, check information as quickly as you want to succeed in the IT technology. In our page, you are going to pass a hybrid or combine test. You will be checked on several main things: the ability to solve problems to think logically to recognize pattern and syntax to follow hard procedures Our computer programming test will help you find it out for sure! Coding aptitude test is available here too! Furthermore, any job in IT requires not just a huge knowledge in this sphere. If you want to be a worker who is in great demand, you have to be very self-organized, as programmers more often take on job people who are creative, can work in the team and know the price of time. Also, you have to gain new skills and improve your knowledge all the time. Computer programming aptitude test questions and answers The programming aptitude test which we propose you has only 26 questions. No more, no less, but interesting. For all the computer test you’ll have 40 minutes. As you see, no time for relaxing. Sit and work. Programming aptitude test questions are fully adapted for people with at least some knowledge in IT sphere. By the way, you may take a sheet of paper and calculator; it will help you finish the test faster. At the end of it, you’ll see how many scores you have got. So, such kind of computer programming aptitude test questions and answers are available only here. You may say – what!? Not only score after but answers too? Yes, only here, on our website, you will find all the answers and ability to work on your mistakes. But promise not to glance! Work on your own and good luck to you! 1) Grace thought of a number, added 7, multiplied by 3, took away 5 and divided by 4 to give an answer of 7. What was her starting number? 2 3 4 5 6 7 2) What is B1 + C2? 10 11 12 13 14 None of these 3) Multiply A1 by B2. Put the result in E1. Now divide E1 by D4. What is the answer? 1 2 3 4 5 None of these 1) Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 1 2 3 4 5 6 2) Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 1 2 3 4 5 6 3) Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 1 2 3 4 5 6 4) Alan thinks of a number. He squares it, then takes away 5, next multiplies it by 4, takes away 7, divides it by 3 and finally adds 6. His answer is 9. What number did Alan start with? 1 2 3 4 5 6 5)   If the hour hand of a clock is turned anticlockwise from 2 pm to 9 am, through how many degrees will it have turned? 120 135 150 165 180 205 6) What percentage of this shape is blue (to nearest percent)? 60 63 66 69 72 75 7) If ADD = 9, BAD = 7, and CAD = 8 what is the value of ADA? 3 4 5 6 7 8 8) If BAD = 10, DAC = 11, and CGI = 22 what is the value of OCCAM? 35 36 37 39 40 None of these. 9) If DATA = 52, CACHE = 40 and BIT = 62 what is the value of BABBAGE? 40 41 42 43 44 None of these. 10) You are facing North. Turn 90 degrees left. Turn 180 degrees right. Reverse direction. Turn 45 degrees left. Reverse direction. Turn 270 degrees right. In which direction are you now facing? N W SE SW NW None of these 11) What would the code be for a flight to Paris at 5am for a vegetarian 8 year old girl travelling economy class? bYkR bykr bykR BykP aykR None of these 12) Three computers were lined up in a row. The Dell (D) was to the left of the Viglen (V) but not necessarily next to it. The blue computer was to the right of the white computer. The black computer was to the left of the Hewlett Packard (HP) PC. The Hewlett Packard was to the left of the Viglen (V). What was the order of the computers from left to right?    V, HP, D    V, D, HP    HP, D, V    HP, V, D    D, V, HP    D, HP, V 13) Tim was given a large bag of sweets and ate one third of the sweets before stopping as he was feeling sick. The next day he ate one third of the remaining sweets and the following day he ate one third of the remainder, before counting the sweets he had left which totalled eight. How many sweets was he given in the beginning? 18 21 24 27 30 33 14) In a counting system used by intelligent apes. A banana = 1 6 is represented by an orange and 2 bananas An orange is worth half a mango What is the value of two mangos, an orange and a banana? 21 24 27 30 33 36 15) In a counting system used by intelligent apes, a banana = 1 6 is represented by an orange and 2 bananas An orange is worth half a mango What is the value in fruit, of two mangos with an orange, divided by an orange with a banana?    A mango    A banana    An orange    2 bananas    3 bananas    An orange banana 16) If the code for JAVA is LCXC what is the code for BASIC?    CBTJD    DCUKE    EDVLF    FEWMG    CDFFG    None of these 17) If the code for FORTRAN is GMUPWUU what is the code for PASCAL?    QYVYFG    QCVGFR    QCPGVR    GMPGFR    QCVXFF    None of these 18) If the code for PHP is QLY. What is the code for SQL ?    TUU    TUS    TRM    TUB    VUS    None of these 19) You start in square E6 facing East. Move 3 squares forward. Turn 90 degrees clockwise, move two squares forward, turn 180 degrees anticlockwise. Move 5 squares forward, turn 90 degrees anticlockwise. Move 4 squares forwards, turn 90 degrees clockwise. Move two squares backwards. What is the Y COORDINATE of the square you are now in? 6 7 8 9 10 11 20) You start in square E6 facing South West. Move three squares forward. Rotate 135 degrees clockwise. Move 4 squares forward. Rotate 45 degrees clockwise. Move 2 squares forward. Rotate 90 degrees anticlockwise and move 4 squares backwards. What is the X Coordinate of the square you are now in? C D E F G H 21) What is the angle between the hands of a clock at 10.30? 75 90 105 120 135 150 22) What percentage weight of chocolate out of the original kilogram will be contained in COMPLETELY FILLED boxes (i.e. those containing a full 6 bags)?    58%    60%    62%    64%    66%    68% 23) In these questions, the coordinates of the square or cell refer to its contents. What is A4 multiplied by D3 divided by C2? 24 26 28 30 33 None of these 24) Store the answer to B4 plus A2 in F1. Store the answer to A4 minus D2 in F3 Multiply F1 by F3. What is the final answer? 17 84 96 104 108 None of these 25) STEP 1: Multiply C3 by D4 and store the result in F4 STEP 2: Multiply F4 by 3, store the result in F4 then add 1 to E3. STEP 3: Repeat STEP 2 until the value of E3 equals 3 then stop. What is the value of F4? 45 345 405 450 1215 None of these FINAL QUESTION 26) Add A1 + B3 + C4 + D2 and put the result in E2. Add A3 + B1 + C2 + D4 and place the result in E4. If the value of E4 is larger than E2 swop their contents, otherwise leave them as they are. Multiply E2 by D1, then take away A4 and place the result in F2 What is the value of F2? 79 83 96 95 96 None of these Answers Question Answers Example answers plus working 1 4 Grace thought of a number, added 7, multiplied by 3, took away 5 and divided by 4 to give an answer of 7. What was the starting number? You need to work backwards: multiply 7 by 4, add 5, divide by 3, take away 7 to reach the starting number. 4 + 7 = 11 x 3 = 33 5 = 28 / 4 = 7 2 10 What is B1 + C2? B1 = 7 and C2 = 3, therefore B1 + C2 = 10 3 None of these Multiply A1 by B2. Put the answer in E1. Now divide E1 by D4. What is the answer? A1 = 9, B2 = 2, therefore E1 = 9 x 2 = 18 D4 = 3. 18 divided by 3 = 6. 6 is not one of the answers listed, so you must answer None of these Question Answers Test answers plus working 1 2 Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 2) iqtgiwegasdio iqtgiyegasdio These first three questions involve basic syntax checking. 2 5 Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 5) dsNvn(Pos\o;l\md;) dsNvn(Pos\e;l\md;) 3 6 Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 6) ladnl:vdlne,842tybqi\m ladnl:avdlne;842tybqi\m 4 3 Alan thinks of a number. He squares it, then takes away 5, next multiplies it by 4, takes away 7, divides it by 3 and finally adds 6. His answer is 9. What number did he start with? Working backwards from the answer. 9 6 = 3 x 3 = 9 +7 = 16 /4 = 4 + 5 = 9. Square root of 9 = 3 5 150 If the hour hand of a clock is turned anticlockwise from 2 pm to 9 am, through how many degrees will it have turned? The clock hand moves through 5 hours. Each hour division subtends 30 degrees (360 / 12). Therefore the hand will have turned 5 x 30 degrees = 150 degrees in total. 6 63% What percentage of this shape is blue (to nearest percent)? There are 80 triangles altogether. 50 of which are blue, therefore 50/80 x 100 = 62.5% This rounds up to 63% 7 6 If ADD = 9, BAD = 7 and CAD = 8 what is the value of ADA? Each letter here has the same value as its place in the alphabet. So A = 1, B = 2 etc. A = 1 D = 4 and A = 1 so ADA = 1 + 4 + 1 = 6 8 40 If BAD = 10, DAC = 11, and CGI = 22 what is the value of OCCAM? Each letter has the same value as its place in the alphabet plus 1. So A = 2, B = 3 etc. O = 16 (15th letter of the alphabet) and M = 14 (13th letter) So OCCAM = 16 + 4 + 4 + 2 + 14 = 40 9 40 If DATA = 52, CACHE = 40 and BIT = 62. What is the value of BABBAGE? Here each letter has double the value of its place in the alphabet. So A = 2, B= 4 and so forth. So BABBAGE = 4 + 2 + 4 + 4 + 2 + 14 + 10 = 40 10 NW You are facing North. Turn 90 degrees left = W Turn 180 degrees right = E Reverse direction = W again Turn 45 degrees left = SW Reverse direction = NE Turn 270 degrees right. = NW In which direction are you now facing? N W E W SW NE NW 11 bykR Flight tickets for an airline are coded as follows: UK Destinations are coded A, Flights to Europe are coded B, Asian Destinations C, and the Americas D. If a flight takes place between 10 pm and 6 am the same code are used but with lower case letters (a,b,c, and d) Male passengers are coded X and female passengers are coded Y. Children are coded by the same letters in lower case (x.y) Meals are coded as follows: European meal G, Asian Meal H, Vegetarian Meal K. Childrens meals coded by the same letters in lower case (g,h,k) First Class passengers are coded P, Business Class Q and economy R What would the code be for a flight to Paris at 5am for a vegetarian 8 year old girl travelling economy class? European Flight before 6 am = b. Female child = y, Vegetarian childrens meal = k, Economy class= R Therefore code is bykR 12 D,HP,V Three computers were lined up in a row. The Dell was to the left of the Viglen but not necessarily next to it. The blue computer was to the right of the white computer. The black computer was to the left of the Hewlett Packard PC. The Hewlett Packard was to the left of the Viglen. What was the order of the computers? Computer Dell Hewlett Packard Viglen Operating System Black White Blue 13 27 Tim was given a large bag of sweets and ate one third of the sweets before stopping as he was feeling sick. The next day he ate one third of the remaining sweets and the following day he ate one third of the remainder, before counting the sweets he had left which totaled eight. How many sweets was he given in the beginning? 2/3 x 2/3 x 2/3 = 8/27 14 21 In a counting system used by intelligent apes. A banana = 1 6 is represented by an orange and 2 bananas An orange is worth half a mango What is the value of two mangos, an orange and a banana? Banana = 1 orange = 4 mango = 8 8 + 8 + 4 + 1 = 21 15 Orange What is two mangos and an orange, divided by an orange with a banana? An orange (8 + 8 + 4) / (4 + 1) = 4 = orange 16 DCUKE If the code for JAVA is LCXC what is the code for BASIC? Each letter in JAVA is moved forward in the alphabet by two letters: J + 2 = L , A + 2 = C , V + 2 = X, A + 2 C Moving each letter in BASIC forward by two we get DCUKE 17 None of these If the code for FORTRAN is GMUPWUU what is the code for PASCAL? Here the sequence is more complex: +1, -2, +3, -4, +5, -6 F + 1 = G, O 2 = M, R +3 = U, T 4 = P, R + 5 = W, A 6 = U, N + 7 = U Applying the same process to PASCAL we get QYVYFF, which is not one of the listed solutions, so the answer is none of these. 18 TUU If the code for PHP is QLY. What is the code for SQL ? Here the change is +1, +4, +9 (square numbers) So applying the same process to SQL we get TUU 19 7 You start in square E6 facing East. Move 3 squares forward = H6 Turn 90 degrees clockwise, move two squares forward = H4. Turn 180 degrees anticlockwise. Move 5 squares forward = H9. Turn 90 degrees anticlockwise. Move 4 squares forwards = D9. Turn 90 degrees clockwise. Move two squares backwards = D7 What is the Y COORDINATE of the square you are now in? 7 20 H You start in square E6 facing South West. Move three squares forward = B3 Facing SW Rotate 135 degrees clockwise. Move 4 squares forward. = B7 Facing N Rotate 45 degrees clockwise. Move 2 squares forward = D9 Facing NE Rotate 90 degrees anticlockwise and move 4 squares backwards. H5 Facing NW What is the X Coordinate of the square you are now in? HC D E F G H 21 135 What is the angle between the hands of a clock at 10.30? The minute hand will be at 6 oclock = 180 degrees The hour hand will be half way between 10 and 11 oclock. Each hour subtends 30 degrees so the hour hand will be at 30 x 10.5 degrees = 315 degrees. So the difference between the two hands is 315 180 = 135 degrees. 22 58% In a chocolate factory, a machine takes a 1 kg block of chocolate. It then divides this into rectangles each weighing 10g. These rectangles are then stamped into disks of chocolate each weighing 6g with the remaining chocolate discarded. These chocolate disks are then packed into bags of 4 which are sealed and finally packed into boxes, each containing 6 bags ready for dispatch to the shops. What weight of chocolate out of the original kilogram will be contained in COMPLETELY FILLED boxes (i.e. those containing a full 6 bags)? 1000 g of chocolate is made into 100 rectangles of chocolate each weighting 10g. These are then stamped into 100 disks of 6g each. 4 disks are packed into each bag and then 6 bags are placed into each box. Therefore there are 24 disks in each box. As there are 100 disks in total produced from the 1 Kg of chocolate, there will therefore be four boxes with 4 disks left over. These 4 boxes contain 96 disks each weighing 6g. So the total weight of chocolate in the boxes will be 96 x 6g = 576g. Converting to a percentage: 576/1000 X 100 = 57.6% which rounds to 58% 23 26 What is A4 multiplied by D3 divided by C2? A4 = 13, D3 = 6, C2 = 3. 13 x 6 = 78 à · 3 = 26 24 None of these Store the answer to B4 plus A2 in F1. Store the answer to A4 minus D2 in F3. Multiply F1 by F3. What is the final answer? Store the answer to B4 plus A2 in F1. B4 + A2 = 9 + 8 = 17 = F1 Store the answer to A4 minus D2 in F3. 13 7 = 6 = F3 Multiply F1 by F3. 17 x 6 = 102. None of the given solutions is 102, so the answer is None of these 25 405 STEP 1: Multiply C3 by D4 and store the result in F4 STEP 2: Multiply F4 by 3 then add 1 to E3. STEP 3: Repeat STEP 2 until the value of E3 equals 3 then stop. What is the value of F4?STEP 1: 5 x 3 = 15 = F4 STEP 2: 15 x 3 = F4 = 45 E3 = 1. STEP 3: 45 x 3 = 135 E3 = 2. 135 x 3 = 405 E3 = 3. STOP. F4 now equals 405 26 83 Add A1 + B3 + C4 + D2 and put the result in E2. Add A3 + B1 + C2 + D4 and place the result in E4. If the value of E4 is larger than E2 swop their contents, otherwise leave them as they are. Multiply E2 by D1, then take away A4 and place the result in F2. What is the value of F2? Add A1 + B3 + C4 + D2 and put the result in E2. 9 + 1 + 6 + 7 = 23 = E2 Add A3 + B1 + C2 + D4 and place the result in E4. 11 + 7 + 3 + 3 = 24 = E4 If the value of E4 is larger than E2 swop their contents, otherwise leave them as they are. E4 = 24 whereas E2 = 23 therefore they should be swopped, so E2 now = 24 and E4 = 23 Multiply E2 by D1 then take away A4 24 x 4 = 96 13 = 83. What is the value of F2? 83

How to Write a STRONG Follow Up Email After Your Job Interview

How to Write a STRONG Follow Up Email After Your Job Interview After spending hours preparing for your job interview, the big day finally arrives. You go to your interview and all of your preparation has paid off. You ace it! You leave your interview feeling satisfied and confident. But you’re not quite finished yet. Even though you nailed your interview, someone else may have performed just as well. So how do you go above and beyond to differentiate yourself? You can’t just go home and watch reruns of Seinfeld. I mean, you can, but not before you perform one last crucial step. Send a follow up email after your job interview. According to  Whitney Purcell, associate director of Career Development at Susquehanna University, it’s vital to send a thank you email within 24 hours after your job interview. You should also make sure to send it during company business hours (obviously).But more importantly, Purcell goes on to say that sending a simple thank you note is not enough. Your follow up email needs to make you stand out f rom the crowd. You should highlight the best parts of the conversation you had, followed by a reminder as to why you are the best fit for the job.So the question becomes how do you write a strong follow up email after your job interview? According to  Dr. Deborah Good, an assistant professor at the University of Pittsburgh Katz School of Business, the email below is  ideal because it contains 6 very important characteristics:  Ã‚  Source: [BusinessInsider]

Discussion post Essay Example | Topics and Well Written Essays - 500 words - 1

Discussion post - Essay Example Acute pain serves the purpose of a warning of existing tissue damage, and this is supposed to alert the patient to seek medical advice (Porth & Hannon, 2009). Chronic pain takes a long time that it is anticipated after the patient suffers from an injury. It is characterized by psychological behavior that is exhibited by signs such as depression, irritability, and depression. On the other hand, visceral pain originates from visceral parts and is caused by an illness. It is in regard to typical parts of the body of the similar dermatome. The general visceral pain syndromes are pains related to ovarian disease, liver disease, pancreatitis, cholecystitis and uterine diseases. I agree with Kim Pappas that pains are different and therefore the treatment given is different. The acute pain duration is between seconds, days and six months, while chronic pain takes a long time from six months to years. In chronic pain can be treated using cannabis, nerve blocks, biofeedback, acupuncture, painkillers, and narcotics magnets. Acute pain is treated to prevent the pain from developing to chronic pain. Moreover, somatic pain is as a result of activation of pain receivers in musculoskeletal or body surface organs. Patients suffering from the pain describe it as aching or dull (Porth & Hannon, 2009). I agree with Josyln Pridgen on presentation of bipolar disorder and generalized anxiety disorder in patients. The diagnosis of generalized anxiety disorder must meet the diagnosis as required by DSm to determine if the client suffers from social impairment or clinically. The illness is characterized by low standard of life and increasing disability. The disability is in terms of impairment of work and distress and takes duration of two weeks to six months (Montgomery, 2009). Bipolar disorder is also called manic depression disease, and it causes mood swings in a patient. There are two mood swings that are mania and depression. During depression condition, the

Macroeconomics Master Research Paper Example | Topics and Well Written Essays - 2750 words

Macroeconomics Master - Research Paper Example From the diagram the output level following a shift in AS curve will decline from Y1 to Y2, price levels will increase from P1 to P2. Therefore the statement is false. Monopolistic competition form of market has a number of characteristics that make it different from other forms of markets, in this market there are many buyers and sellers and the sellers have a degree of controlling prices, consumers have the perception that there are no price differences and that there are only a few barriers to entry and exit. Rational expectations refers to the situation whereby individuals in an economy have all the available information including the past history of an economy, therefore the expected inflation level when people have rational expectation is much higher. In ur case we expect money supply to increase, when there is an increase in money supply we also expect that inflation will rise, for this reason given that we have rational expectations individuals have all the information and we expect inflation to be much higher. For this reason therefore this will affect the level of output by the firms. The output will be affected due to the changes that consumers expect in the market when the level of money supply changes and also the firms will adjust their production level due to the cost incurred due to changes in the level of money supply. The ... form of market has a number of characteristics that make it different from other forms of markets, in this market there are many buyers and sellers and the sellers have a degree of controlling prices, consumers have the perception that there are no price differences and that there are only a few barriers to entry and exit. When we have monopolistic competitive firms in an economy that face menu costs, menu cost refers to the costs that a firm faces when prices changes in the economy. Rational expectations refers to the situation whereby individuals in an economy have all the available information including the past history of an economy, therefore the expected inflation level when people have rational expectation is much higher. In ur case we expect money supply to increase, when there is an increase in money supply we also expect that inflation will rise, for this reason given that we have rational expectations individuals have all the information and we expect inflation to be much higher. For this reason therefore this will affect the level of output by the firms. The output will be affected due to the changes that consumers expect in the market when the level of money supply changes and also the firms will adjust their production level due to the cost incurred due to changes in the level of money supply. c. TRUE The rational expectation Phillips curve implies that the individuals in the economy have al the information regarding all those factors that affect inflation levels in the economy, in this form of expectations the cost of a lower rate of unemployment is a higher rate of inflation, under rational expectations the trade off between unemployment and inflation is much worse than fixed and adaptive expectations. For example if we start with an expected inflation