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Aiims and Objectives Free Essays

Errand 1 †The points and targets of Tesco Nike Aims: A point is an objective of which a business needs to accomplish. For instance, a few organizations plan to extend while others intend to endure. Another point that a business can have is selling however much as could reasonably be expected while others mean to improve the nature of their items. We will compose a custom article test on Aiims and Objectives or on the other hand any comparable theme just for you Request Now Objective: A goal is the thing that a business needs to accomplish however more exact focuses than point. For instance a goal for a business can be to sell 1000 a greater number of items than we sold a year ago, sell a greater number of items than its rivals, make ? 0,000 more benefit than the earlier year. Point versus Objective: The distinction between a point and a goal is that a goal is more exact and quantifiable than a point. For instance a point can be to make more benefit, while a goal can be to make ? 10,000 more benefit than the earlier year. The best kind of destinations is a SMART goal. Keen represents the accompanying; S †Specific M †Measurable A †Agreed R †Realistic T †Time compelled A case of a SMART goal is ‘to increment in deals of natural items to ? 1 billion by 2006’. This is a particular goal, it is likewise quantifiable and is time obliged it must be accomplished by 2006, given client enthusiasm for natural item, it is additionally reasonable, and if this target has additionally been concurred with providers and senior supervisors, this it is a SMART goal, however on the off chance that Tesco had only said it needed ‘to increment deals of natural product’ then this isn't SMART, and it likewise can't be estimated without any problem. Why a goal must be quantifiable? A goal of a business must be quantifiable so as to check whether the business has arrived at its point, in any case on the off chance that it is vital a business can change its goal so as to meet its point. A business can make its goal quantifiable; rather than saying we will make more benefit. A business can make its target quantifiable by giving it an opportunity to quantify; along these lines a quantifiable goal can be we will make ? 10,000 more benefit than the earlier year. Points of Nike: †¢ Nike is meaning to update its benefit by over half in the following five years. From the Internet. †¢ Nike is pointing on growing ease canvas footwear in creating nations in the following 3 years. From the Internet. †¢ Nike is meaning to keep their image as the biggest sportswear brand on the planet, by forestalling Adidas from surpassing them. From the Internet. †¢ By the following year Nike is planning to appear in its adverts, and yearly reports that it means well concerning working conditions. From the Internet. †¢ Nike is focusing on half Revenue Growth over Next Five Years. From the Internet. †¢ Nike is planning to redesign its volume over half in the following fives years. From the Internet. Points of Tesco: †¢ Tesco is meaning to overhaul its benefit by over half in the following five years. From the Internet. †¢ Tesco is planning to comprehend their clients superior to anybody in the following 3 years. From the Internet. Tesco is expecting to make their organization the biggest general store in the following 8 years, by surpassing worldwide contenders, for example, Wal-Mart and Carrefour. From the Internet. †¢ Tesco are meaning to give 150 more natural items than the earlier year. From the Internet. †¢ By the following year Tesco is intending to appear in its adverts, and yearly r eports that it means well with respect to working conditions. From the Internet. Points and goals of Tesco and Nike: All sorts of organizations including Tesco and Nike must be expertly composed so as to accomplish the points and targets that it has set itself. Organizations including Tesco and Nike must have expects to discover which division that they have to improve in, so as to improve the business in general. Organizations including Tesco and Nike must make destinations to discover how they will accomplish the points that it has set itself. Why the points and goals of Nike and Tesco contrast: The points and destinations of my two picked association which are called Tesco and Nike vary in light of the fact that Tesco is progressively similar to a grocery store which sells nourishments, and furthermore non-food merchandise and enterprises, for example, adornments, books, CDs, and garments. While Nike is increasingly similar to a monster sports association which doesn’t sell non-food merchandise, yet it sells sports items, for example, coaches and garments. The fundamental goal of Nike is to ensure and improve Nike’s position as the main athletic brand in America and around the globe; this demonstrates Nike has the aspiration to make their association as large as could be expected under the circumstances, Nike are just keen on extending their association. Correlation of business points: Besides Tesco’s fundamental goal is to take over Homebase and Argos in deals of homeware, electrical merchandise and enterprises, this demonstrates Tesco doesn’t need to just be known as a food retailer association, however they additionally need to be known as an association which likewise offers their clients serious costs in homeware, and electrical products and ventures. Tesco and Nike have various points in light of the fact that they’re in various classifications of business, in addition they are additionally in an alternate area of business and proprietorship. Tesco attempt to satisfy the requirements of their clients, they do this by furnishing their clients with items which are of acceptable quality. Tesco’s primary intend to improve the mainstream items that are among their clients that they as of now have; from that point they ought to get more items that their clients are needing. Moreover, in present time Tesco are attempting to advance their organization in the electronic, gaming and dress area at a reasonable expense. So subsequently despite the fact that its just of a minority Tesco additionally happen to cover some different areas, for example, attire, gaming and electronic. Tesco will pick points that suit them and are sensible at the end of the day points that can be accomplished. Tesco recognize that reality that other marked items will be costly to purchase and won't suit the organization as so as to make extraordinary benefits the costs of the items must be sold extravagantly, accordingly so as to sift through this issue Tesco have made their own image of high caliber of items at a low and sensible cost, thus Tesco has the title of being probably the least expensive general store in Britain. Anyway different stores, for example, Asda and Sainsbury’s additionally have their own marked items. Tesco groups an extraordinary quality that all organizations pine for to forces; and that quality is in all honesty the way that Tesco is unimaginably composed. I know beyond a shadow of a doubt that Tesco are sorted out, on the grounds that I went to Tesco and I saw the way that items that are applicable are in a similar area so it makes simpler for the clients to locate their ideal item and contrast the costs and comparable items for instance they find infant items in a similar segment close to one another, with the goal that guardians hoping to purchase child grain and infant yogurt won't endure the fatigue of venturing out to the opposite finish of the general store. Tesco likewise name the segments with the goal that clients don’t get befuddled. What I additionally like about Tesco is that they find child stuff in areas that are close to one another so indeed the client doesn’t need to stroll across to the opposite side of the market to get an oat and the opposite side to get spoils. Anyway other general store that I’ve witnesses firsthand, for example, Asda additionally do this. I state that Tesco and Asda are the most sorted out market in Britain ( Judging from my own eyes), Both general stores have new/items with unique proposals close to the passageway; they utilize this strategy to ensure that new/items with extraordinary offers is the primary thing that the clients sees, thus the client won't miss the exceptional offer or another item. Another motivation behind why they do this is on the grounds that Tesco recognizes the way that clients like to see what’s new and that on the off chance that they can’t locate the new roduct/s then they will begin to ask the staff, this will make them occupied and furthermore prevent the staff from focusing on their work. Nike is an organization that sells and assembling all kind of sports wear and items. The favorable circumstances that Nike has are that the two of them assembling and sell items that their clients have an enthusiasm for. With the goal for Nike to sell more products and ventures they (Nike) support sport stars, for example, Cristiano Ronaldo, Roger Federer and Tiger Woods. You can see that these game stars are truly outstanding and on top in their calling, subsequently they have a major fan base and these fans like to emulate their golden calves and wear comparative garments; because of the reality these games stars forces a colossal fan base is significant on the grounds that it will imply that the fans will purchase the Nike items, that the games stars are wearing. Anyway this doesn’t come in modest, as the games stars get paid a colossal sum for wearing the Nike apparel go. The followings is how much each Sport star get paid by Nike. †¢ Cristiano Ronaldo †Currently gets ? 6 million per year sponsorship. †¢ Roger Federer †Currently gets ? 8. 4607875 million per year sponsorship †¢ Tiger Woods †Currently gets ? 13. 0165962 million every year sponsorship Although these Sports stars get paid liberally, I anyway believe that they are justified, despite all the trouble ‘because they have helped Nike to create deals. Anyway Adidas who are Nike’s rivalry likewise have support bargains for Sport begins most remarkably David Beckham. Anyway my different business (Tesco) won't have the option to support sports stars as their primary claim to fame is by selling food items particularly staple goods and game stars are not pertinent to what they sell in this way the game stars w

What To Look For In A Perfect Term Papers Review

What To Look For In A Perfect Term Papers ReviewThere are a lot of resources online that allow you to look up a term paper and all of the solutions that may come with it, including its perfect review. While a few may not be worth your time, they can help you as you choose what kind of review is best for you.First, make sure the paper itself is good. When a person finishes a term paper, he or she will generally have a good idea about the type of paper. If a term paper isn't clear, the perfect review probably won't be either.Second, when choosing the perfect review, make sure that it's comprehensive. You want to find one that offers a wide variety of review questions. This way, you will have a look at the topic without having to read the whole thing.Finally, take into consideration the type of review you're looking for. For example, if you're looking for a problem-solving term paper, make sure it has well-defined solutions. A problem-solving term paper may include several solutions. In most cases, you should have access to the complete solution to make sure that you understand the term paper.These are just a few tips on choosing the perfect term papers review. There are many other resources on the internet that will help you as you research them. Some of these will provide reviews based on people's own experiences.If you want to know more about the term papers you're looking for, make sure to ask around. You may be able to get advice from people who have used the papers before and are happy with their experience. They may also be able to recommend specific reviews.Many people who are looking for a termpaper often don't know what to look for in a review. When looking for a review, remember that the following tips are especially important. You may also want to follow the same guidelines as a person who has reviewed previous term papers.After all, there are a lot of things to consider when looking for the perfect term papers review. Using the tips above, you should be able to find the perfect review for you. Take the time to read each review that you find, so that you'll be able to determine which are good and which are bad.

Economic Incentives Essay - 617 Words

Discussion Board Forum 1 Topic: Economic incentives Then discuss your topic in an original thread by 11:59 p.m. (ET) on Friday, and reply to at least 2 classmates threads by 11:59 p.m. (ET) on Monday. Be sure to include the following: * In the first paragraph, discuss the relevant economic theory of your topic (your textbook is a good source for this paragraph). * In the second, you must include outside research to corroborate your thread (from the Liberty University Online Library or elsewhere). * In the third, cite and discuss a real-world example of your topic. * In the fourth, integrate biblical insights into your Discussion Board posts. Economic incentives are used to influence a person. The postulate†¦show more content†¦Incentives are seen everywhere in daily life and they appear in a variety of ways. Whether a person is making a choice between what to eat for lunch or when to go to bed, they are being influence by incentives. For example, images of an appealing lunch meal in a TV commercial may make someone choose Subway over Mcdonalds. However, the same thought process can motivate someone to prefer a meal at McDonalds because of the company’s constant promotion of their â€Å"dollar menu† (Mcdonalds, 2013). Either of these incentives can appeal to a person, depending on what they are motivated by, in this case, either health or money. The Bible is full of different forms of incentives. Some people can skim the Bible and note its major incentive; the opportunity for eternal life. However a deeper knowledge of what God says shows many more incentives. Other incentives are exemplified in the Bible: believers have faith which gives them peace (Romans 5:1), faith leads to loving the Creator and experiencing His love (Psalms 85:10), and the knowledge of right and wrong gives an opportunity for forgiveness (Acts 2:38). All of these reasons for believing the Bible, along with many more, can motivate a person to choose that specific approach to life. In its essence, an incentive is a deliberate proposal calculated to make a person choose a certain action. Thus, the reason why incentives are so popular in society is because everything andShow MoreRelatedEconomic Incentives : Effect Of Social Disapproval1244 Words   |  5 Pagescitet{carpenter2006mutual} following similar work by citet{gachter2000cooperation}, provide empirical evidence that economic incentives can reinforce the effect of social disapproval. Both the mentioned papers consider groups of people ranging from five to ten. Each group plays ten rounds, and are then moved to a different group after each round in the `strangers treatment. There are three stages to each round, firstly they must contribute, secondly the contributions are made public and finallyRead MoreRelationship Between Culture And Economic Incentives933 Words   |  4 Pagesand economic incentives, not a set primacy of one over the other. Change should ideally be explained by a synthesis in which bo th culture and economic incentives are taken into account. It is not only about stating that there is a relationship but also about analysing how that relationship works in terms of mechanisms. section{Synthesis in an Ontologically Divided Field?} In this section, I will develop the scope for synthesis regarding culture and economic incentives in a political economic analysisRead MoreEssay about Local Economic Development Incentives in the US1460 Words   |  6 PagesLocal Economic Development Incentives in the US 1. Description of the Issue Local economic development incentives constitute essential aspects of urban development economic policies. 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The title is related to the book since he emphasizes how incentives drive and affect people’s actions. Although this book does not have a single theme, the main focus of the book is a new way of interpreting the world using economic tools. He explores incentives, information asymmetry, conventionalRead MoreAflac Inc. ‚Äà ¬ Reward and Performance Practices1439 Words   |  6 PagesAmerica. Aflac’s reward structure is considered a performance base structure that focuses on recognizing and rewarding their employees. Rewards are given based off of individual pe rformances, team performances, and organizational performances. The incentives that AFLAC offers are both monetary rewards as well as non-monetary rewards each with a list of opportunities for employees to take advantage of. AFLAC believes in always motivating its employees to achieve their goals on a daily, weekly, and monthlyRead MorePeriraden Case Study922 Words   |  4 PagesUsing Ownership Incentives in China Case Overview PeriRaden is a California-based company, launched by Roy Weber - CEO, that specializes in mobile technology. They are focused on expanding their business into foreign countries, specifically China, and are faced with the challenge of introducing the employee ownership culture of the Silicon Valley to their target workforce in China. Although, ownership incentives have proven to be very Successful in the US, there are several reasons why itRead MoreEssay on Compensation and Benefits Strategy1040 Words   |  5 PagesAustin, Texas, hired Atwood and Allen Consulting (AAC) to conduct a market evaluation and provide recommendations for the following: a position in the market, a compensation structure, a total compensation and benefits strategy, and performance incentives and merit-based pay to recognize and engage employees. This will help to identify applicable laws related to pay and benefits. This paper includes citations from one peer-reviewed book, three government websites, four c ommercial websites, and one

The Internet And Cloud Services - 878 Words

The Internet and Cloud Services The internet lets you browse the web and helps you find information about many things. Also on the internet you can find many online courses for anything you would like to learn or do. Without the internet most people couldn t find as much information as easy. Uses of internet and Cloud Services With the internet you can exchange information between two or more computers. The most up-to-date thing to do this is called the cloud, the cloud is where you can store extra information when your computer runs out of space or need to access information from one computer to another. The cloud is really useful to people who work at a business and needs to finish reports at home. Uses of the Internet The internet is a wonderful thing. It allows you to connect with friends, family, and even strangers all around the world. Also you can learn many new courses and things for free off the internet. Although some courses may have a small fee.Identify Requirements for Internet Connection. Identify Requirements for Internet Connection To connect to the internet you need a computer and a modem. The internet is provided by your Internet Service Provider (ISP). You can either directly connect your computer to the modem with an ethernet cord or with WiFi which is now more popular. Identify Features of Internet Connection There are two types of connections, there is dial-up and dedicated. Dial-up is slow, but cheap and works in rural areas. With dedicated it isShow MoreRelatedCloud Computing : A Compelling Paradigm For Delivering And Managing Services Over The Internet3092 Words   |  13 PagesCloud computing has become a compelling paradigm for delivering and managing services over the internet. Although it might be difficult to define cloud computing, one simple definition of the term is virtualized third-party hosting. 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Addiction to Computer Gaming-Free-Samples-Myassignmenthelp.com

Question: Discuss about the Addiction to Computer Gaming. Answer: Introduction The recent innovation and development are coming across in the field of entertainment and gaming zone. The children are getting attracted towards the new game and its associated technology. They are becoming addicted to the computer game playing which is the major concern for the parents. Putting of restriction on playing the computer games by the parents makes the children emotionally disturbed. The depression and aggressiveness are the major outcome of restriction. The stealing of video games is the basic activity performed by them. The games provide the world of fantasy to the children. The game playing is dominating the childrens minds. The anxiety of children keeps them addicted to the world of games. The computer game makes the diagnosable disorder in the youth. Major problem is to handle the situation of the growing children. The purpose of this paper is to focus on defining the addiction to the game, measuring the symptoms in children of addiction, reasons of becoming childre n addict towards the computer game. Problem statement: The problem is to focus on managing the diagnosable disorder of becoming a computer game addiction. It helps in measuring the symptoms of addicting towards game addiction. The focus should be given to the risk encountered in the game addictive. The research on the computer gaming addiction helps in encountering the information related to the addiction to the computer games, how children get attracted towards the game zone, and steps which should be taken to resolve the issues which exist with the childs addiction. Description The physical and the mental health of the youth get affected through the paying of games on the computer system. The fantasy world gets created for the youth in the gaming zone towards which they get attracted and works on achieving the final target of the game. The success of achieving the target fill them to play more and more games and the failure can result addicted to the alcohols and drugs. The percentage of youth is increasing for the game playing at the rapid rate. The countermeasures should be taken to put restriction on the game playing without disturbing their emotions which are attached with the game (Sepehr, 2005). The harsh treatment can negatively affect the growth of the youth. The school, college, and university should not provide the facility of gaming zone for the growing children because they take the privilege and waste their crucial time of studies in playing the games. From the research, it is found that the children are getting addicted to the cartoon characte rs and start behaving in the same manner in their daily routine activities. The concern of the parents have been placed from all over the world for the solution to convenience their children that playing the computer games are harmful for their mental and physical growth (Poon, 2012). The gift of video game to the children is equivalent to give drugs as the gift. The children start living in the world of fantasy. They start omitting the hurdles of the real life (Vollmer, 2014). The most important step is to judge the child that he is addicted to the computer game or not. There are certain parameters which help in the diagnosis of the addiction to the world of fantasy are categorised as student restriction in performing the school curriculum activities, they are not committed to perform their best in studies or sports activity, start omitting to go and enjoy social parties and invitations, spending their leisure time in playing computer games only, changes encountered in the sleeping habits, start omitting the outdoor sports activities, limited communication with elders and friends, and non-stop playing of computer games The computer games do not only makes children addicted it can do its magic to any person of any age. It is not limited to a certain group of people (Wang, 2011). The growth in the world of computer game technology makes the male and female of all age groups to enjoy and spend their leisure time in playing activities which they can spend with their family members. The people get attracted towards the computer games because it empowers the psychological thinking of the person by creating the world of dreams to which they get attracted and does not want to come out of their world of dreams (Weinstein, 2010). The games are divided into certain levels which sets target for the player. The player spend their crucial time in completing worthless target which does not going to give them anything. The successful completion of the tasks gives the player a satisfying feeling and the negative result of the game may take the person towards addiction of drugs and alcohols because he gets disturbed by not achieving his world of dreams. Playing in computer leaves a negative impact on the persons participating in the gaming. The person to person interaction is decreasing due to the excessive use of computers games in the daily routine activities. The person likes to prefer loneliness so that they can actively play the games without any disturbance. The outdoor activities are completely blocked by the growing students. The grades and the performance in the educational activities are decreasing at a very high speed due to the loss of interest in studies. The student gives priority to the playing of games on the system not to their curricular activities (Arifin, 2015). The dedication of the adults towards their jobs is decreasing since the power of concentration is lowering down because of the addiction to the computer games. The students are not completing their homework on time and start looking for the unfair means of cheating to complete their work. The job seekers are not getting enthusiastic to develop their career plan and the courses which they can take for improving their skills and talents to get a good job. From the survey, it has been concluded that lots of money people wasted in playing of computer games. The studen ts are spending their tuition or school fees in enjoying the world of game zone. The inclusion of computer games in the environment of a family creating the picture of tension because face to face interactions of the family members are decreasing. The family members prefer isolated from the other members of the family so that they can give their family time to the world of their imagination (Kuss, 2012). The loss of a job is the serious consequences of the gaming world for the family because it makes hard to earn day to day livelihood for the family. Negligence to the health hygiene will result in the loss of physical health of the addicted person (Lee, 2012). Recommendation The problem of addiction to the world of computer games can be resolved by bringing change in the day to day activity schedule of the person. It is recommended that The health treatment should be provided to the addicted person so as to improve his physical and mental health. The psychologist should refer to provide individual therapy. The communication session should be made with the addicted person for diverting his mind from the computer games. The family members should provide him some responsibility to be completed within the particular period of time so that his mind get towards the completion of the target set by the family members not of the computer games. The outing program should be arranged with the family members so that it brings the feeling of refreshment among them and helps in increasing the face to face interaction between them, which creates the feeling of love, bonding, togetherness, and dependencies which is helpful in overcoming the problem of loneliness and isolation (Ahmad, 2013). The friends and family should share their time and daily routine activities with the addicted person The efforts should be made to build the self-confidence in giving his best in the curricular activities of school and offices which is lost due to addiction of computer games. The team building phenomenon should be applied to bring back the lost confidence of the patient (Ahn, 2014). Once he gets back his confidence than he is all set for giving his best in the daily curricular activities. Books are the best friends of the person because they help us to give real life experience and the solution to resolve their hurdles of life. The books give information about the reality and provide confidence to face a worse situation of the life with courage and enthusiasm. Conclusion: It is concluded that the growth in the world of computer game technology makes the male and female of all age groups to enjoy and spend their leisure time in playing activities which they can spend with their family members. It is the serious issue for the parents because it is related to the growth of their child both physically and mentally. The dedication of the adults towards their jobs is decreasing since the power of concentration is lowering down because of the addiction to the computer games. This paper helps in providing various solutions to the problem of game addiction, which will be successful in resolving the concerned issue such as individual therapy program by the psychological expert, books, friendly environment, and others. From the survey, it has been concluded that lots of money people wasted in playing of computer games. The students are spending their tuition or school fees in enjoying the world of game zone. This is the serious issues which should be given consi deration. The outing program should be arranged with the family members so that it brings the feeling of refreshment among them. References: Ahmad, U. (2013). Video game addiction. Retrieved https://bada.hb.se/bitstream/2320/12478/1/2013MAGI01.pdf Ahn, J. (2014). Computer game addiction. Retrieved https://andrewd.ces.clemson.edu/courses/cpsc414/spring07/chp/team3.pdf Arifin, F. (2015). Gaming addiction research paper. Retrieved https://www.academia.edu/9690855/GAMING_ADDICTION_RESEARCH_PAPER Kuss, D. (2012). Video game addiction: Past, present, and future. Retrieved https://www.researchgate.net/publication/232708792_Video_Game_Addiction_Past_Present_and_Future Lee, E. (2012). A case study of internet game addiction. Retrieved https://www.tandfonline.com/doi/abs/10.3109/10884602.2011.616609 Poon, A. (2012). Computer game addiction and emotional dependence. Retrieved https://digitalrepository.trincoll.edu/cgi/viewcontent.cgi?article=1260context=theses Sepehr, S. (2005). Online video game addiction: A review and the information system research agenda. Retrievedhttps://pdfs.semanticscholar.org/2438/f642dc7be774a226d66eabac87256d450989.pdf Vollmer, C. (2014). Computer game addiction in adolescents and its relationship to chronotype and personality. Retrieved https://journals.sagepub.com/doi/abs/10.1177/2158244013518054 Wang, L. (2011). Online game addiction among university student. Retrieved https://www.diva-portal.org/smash/get/diva2:602320/FULLTEXT01.pdf Weinstein, A. (2010). Computer and video game addiction- A comparison between game user and non-game user. Retrieved https://www.sfu.ca/cmns/courses/2011/325/class/13zachary/3_final_project/Misc_files/Computer%20and%20Video%20Game%20Addiction%20%20Weinstein.pdf

Notes to; Food with Feeling by Nicola Barker Essay Example

Notes to; Food with Feeling by Nicola Barker Paper This story is about a little family; mom, Anne Marie, dad, Steve and child, Finn. Anne Marie is pregnant and the only things she do (what we read in the story) is to bake every Sunday. She hates it. She is doing it to feed the family and to be the good house mom and because she hopes that it might bring the home some homely. Steve is working a lot and is not being honest with Anne Marie. Little Finn is saying that her moms food seems to be angry, it tastes very bitter and frosty bit it too sugary and full of air. After that every meal got a feeling -often a bad feeling, because she hated it; to bake. One Sunday evening for dinner, Steve is saying that he dont want the baby and that he is tired of her cooking. Anne Marie gets quiet and go cleaning up. -Anne Marie compare baking with her baby, she says: maybe the baby Is the truth. I wanted the baby because I wanted to find out the truth about everything She Is trying to figure out what is going on -between her and her husband, her daughter, her child and her new baby. She wants to know and tell the truth. We will write a custom essay sample on Notes to; Food with Feeling by Nicola Barker specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Notes to; Food with Feeling by Nicola Barker specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Notes to; Food with Feeling by Nicola Barker specifically for you FOR ONLY $16.38 $13.9/page Hire Writer She Is trying so radar to be a good mom, but she chant only Just bake to make It good. -Steve has to accept her and first of all be honest with her. He might not love her anymore and same with her: she doesnt love him anymore. She Is tired of herself, the baby and the baking. At the end she says: l want to tell you the truth, and the truth hurts. She Is now ready to play all her cards, she will not held anything anymore. The baking make Anne Marble get out with all her frustrations and feeling. She cooks with feeling and passion; It doesnt always has to be a good feeling; In this case Its a bad feeling dying It.

Summary Virtual Meeting Analyzer A web application to visualize and analyze social networks emerging in group meetings by Privitera, A., Martino, F. Gamberini, L.

Summary Virtual Meeting Analyzer A web application to visualize and analyze social networks emerging in group meetings by Privitera, A., Martino, F. Gamberini, L. This article details the aspects of a Virtual Meeting Analyzer. This is an upcoming web application that can be used to analyze the dynamics of a social meeting. According to the article, evaluating the social networks that result from meetings could help in improving communication in social meetings.Advertising We will write a custom report sample on Summary: â€Å"Virtual Meeting Analyzer: A web application to visualize and analyze social networks emerging in group meetings† by Privitera, A., Martino, F. Gamberini, L. specifically for you for only $16.05 $11/page Learn More However, the article notes that there are many complexities involved in this process (Privitera, Martino Gamberini, 2012). The Virtual Meeting Analyzer (VMA) is a web application that is modeled to overcome such complexities. The article begins by noting that prior to VMA social meetings were analyzed using arcs and nodes. The nodes in this case represent the social agents whil e the arcs represent the nodes’ interrelationships. According to the article, social network analysis is currently used in psychological research activities. For instance, it can be used to monitor social groups or initiate organizational interventions. VMA simplifies the analysis of small social meetings of less than thirty participants. There is no expertise in social network analysis or computer science that is required when using VMA. Other software programs that were previously used for this task did not have this element of simplicity. These programs also incorporated manual coding and this left room for errors. According to the article, VMA has four modules. Each of these four modules corresponds with the activity being performed. The four modules include configuration, recording, meeting creation, and temporal analysis. The meeting creation module allows the user to create a new meeting or load a previous one. The configuration module accounts for characteristics of t he meeting’s environment. The recording module allows the user to record all the communication events in a meeting. This module is instantaneous.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The temporal analysis module provides a temporary description of the social network. When the network develops, the temporal analysis module updates these developments. The article then outlines the considerations that were made during the development of the VMA web application program. The most important developmental consideration was that VMA could be accessed through any internet-enabled device. The article continues by claiming that VMA web applications can work with a wide range of browsers (Borgatti, Everett Freeman, 2001). The next part of the article details the application’s evaluation. According to the article, the evaluation’s main objective was meant to prove that VMA could be used by users with no technical background. The evaluation was conducted using two different scenarios to guarantee effectiveness. In the first scenario, a VMA user was presented with thirty-five questions. The questions investigated the device’s navigability, design, visibility, comprehensibility, and error handling. This second scenario investigated the effectiveness of the application’s inner workings. The article notes that both evaluations revealed positive feedback from the participants. Among the highest rated components of VMA included the application’s meeting creation and participant positioning modules. In the second scenario, participants were able to discover who the leader of the network was using VMA. The results of the evaluations have since been used to develop updates for the application. The article continues to note that most of these updates will focus on the interoperability between the application and web browsers.Advertising We will write a custom report sample on Summary: â€Å"Virtual Meeting Analyzer: A web application to visualize and analyze social networks emerging in group meetings† by Privitera, A., Martino, F. Gamberini, L. specifically for you for only $16.05 $11/page Learn More The article concludes by posting the results of the evaluation conducted through the questionnaire. The replies for most of the thirty-five questions asked were positive. Impact of VMA on Psychological Research VMA technology is used as a tool of social network analysis. Social network analysis (SNA) is one of the methods used in psychological research. SNA was first used as a research methodology in 1989 (Fogg Tseng, 1999). Before that, a book published in 1934 touted for SNA’s inclusion in the research methodologies regimen. VMA represents the current trend that uses SNA methodology. The tool employs the latest technological advancements especially the advent of high-speed i nternet. VMA will have quite a significant impact on how research is conducted in the psychology field. Most of the existing SNA tools feature backdated technology that does not match the current trends. VMA is the exception to this trend. VMA will feature simplified architecture that will simplify research activities. Currently, most psychological research is not funded by external sources. This means that most psychologists have to fund their own projects (Martino, Spagnolli Gamberini, 2009). Therefore, VMA is going to assist researchers in cutting research costs. The tool also cuts back on the number of personnel required to undertake a research project.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, the tool does not require researchers to engage in further training. All these aspects are cost cutting and this could translate to more research projects in the future. For instance, the above article takes note of the ease of operation that comes with the new VMA. Another aspect of VMA that will affect research is its efficiency. According to research conducted on the VMA, it was discovered that the tool is over three times more efficient than its viable alternative. This translates into reliable research findings because of the reduced incidences of human error. The tool also includes several new components that will make researchers’ work easy. For example, VMA allows users to add notes, new participants, and even modify the content of earlier notes (Cross, Borgatti Parker, 2002). VMA is a trending research tool in psychological research. Over the next few months, its impact will start being felt. The tool will simplify current research and open avenues for futuristic research. List of References Borgatti, P., Everett, G. Freeman, C. (2001). UCINET V Network Analysis Software  Manual. Harvard, MA: Analytic Technologies. Cross, R., Borgatti, P. Parker, A. (2002). Making Invisible work visible: using social network analysis to support strategic collaboration. California  Management Review, 44(2), 25-46. Fogg, J. Tseng, S. (1999). Credibility and computing technology.  Communications of the ACM, 42(5), 39-44. Martino, F., Spagnolli, A. Gamberini, L. (2009). Presence in the age of social networks: augmenting mediated environments with feedback on group activity. Virtual Reality, 13(3), 183-194. Privitera, A., Martino, F. Gamberini, L. (2012). Virtual Meeting Analyzer: A Web application to visualize and analyze social networks emerging in group meetings. PsychNology Journal, 10(1), 39-51.

ACT What To Do

Are You Smart But Scoring Low on the SAT/ACT What To Do SAT / ACT Prep Online Guides and Tips Are you a high achieving student who’s used to getting good grades in school?Were you expecting a similarly high standardized test score and were disappointed whenyou got your scores back? I have two pieces of good news: 1. You are not alone; this problem is a lot more common than you probably think. 2. There are ways to improve your test taking skills and raise your score.This guide will go over the most common reasons smart students get low scores on standardized tests and give step-by-step guidelines for solving the problem. Why Do Smart People Not Always Score Well on Standardized Tests? Getting good grades in schooldoes not automatically translate to doing well on standardized exams because these exams are often quite different from tests you take in school.Unlike most school exams, standardized tests: Cover multiple subjects. Unlike just studying for a math test in high school, standardized tests cover math, literature, writing, and science all in one test. This means that you have to study a much wider variety of subjects than you would for a typical school exam, which can be challengingand time-consuming. Are divided into strictly timed sections. This makes standardized tests more difficult because you need to work through the questions faster and often don't have as much time to check your work. Often include misleading questions and answer choices. Most tests you take in school are fairly straight-forward, but standardized tests often include trick questions or answers, which means that even if you know the material, you can still get fooled and end up choosing the wrong answer. There is also typically a lot more pressure to do well on a standardized exam than there is to do well on any single test you take in school because ACT and SAT scores are an important part of college applications. There is no one reason why smart students sometimes get low scores on standardized tests.Below are five scenarios that cover nearly all the reasons top students may not be getting the scores they want on the ACT or SAT.For each scenario, the underlying problem is explained, and steps are provided to help solve the problem and avoid it in the future. Scenario 1: Studying the Wrong Way This May Be You If: You prepared for the exam, had enough time to answer all the questions, and didn’t feel overly anxious, but still got a lower score than expected. It’s possible, and even fairly common, for you to put in a significant amount of time studying for a standardized test and still not get the score you want. If this is the case for you, and you’ve ruled out the other scenarios as possibilities, then you may need to change the way to study for the test.Even if you are a star math student at school, that doesn't automatically translate to getting a high score on the math section of a standardized test because standardized tests are longer, cover more material, and can ask questions in ways that seem confusing or misleading.This means that your methods of studying for your classes at school may not get you the score you want on a standardized test. How to Solve: If you're studying for a standardized test the same way you study for a test at school and it isn't getting you the results you want, then you need to change your study methods. Unlike school exams, for standardized tests you need to know not onlywhat topics they'll test you on, buthowthey'll test you on those subjects, which means you need to become familiar with standardized test questions and how they are worded. The best way to do this is to answera lot of practice questionsand get used to the way questions are asked. Take officialSAT practice testsor ACT practice tests to have the highest quality and most realistic practice questions. You should also review each of the questions you answered incorrectly or guessed on and learn what mistake you made. Reviewing your answers also lets you see which subjects you need to spend the most time studying so you can get high scores across the test. Check out our guide on the best way to review missed questions on the SAT or ACT.We also have a wealth of resources that cover all aspects of SAT preparation and ACT study tips. If you've been studying on your own and not getting the results you want, you may also want to consider hiring a tutor or using an online resource such as PrepScholar. A tutor may be able to help if you're having difficulty studying on your own. (Tulane Public Relations/Flickr) Scenario 2: Didn’t Study Enough/Overconfident This May Be You If: You took the test without any or a lot of preparation because you didn’t think you needed to practice. You may be used to acing tests and papers in school without ever needing to study beforehand.This attitude is common among high-achieving students, and many expect to do just as well when they take a standardized test. However, standardized tests are a special breed of exam andfor students who don’t have a lot of practice with them, they may not be used to the types of questions being asked.Test makers also make some questions and answer choices deliberately tricky and misleading, and if you aren’t used to that style of exam, you may be falling for their tricks and selecting the wrong answer choices. How to Solve: Practice! Set up a study schedule for yourself so you're better prepared for the next time you take the test.To get you started, check out our guides onhow long you should study for the SATandhow long you should study for the ACT. You should also take3-4practice tests to get used to the types of questions these tests ask and how they ask them. For every question you answered incorrectly, look it over to see what you did wrong and how you canavoid making the same mistake in the future. Scenario 3: Over-Thinking the Questions This May Be You If: You spend a lot of time going back-and-forth between answer choices and struggle to pick the correct option. There are specific answer options on these tests designed to look almost like the right answer, and you may think they could be the right answer if you argue their case enough.In school, you may be able to support your answer with a strong enough argument to get it accepted by the teacher, but this doesn’t work with standardized tests.For these tests, test makers are only interested in the rightanswer, not an almost-right answer. This problem is particularly common on inference questions for ACT and SAT reading sections. In class, you may be able to infer something from other things you’ve readoryour own life experiences, but on a standardized test, every correct reading answer will be supported by the text, even inference questions. This confusion can also happen on other test questions, such as second-guessing yourself on sentence completions, making easy math questions more difficult than they need to be, or assuming there must be an error on every writing question. How to Solve: Remember that each question on a standardized test has only one correct answer, and every other option is unambiguously wrong. For reading questions, evenif you feel that a certain answer choice is better, if you don’t see any evidence inthe text supporting it, then it isn’t the correct answer. You should be able to point to a line or passage in the text to support every answer you choose. For all test questions, ifan answer choice is even the slightest bit incorrect, then it is not the correct answer. Move on to other answer choices and don’t let yourself waste time by trying to convince yourself that it’s correct.Read our guides specifically on inference questions for reading sections of the ACT and SAT. We also discuss how to choose correct answersfor other SAT questions and ACT questions. Don't overthink standardized test questions. Scenario 4: Anxious Test-Taker This May Be You If: You felt confident and prepared before the test, but once you start taking the exam, you get nervous and second-guess yourself. Sometimes you know all the information and tricks, but when it’s test time, you psych yourself out and let your nerves get the better of you.It’s easy to put a lot of pressure on yourself when you take a standardized test becauseit can be very important for your future. Overachieving students can be particularly susceptible to this problem because they feel like they have to get a top score in order to get into the best colleges.Feeling stressed or anxious while taking the test can cause you to make silly mistakes and forget information and strategies you’ve learned. How to Solve: The best way to combat this problem is to take a lot of practice testsandmake the conditions as real to the actual test as possible. We have guidesto help you take practiceSATs and ACTs under the most realistic test conditions. The more familiar something is, the less anxiety it will cause.If you are not yet a senior and feel that you may have a problem with test anxiety, consider taking the PSAT or ACT Aspire. Both of these tests are very similar to the SAT and ACT, respectively, and they will give you a low-risk way to become more familiar with standardized tests. Also remind yourself that your standardized test score is only onepart of your college application, and you are free to take a standardized test more than once.Check out our guide tomanaging SAT anxiety (you can use these same skills for the ACT). Scenario 5: Poor Time Management This May Be You If: You know how to answer the questions, but repeatedly run out of time on exam sections. I struggled with thisproblem for a long time. To prepare for the SAT, I had studied, knew the types of questions I’d be asked, and was ready for their tricks, but I was constantly running out of time.Standardized tests usually cram a lot of questions into a short amount of time, and manystudents have trouble answering all the questions before time runs out. This can be especially difficult if, like me, you’re somewhat of a perfectionist and like to make sure of each answer and double-check everything.I was used to having enough time to finish exams at school, and the time crunch on standardized tests threw me for awhile. How to Solve: The best way to solve this problem is to take a lot of timed practice tests. You’ll get more used to the types of questions that are asked, which means you’ll be able to answer them more quickly. When you take practice tests, make sure you give yourself exactly the same amount of time you’d have for each section on the real test, so that you know how much you need to work on your time management. You should also stop yourself from spendinga lot of time trying to solvea singletest question. Our general rule is that if you’ve spent more than 30 seconds on a question and still have no idea how to solve it, skip it and move on. You can always come back to it if you have more time at the end. We also have more in-depth guides that cover how to stop running out of time on SAT reading and SAT math, as well as for ACT Reading and ACT Math. Keep track of your time while taking a standardized exam. Which Scenario Applies to You? Now that you know the different reasons whysmart students don't always score well on standardized tests, you can determine which scenarios apply to you and start toovercome them. In order to determine which of the scenarios you fit, first findyour standardized test resultsand look over each of your incorrect answers.For each question you answered incorrectly, ask yourself why you got it wrong,and look at the options below todecidewhich scenario best matches your reason for answering incorrectly. On a sheet of paper, make a column for each of the five scenarios, and marka tally under the corresponding column each time a certain scenario explains why you got a question wrong. In some cases, more than one scenario could be the cause. Scenario 1:You wereconfused by the question's wording, even though you knew the material the question was asking about. Scenario 2: You weren't familiar with the subject the question was asking about. Scenario 3: You struggled to choose between 2 or more answer choices because you couldn't decide which was the right answer. Scenario 4: You knew how to solve the problem but answered incorrectly because you were stressed or anxious. Scenario 5: You didn'thave enough time to answer the question but would have gotten it right if you'd had more time. After you have done this for each incorrect answer, look to see which scenarios had the most tally marks.Review those scenariosand their "How to Solve" sections to learn how to avoid making those same errors in the future. You are now on your way to raising your standardized test scores! What's Next? Are you wondering what a good score for the SAT or a good score for the ACT is? Check out our guides to see how your scores measure up. Are you aiming for a perfect standardized test score?We have guides on how to get a perfect SAT score and perfect ACT score, both written by a perfect scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

ACT What To Do

Are You Smart But Scoring Low on the SAT/ACT What To Do SAT / ACT Prep Online Guides and Tips Are you a high achieving student who’s used to getting good grades in school?Were you expecting a similarly high standardized test score and were disappointed whenyou got your scores back? I have two pieces of good news: 1. You are not alone; this problem is a lot more common than you probably think. 2. There are ways to improve your test taking skills and raise your score.This guide will go over the most common reasons smart students get low scores on standardized tests and give step-by-step guidelines for solving the problem. Why Do Smart People Not Always Score Well on Standardized Tests? Getting good grades in schooldoes not automatically translate to doing well on standardized exams because these exams are often quite different from tests you take in school.Unlike most school exams, standardized tests: Cover multiple subjects. Unlike just studying for a math test in high school, standardized tests cover math, literature, writing, and science all in one test. This means that you have to study a much wider variety of subjects than you would for a typical school exam, which can be challengingand time-consuming. Are divided into strictly timed sections. This makes standardized tests more difficult because you need to work through the questions faster and often don't have as much time to check your work. Often include misleading questions and answer choices. Most tests you take in school are fairly straight-forward, but standardized tests often include trick questions or answers, which means that even if you know the material, you can still get fooled and end up choosing the wrong answer. There is also typically a lot more pressure to do well on a standardized exam than there is to do well on any single test you take in school because ACT and SAT scores are an important part of college applications. There is no one reason why smart students sometimes get low scores on standardized tests.Below are five scenarios that cover nearly all the reasons top students may not be getting the scores they want on the ACT or SAT.For each scenario, the underlying problem is explained, and steps are provided to help solve the problem and avoid it in the future. Scenario 1: Studying the Wrong Way This May Be You If: You prepared for the exam, had enough time to answer all the questions, and didn’t feel overly anxious, but still got a lower score than expected. It’s possible, and even fairly common, for you to put in a significant amount of time studying for a standardized test and still not get the score you want. If this is the case for you, and you’ve ruled out the other scenarios as possibilities, then you may need to change the way to study for the test.Even if you are a star math student at school, that doesn't automatically translate to getting a high score on the math section of a standardized test because standardized tests are longer, cover more material, and can ask questions in ways that seem confusing or misleading.This means that your methods of studying for your classes at school may not get you the score you want on a standardized test. How to Solve: If you're studying for a standardized test the same way you study for a test at school and it isn't getting you the results you want, then you need to change your study methods. Unlike school exams, for standardized tests you need to know not onlywhat topics they'll test you on, buthowthey'll test you on those subjects, which means you need to become familiar with standardized test questions and how they are worded. The best way to do this is to answera lot of practice questionsand get used to the way questions are asked. Take officialSAT practice testsor ACT practice tests to have the highest quality and most realistic practice questions. You should also review each of the questions you answered incorrectly or guessed on and learn what mistake you made. Reviewing your answers also lets you see which subjects you need to spend the most time studying so you can get high scores across the test. Check out our guide on the best way to review missed questions on the SAT or ACT.We also have a wealth of resources that cover all aspects of SAT preparation and ACT study tips. If you've been studying on your own and not getting the results you want, you may also want to consider hiring a tutor or using an online resource such as PrepScholar. A tutor may be able to help if you're having difficulty studying on your own. (Tulane Public Relations/Flickr) Scenario 2: Didn’t Study Enough/Overconfident This May Be You If: You took the test without any or a lot of preparation because you didn’t think you needed to practice. You may be used to acing tests and papers in school without ever needing to study beforehand.This attitude is common among high-achieving students, and many expect to do just as well when they take a standardized test. However, standardized tests are a special breed of exam andfor students who don’t have a lot of practice with them, they may not be used to the types of questions being asked.Test makers also make some questions and answer choices deliberately tricky and misleading, and if you aren’t used to that style of exam, you may be falling for their tricks and selecting the wrong answer choices. How to Solve: Practice! Set up a study schedule for yourself so you're better prepared for the next time you take the test.To get you started, check out our guides onhow long you should study for the SATandhow long you should study for the ACT. You should also take3-4practice tests to get used to the types of questions these tests ask and how they ask them. For every question you answered incorrectly, look it over to see what you did wrong and how you canavoid making the same mistake in the future. Scenario 3: Over-Thinking the Questions This May Be You If: You spend a lot of time going back-and-forth between answer choices and struggle to pick the correct option. There are specific answer options on these tests designed to look almost like the right answer, and you may think they could be the right answer if you argue their case enough.In school, you may be able to support your answer with a strong enough argument to get it accepted by the teacher, but this doesn’t work with standardized tests.For these tests, test makers are only interested in the rightanswer, not an almost-right answer. This problem is particularly common on inference questions for ACT and SAT reading sections. In class, you may be able to infer something from other things you’ve readoryour own life experiences, but on a standardized test, every correct reading answer will be supported by the text, even inference questions. This confusion can also happen on other test questions, such as second-guessing yourself on sentence completions, making easy math questions more difficult than they need to be, or assuming there must be an error on every writing question. How to Solve: Remember that each question on a standardized test has only one correct answer, and every other option is unambiguously wrong. For reading questions, evenif you feel that a certain answer choice is better, if you don’t see any evidence inthe text supporting it, then it isn’t the correct answer. You should be able to point to a line or passage in the text to support every answer you choose. For all test questions, ifan answer choice is even the slightest bit incorrect, then it is not the correct answer. Move on to other answer choices and don’t let yourself waste time by trying to convince yourself that it’s correct.Read our guides specifically on inference questions for reading sections of the ACT and SAT. We also discuss how to choose correct answersfor other SAT questions and ACT questions. Don't overthink standardized test questions. Scenario 4: Anxious Test-Taker This May Be You If: You felt confident and prepared before the test, but once you start taking the exam, you get nervous and second-guess yourself. Sometimes you know all the information and tricks, but when it’s test time, you psych yourself out and let your nerves get the better of you.It’s easy to put a lot of pressure on yourself when you take a standardized test becauseit can be very important for your future. Overachieving students can be particularly susceptible to this problem because they feel like they have to get a top score in order to get into the best colleges.Feeling stressed or anxious while taking the test can cause you to make silly mistakes and forget information and strategies you’ve learned. How to Solve: The best way to combat this problem is to take a lot of practice testsandmake the conditions as real to the actual test as possible. We have guidesto help you take practiceSATs and ACTs under the most realistic test conditions. The more familiar something is, the less anxiety it will cause.If you are not yet a senior and feel that you may have a problem with test anxiety, consider taking the PSAT or ACT Aspire. Both of these tests are very similar to the SAT and ACT, respectively, and they will give you a low-risk way to become more familiar with standardized tests. Also remind yourself that your standardized test score is only onepart of your college application, and you are free to take a standardized test more than once.Check out our guide tomanaging SAT anxiety (you can use these same skills for the ACT). Scenario 5: Poor Time Management This May Be You If: You know how to answer the questions, but repeatedly run out of time on exam sections. I struggled with thisproblem for a long time. To prepare for the SAT, I had studied, knew the types of questions I’d be asked, and was ready for their tricks, but I was constantly running out of time.Standardized tests usually cram a lot of questions into a short amount of time, and manystudents have trouble answering all the questions before time runs out. This can be especially difficult if, like me, you’re somewhat of a perfectionist and like to make sure of each answer and double-check everything.I was used to having enough time to finish exams at school, and the time crunch on standardized tests threw me for awhile. How to Solve: The best way to solve this problem is to take a lot of timed practice tests. You’ll get more used to the types of questions that are asked, which means you’ll be able to answer them more quickly. When you take practice tests, make sure you give yourself exactly the same amount of time you’d have for each section on the real test, so that you know how much you need to work on your time management. You should also stop yourself from spendinga lot of time trying to solvea singletest question. Our general rule is that if you’ve spent more than 30 seconds on a question and still have no idea how to solve it, skip it and move on. You can always come back to it if you have more time at the end. We also have more in-depth guides that cover how to stop running out of time on SAT reading and SAT math, as well as for ACT Reading and ACT Math. Keep track of your time while taking a standardized exam. Which Scenario Applies to You? Now that you know the different reasons whysmart students don't always score well on standardized tests, you can determine which scenarios apply to you and start toovercome them. In order to determine which of the scenarios you fit, first findyour standardized test resultsand look over each of your incorrect answers.For each question you answered incorrectly, ask yourself why you got it wrong,and look at the options below todecidewhich scenario best matches your reason for answering incorrectly. On a sheet of paper, make a column for each of the five scenarios, and marka tally under the corresponding column each time a certain scenario explains why you got a question wrong. In some cases, more than one scenario could be the cause. Scenario 1:You wereconfused by the question's wording, even though you knew the material the question was asking about. Scenario 2: You weren't familiar with the subject the question was asking about. Scenario 3: You struggled to choose between 2 or more answer choices because you couldn't decide which was the right answer. Scenario 4: You knew how to solve the problem but answered incorrectly because you were stressed or anxious. Scenario 5: You didn'thave enough time to answer the question but would have gotten it right if you'd had more time. After you have done this for each incorrect answer, look to see which scenarios had the most tally marks.Review those scenariosand their "How to Solve" sections to learn how to avoid making those same errors in the future. You are now on your way to raising your standardized test scores! What's Next? Are you wondering what a good score for the SAT or a good score for the ACT is? Check out our guides to see how your scores measure up. Are you aiming for a perfect standardized test score?We have guides on how to get a perfect SAT score and perfect ACT score, both written by a perfect scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

ACT What To Do

Are You Smart But Scoring Low on the SAT/ACT What To Do SAT / ACT Prep Online Guides and Tips Are you a high achieving student who’s used to getting good grades in school?Were you expecting a similarly high standardized test score and were disappointed whenyou got your scores back? I have two pieces of good news: 1. You are not alone; this problem is a lot more common than you probably think. 2. There are ways to improve your test taking skills and raise your score.This guide will go over the most common reasons smart students get low scores on standardized tests and give step-by-step guidelines for solving the problem. Why Do Smart People Not Always Score Well on Standardized Tests? Getting good grades in schooldoes not automatically translate to doing well on standardized exams because these exams are often quite different from tests you take in school.Unlike most school exams, standardized tests: Cover multiple subjects. Unlike just studying for a math test in high school, standardized tests cover math, literature, writing, and science all in one test. This means that you have to study a much wider variety of subjects than you would for a typical school exam, which can be challengingand time-consuming. Are divided into strictly timed sections. This makes standardized tests more difficult because you need to work through the questions faster and often don't have as much time to check your work. Often include misleading questions and answer choices. Most tests you take in school are fairly straight-forward, but standardized tests often include trick questions or answers, which means that even if you know the material, you can still get fooled and end up choosing the wrong answer. There is also typically a lot more pressure to do well on a standardized exam than there is to do well on any single test you take in school because ACT and SAT scores are an important part of college applications. There is no one reason why smart students sometimes get low scores on standardized tests.Below are five scenarios that cover nearly all the reasons top students may not be getting the scores they want on the ACT or SAT.For each scenario, the underlying problem is explained, and steps are provided to help solve the problem and avoid it in the future. Scenario 1: Studying the Wrong Way This May Be You If: You prepared for the exam, had enough time to answer all the questions, and didn’t feel overly anxious, but still got a lower score than expected. It’s possible, and even fairly common, for you to put in a significant amount of time studying for a standardized test and still not get the score you want. If this is the case for you, and you’ve ruled out the other scenarios as possibilities, then you may need to change the way to study for the test.Even if you are a star math student at school, that doesn't automatically translate to getting a high score on the math section of a standardized test because standardized tests are longer, cover more material, and can ask questions in ways that seem confusing or misleading.This means that your methods of studying for your classes at school may not get you the score you want on a standardized test. How to Solve: If you're studying for a standardized test the same way you study for a test at school and it isn't getting you the results you want, then you need to change your study methods. Unlike school exams, for standardized tests you need to know not onlywhat topics they'll test you on, buthowthey'll test you on those subjects, which means you need to become familiar with standardized test questions and how they are worded. The best way to do this is to answera lot of practice questionsand get used to the way questions are asked. Take officialSAT practice testsor ACT practice tests to have the highest quality and most realistic practice questions. You should also review each of the questions you answered incorrectly or guessed on and learn what mistake you made. Reviewing your answers also lets you see which subjects you need to spend the most time studying so you can get high scores across the test. Check out our guide on the best way to review missed questions on the SAT or ACT.We also have a wealth of resources that cover all aspects of SAT preparation and ACT study tips. If you've been studying on your own and not getting the results you want, you may also want to consider hiring a tutor or using an online resource such as PrepScholar. A tutor may be able to help if you're having difficulty studying on your own. (Tulane Public Relations/Flickr) Scenario 2: Didn’t Study Enough/Overconfident This May Be You If: You took the test without any or a lot of preparation because you didn’t think you needed to practice. You may be used to acing tests and papers in school without ever needing to study beforehand.This attitude is common among high-achieving students, and many expect to do just as well when they take a standardized test. However, standardized tests are a special breed of exam andfor students who don’t have a lot of practice with them, they may not be used to the types of questions being asked.Test makers also make some questions and answer choices deliberately tricky and misleading, and if you aren’t used to that style of exam, you may be falling for their tricks and selecting the wrong answer choices. How to Solve: Practice! Set up a study schedule for yourself so you're better prepared for the next time you take the test.To get you started, check out our guides onhow long you should study for the SATandhow long you should study for the ACT. You should also take3-4practice tests to get used to the types of questions these tests ask and how they ask them. For every question you answered incorrectly, look it over to see what you did wrong and how you canavoid making the same mistake in the future. Scenario 3: Over-Thinking the Questions This May Be You If: You spend a lot of time going back-and-forth between answer choices and struggle to pick the correct option. There are specific answer options on these tests designed to look almost like the right answer, and you may think they could be the right answer if you argue their case enough.In school, you may be able to support your answer with a strong enough argument to get it accepted by the teacher, but this doesn’t work with standardized tests.For these tests, test makers are only interested in the rightanswer, not an almost-right answer. This problem is particularly common on inference questions for ACT and SAT reading sections. In class, you may be able to infer something from other things you’ve readoryour own life experiences, but on a standardized test, every correct reading answer will be supported by the text, even inference questions. This confusion can also happen on other test questions, such as second-guessing yourself on sentence completions, making easy math questions more difficult than they need to be, or assuming there must be an error on every writing question. How to Solve: Remember that each question on a standardized test has only one correct answer, and every other option is unambiguously wrong. For reading questions, evenif you feel that a certain answer choice is better, if you don’t see any evidence inthe text supporting it, then it isn’t the correct answer. You should be able to point to a line or passage in the text to support every answer you choose. For all test questions, ifan answer choice is even the slightest bit incorrect, then it is not the correct answer. Move on to other answer choices and don’t let yourself waste time by trying to convince yourself that it’s correct.Read our guides specifically on inference questions for reading sections of the ACT and SAT. We also discuss how to choose correct answersfor other SAT questions and ACT questions. Don't overthink standardized test questions. Scenario 4: Anxious Test-Taker This May Be You If: You felt confident and prepared before the test, but once you start taking the exam, you get nervous and second-guess yourself. Sometimes you know all the information and tricks, but when it’s test time, you psych yourself out and let your nerves get the better of you.It’s easy to put a lot of pressure on yourself when you take a standardized test becauseit can be very important for your future. Overachieving students can be particularly susceptible to this problem because they feel like they have to get a top score in order to get into the best colleges.Feeling stressed or anxious while taking the test can cause you to make silly mistakes and forget information and strategies you’ve learned. How to Solve: The best way to combat this problem is to take a lot of practice testsandmake the conditions as real to the actual test as possible. We have guidesto help you take practiceSATs and ACTs under the most realistic test conditions. The more familiar something is, the less anxiety it will cause.If you are not yet a senior and feel that you may have a problem with test anxiety, consider taking the PSAT or ACT Aspire. Both of these tests are very similar to the SAT and ACT, respectively, and they will give you a low-risk way to become more familiar with standardized tests. Also remind yourself that your standardized test score is only onepart of your college application, and you are free to take a standardized test more than once.Check out our guide tomanaging SAT anxiety (you can use these same skills for the ACT). Scenario 5: Poor Time Management This May Be You If: You know how to answer the questions, but repeatedly run out of time on exam sections. I struggled with thisproblem for a long time. To prepare for the SAT, I had studied, knew the types of questions I’d be asked, and was ready for their tricks, but I was constantly running out of time.Standardized tests usually cram a lot of questions into a short amount of time, and manystudents have trouble answering all the questions before time runs out. This can be especially difficult if, like me, you’re somewhat of a perfectionist and like to make sure of each answer and double-check everything.I was used to having enough time to finish exams at school, and the time crunch on standardized tests threw me for awhile. How to Solve: The best way to solve this problem is to take a lot of timed practice tests. You’ll get more used to the types of questions that are asked, which means you’ll be able to answer them more quickly. When you take practice tests, make sure you give yourself exactly the same amount of time you’d have for each section on the real test, so that you know how much you need to work on your time management. You should also stop yourself from spendinga lot of time trying to solvea singletest question. Our general rule is that if you’ve spent more than 30 seconds on a question and still have no idea how to solve it, skip it and move on. You can always come back to it if you have more time at the end. We also have more in-depth guides that cover how to stop running out of time on SAT reading and SAT math, as well as for ACT Reading and ACT Math. Keep track of your time while taking a standardized exam. Which Scenario Applies to You? Now that you know the different reasons whysmart students don't always score well on standardized tests, you can determine which scenarios apply to you and start toovercome them. In order to determine which of the scenarios you fit, first findyour standardized test resultsand look over each of your incorrect answers.For each question you answered incorrectly, ask yourself why you got it wrong,and look at the options below todecidewhich scenario best matches your reason for answering incorrectly. On a sheet of paper, make a column for each of the five scenarios, and marka tally under the corresponding column each time a certain scenario explains why you got a question wrong. In some cases, more than one scenario could be the cause. Scenario 1:You wereconfused by the question's wording, even though you knew the material the question was asking about. Scenario 2: You weren't familiar with the subject the question was asking about. Scenario 3: You struggled to choose between 2 or more answer choices because you couldn't decide which was the right answer. Scenario 4: You knew how to solve the problem but answered incorrectly because you were stressed or anxious. Scenario 5: You didn'thave enough time to answer the question but would have gotten it right if you'd had more time. After you have done this for each incorrect answer, look to see which scenarios had the most tally marks.Review those scenariosand their "How to Solve" sections to learn how to avoid making those same errors in the future. You are now on your way to raising your standardized test scores! What's Next? Are you wondering what a good score for the SAT or a good score for the ACT is? Check out our guides to see how your scores measure up. Are you aiming for a perfect standardized test score?We have guides on how to get a perfect SAT score and perfect ACT score, both written by a perfect scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Intellectual Property Essay Example | Topics and Well Written Essays - 1250 words

Intellectual Property - Essay Example The law offers rights of control to the creators of literary works, films, music, artistic works, software, and typographical agreement of printed editions on the way their work may be engaged. The mentioned rights include; public performances and broadcast, adapting, lending copies, copying, as well as renting. Copyright is an automatic work, which arises when a person or a company creates something new (Holland, 2007). In order for one to qualify for this right, the work created should be considered as innovative, and display or unveil some degree of skill, labor, or judgment. For a party to receive the protection of copyright, their works must be interpreted in regard to independence creation instead of the notion behind that creation. For instance; if one writes a book, the idea of the book itself may not be protected, however, the actual content in that book would be protected. A different person has a right and, is entitled to write a book employing the same idea as long as they do not copy the owner’s idea or adapt it when writing their works (Bouchoux, 2009). Generally, the person or a group who authored the original work exclusively owns the work, which is referred as â€Å"first owner of copyright† according to the Act of 1988. However, if this work is created and formed as part of occupation, then the company will actually be the first owner, this being the employer of the person who created the work (Davies, & Cheng, 2011). Titles, colors, names, and short phrases are not normally put into consideration as unique or ample and extensive enough to be taken into consideration, though designs such as a logo, which combines these features may be covered. In other words, works that prompt anotion may be secured and protected, but the idea behind that work may not. Commissioned or freelance work generallygoes to the author, unless there is a contract, which is an agreement for the service. Similarto any otheradditional asset, copyright can be sold or

Community College Visit Assignment Example | Topics and Well Written Essays - 1250 words

Community College Visit - Assignment Example The Campus offers career training in more than 50 fields. The campus admits students of all ages as well as from all walks of life who are eager to utilize various programs that are offered there. The campus was the first of the DCCCD that offered nursing programs. The campus has recently established associations with various top-notch hospitals in the region. Moreover, it is the only campus within DCCCD that offers food and hospital programs. The campus is a Hispanic-serving institution as well as a member of the Hispanic institutions of universities and colleges. HIS university or college is a campus where the total Hispanic enrolment comprises a minimum of 25% of the entire enrolment. The campus has grown from just being a campus and it now has two sub-branches of the main campus. The sub-branches include El Centro down town campus, west Dallas campus, and Bill J. campus. The two sub branches are also located in the downtown region of Texas. The west Dallas campus is a one-stop location in down town Texas where students can meet with the college advisors, register for their course of choice, as well as speak to the financial aid advisors. This campus is the only college present in west Dallas. The college academic programs are stepping-stones for learners who want to transfer to four-year institutions, for education students who are looking for courses associated with personal development, high school students seeking to get a dual credit, that is for high school completion and college credit. Furthermore, the college offers programs for students seeking associate degrees or certificates to take on entry-level positions at the place of work. Whatever the need of the students, the college has programs that are designed to achieve it. For student seeking degree programs, the campus offers a variety of degrees, which include, associate in arts, associate in science, as well as associates in applied sciences. Moreover, the campus

The Weary Blues and Lenox Avenue: Midnight :: essays research papers

â€Å"The Weary Blues† and â€Å"Lenox Avenue: Midnight† by Langston Hughes are two poems written as scenes of urban life. Although these poems were written more than seventy years ago, it is surprising to see some general similarities they share with modern day city life. Dilluted down with word play and irrelevant lines such as â€Å"And the gods are laughing at us.†, the underlying theme is evidently urban life. â€Å"The Weary Blues† and â€Å"Lenox Avenue: Midnight† approach the general topic of urban life from two different aspects also.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Weary Blues† speaks of a person hearing a Negro playing the blues on a piano â€Å"Down on Lenox Avenue the other night,†. The poem is centered around this event, explaining â€Å"He did a lazy sway†¦He did a lazy sway†¦Ã¢â‚¬  It seems that Hughes was addressing the common link of Negro’s, urban life, and the blues music seventy years ago; quite a different approach than his other work.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Lenox Avenue: Midnight†, my personal favorite of the two, is more of an outlook on urban life back then, stating that â€Å"The Rhythm of life/ Is a jazzy rhythm,†. There is an uneasy connection between urban life itself and the blues music that was so common during that time in that urban life itself is nothing but the blues and that â€Å"the gods are laughing at us.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Lenox Avenue: Midnight† is a more meaningful poem, reaching out to anyone that could relate. In a way it relates to modern day hip-hop in the sense of reaching out to the common people of that culture and time. â€Å"The Weary Blues† on the other hand is more of an observation thing going on in the poem, observing the Negro man playing the blues on his piano. The poems indirectly relate to modern day city life. Instead of the blues, hip-hop has taken its place.

A Game of Thrones Chapter Fifty

Arya High,† Syrio Forel called out, slashing at her head. The stick swords clacked as Arya parried. â€Å"Left,† he shouted, and his blade came whistling. Hers darted to meet it. The clack made him click his teeth together. â€Å"Right,† he said, and â€Å"Low,† and â€Å"Left,† and â€Å"Left† again, faster and faster, moving forward. Arya retreated before him, checking each blow. â€Å"Lunge,† he warned, and when he thrust she sidestepped, swept his blade away, and slashed at his shoulder. She almost touched him, almost, so close it made her grin. A strand of hair dangled in her eyes, limp with sweat. She pushed it away with the back of her hand. â€Å"Left,† Syrio sang out. â€Å"Low.† His sword was a blur, and the Small Hall echoed to the clack clack clack. â€Å"Left. Left. High. Left. Right. Left. Low. Left!† The wooden blade caught her high in the breast, a sudden stinging blow that hurt all the more because it came from the wrong side. â€Å"Ow,† she cried out. She would have a fresh bruise there by the time she went to sleep, somewhere out at sea. A bruise is a lesson, she told herself, and each lesson makes us better. Syrio stepped back. â€Å"You are dead now.† Arya made a face. â€Å"You cheated,† she said hotly. â€Å"You said left and you went right.† â€Å"Just so. And now you are a dead girl.† â€Å"But you lied!† â€Å"My words lied. My eyes and my arm shouted out the truth, but you were not seeing.† â€Å"I was so,† Arya said. â€Å"I watched you every second!† â€Å"Watching is not seeing, dead girl. The water dancer sees. Come, put down the sword, it is time for listening now.† She followed him over to the wall, where he settled onto a bench. â€Å"Syrio Forel was first sword to the Sealord of Braavos, and are you knowing how that came to pass?† â€Å"You were the finest swordsman in the city.† â€Å"Just so, but why? Other men were stronger, faster, younger, why was Syrio Forel the best? I will tell you now.† He touched the tip of his little finger lightly to his eyelid. â€Å"The seeing, the true seeing, that is the heart of it. â€Å"Hear me. The ships of Braavos sail as far as the winds blow, to lands strange and wonderful, and when they return their captains fetch queer animals to the Sealord's menagerie. Such animals as you have never seen, striped horses, great spotted things with necks as long as stilts, hairy mouse-pigs as big as cows, stinging manticores, tigers that carry their cubs in a pouch, terrible walking lizards with scythes for claws. Syrio Forel has seen these things. â€Å"On the day I am speaking of, the first sword was newly dead, and the Sealord sent for me. Many bravos had come to him, and as many had been sent away, none could say why. When I came into his presence, he was seated, and in his lap was a fat yellow cat. He told me that one of his captains had brought the beast to him, from an island beyond the sunrise. ‘Have you ever seen her like?' he asked of me. â€Å"And to him I said, ‘Each night in the alleys of Braavos I see a thousand like him,' and the Sealord laughed, and that day I was named the first sword.† Arya screwed up her face. â€Å"I don't understand.† Syrio clicked his teeth together. â€Å"The cat was an ordinary cat, no more. The others expected a fabulous beast, so that is what they saw. How large it was, they said. It was no larger than any other cat, only fat from indolence, for the Sealord fed it from his own table. What curious small ears, they said. Its ears had been chewed away in kitten fights. And it was plainly a tomcat, yet the Sealord said ‘her,' and that is what the others saw. Are you hearing?† Arya thought about it. â€Å"You saw what was there.† â€Å"Just so. Opening your eyes is all that is needing. The heart lies and the head plays tricks with us, but the eyes see true. Look with your eyes. Hear with your ears. Taste with your mouth. Smell with your nose. Feel with your skin. Then comes the thinking, afterward, and in that way knowing the truth.† â€Å"Just so,† said Arya, grinning. Syrio Forel allowed himself a smile. â€Å"I am thinking that when we are reaching this Winterfell of yours, it will be time to put this needle in your hand.† â€Å"Yes!† Arya said eagerly. â€Å"Wait till I show Jon—† Behind her the great wooden doors of the Small Hall flew open with a resounding crash. Arya whirled. A knight of the Kingsguard stood beneath the arch of the door with five Lannister guardsmen arrayed behind him. He was in full armor, but his visor was up. Arya remembered his droopy eyes and rustcolored whiskers from when he had come to Winterfell with the king: Ser Meryn Trant. The red cloaks wore mail shirts over boiled leather and steel caps with lion crests. â€Å"Arya Stark,† the knight said, â€Å"come with us, child.† Arya chewed her lip uncertainly. â€Å"What do you want?† â€Å"Your father wants to see you.† Arya took a step forward, but Syrio Forel held her by the arm. â€Å"And why is it that Lord Eddard is sending Lannister men in the place of his own? I am wondering.† â€Å"Mind your place, dancing master,† Ser Meryn said. â€Å"This is no concern of yours.† â€Å"My father wouldn't send you,† Arya said. She snatched up her stick sword. The Lannisters laughed. â€Å"Put down the stick, girl,† Ser Meryn told her. â€Å"I am a Sworn Brother of the Kingsguard, the White Swords.† â€Å"So was the Kingslayer when he killed the old king,† Arya said. â€Å"I don't have to go with you if I don't want.† Ser Meryn Trant ran out of patience. â€Å"Take her,† he said to his men. He lowered the visor of his helm. Three of them started forward, chainmail clinking softly with each step. Arya was suddenly afraid. Fear cuts deeper than swords, she told herself, to slow the racing of her heart. Syrio Forel stepped between them, tapping his wooden sword lightly against his boot. â€Å"You will be stopping there. Are you men or dogs that you would threaten a child?† â€Å"Out of the way, old man,† one of the red cloaks said. Syrio's stick came whistling up and rang against his helm. â€Å"I am Syrio Forel, and you will now be speaking to me with more respect.† â€Å"Bald bastard.† The man yanked free his longsword. The stick moved again, blindingly fast. Arya heard a loud crack as the sword went clattering to the stone floor. â€Å"My hand,† the guardsman yelped, cradling his broken fingers. â€Å"You are quick, for a dancing master,† said Ser Meryn. â€Å"You are slow, for a knight,† Syrio replied. â€Å"Kill the Braavosi and bring me the girl,† the knight in the white armor commanded. Four Lannister guardsmen unsheathed their swords. The fifth, with the broken fingers, spat and pulled free a dagger with his left hand. Syrio Forel clicked his teeth together, sliding into his water dancer's stance, presenting only his side to the foe. â€Å"Arya child,† he called out, never looking, never taking his eyes off the Lannisters, â€Å"we are done with dancing for the day. Best you are going now. Run to your father.† Arya did not want to leave him, but he had taught her to do as he said. â€Å"Swift as a deer,† she whispered. â€Å"Just so,† said Syrio Forel as the Lannisters closed. Arya retreated, her own sword stick clutched tightly in her hand. Watching him now, she realized that Syrio had only been toying with her when they dueled. The red cloaks came at him from three sides with steel in their hands. They had chainmail over their chest and arms, and steel codpieces sewn into their pants, but only leather on their legs. Their hands were bare, and the caps they wore had noseguards, but no visor over the eyes. Syrio did not wait for them to reach him, but spun to his left. Arya had never seen a man move as fast. He checked one sword with his stick and whirled away from a second. Off balance, the second man lurched into the first. Syrio put a boot to his back and the red cloaks went down together. The third guard came leaping over them, slashing at the water dancer's head. Syrio ducked under his blade and thrust upward. The guardsman fell screaming as blood welled from the wet red hole where his left eye had been. The fallen men were getting up. Syrio kicked one in the face and snatched the steel cap off the other's head. The dagger man stabbed at him. Syrio caught the thrust in the helmet and shattered the man's kneecap with his stick. The last red cloak shouted a curse and charged, hacking down with both hands on his sword. Syrio rolled right, and the butcher's cut caught the helmetless man between neck and shoulder as he struggled to his knees. The longsword crunched through mail and leather and flesh. The man on his knees shrieked. Before his killer could wrench free his blade, Syrio jabbed him in the apple of his throat. The guardsman gave a choked cry and staggered back, clutching at his neck, his face blackening. Five men were down, dead, or dying by the time Arya reached the back door that opened on the kitchen. She heard Ser Meryn Trant curse. â€Å"Bloody oafs,† he swore, drawing his longsword from its scabbard. Syrio Forel resumed his stance and clicked his teeth together. â€Å"Arya child,† he called out, never looking at her, â€Å"be gone now.† Look with your eyes, he had said. She saw: the knight in his pale armor head to foot, legs, throat, and hands sheathed in metal, eyes hidden behind his high white helm, and in his hand cruel steel. Against that: Syrio, in a leather vest, with a wooden sword in his hand. â€Å"Syrio, run,† she screamed. â€Å"The first sword of Braavos does not run,† he sang as Ser Meryn slashed at him. Syrio danced away from his cut, his stick a blur. In a heartbeat, he had bounced blows off the knight's temple, elbow, and throat, the wood ringing against the metal of helm, gauntlet, and gorget. Arya stood frozen. Ser Meryn advanced; Syrio backed away. He checked the next blow, spun away from the second, deflected the third. The fourth sliced his stick in two, splintering the wood and shearing through the lead core. Sobbing, Arya spun and ran. She plunged through the kitchens and buttery, blind with panic, weaving between cooks and potboys. A baker's helper stepped in front of her, holding a wooden tray. Arya bowled her over, scattering fragrant loaves of fresh-baked bread on the floor. She heard shouting behind her as she spun around a portly butcher who stood gaping at her with a cleaver in his hands. His arms were red to the elbow. All that Syrio Forel had taught her went racing through her head. Swift as a deer. Quiet as a shadow. Fear cuts deeper than swords. Quick as a snake. Calm as still water. Fear cuts deeper than swords. Strong as a bear. Fierce as a wolverine. Fear cuts deeper than swords. The man who fears losing has already lost. Fear cuts deeper than swords. Fear cuts deeper than swords. Fear cuts deeper than swords. The grip of her wooden sword was slick with sweat, and Arya was breathing hard when she reached the turret stair. For an instant she froze. Up or down? Up would take her to the covered bridge that spanned the small court to the Tower of the Hand, but that would be the way they'd expect her to go, for certain. Never do what they expect, Syrio once said. Arya went down, around and around, leaping over the narrow stone steps two and three at a time. She emerged in a cavernous vaulted cellar, surrounded by casks of ale stacked twenty feet tall. The only light came through narrow slanting wi ndows high in the wall. The cellar was a dead end. There was no way out but the way she had come in. She dare not go back up those steps, but she couldn't stay here, either. She had to find her father and tell him what had happened. Her father would protect her. Arya thrust her wooden sword through her belt and began to climb, leaping from cask to cask until she could reach the window. Grasping the stone with both hands, she pulled herself up. The wall was three feet thick, the window a tunnel slanting up and out. Arya wriggled toward daylight. When her head reached ground level, she peered across the bailey to the Tower of the Hand. The stout wooden door hung splintered and broken, as if by axes. A dead man sprawled facedown on the steps, his cloak tangled beneath him, the back of his mailed shirt soaked red. The corpse's cloak was grey wool trimmed with white satin, she saw with sudden terror. She could not tell who he was. â€Å"No,† she whispered. What was happening? Where was her father? Why had the red cloaks come for her? She remembered what the man with the yellow beard had said, the day she had found the monsters. If one Hand can die, why not a second? Arya felt tears in her eyes. She held her breath to listen. She heard the sounds of fighting, shouts, screams, the clang of steel on steel, coming through the windows of the Tower of the Hand. She could not go back. Her father . . . Arya closed her eyes. For a moment she was too frightened to move. They had killed Jory and Wyl and Heward, and that guardsman on the step, whoever he had been. They could kill her father too, and her if they caught her. â€Å"Fear cuts deeper than swords,† she said aloud, but it was no good pretending to be a water dancer, Syrio had been a water dancer and the white knight had probably killed him, and anyhow she was only a little girl with a wooden stick, alone and afraid. She squirmed out into the yard, glancing around warily as she climbed to her feet. The castle seemed deserted. The Red Keep was never deserted. All the people must be hiding inside, their doors barred. Arya glanced up longingly at her bedchamber, then moved away from the Tower of the Hand, keeping close to the wall as she slid from shadow to shadow. She pretended she was chasing cats . . . except she was the cat now, and if they caught her, they would kill her. Moving between buildings and over walls, keeping stone to her back wherever possible so no one could surprise her, Arya reached the stables almost without incident. A dozen gold cloaks in mail and plate ran past as she was edging across the inner bailey, but without knowing whose side they were on, she hunched down low in the shadows and let them pass. Hullen, who had been master of horse at Winterfell as long as Arya could remember, was slumped on the ground by the stable door. He had been stabbed so many times it looked as if his tunic was patterned with scarlet flowers. Arya was certain he was dead, but when she crept closer, his eyes opened. â€Å"Arya Underfoot,† he whispered. â€Å"You must . . . warn your . . . your lord father . . . † Frothy red spittle bubbled from his mouth. The master of horse closed his eyes again and said no more. Inside were more bodies; a groom she had played with, and three of her father's household guard. A wagon, laden with crates and chests, stood abandoned near the door of the stable. The dead men must have been loading it for the trip to the docks when they were attacked. Arya snuck closer. One of the corpses was Desmond, who'd shown her his longsword and promised to protect her father. He lay on his back, staring blindly at the ceiling as flies crawled across his eyes. Close to him was a dead man in the red cloak and lion-crest helm of the Lannisters. Only one, though. Every northerner is worth ten of these southron swords, Desmond had told her. â€Å"You liar!† she said, kicking his body in a sudden fury. The animals were restless in their stalls, whickering and snorting at the scent of blood. Arya's only plan was to saddle a horse and flee, away from the castle and the city. All she had to do was stay on the kingsroad and it would take her back to Winterfell. She took a bridle and harness off the wall. As she crossed in back of the wagon, a fallen chest caught her eye. It must have been knocked down in the fight or dropped as it was being loaded. The wood had split, the lid opening to spill the chest's contents across the ground. Arya recognized silks and satins and velvets she never wore. She might need warm clothes on the kingsroad, though . . . and besides . . . Arya knelt in the dirt among the scattered clothes. She found a heavy woolen cloak, a velvet skirt and a silk tunic and some smallclothes, a dress her mother had embroidered for her, a silver baby bracelet she might sell. Shoving the broken lid out of the way, she groped inside the chest for Needle. She had hidden it way down at the bottom, under everything, but her stuff had all been jumbled around when the chest was dropped. For a moment Arya was afraid someone had found the sword and stolen it. Then her fingers felt the hardness of metal under a satin gown. â€Å"There she is,† a voice hissed close behind her. Startled, Arya whirled. A stableboy stood behind her, a smirk on his face, his filthy white undertunic peeking out from beneath a soiled jerkin. His boots were covered with manure, and he had a pitchfork in one hand. â€Å"Who are you?† she asked. â€Å"She don't know me,† he said, â€Å"but I knows her, oh, yes. The wolf girl.† â€Å"Help me saddle a horse,† Arya pleaded, reaching back into the chest, groping for Needle. â€Å"My father's the Hand of the King, he'll reward you.† â€Å"Father's dead,† the boy said. He shuffled toward her. â€Å"It's the queen who'll be rewarding me. Come here, girl.† â€Å"Stay away!† Her fingers closed around Needle's hilt. â€Å"I says, come.† He grabbed her arm, hard. Everything Syrio Forel had ever taught her vanished in a heartbeat. In that instant of sudden terror, the only lesson Arya could remember was the one Jon Snow had given her, the very first. She stuck him with the pointy end, driving the blade upward with a wild, hysterical strength. Needle went through his leather jerkin and the white flesh of his belly and came out between his shoulder blades. The boy dropped the pitchfork and made a soft noise, something between a gasp and a sigh. His hands closed around the blade. â€Å"Oh, gods,† he moaned, as his undertunic began to redden. â€Å"Take it out.† When she took it out, he died. The horses were screaming. Arya stood over the body, still and frightened in the face of death. Blood had gushed from the boy's mouth as he collapsed, and more was seeping from the slit in his belly, pooling beneath his body. His palms were cut where he'd grabbed at the blade. She backed away slowly, Needle red in her hand. She had to get away, someplace far from here, someplace safe away from the stableboy's accusing eyes. She snatched up the bridle and harness again and ran to her mare, but as she lifted the saddle to the horse's back, Arya realized with a sudden sick dread that the castle gates would be closed. Even the postern doors would likely be guarded. Maybe the guards wouldn't recognize her. If they thought she was a boy, perhaps they'd let her . . . no, they'd have orders not to let anyone out, it wouldn't matter whether they knew her or not. But there was another way out of the castle . . . The saddle slipped from Arya's fingers and fell to the dirt with a thump and a puff of dust. Could she find the room with the monsters again? She wasn't certain, yet she knew she had to try. She found the clothing she'd gathered and slipped into the cloak, concealing Needle beneath its folds. The rest of her things she tied in a roll. With the bundle under her arm, she crept to the far end of the stable. Unlatching the back door, she peeked out anxiously. She could hear the distant sound of swordplay, and the shivery wail of a man screaming in pain across the bailey. She would need to go down the serpentine steps, past the small kitchen and the pig yard, that was how she'd gone last time, chasing the black tomcat . . . only that would take her right past the barracks of the gold cloaks. She couldn't go that way. Arya tried to think of another way. If she crossed to the other side of the castle, she could creep along the river wall and through the little godswood . . . but first she'd have to cross the yard, in the plain view of the guards on the walls. She had never seen so many men on the walls. Gold cloaks, most of them, armed with spears. Some of them knew her by sight. What would they do if they saw her running across the yard? She'd look so small from up there, would they be able to tell who she was? Would they care? She had to leave now, she told herself, but when the moment came, she was too frightened to move. Calm as still water, a small voice whispered in her ear. Arya was so startled she almost dropped her bundle. She looked around wildly, but there was no one in the stable but her, and the horses, and the dead men. Quiet as a shadow, she heard. Was it her own voice, or Syrio's? She could not tell, yet somehow it calmed her fears. She stepped out of the stable. It was the scariest thing she'd ever done. She wanted to run and hide, but she made herself walk across the yard, slowly, putting one foot in front of the other as if she had all the time in the world and no reason to be afraid of anyone. She thought she could feel their eyes, like bugs crawling on her skin under her clothes. Arya never looked up. If she saw them watching, all her courage would desert her, she knew, and she would drop the bundle of clothes and run and cry like a baby, and then they would have her. She kept her gaze on the ground. By the time she reached the shadow of the royal sept on the far side of the yard, Arya was cold with sweat, but no one had raised the hue and cry. The sept was open and empty. Inside, half a hundred prayer candles burned in a fragrant silence. Arya figured the gods would never miss two. She stuffed them up her sleeves, and left by a back window. Sneaking back to the alley where she had cornered the one-eared tom was easy, but after that she got lost. She crawled in and out of windows, hopped over walls, and felt her way through dark cellars, quiet as a shadow. Once she heard a woman weeping. It took her more than an hour to find the low narrow window that slanted down to the dungeon where the monsters waited. She tossed her bundle through and doubled back to light her candle. That was chancy; the fire she'd remembered seeing had burnt down to embers, and she heard voices as she was blowing on the coals. Cupping her fingers around the flickering candle, she went out the window as they were coming in the door, without ever getting a glimpse of who it was. This time the monsters did not frighten her. They seemed almost old friends. Arya held the candle over her head. With each step she took, the shadows moved against the walls, as if they were turning to watch her pass. â€Å"Dragons,† she whispered. She slid Needle out from under her cloak. The slender blade seemed very small and the dragons very big, yet somehow Arya felt better with steel in her hand. The long windowless hall beyond the door was as black as she remembered. She held Needle in her left hand, her sword hand, the candle in her right fist. Hot wax ran down across her knuckles. The entrance to the well had been to the left, so Arya went right. Part of her wanted to run, but she was afraid of snuffing out her candle. She heard the faint squeaking of rats and glimpsed a pair of tiny glowing eyes on the edge of the light, but rats did not scare her. Other things did. It would be so easy to hide here, as she had hidden from the wizard and the man with the forked beard. She could almost see the stableboy standing against the wall, his hands curled into claws with the blood still dripping from the deep gashes in his palms where Needle had cut him. He might be waiting to grab her as she passed. He would see her candle coming a long way off. Maybe she would be better off without the light . . . Fear cuts deeper than swords, the quiet voice inside her whispered. Suddenly Arya remembered the crypts at Winterfell. They were a lot scarier than this place, she told herself. She'd been just a little girl the first time she saw them. Her brother Robb had taken them down, her and Sansa and baby Bran, who'd been no bigger than Rickon was now. They'd only had one candle between them, and Bran's eyes had gotten as big as saucers as he stared at the stone faces of the Kings of Winter, with their wolves at their feet and their iron swords across their laps. Robb took them all the way down to the end, past Grandfather and Brandon and Lyanna, to show them their own tombs. Sansa kept looking at the stubby little candle, anxious that it might go out. Old Nan had told her there were spiders down here, and rats as big as dogs. Robb smiled when she said that. â€Å"There are worse things than spiders and rats,† he whispered. â€Å"This is where the dead walk.† That was when they heard the sound, low and deep and shivery. Baby Bran had clutched at Arya's hand. When the spirit stepped out of the open tomb, pale white and moaning for blood, Sansa ran shrieking for the stairs, and Bran wrapped himself around Robb's leg, sobbing. Arya stood her ground and gave the spirit a punch. It was only Jon, covered with flour. â€Å"You stupid,† she told him, â€Å"you scared the baby,† but Jon and Robb just laughed and laughed, and pretty soon Bran and Arya were laughing too. The memory made Arya smile, and after that the darkness held no more terrors for her. The stableboy was dead, she'd killed him, and if he jumped out at her she'd kill him again. She was going home. Everything would be better once she was home again, safe behind Winterfell's grey granite walls. Her footsteps sent soft echoes hurrying ahead of her as Arya plunged deeper into the darkness.