Loblaw

Implementing the Position Defense strategy by doing the strategic alliance with the Wall-Mart in order to share the information technology system and supply chain management Recommendations The Lobar Companies Limited can use the resource of information technology system, which is Electronic Data Interchange form the Wall-Mart in order to improve the own inventory problem and supply chain management. Vendors can know our sales and in stock levels.The company can know when food that is stocked in the inventory will be expired; they can eliminate the stale-date food. Vendors will get the constant amount of orders from the company and delivery to our company on time. Hence, the company can provide the fresh food to the customers. After the company provide the fresh food with full shelves to customers, the customers will have positive attitudes toward the company that lead the increasing in Labials brand image.Moreover, the two companies, Lobar Companies Limited and Wall-Mart Superstores , can also share the transportations to each other. If the Lobar have to delivery the products from the distribution centers to the stores while the unavailable manufacturers' trucks and own fleets, the company can ask the Wall-Mart Superstores for using their trucks to ship the products. Hence, the company can reduce the opportunity cost of waiting own trucks to ship goods.Strategic Intent To become the market leader domestically and internationally in the supermarket industry Strategic Mission Lobar Companies Limited is manufacturer and distributor of food, non-food, photo shop, dry cleansing, a bank, medical clinic, women's-only fitness center, and gas station (some stores) in supermarket industry by providing one-stop shopping estimation with several services to consumers in Canada.

40 Different Ways to Define What Archaeologists Do

40 Different Ways to Define What Archaeologists Do Archaeology has been defined by many people in many different ways since the formal study began 150 years ago. Of course, some of the differences in those definitions reflect the dynamic nature of the field. If you look at the  history of archaeology, you will notice that the study has become more scientific over time, and more focused on human behavior. But mostly, these definitions are simply subjective, reflecting how individuals look at and feel about archaeology. Archaeologists speak from their varied experiences in the field and in the lab. Non-archaeologists speak from their vision of the archaeology, as filtered by what archaeologists say, and by how popular media presents the study. In my opinion, all of these definitions are valid expressions of what archaeology is. Defining Archaeology Archaeologists work at the excavation site of No. 1 pit of the Qin Shihuang Terracotta Warriors and Horses Museum in Lintong District of Xian, Shaanxi Province, China. (August 2009).   China Photos / Getty Images [Archaeology is] the discipline with the theory and practice for the recovery of unobservable hominid behavior patterns from indirect traces in bad samples. David Clarke. 1973. Archaeology: The Loss of Innocence. Antiquity 47:17. Archaeology is the scientific study of peoples of the past... their culture and their relationship with their environment. The purpose of archaeology is to understand how humans in the past interacted with their environment, and to preserve this history for present and future learning. Larry J. Zimmerman Archaeology is a term which can be interpreted in different ways, given the broad range of research methods, periods and activities that can constitute archaeology and its research. Suzie Thomas. Community archaeology. Key Concepts in Public Archaeology. Ed. Moshenska, Gabriel. London: UCL Press, 2017. 15. Historical archaeology is more than just a treasure hunt. It is a challenging search for clues to the people, events, and places of the past. Society for Historical Archaeology Archaeology is about adventure and discovery, it involves explorations in exotic places (near or far) and it is carried out by digging detectives. Arguably, in popular culture, the research process- archaeology in action- has actually been more important than the actual research results themselves.  Cornelius Holtorf. Archaeology Is a Brand! The Meaning of Archaeology in Contemporary Popular Culture. London: Routledge, 2016. 45 Archaeology is our way of reading that message and understanding how these peoples lived. Archaeologists take the clues left behind by the people of the past, and, like detectives, work to reconstruct how long ago they lived, what they ate, what their tools and homes were like, and what became of them. State Historical Society of South Dakota Archaeology is the scientific study of past cultures and the way people lived based on the things they left behind. Alabama Archaeology Archaeology is not a science because it does not apply any recognised model has no validity: each science studies a different subject and therefore uses, or could use, a different model. Merilee Salmon, quote suggested by Andrea Vianello. A Mind-Numbing Job Archaeologists have the most mind-numbing job on the planet. Bill Watterson. Calvin and Hobbes, 17 June 2009. After all, archeology is fun. Hell, I dont break the soil periodically to reaffirm my status. I do it because archeology is still the most fun you can have with your pants on. Kent V. Flannery. 1982. The golden Marshalltown: A parable for the archeology of the 1980s. American Anthropologist 84:265-278. [Archaeology] seeks to discover how we became human beings endowed with minds and souls before we had learned to write. Grahame Clarke. 1993. A Path to Prehistory. Cited in Brian Fagans Grahame Clark: An Intellectual Biography of an Archaeologist. 2001. Westview Press. Archaeology puts all human societies on an equal footing. Brian Fagan. 1996. Introduction to the Oxford Companion to Archaeology. Oxford University Press, New York. Archeology is the only branch of anthropology where we kill our informants in the process of studying them. Kent Flannery. 1982. The golden Marshalltown: A parable for the archeology of the 1980s. American Anthropologist 84:265-278. The fundamental problem of using statistics in archaeology is quantification, i.e., the reduction of collections of objects to datasets. Clive Orton. Data. A Dictionary of Archaeology. Eds. Shaw, Ian and Robert Jameson. Malden, Massachusetts: Blackwell Publishers, 2002. 194. Archaeology is like life: if youre going to accomplish anything you have to learn to live with regret, learn from mistakes, and get on with it.  Tom King. 2005. Doing Archaeology. Left Coast Press Partaking of the Past Throne Room, Palace of Knossos, Crete, Greece. Ed Freeman / Getty Images The archaeologist partakes of, contributes to, is validated by, and dutifully records present-day social and political structures in the identification of research problems and in the interpretation of findings. It remains for reflective, socio-political research in archaeology to decipher the present while we unearth the past, and to distinguish the two whenever possible. Joan Gero. 1985. Socio-politics and the woman-at-home ideology. American Antiquity 50(2):347 Archaeology is not simply the finite body of artefactual evidence uncovered in excavations. Rather, archaeology is what archaeologists say about that evidence. It is the ongoing process of discussing the past which is, in itself, an ongoing process. Only recently have we begun to realise the complexity of that discourse. ... [T]he discipline of archaeology is a site of disputationa dynamic, fluid, multidimensional engagement of voices bearing upon both past and present. John C. McEnroe. 2002. Cretan Questions: Politics and archaeology 1898-1913. In Labyrinth Revisited: Rethinking Minoan Archaeology, Yannis Hamilakis, editor. Oxbow Books, Oxford Public archaeology is not only a matter of working with communities or providing educational opportunities. It is about management and the construction of knowledge and the concept of heritage. Lorna-Jane Richardson, and Jaime Almansa-Snchez. Do You Even Know What Public Archaeology Is? Trends, Theory, Practice, Ethics. World Archaeology 47.2 (2015): 194-211. Print. [Archaeology] is not what you find, it’s what you find out. David Hurst Thomas. 1989. Archaeology. Holt, Rinehart and Winston. 2nd edition, page 31. I can understand archaeology being attacked on the ground of its excessive realism, but to attack it as pedantic seems to be very much beside the mark. However, to attack it for any reason is foolish; one might just as well speak disrespectfully of the equator. For archaeology, being a science, is neither good nor bad, but a fact simply. Its value depends entirely on how it is used, and only an artist can use it. We look to the archaeologist for the materials, to the artist for the method. Indeed, archaeology is only really delightful when transfused into some form of art. Oscar Wilde. 1891. The Truth of Masks, Intentions (1891), and page 216 in The Works of Oscar Wilde. 1909. Edited by Jules Barbey dAurevilly, Lamb: London. The Search for Fact Tikal - the Rebel Base. Hector Garcia Archaeology is the search for fact, not truth. Indiana Jones. 1989. Indiana Jones and the Last Crusade. Screenplay by Jeff Boam, story by George Lucas and Menno Meyjes. An aware, responsible and engaged global archaeology might be a relevant, positive force which recognizes and celebrates difference, diversity and real multivocality. Under common skies and before divided horizons, exposure to global difference and alterity prompts us all to seek responses and responsibility. Lynn Meskell. 1998. Introduction: Archaeology matters. In Archaeology Under Fire. Lynn Meskell (ed.), Routledge Press, London. p. 5. Archaeology is the study of humanity itself, and unless that attitude towards the subject is kept in mind archaeology will be overwhelmed by impossible theories or a welter of flint chips. Margaret Murray. 1961. First steps in archaeology. Antiquity 35:13 This has become the archaeologists grandiose task: to make dried-up wellsprings bubble forth again, to make the forgotten known again, the dead alive, and to cause to flow once more that historic stream in which we are all encompassed. C. W. Ceram. 1949. Gods, Graves and Scholars. Thanks to Marilyn Johnson for the suggestion. Archaeology is the only discipline that seeks to study human behavior and thought without having any direct contact with either. Bruce G. Trigger. 1991. Archaeology and epistemology: Dialoguing across the Darwinian chasm. American Journal of Archaeology 102:1-34. A Voyage to the Past Archaeology is our voyage to the past, where we discover who we were and therefore who we are. Camille Paglia. 1999. Mummy Dearest: Archaeology is Unfairly Maligned by Trendy Academics. Wall Street Journal, p. A26 [Archaeology is] a vast fiendish jigsaw puzzle invented by the devil as an instrument of tantalizing torture.  Paul Bahn. 1989 Bluff your way through archaeology. Egmont House: London The role of New World archaeology in providing material for the study of aesthetics is not inconsiderable, but is tangential to the main interest and non-significant from the point of view of theory. In short, paraphrasing [Frederic William] Maitlands famous dictum: New World archaeology is anthropology or it is nothing. Philip Phillips. 1955. American archaeology and general anthropological theory. Southwestern Journal of Archaeology 11:246. By and by, anthropology will have the choice between being history and being nothing. Frederic William Maitland. 1911. The Collected Papers of Frederic William Maitland, vol. 3. Edited by H.A.L. Fisher. This feature is part of the About.com Guide to Field Definitions of Archaeology and Related Disciplines. Geoff Carvers Collection of Archaeology Definitions Archaeology is that branch of science which is concerned with past phases of human culture; in practice it is concerned more, but not exclusively, with early and prehistoric phases than with those illustrated by written documents. O.G.S. Crawford, 1960. Archaeology in the Field. Phoenix House, London. [Archaeology] is the method of finding out about the past of the human race in its material aspects, and the study of the products of this past. Kathleen Kenyon, 1956. Beginning in Archaeology. Phoenix House, London. Archaeology Definition: A Few Thousand Years British archaeologist Leonard Woolley (right) and T E Lawrence with a Hittite bas-relief in basalt at the ancient city of Carchemish, Turkey, 1913.   Pierre Perrin / Sygma / Getty Images Archaeology... deals with a period limited to a few thousand years and its subject is not the universe, not even the human race, but modern man. C. Leonard Woolley, 1961. Digging up the Past. Penguin, Harmondsworth. Archaeology is what archaeologists do. David Clarke, 1973 Archaeology: the loss of innocence. Antiquity 47:6-18. Archaeology is, after all, one discipline. David Clarke, 1973 Archaeology: the loss of innocence. Antiquity 47:6-18. Defining Archaeology: The Value of an Object Field Archaeology is the application of scientific method to the excavation of ancient objects, and it is based on the theory that the historical value of an object depends not so much on the nature of the object itself as on its associations, which only scientific excavation can detect... digging consists very largely in observation, recording and interpretation. C. Leonard Woolley, 1961. Digging up the Past. Penguin, Harmondsworth. Archaeology – the knowledge of how man has acquired his present position and powers – is one of the widest studies, best fitted to open the mind, and to produce that type of wide interests and toleration which is the highest result of education. William Flinders Petrie, 1904 Methods and Aims in Archaeology. Macmillan and Co., London. Archaeology Definition: Not Things, But People If there be a connecting theme in the following pages, it is this: an insistence that the archaeologist is digging up, not things, but people. R.E. Mortimer Wheeler, 1954. Archaeology from the Earth. Oxford University Press, Oxford. Field archaeology is, not surprisingly, what archaeologists do in the field. However, it also has a considerable pre-field element and an even more considerable post-field element. Sometimes the term ‘field archaeology’ is used only to refer to techniques, other than excavation, used by archaeologists in the field. ‘Field archaeology’ used in this way refers essentially to the battery of non-destructive field techniques used to locate areas of archaeological interest (sites). Peter L. Drewett, 1999. Field Archaeology: An Introduction. UCL Press, London. We are concerned here with methodical digging for systematic information, not with the upturning of earth in a hunt for the bones of saints and giants or the armoury of heroes, or just plainly for treasure. R.E. Mortimer Wheeler, 1954. Archaeology from the Earth. Oxford University Press, Oxford. The Material Remains of the Human Past Classical Greek terracotta gorgoneion antefix (roof tile), 2nd half of 5th c BC. The Metropolitan Museum, New York The Greeks and Romans, though they were interested in the early development of man and in the status of their barbarian neighbours, did not develop the necessary prerequisites for writing prehistory, namely the collection, excavation, classification, description and analysis of the material remains of the human past. Glyn E. Daniel, 1975. A Hundred and Fifty Years of Archaeology. 2nd ed. Duckworth, London. [Archaeology] researches tending to illustrate the monuments and remains of antiquity. T. J. Pettigrew, 1848. Introductory address. Transactions of the British Archaeological Association 1-15. So lsst sich Archologie bestimmen als die Wissenschaft vom materiellen Erbe der antiken Kulturen des Mittelmeerraumes. German. August Herman Niemeyer, cited in C. Huber and F. X. Schà ¼tz, 2004. Einfà ¼hrung in Archologische Informationssysteme (AIS): Ein Methodenspektrum fà ¼r Schule, Studium und Beruf mit Beispielen auf CD. Philipp von Zabern, Mainz am Rhein.

Beowulf An epic Hero essays

Beowulf An epic Hero essays The epic poem Beowulf describes the most heroic man of the Anglo-Saxon times. The hero, Beowulf, is a seemingly invincible person with all the extraordinary traits required of a hero. He is able to use his super-human physical strength and courage to put his people before himself. He encounters hideous monsters and the most ferocious of beasts but he never fears the threat of death. His leadership skills are superb and he is even able to boast about all his achievements. Beowulf is the ultimate epic hero who risks his life countless times for immortal glory and for the Beowulf is a hero in the eyes of his fellow men through his amazing physical strength. He fought in numerous battles and returned victorious from all but his last. In his argument with Unferth, Beowulf explains the reason he "lost" a simple swimming match with his youthful opponent Brecca. Not only had Beowulf been swimming for seven nights, he had also stopped to kill nine sea creatures in the depths of the ocean. Beowulf is also strong enough to kill the monster Grendel, who has been terrorizing the Danes for twelve years, with his bare hands by ripping off his arm. When Beowulf is fighting Grendel's mother, who is seeking revenge on her son's death, he is able to slay her by slashing the monster's neck with a Giant's sword that can only be lifted by a person as strong as Beowulf. When he chops off her head, he carries it from the ocean with ease, but it takes four men to lift and carry it back to Herot mead-hall. This strength is a key trait of Beowulf's heroism. Another heroic trait of Beowulf is his ability to put his peoples welfare before his own. Beowulf's uncle is king of the Geats so he is sent as an emissary to help rid the Danes of the evil Grendel. Beowulf risks his own life for the Danes, asking help from no one. He realizes the dangers but fears nothing for his own ...

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

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

Genetics Essay Example | Topics and Well Written Essays - 250 words - 7

Genetics - Essay Example In step 2, the aerobic endosymbiont evolves into a mitochondrion. This step is followed by step 3 in which a portion of the plasma membrane invaginate in the process of evolving into a nuclear envelope as well as associated endoplasmic reticulum. Step 3 results to a primitive eukaryote in step 4 that give rise to two main groups of eukaryotes. The primitive eukaryote shown in step 4 evolves into nonphotosynthetic protest, animal cells as well as fungal (Karp, 2009). The other group of â€Å"the primitive eukaryote takes in a photosynthetic prokaryote†, which later becomes endosymbiont that evolves into a chloroplast. In relation to this assertion, it is evident that endosymbiosis resulted to life. It is the one that led to the existence of both plants and animals. I more like my dad than my mom because I think the genes from my dad are more dominant those I inherited from my mom. In relation to this, it is evident that all mammals use majority of the genetic material passed down by males even though the offspring resembles and acts like the mom. Thus, my more resemblance to my dad is dictated by the paternal

Sustainable tourism and educating the tourist Essay

Sustainable tourism and educating the tourist - Essay Example With such high and definitely increasing demand, protection of culture and environment has become imperative. "Sustainable tourism in its purest sense is an industry which attempts to make a low impact on the environment and local culture, while helping to generate income, employment, and the conservation of local ecosystems. It is responsible tourism which is both ecologically and culturally sensitive" http://www.gdrc.org/uem/eco-tour/eco-tour.html ST makes maximum use of environmental resources without disturbing natural heritage and biodiversity, respecting socio-cultural authenticity of the region, and ensuring long term economic wellbeing of the stakeholders. In relation to mass tourism, sustainable tourism is a specialised branch. Mass tourism is economically beneficial, easy to market, but is rather harsh on attractions. It no doubt cares for environment and cultural attractions; but not enough. It does not involve local communities as stakeholders and there is hardly any dialogue between communities, tourists and tour operators. It is a positive force for poor countries, which can, if allowed to go unbridled, also can harm local culture and environment. Pope John Paul II thought mass tourism was another way of exploiting local communities, even though mass tourism is vital for many countries. (http://news.bbc.co.uk/1/hi/talking_point/1468503.stm). Responsible tourism like ST minimises the damage that could be caused by mass tourism to environment and culture. MEDITERRANEAN Spain and Mediterranean coastlines offered mature mass tourism for decades now. Mass tourism has created complex issues like demands and pressures and new policies and planning techniques. It has also created the necessity of sustainable tourism application in this area. Uncontrolled tourism almost ruined the freshwater basin here. Italy and Greece too were adversely affected by mass tourism. "The mass model of sun and beach tourism which is characteristic of the Mediterranean coastline has caused both the spectacular urban, demographic and economic growth of small coastal towns once inhabited by farming and fishing families who eventually came to make their living from tourism, and the increasing degradation of their natural setting" http://geographyfieldwork.com/TourismMatureDestinations.htm This statement is true as the involved countries have only recently woken up into the enormity of the problems that tourism has created. Mediterranean holidays deal with all major holiday brands and depend on seasonality. But in recent years, it had been seen as a single major threat to the pristine coastline and equally destructive to valuable wetlands even though tourism is the most important vehicle of growth. STAKEHOLDER Under these circumstances, Sustainable tourism that involves the local community in safeguarding and protecting the cultural and environmental assets of the region comes into picture and gives new hope. ST believes in the economic benefit of the region because tourism is connected with productivity, mobility, communication facilities and broadened horizons. "Obviously, these factors are interrelated, but a greater weight probably should be assigned to productivity than to the others," Smith (1989, p.41). Without further opportunity of productivity, it is difficult to

The effect of remuneration on productivity an appraisal of primark Research Proposal

The effect of remuneration on productivity an appraisal of primark London - Research Proposal Example This paper defines the remuneration as the process of making an employee motivated by offering him a compensation or benefit. It is basically the gains he gets from the employers in exchange for services he performs in the workplace. It is a great way to increase the morale of an employee and boosting his performance level by keeping him motivated toward the job. Employee remuneration is a way to promote the well being of an employee by raising his status through paying salary to him in return for the services he provides for the employer. Employee remuneration can be characterized into two parts by naming them as time rate and piece rate method. The time rate method is characterized by measuring the time that worker spends on the job whereas piece rate method is related to the unit productivity as seen by the input given by employee to produce output. There are many advantages of time rate method of employee remuneration as it leads to producing quality products within a given time frame and the compensation is provided to employees keeping in view the time they spend on the job. For instance, the salary can be fixed based on hourly, weekly or monthly basis. Here the emphasis is more on the quality than quantity and supervision is tight as compared to piece rate method. It is a good method to make a new employee learn the basics of job without caring for the amount of salary he attains as it is based on the time spent on the task. However, the piece rate method is characteristic of the inputs the employee puts in to produce a specified number of outputs. In this type of method, an employee is more focused with quantity than quality and he is not being placed under strict supervision as he has just to produce the specified number of products at his pace. It is a good way to increase motivation among employees to strive for better pay by producing more outputs (Abrams, 2003). There are number of