What Is (and Isnt) on the AP Statistics Formula Sheet

What Is (and Isn't) on the AP Statistics Formula Sheet SAT / ACT Prep Online Guides and Tips If you're going to be taking the AP Statistics exam, you're in luck! During the test, you'll have access to a formula sheet that has many useful equations. However, you need to know exactly what's on the AP Statistics formula sheet and how to use it before test day in order for it to be helpful. In this guide, we go over everything you need to know about the AP Stats formula sheet. We'll explain the exact equations that it includes, show you what the formula sheet looks like, go over a few important equations it doesn't contain, and give you tips on how to get the most out of it. What's on the AP Statistics Formula Sheet? The AP Stats formula sheet is actually three pages of statistics formulas that you'll be given on test day. The formulas will be at the beginning of both the multiple-choice and free-response sections of the test, so you'll have access to them for the entire AP exam. That's great because that means you don't need to memorize any of these formulas! What's on this AP statistics cheat sheet? You can see exactly what the formula sheet will look like here as well as below. The formula sheet has three sections, and each section takes up one page. Below are screenshots of the formula sheet, along with a list of the equations it includes (ordered from the top of the sheet to the bottom of the last page). Descriptive Statistics Formulas Sample mean Sample standard deviation Pooled sample standard error Simple linear regression line Regression coefficient Regression slope intercept Sample correlation coefficient Regression coefficient Standard error of regression slope Probability Formulas Rule of addition Rule of multiplication Expected value of $X$ Variance of $X$ Binomial formula Mean of binomial distribution Standard deviation of binomial distribution Mean of sampling distribution of the proportion Standard deviation of sampling distribution of the proportion Mean of sampling distribution of the mean Standard deviation of the sampling distribution of the mean Inferential Statistics Formulas Standardized test statistic Confidence interval Standard deviation of sample mean Standard deviation of proportion Standard deviation of difference of sample means Standard deviation of difference of sample proportions Chi-square test statistic What Isn't on the AP Statistics Reference Sheet That You Should Know? The AP Statistics formula sheet contains pretty much all the equations you need to know for the exam, but there are some equations they've left out that may come in handy on test day. Below are the most important of these. Be sure to memorize them because they won't be listed on the AP Stats formula sheet! Descriptive Statistics Interquartile Range The interquartile range, or IQR, is the middle 50% of values when ordered from lowest to highest. The IQR is the difference between the 75th and 25th percentiles, or the first quartile subtracted from the third quartile. The IQR is used to show dispersion, and it can be a useful way to describe the data in boxplots, histograms, scatterplots, etc. The equation is IQR = Q3-Q1 You can also use IQR to determine if an outlier exists. A commonly used formula is if a data point is more than $\bo 1.5*$IQR above Q3 or below Q1, then it's an outlier. Residuals The residual (e) is the difference between the observed value of the dependent variable ($y$) and the predicted value ($Ã… ·$). It's used in regression analysis. Each data point has one residual. The formula looks like this: $\bi e \bo= \bi y \bo - \bi Ã… ·$ Both the sum of the residuals and the mean of the residuals are equal to zero, or $ÃŽ £ e = 0$ and $e = 0$. Probability Bayes' Theorem Bayes' theorem is useful for calculating conditional probabilities. You'll use conditional probability when trying to find the probability of an event given that another event has already occurred. Conditional probability questions usually follow a format similar to "Given $x$, what is the probability that $y$ occurs?" Use Bayes' theorem to solve them. Bayes' Theorem: $P(A | B) = {P(B | A) * P(A)}/{P(B)}$ Tips for Getting the Most out of the AP Stats Formula Sheet As you can see, the AP Statistics formula sheet can be very useful during the exam since it helps you avoid memorizing long lists of equations. There are some tips to getting the most out of it though, and we go over the three most important in this section. #1: Know How to Use the Formulas It seems like obvious advice, but it's very easy to take a glance at the AP Statistics cheat sheet and move on, knowing you'll have it with you on the test. However, test day is not when you want to be trying to understand what the different formulas mean or how to use them. If you go into the AP exam not sure of what's on the formula sheet, you'll lose tons of valuable time searching for the right equations and struggling with how to use them properly. Well before exam day, be sure to go through every formula on the sheet and make sure you understand it and know how to use it. The College Board includes each of these formulas because they think they're necessary for doing well on the AP Statistics exam, so you should trust them and make sure you know them! If you're not sure how to use some of the equations, here's a helpful site that goes over what each of the formulas is used for. #2: Know Calculator Shortcuts You're allowed a graphing calculator for the entire exam, and you should take advantage of some of the nifty things it does. Calculator shortcuts can save you precious time on the test by quickly solving certain AP Statistics equations and finding pieces of data. They also give you a way to check your work for some problems. Stanford has a handy list of calculator shortcuts you can use with your graphing calculator. There are two caveats though. First, don't become so dependent on your calculator that you forget how to solve the equations on your own or the logic behind them. Second, you should use calculator shortcuts primarily for the multiple-choice section of the test, where you just have to select the correct answer choice. For the free-response section of the exam, you'll need to show all the work you did for each question, and simply writing which shortcut you plugged into your calculator won't cut it. Use the shortcuts primarily to check your work on free response. #3: Take Practice Tests With the Formula Sheet Answering practice questions and taking practice tests using the AP Statistics formula sheet is also key to doing well on the exam. You should take several practice AP tests before the actual exam, and for each of them you should use the official AP Statistics formula sheet. Your teacher will also likely give you a copy of the formula sheet for your in-class exams, so you can get some practice in there too. If you need help finding practice tests, check out our guide specifically on where to find the best AP Statistics practice questions and tests. Summary: Using the AP Statistics Formula Sheet The AP Statistics reference sheet can be a big help during the exam, but only if you already know what's on it and how to use it. The formula sheet is actually three pages that contain useful equations in descriptive statistics, probability, and inferential statistics. While this AP Statistics cheat sheet doesn't contain everything you need to know, it does include many key AP Statistics equations that you'll need to use on the test. In order to get the most out of your AP Stats formula sheet, make sure you know all the formulas, pick up some useful calculator shortcuts, and be sure to take some practice tests with the AP Statistics reference sheet. What's Next? Looking for more AP Statistics prep? Check out our ultimate guide to the AP Statistics exam to learn everything you need to know to ace the test. How's your grasp on calculating significance? Brush up on your t-tests and how to calculate statistical significance here. Practice tests are key to preparing for AP Statistics. Our guide has links to all the best AP Stats practice tests so you can put your formula sheet to use! How many AP classes should you take? Get your answer based on your interests and your college goals. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Tips and Tools for Becoming a Book Critique Expert

Tips and Tools for Becoming a Book Critique Expert Writing a Book Critique Many students face the first challenges of writing a book critique even before they get started. Unfortunately, critique is not the most common school or college task, so to succeed you should first understand what the assignment is about. Book critique is often taken for a prà ©cis, which is a compressed description of the source text. Some students also think that it is a report, which is simply a summary of the plot. Basically, a critique is a piece of writing, which aims to evaluate and analyze the source book critically. As you understand, it is quite a difficult task and consists of multiple stages and skills. You won’t find a book critique, which was written by a person, who has never read the source. That is why you should not only possess good writing and analytical skills but also have enough time to reread the analyzed book several times, making notes and drafts. If you want to succeed, follow our tips. They will help you to create a thoughtful and comprehensive book critique. Book critique format As almost any other assignment, a book critique consists of three main parts: Introduction; Body paragraphs; Conclusion. Introduction As you already get from its name, the main goal of this section is to introduce readers to the topic and give them basic information on the name of the author, title of the book, year of its publication, etc. You should also include a thesis: the key idea book’s author is trying to render. It is possible to include several sentences on your own opinion and impressions. Body paragraphs This section is surely the most important part of the whole text and contains all the details you are willing to share. Start with a summary. Usually, a book critique is read by those, who don’t know the original book. That is why you should provide maximum details on the plot, main topics and discuss organization of the book. The main goal of your summary is to draw a comprehensive picture of what the source text is about. Luckily, you don’t have to summarize every chapter: just highlight the main points. After the summary goes evaluation. It is the heart of your book critique, because here you show how well you understand the book and the reasons, which urged the author to write it. Here are a few tips you can use: Is the plot logical? Discuss whether you have noticed inconsistencies of plot development; Render your own opinion about the book’s characters. Do they look natural? Are they developed? What relationships can you mark? Who are protagonists and antagonists? Give more detailed information on text’s language. What language techniques were used? How well the thoughts were expressed? Were there any units, which could be omitted? Provide your explanation of book’s ideas. Was the author able to render them to the fullest or were they confusing? If possible, write about book’s uniqueness. Was the story interesting and new? Were there any original outlooks and ideas in the text? If you had a feeling the book simply restates someone else’s ideas and characters, include your thoughts to the critique; A nice idea will be to write about the social impact of the book. Does it have a lesson to teach? If the source text contains valuable information to enrich knowledge and experience of a certain audience, don’t hesitate to use examples! Provide your own opinion on the book. Critique is quite a subjective paper, because you have your own vision and it can’t be influenced. Mention what you liked about the book and what confused you. However, you should always prove your ideas and back them with examples from the text. Conclusion The final part of your critique should give the reader an idea whether the book is worth their attention or not. You can compare it to similar books; say if you agree with book’s author and whether you recommend it to the audience. Now you have all the necessary instruments to write a great book critique. If you have any doubts or have no time to write the assignment on your own, we recommend you to get familiar with examples online. They will help you to stick to the structure and will give the right direction.

The US Sugar Policy - Case Study Essay Example | Topics and Well Written Essays - 1250 words

The US Sugar Policy - Case Study - Essay Example All capital markets are beginning to connect world wide, and this affects even those who are not globally connected. The larger economies will at some point influence those not globally invested as their performance begins to evolve and shape the global financial markets. There may be no other free-trade policy like the U.S. sugar program that illustrates such hypocrisy, and the need for reform. The United States has often prided itself as a world leader in terms of the free trade movement. The culture has always pushed for Globalization and the use of technology to integrate economies. However, there are some industries that remain well protected due to the strength of forceful interest groups and absence of pressure to reform. These protection barriers often hurt our domestic economy and counteract the efforts to promote more open markets and trade negotiations around the world. (Grombride, Mark) In this paper I will examine the flaws in the U.S. Sugar Policy and demonstrate how th ey affect domestic and international farmers. This essay will also demonstrate to show how globalization is reflected in the consumption, production and labor of the sugar industry. The U.S. Sugar policy operates under the Farm Bill, which was overwhelmingly passed in 2008 by Congress. The basic premise behind the sugar policy is that supply should equal demand. The U.S. Department of agriculture has imposed several tools in order to ensure that the sugar policy operates at a minimum cost to the taxpayers. These tools are that: first, they can limit foreign imports to those required in the trade agreement obligation with the exception of Mexico; second, they can control the amount of sugar the U.S. American farmers are allowed to sell; and third, the bill can divert any excess surplus of sugar into ethanol production. (American Sugar Alliance) These tools and policies such as the preferential loan agreements and tariff rate quotas, serve to effectively keep foreign sugar out of the U.S. In return this forces the price of sugar in our market to increase substantially. According to the World Agricultural Supply and Demand Estimates, the U.S. Production projection for sugar produced in April of 2011 was 7,950,000 short tons raw value and the import amount was 3,135,000 short tons raw value. The amount projected in export equaled just 225,000 short tons. In areas such as the Caribbean, sugar is one of their largest earning industries. However, during the past two decades, Caribbean agriculture has experienced a decline in their agricultural production. Once globalization occurred the countries in the Caribbean were greatly affected as the some of the most vulnerable producers. This was due to their limited physical size not allowing them to benefit from economies of scale. For them this translated into higher world prices for production of their main principal products. The Caribbean exported only 669,630 tones of sugar around 2000. (Ahmed, Belal) There are severa l factors that determine the international competitiveness of sugar production. Some of these factors include: tariffs and quotas, the availability of sugar as a natural resource, the cost of production, and international trade agreements. Tariffs and quotas affect the sugar market as American consumers and business are forced to purchase sugar at the U.S. average price vs. the world price. This is due to our low import of foreign sugar. Government enables have protected domestic sugar growers by placing trade restrictions

Plato's Meno Research Paper Example | Topics and Well Written Essays - 1500 words

Plato's Meno - Research Paper Example One very significant part of the Meno is that which demonstrates the Theory of Recollection, or the idea that â€Å"what appears to be learning something new is really recollecting something already known† (Cohen, University of Washington), or what is known as the doctrine of anamnesis, which means that â€Å"all learning is [merely] recollection† (Samet, Stanford Encyclopedia of Philosophy). This theory is what Socrates exactly proves to Meno when the latter asks, â€Å"†¦on what lines will you look, Socrates, for a thing of whose nature you know nothing at all?† (Plato, Meno, 80d2). The â€Å"thing† that Meno is referring to in his question is actually virtue, for this is the concept upon which the dialogue is particularly focused. Virtue, in fact, is the whole point of the discourse. However, the discussion has temporarily shifted to the Theory of Recollection in the middle part of the dialogue. This begins when Socrates has concluded that â€Å"[ no one] can know a part of virtue when he does not know virtue itself† (79c1), which means that neither Meno nor anyone else knows virtue. Upon hearing this, Meno then begins to ask Socrates a rather common sense question: How can the latter know that this is not virtue the former has been talking about early on in the dialogue when the latter himself does not know what virtue is? Socrates’ reply to this rather sarcastic accusation is the Theory of Recollection. In demonstrating the theory, Socrates first attempts to explain to Meno the roots of the theory by stating that it came from priests and priestesses (81a8) and poets â€Å"of heavenly gifts† (81b1), and that these people all say that â€Å"the soul of man is immortal† (81b1). Socrates then concludes from this premise that the soul â€Å"has been born many times, and has [therefore] beheld all things both in this world and in the nether realms [and therefore] has acquired knowledge of all and every thing† (81b1). Socrates then adds that since the soul has already learned everything, then â€Å"there is no reason why we should not, by remembering but one single thing – an act which men call learning – discover everything else† (81d1). Now, if one goes back to Meno’s accusing question - How can you look for something whose nature you do not know? – Socrates’ answer is that one actually already knows everything but simply cannot remember anything. In short, everyone knows what virtue is, only that not everyone can remember. According to Socrates, aside from courage and determination in searching, â€Å"research and learning† are needed in order to remember. Moreover, Socrates even equates â€Å"research and learning† with â€Å"recollection† (81d1), which means that, for the philosopher, the learning and the remembering are the same, and that everything is simply all remembering. After Socrates calls on the boy, what follows is an elenchus, whose literal meaning is â€Å"refutation† but may actually mean a type of â€Å"cross examination† (Ionescu 10). One purpose of the elenchus is for Socrates â€Å"to help his listeners discover for themselves the inadequacy of what they hold as true† (Johnston). A second purpose, however, is, according to Socrates himself, is for an individual to â€Å"[find] out the truth of the matter [and to] push on in the search gladly, as lacking knowledge† (Plato, Meno, 84b7). In short, the first purpose of this elenctic discourse is for someone to discover his ignorance and for him to search for the

Homeless people Essay Example for Free

Homeless people Essay How has Robert Swindells made the reader sympathise with Link and the other homeless people? The novel stone cold is written by Robert Swindells. He feels sympathetic towards the poor and wants the future generations to learn from other peoples mistakes such as caring for everyone in the community, society. The following exportation of certain key points will easily indicate and give a clearer view of the way Swindells creates sympathy throughout the novel. Sympathy may easily be revealed using these points which will able me to answer the question as a full summery and get a clearer understanding of the novel than I previously knew. Swindells makes the reader sympathise with Link when he gets thrown out of his family house for example he states It wasnt even his house but he locked the door and wouldnt let mum open it this shows that he is weak and has become homeless due to other peoples actions and was forced to become homeless. He is shown as a young innocent person. The reader will think that young people are innocent and are still learning and so it is written in a childrens point of view to make the reader in the perspective of Link or with him throughout the novel. He also indicates Next morning Vince started slapping me around the head for going off a worrying mum. He uses this sentence to make people look at Vince like he is in the wrong and he should know better. Swindells uses a teenaged boy because if he had used a grown up person he would not have got that much sympathy from the reader. This would make the reader learn from Links mistakes and the reader was once Links age and might know how it felt for this to happen to them. This quote has been written in Links perspective so the reader would sympathise more with Link afterall there is only one side of the story. The techniques Swindells has used when describing this event is rhetorical questions, personal pronoun, short hand words and amotive language, these techniques makes Link sympathetic and makes the reader feel part of the novel. It is written in the terms of a diary in which Link and Shelter are writing and the reader is reading the diary. This means that the novel has been written in the past. At the end of the chapter it uses a rhetorical question to create tension and make the reader want to carry on reading to find out what happens next. The second way in which Swindells sympathies with the homeless people is through the weather. It was a raw morning with a sneaky wind which came out of side streets and went through you. The way in Swindells says it was a raw morning shows that it was freezing cold and is set in the morning which is the coldest time of the day. Also homeless people cannot afford as many clothes as people with money so they would feel colder and would want to go indoors to get out of the coldness in the winter. Weather tends to indicate mood and emotion so they would feel more depressed and angry. The reader would sympathise with Link and the other homeless people because they might know how it feels to be in this situation and would refer it to Link and the other characters. The technique Swindells uses in this chapter is speech, plurals and long sentences. These techniques make the chapter more motive and shows the reader whats going on. The third way in which Swindells makes Link sympathetic is also through dangers of homelessness Gizzit, if you dont want your face smacked in This shows that it is very dangerous being all alone with a world of people you dont know and Link is very young and vulnerable and cannot fully stand up for himself. This is how people would sympathise with homeless people. The language he uses is slang to show that these homeless or violently behaved people do not get an education or even good vocabulary. Also it seems realistic and true to make the reader thinks that that it is really happening or already happened. The techniques Swindells has used for this chapter is speech, slang and long sentences. He has used long sentences to make the novel more exciting and has used speech to make you feel like you are listening to them speak to one another. The forth and final way Swindells creates sympathy for Link is when he discovers that Gail had betrayed him when he found out she was really a reporter. Louise darling he blurbed youre a genius Gail had broken our clinch. I looked around for a Louise darling but there was only me and Gail. Then it hit me. He was talking to Gail. Therefore this shows that Link is still growing up and furthermore facing problems that you receive whilst growing up. On the other hand people make mistakes and have to deal with them. The technique he uses are short sentences to make it seem more dramatic. Throughout the novel Swindells has sympathized with Link and the homeless people in many different ways. The structure he had used is that he is miserable at the beginning, gets happier when meets Ginger, gets upset again when he loses him then he meets Gail and gets happier and later gets humiliated when Link got betrayed by Gail. Swindells makes you feel sorry for him are that he was young, vulnerable and all alone trying to survive on the streets of London. The writer does this by using different techniques like slang, speech, short and long sentences. Swindells also shows that Link is all alone facing the problems of life as he grows up, furthermore he involves the reader into the book and makes them want to read more. Nevertheless, I think that this book was satisfactory but could have had some improvements. The good points about book was that it was very interesting and made you want to carry on reading and makes you feel extremely sympathetic towards Link. The bad points about stone cold was that it was a bit obvious what would happen towards the end of the book because good always defeats bad. It has many themes and teaches the reader how it feels to be homeless. Homelessness is a major talking point in the world today and always will be. I have learnt that dramatic tension can be symbolized and shown in many different ways. There are one of the purpose of writing a novel as you get to read all these crucial points. This novel is a cyclical book and will probably never end. As you know towards the end, Link will probably have a lot more adventures throughout his life.

Judaism :: essays research papers

Early History of Judaism It has been argued that Judaism can be seen not only as a single religion, but as a group of similar religions. It has also been pointed-out that through all the trials and tribulations that Judaism has suffered through, that there have been common themes that have proven omni-pervasive. Any institution with roots as ancient and varied as the religion of the Jews is bound to have a few variations, especially when most of its history takes place in the political and theological hot spot of the Middle East. In this discussion, many facets of Judaism will be examined, primarily in the three temporal subdivisions labeled the Tribal / Pre-Monarchy Period, the Divided Monarchy, and the Hasmonean / Maccabean and Roman Era. Among all the time periods where the religion has been split, these three seem to be the most representative of the forces responsible. As for a common thread seen throughout all Judiasms, the area of focus here is the place associated with the religion : Jerusalem. This topic will be covered in detail first, and then the multiple Judaism arguments will be presented. In this way, it is possible to keep a common focus in mind when reading about all the other situations in which the religion has found itself. A brief conclusion follows the discussion. A Place to Call Home No other religion has ever been so attached to its birthplace as Judaism. Perhaps this is because Jews have been exiled and restricted from this place for most of their history. Jerusalem is not only home to Judaism, but to the Muslim and Christian religions as well. Historically this has made it quite a busy place for the various groups. Jerusalem is where the temple of the Jews once stood; the only place on the whole Earth where one could leave the confines of day to day life and get closer to God. In 586 BCE when the temple was destroyed, no Jew would have denied Jerusalem as being the geographic center of the religion. From that point on, the Jewish people have migrated around the world, but not one of them forgets the fact that Jerusalem is where it all began. It is truly a sacred place, and helps to define what Judaism means to many people; a common thread to run through all the various splinters of the religion and help hold them together. Even today, as the Jewish people have their precious Jerusalem

How Does the Setting Enhance the Atmosphere in ‘The Strange case Of Dr. Jekyll and Mr. Hyde’? Essay

The Gothic movement was at its highest popularity, when Robert Louis Stevenson wrote ‘The Strange Case of Dr Jekyll and Mr Hyde. The Gothic movement was about the darker side of life and man’s soul, and indeed romance, morbidity and death. In the novel this exploration of man’s darker side is taken to the extreme. Where there is the belief that there are literally two sides to a person, in the novel the two sides are split. With that duality, you also get a change in setting and this enhances the atmosphere. Advance in science and medicine influenced minds and questioned beliefs of the Victorian age. For example, does Mr Hyde ever come out in the day? This is because of the darkness in him is accentuated outside by night and shadows. He appears in gloomy surroundings in bad circumstances, and situations. For example, in the Carew murder ‘a fog rolled over the city’ which is like a carpet of gloom and horror descending before you even know what is about to happen. After its happened you get the ‘great chocolate coloured pall’ come over the city. Darkness and night have deeper connotations, apart from everyone disliking the dark. The murder of Danvers Carew was also in darkness, which represents the connection between dark, blackness and evil. There was a full moon, which is well known to emphasise eerie settings. Dark represents evil and people are scared of the dark. This is because when you’re in the dark you cant see and it’s unknown who or what is around you. Just like it is unknown what actually causes evil. Mr. Hyde himself appears physically evil in his features, because he is the polar opposite of Dr. Jekyll. The relationship between Dr. Jekyll and Mr. Hyde coincides with night and day. As Dr. Jekyll is usually in day, in wealthy surroundings and Mr. Hyde, where he lives is a messy old house in Soho and creeps around in the night. In this house, he has a housekeeper with an ‘evil’ face, smoothed by hypocrisy’ so in fact, it appears that everything to do with him is not good. The house itself that Mr Hyde lives in is in ‘dismal quarter of Soho’. Before the book goes on to say what happened on page 27, it sets the scene. It is made out to seem like some hellish underworld, with a ‘glow of rich, lurid brown’ and even the light is weak against the darkness in the setting; ‘a haggard shaft of daylight would glance in between the swirling wreaths.’ This weakness of light could also be telling you that good against the darkness and evil in the book is powerless. This is like with Dr. Jekyll ending up taken over by the badness- Mr. Hyde. Dr. Jekyll actually likes being Mr. Hyde more than himself, because he is younger and free compared to the restraints of Victorian middle class respectability. He is younger in Mr. Hyde because his bad side has not yet been fully developed. He calls it haggard because he wants to give the impression that it’s old and tired. Then, when Mr Utterson is visiting Dr. Jekyll, it is ‘late in the afternoon’, so this could be symbolising that there is light now but soon there will be darkness, i.e. evil. I believe that when Robert Louis Stevenson was writing this book, his own life has influenced the setting, as he used to live in Edinburgh where there were two parts, the old, grimy and poor parts in the centre of the city and the rich, posh suburban houses. These opposites in setting- the rich suburbs contrasting with the dark back streets emphasises and night with day make Mr. Hyde and Dr. Jekyll seem even further apart and yet they are the same person. This also adds to the effect of mystery in the plot, like at the beginning not knowing what events would occur. In night, when he appears for example, ‘he lay and tossed in the gross darkness of the night’. Then he has a nightmare, which is a sign that bad things are to come and the dark symbolises that also. Robert Louis Stevenson himself had bad dreams and nightmares in his childhood, perhaps this relates to the man in the story. The mental landscape of the writer reflects in this book. His nightmares, the people in the Victorian age who lead a dual life. For example, when he was younger, him and his friend Charles Baxter would go out and pretend to be lower class and go to taverns. They would lead a dual life, just like that of Jekyll and Hyde, except they could in the end control whether they become that person or not. To conclude, duality runs throughout the whole of this book, with day/night, good/bad, Jekyll/Hyde, wealthy suburbs/grimy back streets, respectability (boring)/freedom (exciting). I think that his life experiences and feelings play a large part in the story and it’s inner meanings. In this book you can see that the setting relates greatly to the plot and Jekyll and Hyde. I think Jekyll and Hyde could relate to people in modern day society, because most people put on an act and don’t portray whom they really are deep down inside. Yet, when they are put in a different place and time, with different people with different behaviours and morals, they are suddenly let loose as a different person. The connection to the story with Jekyll not coming back in the end and Hyde taking over could be applied to this behaviour. Because, when someone puts on an act for such a long time, not only do the people surrounding, but also the person who is doing this, starts to believe that the person they have made out to be cannot be distinguished from the real person inside. So, overall the setting enhances the atmosphere a great deal more than you can perceive because of the underlying connotations and meanings.

Philippine National Police Directorate for Investigation and Detective Management Essay

Crime is inevitable, it occurs every day and it might be even happening right now. It is a nuisance and it greatly affects the society. People has their own reason for doing this kind of atrocity, it is a common understanding that if a person is without a job, he/she wouldn’t gain income, without income, he/she wouldn’t be able to buy their everyday needs, and without the basic needs he/she wouldn’t be able to survive, thus leaving him/her desperate for money, doing anything they can to get it, even if it means to commit a crime, crimes that might endanger the lives of others. The crime rate in the Philippines has been reduced more than 15 percent in the first three months compared with the same period last year regardless of the recent slew of high-profile urban crimes, as said by the late Interior Secretary Jesse M. Robredo. For the first quarter of the year 2012, the national crime volume declined by 11,219 cases, a drop of 16. 7 percent from a year ago, and Based on reports submitted to him by Chief Superintendent Alex Paul Monteagudo, Philippine National Police Directorate for Investigation and Detective Management (PNP-DIDM) chief, the PNP’s national crime solution efficiency rate for the first quarter of 2012 stood at 34. 38 percent, slightly better than the 25. 84 percent efficiency rate for the same period last year, this means that crimes are given justice more often than left unsolved. Evidently, crime rates are responsive to local labor market conditions. Surprisingly, little attention has been given by economists on whether crimes committed by optimizing individuals respond to labor market opportunities. Most recent research has been focused on the effects of criminal justice sanctions. However, most of the researches attempting to measure the effect of the labor market on crime are represented by studies linking unemployment and crime. (Patalinhung, 2011) Unemployment in the country dropped from an estimate of 13. million individuals in the first quarter of the year 2012 to 10. 9 million individuals in the second quarter, according to a recent survey by the Social Weather Stations, this is a proof of improvement in the labor force of the Philippines. However, more than half, or 51. 2 percent of unemployed Filipinos, were in 15-to-24 age group, which only validates the difficulty faced by fresh graduates looking for work, said Rene Ofreneo of the School of Labor and Industrial Relations at the University of the Philippines. According to National Statistics Coordination Board (NSCB) as of October 2012, the Labor Force Participation Rate is 63. 9% of the total population; this means that 36. 1% of the total population is either voluntary or in-voluntary unemployed. Freeman (1982, 1995, and 1999) concluded that unemployment had the expected positive impact on crime, but the magnitude of the impact was modest. Thus, the existing studies on unemployment rate to measure labor market prospects of potential criminals may not be so insightful. Gross National Income per capita may also contribute to the changes of Crime rate in the Philippines, since it determines the total value of good and service that an individual and includes the net factors from abroad. The Bangko Sentral ng Pilipinas (BSP) is confident that the country’s per capita income which is one of the lowest among emerging Asian economies, will significantly improve and may match those of its neighbors over the medium term. BSP Deputy Governor Diwa Guinigundo said ongoing government efforts, such as higher spending on infrastructure and social services would eventually help spread the benefits of economic growth. The purpose of this paper is to determine whether Unemployment Rate, Labor Force Participation Rate and Gross National Income per capita has an impact on the changing Crime Rate in the Philippines, the researcher hypothesized that Unemployment Rate has a positive relationship with Crime Rate and both Labor Force Participation Rate and Gross National Income per capita has a negative relationship with Crime Rate.

When in Doubt, Leave Scare Quotes Out

When in Doubt, Leave Scare Quotes Out When in Doubt, Leave Scare Quotes Out When in Doubt, Leave Scare Quotes Out By Mark Nichol When quotation marks are employed to suggest the irony or dubious validity of a word or phrase, or the writer’s remove from credit or blame for its use, they are called scare quotes. However, other uses- to introduce a new or unfamiliar term, to signal that a term is not being used in its traditional or literal sense, or to provide emphasis- are usually heavy-handed and seldom aid in clarity of composition. The sentences below, accompanied by discussions and revisions, provide examples of extraneous use of scare quotes. 1. Next, we will discuss the so-called â€Å"high-impact, low-likelihood† risks. The phrase so-called serves the same function as scare quotes, so using both in a sentence is redundant: â€Å"Next, we will discuss the so-called high-impact, low-likelihood risks.† However, be just as cautious in the use of so-called as in employment of scare quotes; the term is rarely useful and therefore unlikely to be necessary. In this case, it would be better to identify who characterizes the risks that way (â€Å"Next, we will discuss what John Smith calls high-impact, low-likelihood risks†), to use passive construction to soften the introduction by writing something like â€Å"Next, we will discuss what are called high-impact, low-likelihood risks,† or to omit any qualification at all: â€Å"Next, we will discuss the high-impact, low-likelihood risks.† 2. Risk management should be an embedded process that ultimately becomes part of the company’s â€Å"DNA.† Here, DNA is being used figuratively to refer to something that is a fundamental part of an organization, but the fact that it is not being employed literally does not justify scare quotes; the metaphorical use is clear: â€Å"Risk management should be an embedded process that ultimately becomes part of the company’s DNA.† 3. It is imperative to understand â€Å"what to do† as well as â€Å"what not to do.† Although the phrases â€Å"what to do† and â€Å"what not to do† are being presented as categorical concepts conceivably spoken or written as part of an effort to inform, this usage does not merit any emphasis: â€Å"It is imperative to understand what to do as well as what not to do.† 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 Style category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should KnowFive Spelling Rules for "Silent Final E"Supervise vs. Monitor

A Timeline of the Russian Revolution From 1914 to 1916

A Timeline of the Russian Revolution From 1914 to 1916 In 1914, the First World War erupted across Europe. At one point, in the early days of this process, the Russian Tsar was faced with a decision: mobilize the army and make war almost inevitable, or stand down and lose massive face. He was told by some advisors that to turn away and not fight would undermine and destroy his throne, and by others that to fight would destroy him as the Russian army failed. He seemed to have few correct choices, and he went into war. Both advisors might have been right. His empire would last until 1917 as a result. 1914 June - July: General Strikes in St. Petersburg. July 19th: Germany declares war on Russia, causing a brief sense of patriotic union amongst the Russian nation and a downturn in striking. July 30th: The All Russian Zemstvo Union for the Relief of Sick and Wounded Soldiers is created with Lvov as president. August - November: Russia suffers heavy defeats and a large shortage of supplies, including food and munitions. August 18th: St. Petersburg is renamed Petrograd as Germanic names are changed to sound more Russia, and hence more patriotic. November 5th: Bolshevik members of the Duma are arrested; they are later tried and exiled to Siberia. 1915 February 19: Great Britain and France accept Russias claims to Istanbul and other Turkish lands. June 5th: Strikers shot at in Kostrom; casualties. July 9th: The Great Retreat begins, as Russian forces pull back into Russia. August 9th: The Dumas bourgeois parties form the Progressive bloc to push for better government and reform; includes the Kadets, Octobrist groups and Nationalists. Auguest 10th: Strikers shot at in Ivnovo-Voznesà ©nsk; casualties. August 17-19th: Strikers in Petrograd protest at the deaths in Ivnovo-Voznesà ©nsk. August 23rd: Reacting to war failures and a hostile Duma, the Tsar takes over as Commander-in-Chief of the armed forces, prorogues the Duma and moves to military headquarters at Mogilev. Central government begins to seize up. By associating the army, and its failures, with him personally, and by moving away from the centre of government, he dooms himself. He absolutely has to win, but doesnt. 1917 January - December: Despite successes in the Brusilov offensive, the Russian war effort is still characterised by shortages, poor command, death and desertion. Away from the front, the conflict causes starvation, inflation and a torrent of refugees. Both soldiers and civilians blame the incompetence of the Tsar and his government. February 6: Duma reconvened. February 29th: After a month of strikes at the Putilov Factory, the government conscripts the workers and takes charge of production. Protest strikes follow. June 20: Duma prorogued. October: Troops from 181st Regiment help striking Russkii Renault workers fight against the Police. November 1st: Miliukov gives his Is this stupidity or treason? speech in reconvened Duma. December 17/18th: Rasputin is killed by Prince Yusupov; he has been causing chaos in the government and blackened the name of the royal family. December 30th: The Tsar is warned that his army wont support him against a revolution.

Characteristics of Start-Ups - Entrepreneurship in Germany Term Paper

Characteristics of Start-Ups - Entrepreneurship in Germany - Term Paper Example Diversity in teams is considered to be a positive force leading to the effective functioning of the team (Knight et al. 1999). The Top Management Team (TMT) comprises of individuals with power and authority to make strategic decisions (Camelo-Ordaz, Herna ´ndez-Lara, & Valle-Cabrera) and thus, diversity in TMT can impact the organizational outcome. Top Management Team (TMT) has been defined as the â€Å"the relatively small group of most influential executives at the apex of an organization†¦the top three to ten executives† (Finkelstein & Hambrick, 1996: 8, cited by Tacheva, 2007). An entrepreneurial team consists of two or more members who jointly invest in a business in which they have an equal financial interest (Cooney, 2009). They have shared commitment, shared accountability and shared independent tasks and outcomes for these tasks. In this report, the TMT team includes a team of four experienced entrepreneurial CEOs at Omnis Mundi AG, who have pooled in their talent and expertise to foster the creation of new businesses in Europe. This report would hence evaluate the TMT characteristics in startups. Diversity in TMT is desirable in different fields but this report would focus on functional or task-related diversity, background affiliation, tenure/turnover and demographic heterogeneity. Diversity and heterogeneity are synonymous and hence interchangeably used throughout the report. Diversity can be observable (demographic) or non-observable (cognitive) diversity attributes (Tacheva, 2007). The observable characteristics include age, tenure, functional and educational background, and these account for managerial psychological behaviour. These are also known as relations-oriented attributes. Knowledge, skills and expertise or functional background are observable task-related attributes. Non-observable attributes are difficult to assess and hence the TMT is selected based on their observable attributes. According to the upper echelon theory, the TMT behaviour influences firm performance.