Science Fair Experiment Essay Example

Science Fair Experiment Essay Rock it out loud: discovering the location of harmonies that make your guitar sing. Purpose: To identify the locations of harmonics on an acoustic guitar and relate them to guitar string lengths. Hypothesis: If I pluck the sixth string of the guitar from frets nine- twelve, then those frets will not produce harmonics that are able to be heard clearly. Materials: Acoustic guitar ( adult or child sized) Cloth tape measure, metric Lab Notebook Procedures on finding harmonics on your guitar: 1. Select a string and starting at the twelfth fret, try to play a harmonic in that fret by lightly damping the string above the twelfth fret. . If a harmonic is heard (and you hear a ringing, bell-like tone), then mark that location in your data table with a filled-in black circle. b. If a harmonic is not heard (if the string sounds dead or dull or makes no sound at all when plucked), then mark that location in your data table with an open circle. 2. Continuing on with the same string, repeat step 1 for all frets, from fret 11 down to fret 1. 3. Repeat steps 1–2 for two additional strings. Procedures on relating the location of the harmonics to the location of the strings: 1. Measure the length of one string, from the nut to the bridge, with the tape measure. All strings are the same length on a guitar, so it does not matter which one you choose. ) You will probably need a helper to take this measurement accurately. Write down your measurement in your lab notebook. 2. Make a data table for each string tested, like the one below. The first entry in the data table is an example, so the numbers in your data table may look different. Continue reading the rest of the steps to understand the information youll record and calculate. You will be calculating at what fraction of the strings length each of the harmonics were heard. 3. Using the data table that looks like your fretboard, list all of the fret numbers where a harmonic was heard (all the filled-in circles) in the first column of the first strings data table. 4. Measure the distance from the nut to the fret where each harmonic was heard with the tape measure and record this value in the second column of your data table. 5. Calculate the fraction of the total string length by dividing the distance from the nut to the fret by the string length, and enter your calculation in the third column of the data table. 6. Obtain the reciprocal of the fraction and enter that in the fourth column of the data table. . Figure out the closest whole number to the reciprocal to obtain the harmonic number for the fifth column. 8. Repeat steps 3–7 for the other two strings that you tested. String One Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut t o the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n 66= 2 y/n /66= 1 y/n /66= String Two Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Three Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard We will write a custom essay sample on Science Fair Experiment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Science Fair Experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Science Fair Experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Four Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 2 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Five Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whol e integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Six Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number 12 y/n 11 y/n 10 y/n 9 y/n 8 y/n 24 24/66=2/5 5/2= 2. 5 3 7 y/n /66= 6 y/n / 66= 5 y/n /66= 4 y/n /66= 3 y/n /66= 2 y/n / 66= 1 y/n /66= Graph of data Analysis of the data throughout my data, I discovered that strings five through one had the same consistency of easily producing harmonics without me pluck the string with a lot of force. What I found unclear of this experiment was that strings six, five, and four are made of the same material of string yet string six didnt produce any harmonic from frets 12 through nine. Conclusion indeed my hypothesis was supported by the data present. String number six did not produce a loud enough harmonic when pluck through frets nine through 12 but did produce sounds through 11 to one. At one point in the experiment I had to retrace my step because of a slight miscalculation. Overall this experiment gave me a chance to become informed about my acoustic guitar and the location of harmonics; a wonderful experiment. Bibliography Macfarlane, P. (2007). Lesson 46: Harmonics. Retrieved October 3, 2010, from http://www. guitarlessonworld. com/lessons/lesson46. htm Lorange, K. (2008). Natural harmonics. Retrieved October 8, 2010, from http://guitarforbeginners. com/media/harm. wmv Audacity Developer Team. (2000, May). The Free, Cross-Platform Sound Editor. Retrieved October 19, 2010, from http://audacity. sourceforge. net/ National Center for Education Statistics (n. d. ). Create a Graph. Retrieved October 19, 2010, from http://nces. ed. gov/nceskids/CreateAGraph/default. spx Strong,k (2010). science buddies. Retrieved from http://sciencebuddies. com/ Rock It Out Loud Talia Quinones Celebration High School, Celebration, Fl USA Abstract The purpose of this project is to identify the locations of harmonics on an acoustic guitar and relate them to guitar string lengths. The procedures of my experiment are in two sections. Section one is Procedures on finding harmonics on your guitar:1. Select a string a nd starting at the twelfth fret, try to play a harmonic in that fret by lightly damping the string above the twelfth fret. a. If a harmonic is heard (and you hear a ringing, bell-like tone), then mark that location in your data table with a filled-in black circle. b. If a harmonic is not heard (if the string sounds dead or dull or makes no sound at all when plucked), then mark that location in your data table with an open circle. 2. Continuing on with the same string, repeat step 1 for all frets, from fret 11 down to fret 1. 3. Repeat steps 1–2 for the additional strings. Procedures on relating the location of the harmonics to the location of the strings:1. Measure the length of one string, from the nut to the bridge, with the tape measure. All strings are the same length on a guitar, so it does not matter which one you choose. ) 2. You will probably need a helper to take this measurement accurately. 3. Write down your measurement in your lab notebook. 4. Make a data table for each string tested, like the one below. The first entry in the data table is an example, so the numbers in your data table ma y look different. Continue reading the rest of the steps to understand the information youll record and calculate. You will be calculating at what fraction of the strings length each of the harmonics were heard. . Using the data table that looks like your fretboard, list all of the fret numbers where a harmonic was heard (all the filled-in circles) in the first column of the first strings data table. 6. Measure the distance from the nut to the fret where each harmonic was heard with the tape measure and record this value in the second column of your data table. 7. Calculate the fraction of the total string length by dividing the distance from the nut to the fret by the string length, and enter your calculation in the third column of the data table. 8. Obtain the reciprocal of the fraction and enter that in the fourth column of the data table. 9. Figure out the closest whole number to the reciprocal to obtain the harmonic number for the fifth column. 10. Repeat steps 3–7 for the other strings that you tested. For my data (described in the tables), I listed the fret number, distance from the nut to the fret where the harmonic was heard,Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length),Reciprocal of the fraction, and Closest Whole integer (harmonic number). ndeed my hypothesis was supported by the data present. String number six did not produce a loud enough harmonic when pluck through frets nine through 12 but did produce sounds through 11 to one. At one point in the experiment I had to retrace my step because of a slight miscalculation. Overall this experiment gave me a chance to become informed about my acoustic guitar and the location of harmonics; a wonderful experimen t.

The Capabilities of New Technology in Education Essays

The Capabilities of New Technology in Education Essays The Capabilities of New Technology in Education Essay The Capabilities of New Technology in Education Essay THE CAPABILITIES OF NEW TECHNOLOGY IN EDUCATION Nowadays, new technology requires educational institutions to be responsive to the needs and demands of the country considering the significant role of Education in its social and economic development. Our country neighbors such as Japan, Singapore, Hongkong, Taiwan, South Korea do give priority to education specifically when it comes to modernization of instrumental technology. They do believe that such advancement is an answer to the emerging global problems which concerns Information Transfer and Cybernization. The Philippines for sure underscores the same thing as embodied in the 1987 Constitution which manifest that the State shall protect and promote rights of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. The Philippines education upholds two specific national goals: global competitiveness and people empowerment. These are primary reasons why the school whether under the umbrella of CHED or DepEd are aiming at producing quality graduates who can uphold the country of excellence in their performance outputs. Thus, the college graduates of today are faced to a new kind of organization vehicle where the future will today be different from the past. The world is now confronting the dramatic change which is the emergence of knowledge in which aspects of the future now co-exist with the present, such as the use of the internet, powerful personal computers, real-time video-conferencing, global positioning systems and many other frontiers of science and technology. The educational community is the entrance of the technological age and all are rushing headlong into computerization and globalization. Moreover, the need for continuing computer literacy is emphasized not only for the students but for the school administrators and the teachers as well. Many colleges and universities, public or private, are in the processing to have more or these new technological facilities with the strong belief that technology is the single most important area which the students must master o succeed in the 21st century. Hence, the educators and everyone in the academe are now confronted with the dilemma of catching up with the advancing technology. These do not only mean throwing computers into labs and expecting users whether teachers or students to integrate technology effectively into the instruction of varying disciplines. How can this new technology be brought into the classroom so that it becomes an integral component of the school’s practice develop ment? What is certainly the role and capability of computers, multimedia and other modern technological devices to justify their use in the educational institutions.? This paper underscores the immediate need and capabilities of such technology in education and therefore attempts to discuss related issues. Some questions in survey have sought for the following: perceptions regarding the use of computers for instructional purposes, factors to make computer-based education program effective and problem that may be encountered in the application of computer technology to the teaching-learning process. The capability of computers in improving the quality of student learning and the efficiency of teaching has been the target issue in the national survey conducted by the foundation. Aside from asking questions given to school administrators, analysis from different references and syllabi on educational computing and interview with the pool of experts in the computer education were utilized to come up with the appropriate responses to the problems in the use of computers and to access as well their benefits for instructional purposes. The respondents of whom 54 percent are users and 46 percent are non-users of computer technology emphasized likewise the need to improve computer facilities to facilitate effectiveness of the programs such as curricular improvement, enhancement of instructions, efficiency in record keeping and delivery of instruction. Although others have indicated lack of funds, lack of trained personnel and high cost of the equipment as their valid reasons not employing computers in their schools, nevertheless, they show optimism of acquiring them eventually to keep pace with the developments. The school administrators as shown by the same study perceived good effects of the use of computers for instructional purposes whether in varying techniques such as teaching application programs, lesson demonstrations, drills and practice sessions, programming and simulations, examinations and others. Almost all the users in the levels (elementary, secondary, college) believe that computers have the capabilities of increasing the interest and willingness of the students to learn at their own rate, adding in them infinite patience in repetitive task and developing them to be independent or autonomous learners. Positive effects of the use of computers for instruction are certainly remarkable than the negative ones as indicated by the same survey. It is quite interesting to know that even the non-users of this technology agreed likewise to the items perceived by the users, both in public and private in all level. The major problems that the school may confront now concern not anymore of the high cost and inadequacy of the computers (since the government and other institutions seem to be supportive of these technological changes) but what the schools have to adapt strategically to maximize the use of these devices for instruction. There is now a need for the development for new and better computer – based instructional materials and provisions of pre and post service training of teachers so that everyone in the academe becomes fully – equipped with this knowledge. This training must be infused in the course offerings of the Higher Education specifically in the â€Å"Teacher Education† where would be potential computer lectures and teachers are developed. Eventually this rebounds to a better and quality training of which the ultimate beneficiaries are the students. The use of audio-visual devices such as video, television, projectors (film slide, OHP), cameras and other technologies have been considered effective in the delivery of instruction. The suitability of television as medium for bringing a living language to learners is beyond doubt. The dynamic sound and vision brought by these devises speaks of reality into the classrooms. The visual element in teaching such as the video has valuable contribution to the development of professional, social and effective competence of the learners. However, the video tape once viewed has a limited fast-forward feature that affects facility and inter activity of learning. Its major drawbacks – slowness and linearity – are somewhat hindrances in the execution of true interactivity which requires a dialogue, a two way exchange of both sides to adapt their behavior in the light of the other’s response. Thus, linear videotape can never be fully interactive. Multimedia technology is capable of simulating or combining text, sounds and pictures, animation and/or full motion video to present information conditionally and linearly. Interactive multimedia program may involved the use of microcomputer alone, optical media alone or combine computers and optical media plus the access of networks and other forms of technology in order to entertain, provide information, train and educate, archive, preserve and make collections of audiovisual materials. Through these, learners learn best in their own surroundings at their own pace or even with their local peer group pressure without interruptions. The rapid development of telecommunication systems has popularized multimedia specifically in business and industry. Since the term is difficult to define to technologies being developed, multimedia is described in general as a vast bulk of high quality information compiled in the node of the network with the links which is characterized by non-linearity. As compared with past media, multimedia has significant features that can synchronize several types of information, characters, numbers, visuals and sounds. The new information technologies integrate several current media such as video recorders, still cameras, CD, LD, and slides. The appearance of multimedia personal computer coupled with the information and telecommunication system allows the users more flexibility in learning. Compared to the pas personal computer, multimedia personal computers are marked by the features such CS ROM, 540 MB (and even higher), and more memory capacity. This is certainly a unified device that processes, texts, sound mages and develops them into audio-visual instructional materials. As mentioned earlier, multimedia devices have the quality of interactiveness nd being such provides high quality database represented by the Internet ( the fastest growing communications medium the world has by now) to enable the user especially researchers to have global access information. Borderless education or the distance learning is made possible by this technology. The volume of electronic mails among faculty and students, the use of bulletin and chat rooms are becoming trends in the school campuses. And, more significantly, the class paper s are done through word processors, laser printer, spell checkers and other related media. Utilizing CD-ROMs for instruction through the multimedia personal computer is relatively an ease to the students in their research work. For one thing, they can explore knowledge without necessarily getting the thick volumes of encyclopedias or other reference books from the library shelves. All they need to do is to avail any multimedia encyclopedia, load it into the CD drive and with the help of the mouse clicks, the disc contents, animated or not can be visualized on screen. The computer’s sound blasters, color monitors, some authoring tools and other features will definitely enrich the student’s reading experiences. The use of multimedia in the school is highly motivating and learning takes place very easily with less teacher’s efforts. The application of such in the classroom will all the more inspire the students to learn, leave upon them an impression and eventually increase their intellectual desires and capacity to collect and process more information. Almost everyone is now into this latest craze of electronic mailing. The great demand for the ability to transmit messages electronically to avoid postal delays requires us to be technologically updated. This e-mailing has become an incredibly important part of the Internet where we could talk, chat or conduct conversation with a person just across the street or even to someone on the other side of the world at the same cost. In a few minute’s time, we can even get his reply for as long as his e-mail site is active or on-line. Email- may be classified as social or business letters depending on the purpose, occasion, structure, and content of the message. The e-mailer may be formal or informal in his tone, however, his style and format in composing his message are visible factors to classify his written work as social of business. Undeniably, the recent mergers of giant telephone and television companies, wireless services, information and entertainment industries, new megamedia industries have targeted Education as the major market for their cable and satellite network services. How then could the educational institutions escape from such emerging pressure? These trends indeed affect curricular changes and thus, require greater reliance on technology in the teaching process, in some computer-aided learning resources and multimedia systems. The technology we have today is just outrageous compared to just 20 or even 10 years ago. What are your predictions or insights into the future? Are robots/machinery/wireless technologies going to run the show? I. TITLE: â€Å"THE CAPABILITIES OF NEW TECHNOLOGY IN EDUCATION† II. OBJECTIVES: A. The need for advancement and modernization in education. 1. Upgrading CHED, TESDA, and DOST with the use of new technology. 2. New technology for global competitiveness. B. Utilization of New Technology in Education. 1. The Perspective of administration in the application of computers. 1. Record Management 2. Communication and Curricular 3. Time-bound Management System C. Application of Multimedia in all subjects. 1. The computer assisted instruction and its implementation to learners. 1. Audio-video advantage in learning. 2. The effectiveness of CAI in the development of learners competence. 3. The output of learning process.. D. The Philippines must not be left behind when it comes to IT. 1. In global competitions. 2. Exponential Growth III. MAIN FACTS: A. The status of new technology in the Philippines and its application to the educational system. B. A comparison between the past management and the present management of Education using Information Technology. C. The advantage of interactive learning – human vs. machine. D. The Government should engage and implement Information Technology. 1. In all areas of disciplines 2. Technology update. E. The new technology is significantly needed for instruction. 1. The Philippines is left behind when it comes to the use of New Technology. 2. Government agencies like DepEd, DOH, DOST, and TESDA promote the use of New Technology as an educational tool to produce quality graduates. 3. There is a growing need of computerization and cybernization to produce globally competitive graduates. 4. The educators and those involved in the academe are now confronted with the dilemma of catching up with the advancing technology. F. Computer Technology is utilized for instructional purposes. 1. The use of computers in improving the quality of student learning and the efficiency of teaching has been the target issue in the natural survey conducted by the NET foundation. 2. The good effects of the use of computers for instructional purposes are emphasized. 3. There is a need to develop new instructional system to maximize the use of computers. G. The Multimedia Technology is also applied in education. . The use of audio-visual devices has been considered effective in the delivery of instruction. 2. Borderless education of distant learning is made possible with the use of internet. 3. The application of new technologies in teaching inspires students to learn and eventually increase their intellectual desires. IV. CONCLUSION: In conclusion, this controlling roll-out of the new technolo gies, multimedia, hypermedia and others has caused immense changes in almost everything: roles of the universities, public policies, work and study patterns, thoughts and ideas of man. However, this technological program, though inevitable, is only a means to an end and what lies ahead as a more challenging endeavor is the manner of handling it to its optimum. What is hoped by everyone is that these capabilities of the modern technology bring forth bountiful success and redound to a more brilliant future of education. DEFINITION OF TERMS: ANALOGY – is a particular kind of comparison by which one subject is discussed according to terms which apply to the other. INTERPRETATION – is the art of establishing a meaningful pattern of relationship.

3 Types of Extended Phrasal Adjectives

3 Types of Extended Phrasal Adjectives 3 Types of Extended Phrasal Adjectives 3 Types of Extended Phrasal Adjectives By Mark Nichol Each of the following sentences includes a phrasal adjective (two or more words that modify a noun) consisting of several words, and each requires hyphenation missing from that phrase. Discussion after each example explains the problem, and revisions demonstrate solutions. 1. These remain front and center priorities for organizations. When a phrase structured as â€Å"[blank] and [blank]† and serving to modify a noun precedes the noun, hyphenate the three words: â€Å"These remain front-and-center priorities for organizations.† However, no hyphenation is necessary when the phrase follows the noun: â€Å"These priorities remain front and center for organizations.† 2. This guide includes a special supplement on the first of its kind regulation requiring certification and screening programs. The same holds true for any more extensive phrase providing more details about a noun that follows the phrase- hyphenate the phrase into a unified chain: â€Å"This guide includes a special supplement on the first-of-its-kind regulation requiring certification and screening programs.† Again, omit hyphens when the phrase follows the noun: â€Å"This guide includes a special supplement on the regulation, the first of its kind, requiring certification and screening programs.† 3. It was a wrong place, wrong time situation for me. When a phrase that represents or alludes to a standing expression precedes a noun, as in the abridgment of the sentiment â€Å"[One] was in the wrong place at the wrong time† in the example above, string the phrase together with hyphens, deleting any punctuation internal to the phrase: â€Å"It was a wrong-place-wrong-time situation for me.† Once again, omit hyphens (and retain applicable punctuation) when the phrase follows the noun: â€Å"The situation was a case of wrong place, wrong time for me.† Enclosing the phrase in quotation marks is an alternative (â€Å"It was a ‘wrong place, wrong time’ situation for me†), but this strategy should be reserved for phrasal adjectives of unwieldy length that, because they are part of a direct quote, cannot be relocated after the noun in a revised sentence. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Congratulations on or for?3 Types of HeadingsThe "Pied" in The Pied Piper

Sources of Finance Assignment Example | Topics and Well Written Essays - 1250 words

Sources of Finance - Assignment Example The author of the paper states that ordinary shares are issued to the owners of a company. They have a nominal or 'face' value, typically of $1 or 50 cents. The market value of a quoted company's shares bears no relationship to their nominal value, except that when ordinary shares are issued for cash, the issue price must be equal to or be more than the nominal value of the shares.  "Deferred ordinary shares are a form of ordinary shares, which are entitled to a dividend only after a certain date or if profits rise above a certain amount. Voting rights might also differ from those attached to other ordinary shares.  "Preference shares have a fixed percentage dividend before any dividend is paid to the ordinary shareholders. As with ordinary shares, a preference dividend can only be paid if sufficient distributable profits are available, although with 'cumulative' preference shares the right to an unpaid dividend is carried forward to later years. The arrears of dividend on cumula tive preference shares must be paid before any dividend is paid to the ordinary shareholders.  "Loan stock has a nominal value, which is the debt owed by the company, and interest is paid at a stated "coupon yield" on this amount. For example, if a company issues 10% loan stocky the coupon yield will be 10% of the nominal value of the stock, so that $100 of stock will receive $10 interest each year. The rate quoted is the gross rate, before tax.  "Debentures are a form of loan stock, legally defined as the written acknowledgment of a debt incurred by a company, normally containing provisions about the payment of interest and the eventual repayment of capital. "Loan stock and debentures will often be secured. Security may take the form of either a fixed charge or a floating charge. "For any company, the amount of earnings retained within the business has a direct impact on the number of dividends. Profit re-invested as retained earnings are profit that could have been paid as a d ividend.  

English Essay Example | Topics and Well Written Essays - 500 words

English - Essay Example The very next day, the child mysteriously died (as cited in Clugston, 2010, pp. 44-50). This paper will use historical approach in criticizing and analyzing the theme of the story. Country Lovers is a very engaging story because of the intensity and the scandalous nature of the topic. Because of the heightened sense of racial prejudice during the early 1900s, a forbidden romance—an interracial romance is considered social taboo. And to even consider writing a literature that centres on this topic is truly fascinating and attention-grabbing to any readers, especially to those who are aware of American History and the heightened racial tension between the African Americans and the Caucasians in the South. This is very unpopular and unsavoury a topic for some but a social reality nonetheless; and the social stigma attached to mulattos is but a verifiable proof that though this is a work of fiction, it is grounded on social reality. Another aspect that adds merit to the story is t he credibility of the author. Nadine Gordimer was born 1923 in South Africa and have strong conviction on exposing the injustices that the majority of the black people are suffering—her people. These social injustices are the central themes of her writing and have since made impacts in improving racial relationships among countries (Clugston, 2010, p. 44).

Abigail progressed Essay Example for Free

Abigail progressed Essay Abigail is the former mistress of John Proctor, and also the previous maid of the Proctor residence. Abigail is the niece of Revered Parris and attempted to practise witchcraft, only to be caught by her uncle. This lead to the arrival of several other characters to precede in the Salem witch trials, where Abigail and her friends act as witnesses. In the beginning of the play, she seems to be dishonest in admitting to witchcraft. When she talks to Parris, she attempts to use Tituba as a scapegoat. But we never conjured spirits She always sings her Barbados songs, and we dance. Abigail tells this to Parris to attempt to clear her name, as she and her friends are accused of witchcraft by the Reverend. She might be thinking that if she persuades her Uncle long enough, the civil blood between the two would make Parris believe that she is innocent, yet Parris is already concerned over the reputation she is getting from a remark that Elizabeth had supposedly made. she comes so rarely to church this year for she will not sit so close to something soiled This has one of the biggest in the opening Act as this sends a message to the audience of what Abigails character is based around, and what she is truly like. In my opinion, Miller describes Abigails character in this manner as he is trying to contrast her character with that of Elizabeth, in the sense of honesty, as how Elizabeth is described in a later discussion between Proctor and Danforth. Abigail is shown to be a sweet young woman, caring for her relatives. This is shown in the book, which would make you believe that she is innocent. However, in the film of The Crucible, Abigail is shown dancing at the beginning of the first segment. This changes your perspective of the character Abigail, due to the relatively bad thing she is performing, which back in those days and what many people believe even now to be a sin. In her life sir, she never lied my wife cannot lie Therefore Abigail is said to lie a great deal, whilst Elizabeth hardly ever lies. Abigail is quick to change her attitude to the girls, intimidating them into a worrisome state. She speaks to her so called friends about the consequences of telling of the witchery they attempted to perform. She uses a natural power she has to strike terror in the hearts of her friends. She also shows how maniacal and ruthless she can be. Let either of you breathe a word and I will come in the black of some terrible night and I will bring a pointy reckoning that will shudder you. Abigail says this to her group of girls as she aims to strike fear in the eye of her followers, stating that if they were to betray her, she would come back and haunt them. And as she explains how she has seen murders occur before her very own eyes, she exclaims she is able to murder any victim she desires. This affects the audience, as in the beginning of the play, they observe a sweet, young lady transform so quickly into this vicious, desperate girl. I think Miller quickly turns Abigail into this enraged character as now the audience can see just how she really acts, behind the faces of her elders. He is successful in doing this as just a few minutes in the plays time before this, as she talks to Parris; she seems to be trying to show Parris of how considerate she is of his feelings by asking him to rest. Uncle, youve prayed since midnight. Why do you not go down and - He shows her speaking with Parris in a manor which a child would talk to their own parents, contrasting the way she talks to her friends, which I think in her opinion is people who she has power over. Miller attempts to show a classic stereotype of a distressed person in a forlorn situation when she is seen talking to her friends. Abigail does have a soft spot in her heart for one person John Proctor. We, the audience hear that John and Abigail have had an affair. In Proctors mind, it is now clearly over between them. Ill not be comin for you no more But Abigail does not see their relationship this way, and thinks that they should be together. Give me a word, John. A soft word. She says this to entice him towards her, in a manner of flirtation. This affects the audience by letting them know who the one man Abigail is in love with is, and how she is willing to re-kindle her relationship with Proctor, even if it means to make Elizabeth a divorcee. I think Miller writes about Abigail in this way to show the audience just how her character resembles that of a stereotype of a young, spoilt girl who will do anything to get what she wants, but never what she deserves. Abigail becomes quick to hand the blame of practising witchcraft over to Tituba, whilst she and her friends knew that it was her lead the witchery into the stage of being worshippers of Lucifer. When Hale and Parris came to confront Abigail about the witchery, the pressure became too much for her, and blurted out the only persons name she thought she could get away with. Did you call the Devil last night? I never called him! Tituba Tituba Hale and Parris are quick to believe the story of Abigail, calling for the presence of Tituba. But at the same they time, they do begin to fear the safety of Abigail from the Devil. Have you sold yourself to Lucifer? I never sold myself! Im a good girl! Im a proper girl! She probably done this to show all of her elders that she is a good Christian girl, and lied to protect herself from a punishment and to also save her Uncles reputation as the towns Reverend. This shows just how ruthless Abigail can be, and to what lengths she would go to bring her own happiness, even if it meant causing pain and suffering to others. I think Miller done this to be constant in Abigails character, showing she can be deceiving and sly. This also shows throughout Act 1, Abigail has maintained a constant character. In the duration of Act Two, Abigail didnt make an appearance, but she was, however, talked about a lot by the other characters, especially by the Proctors. It also appears that she tried to frame Elizabeth Proctor of witchcraft, by cleverly, yet deceivingly sticking a needle into her in the same position a needle was in Elizabeths doll, acting as if Elizabeths poppet was a voodoo doll. But this incident isnt seen, but only talked about by Cheever to Hale, Proctor and Elizabeth.

Ford Motor Company: The River Rouge Manufacturing Complex :: American America History

Ford Motor Company: The River Rouge Manufacturing Complex The first piece of material I gathered was a picture via the internet. This picture is of the River Rouge assembly plant in Dearborn, Michigan. This picture shows the manufacturing of the fender for a Ford Motor Company product. It also shows the facilities of the Rouge plant and how the plant itself was state of the art. This plant was the largest of its kind at the time of its construction. The Ford Motor Company at the time was one of the leaders in labor relations. This picture shows the size of the plant as well as the working conditions in the facility. When viewing the photograph you can see the array of pipes and collection devices to aid in the circulation of air and the collection of dust and other by products made in the plant. The next component I found is another picture of the interior of the Rouge plant. This picture is one of many conveyer belts in the plant. This belt is moving engine parts from the engine assembly to the final assembly. Henry Ford was a pioneer in the use of the assembly line in the automobile industry, and the Rouge plant was the ultimate in that use of the assembly line. This photo shows the depth of the plant, being able to manufacture all components of the cars without having to ship parts to or from other locations in the country. The next collection of photographs is of the exterior of the Rouge plant. These photos were obtained from the Henry Ford Museum in Dearborn, Michigan. These pictures are of the Rouge during the switch of all production, from the Highland Park plant, to the Rouge. It was also the time that the Model A was beginning production. This collection shows examples of four exterior views of the plant, allude to the many different factories within the Rouge plant. The Rouge was a steel mill, a foundry, a power producer and, an assembly line. This all encompassing idea helped ford relegate all aspects of the production of their product. Along with the exterior, the interior showed the extent of the all encompassing Rouge plant. The interior photographs, which were also care of the Henry Ford Museum, show more factories within the factory. For example, the four photos in this collection display metal forming, and metallurgical operations. These pictures included forging, the blast furnaces, removal of slag and, even salvaging scrap from metal ships. The interior had two collections to view and the second reaffirmed what the

War on Coal

War on Coal â€Å"President Obama is responsible entirely for the closure of that mine and the loses of these jobs†, Robert Murray CEO of Murray Energy Corporation told CNN after 239 men were laid off because an Ohio mine had closed. The current war on coal is not one of just and fair reasons. Coal has several positive benefits that greatly outweigh the negative environmental effects that some say it causes. The main benefit of coal is the hundreds of thousands it employs annually. However, with the strict regulations being put on coal mines these days the tradition of coal mining may be one our children will never know.It is our responsibility as Americans to beat the Obama Administration and win the war on coal. Coal was first found in America in 1742 in what is now Boone County, West Virginia. Since then mining it has been a job that employs thousands and those thousands don’t get near the praise they deserve. Every time the man-trip goes under, the people on it risk their lives to provide us with the main source for energy and heat. The Merle Travis lyricâ€Å"Where the dangers are double and the troubles are few† completely captures the atmosphere of a coal mine.Slag falls, explosions, fires, and above all cave –ins and roof falls are just a few of the dangers miners face every day, yet people still feel the need to condemn these men for the job they do. The Obama administration could care less about the many jobs they are doing away with from the coal industry. â€Å"The many regulations the he (President Obama), and his radical appointees and the U. S. EPA haves put on the use of coal have closed 175 power plants† (Murray 2). Assume those 175 power plants employed 100 men that is 17,500 people who are out of work.How can Obama say he is for the working class when he is taking the working class’s jobs? Josh Mandel, Ohio state treasurer told Congress â€Å" I think the Obama administration should be ashamed for pu tting middle class coal miners out of work across the country. Coal miners and their families live in some of the poorest areas of the country and the Obama war on coal is killing jobs in the parts of America that can least afford it. †. Mandel is right. Obama and his administration are killing jobs and small mining towns all across the country and it must be stopped before they are gone.While running in his 2008 campaign, Obama told the San Francisco Chronicle that the â€Å"notion of no coal†¦is an illusion†, but he added that he favored the Cap and Trade system. He then went on to say â€Å"so if someone wants to build a coal powered plant, it’s just that it will bankrupt them because they are going to be charged a huge sum for all the greenhouse gas that is being emitted†(Trinko 3) This statement sounds like someone who wasn’t in the slightest bit worried about the 385,105 miners who were directly employed by coal at the time. Trinko 2) thi s number didn’t include truck drivers, mine inspectors, power plant workers, railroad workers, or and other jobs that are affected by the coal industry. The Obama Administration has done everything it can possibly do to destroy the American coal industry. We have gone from producing 1. 2 billion tons of coal a year to producing somewhere in the neighborhood of 800 million tons (Trinko 3). It is disingenuous at best for Obama to say he supports the coal industry when we have lost about one third of our production.Joe Biden told gist. com that he didn’t see much of a role for clean energy in America, but then added that he wanted to help China clean their coal plants (Trinko 3). For the past 4 years, Obama and his administration have tried to end coal in America and it is time we take it back. Ryan Williams, Mitt Romany’s spokesman said â€Å"Obama has waged a war on coal that has devastated the middle class and American Workers† This is completely true. No , coal is not the way of life in Washington, D.C, but if the Obama Administration would look at the big picture, they would see that in America as a whole country, coal is a way of life in many states. Some of these states are Colorado, Wyoming, and every state in Appalachia. As election time draws near, the Romney Campaign is looking for ways to appeal to the coal miners, coal truck drivers, railroad workers, and others affected by the coal industry. â€Å"it is a narrow group of voters you’re looking at, but in those areas it is a big deal because it affects entire communities.It really is their whole livelihood. People who work in the coal industry and their family and friends will become single-issue voters this year†, says Kristen Kukowski, secretary for the Republican National Committee. She is right. The coal industry is a livelihood, and had been bringing people together for centuries. Coal towns stick together, so if Romney gets in good with one small coal tow n, other towns are sure to follow. His approach to attract miners has had a positive effect and will continue to do so as long as Obama pushes his strict regulations.Jason Hayes, communications director for the American Coal Council says â€Å"the industry over the past few decades had invested over $100 billion in cleaning up emissions and it’s already been effective. All of the important noxious pollutants have decreased markedly over the last 30 to 40 years. We’ve been doing all of this on top of dealing with everything else. † Coal may not be green, but it is a source of energy American needs. It is cheap and efficient. Without coal, America wouldn’t be anywhere near where it is today. The coal mined here isn’t just used for energy.America’s coal makes steel. Steel is used for thousands of things. If coal is gone, not only will our electric and heat bills increase, but the price of steel with be outrageous. â€Å"The environmental benef its that we’re hearing about are questionable, but the job losses are real and they are happening to thousands right now† Hayes adds. It is up to us to change the way things in America are going. This is our country, Not Washington’s. So in the 2012 Presidential Election, vote for the working class, vote for coal, vote for Romney! You could be the one vote it takes to make coal win.

Boston Beer Company Essay

Address the following questions in a 4-5 page write-up of the Boston Beer Company Case to explore the issue of Initial Public Offerings. 1) What do you think of Boston Beer’s business model relative to the traditional beer companies’ business model? Relative to Redhook and Pete’s? (Hint: consider their brewing, production, distribution, marketing strategies. How is each firm attempting to achieve its own sustainable comparative advantage in the market place? ) 2) Evaluate Boston Beer’s performance relative to its peers (Compare BBC’s ratios to the ratios of its peers in exhibit 4). (Hint: how do differences in operating strategies translate into differences in financial ratios? Are there any downside risks to BBC’s contract brewing strategy? ) 3) What is your assessment of the intrinsic value of Boston Beer’s stock at the time of the case? What should be its IPO price? (Some hints below: First, you should look at the P/E multiples for Pete’s and Redhook around the IPO time for BBC. You should also look at the average amount the price seems to jump on the day of the IPO, and the EPS of BBC for 1994 and 1995. From this, you should figure out what the implied price per share for BBC should be in this market environment. Second, you should try to justify this price per share by doing FCF analysis. Create a ten year pro-forma spreadsheet, projecting out barrels of beer each year, revenue per barrel, revenue, costs, taxes, etc. Calculate net income, then subtract out net investments and add back depreciation to obtain FCF each year. Don’t forget to calculate terminal value at the end of 10 years. Use a 4% growth rate after year 10. Calculate the cost of equity and then discount the free cash flows by this discount rate. Calculate the Present Value of these FCFs plus the present value of the terminal value. To find the implied price, divide this present value by the new # shares outstanding, 19. 182mm. To determine the new market value of the firm, multiply the implied price by total number of shares outstanding. Are your assumptions about growth in unit sales realistc or over-optimistic? Using REALISTIC growth assumptions, what price per share do you get?). 4) Do you think the total market value of Redhook, Pete’s and Boston Beer (at your proposed IPO price) makes sense, given the total size and profitability of the beer industry, and the craft-brewing segment? What profitability and growth assumptions are necessary to justify the total market value of these three craft brewers? (Hint: First determine the total market value of these three companies. Then figure out what the average after tax operating profit margin is for these three companies. Figure out what the value of these three companies would be if their after tax earnings continued forever, but did not grow at all. Then take the difference between their total Market Value and this (no growth) perpetuity value. This difference reflects the market value due to GROWTH. Try to figure out what growth rate in revenues is implied here by projecting total revenues for 10 years, and finding the after tax earnings for 10 years, and then discounting the after tax earnings at the cost of equity. Don’t forget to calculate the terminal value (grow earnings at 4% after year 10.). 5) In late December 1995, sell-side analysts were forecasting long-term growth of 25-40% for the craft-brewing segment. How achievable are these growth targets? What factors are likely to influence analysts’ growth forecasts? (Hint: Is the implied growth rate in revenues found in (4) realistic? What would you consider a realistic growth rate for the craft brewing industry? At this growth rate, what would be the implied market value of these three firms? What do you predict will happen to the market prices of each of these three firms in the short to medium term? ).

Do Colleges Average Your ACT Score

Do Colleges Average Your ACT Score SAT / ACT Prep Online Guides and Tips Like most students who take the ACT, you may have taken the test more than once or are thinking about taking it multiple times. How will colleges look at your multiple test scores? Will they look at all your scores? Just your highest score? Will they average your scores and use that number?Standardized test scores are an important part of applying to college, but it’s not always clear how colleges will determine your ACT scores if you’ve taken the test more than once. Will colleges average your ACT scores if you take the test multiple times? In short, no.Colleges don’t take the average of your scores. Instead, they will look at your â€Å"best† score;however, there are multiple ways a school can determine your best ACT score.In this article, I’ll go over the different methods schools use to look at multiple ACT scores, if they require you to send all your ACT scores, and how you can use this information to your advantage and help strengthen your college applications. Do You Need to Send Schools All Your ACT Scores? Before you start wondering what colleges do with multiple ACT scores, the first thing you need to know is whether they require you to send the results of every ACT you took in the first place. Infact, most schools do NOTrequire you to send in all your scores, and ACT, Inc. makes it easy to choose which scores you want to send with an option referred to asScore Choice. (Note that the phrase "Score Choice" is technically more associated with the SAT Score Choice program, but the ACT has a similar policy for its own test score reporting.) Schools that require you to send in all of your ACT scores will be referred to as "All Scores" schools. Both types of schools are discussed in more detail below. Score Choice ACT Score Choice gives you the option to send schools only the ACT scores you want them to see,rather than sending scores from every ACT you took. On the score report request form, you will be asked to list your college of choice and the test date you want to send on each line. For schools that allow Score Choice, if you did poorly on one test date, you don’t need to send that score to schools, and they will never see it. This means that if you take the ACT sixtimes, you can choose to send only your best score, or your best two scores, or as many scores as you'd like. Be aware that ifyou are using Score Choice and choose to send your scores from a specific test, you must send your scores for the entire test; you cannot only send individual section scores to schools. All Scores Some schools, including certain highly selective schools like Yale and Stanford, requireyou to send all your ACT scores.This means that you cannot use Score Choice, and youmust send them the scoresofevery ACT you took, even if there was a particular test date when you didn’t score as well as you usually do. So, if you took the ACT six times, you need to send these schoolsyour results from each of those six test dates. Check out our complete list of the schools that require you to send all your ACT scores. Only some schools require you to send all your ACT scores What Do Colleges Do If You Send Multiple ACT Scores? You may end up sending a school more than one ACT score, either because theyrequire it or because you earnedmultiple strong scores and want schools to see them. So what do colleges do if they receive more than one ACT score from you? There are several options, and each isexplained below. Highest Sitting Most schools, if you send them more than one ACT score, will simply use yourhighest ACT composite score from a single test date. So, if you took the ACT three times and received composite scores of 28, 29, and 30, the school would use your composite and section scores of the test date when you received a 30. Superscoring Another method that some schools use to determine your best score is called superscoring.When a school uses superscoring, that means they consideryour highest section scores across all the dates you took the ACT and combine theminto a superscore. Look at the example below to see how superscoring works. English Math Reading Science Composite Exam 1 25 31 30 27 28 Exam 2 27 29 32 28 29 Exam 3 30 33 30 27 30 Superscore 30 33 32 28 31 This student took the ACT three times, and, as you can see, her composite superscore is higher than any of the composite ACT scores for individual test dates. This is because superscoring combined all of her highest section scores from across the three tests. If you take the ACT with Writing, that section isalso included in superscoring. For schools that use superscoring, this student would be considered to have a composite ACT score of 31, and her section scores would be each of those listed under the Superscore row. Superscoring benefits you because schools combine your best scores from each section of the ACT into one superscore, even if those scores didn’t occur in the same test.Wondering which colleges use superscoring? We have a complete list of schools that superscore the ACT. Will Schools Look at Your Other Scores? Regardless of whether a school uses superscoring or highest sitting, will they look at your "non-best" ACT scores as well? There's no clear-cut answer to this question since it varies for each school and often for each applicant; however,many times schools will look at your other test scores, even if your best score is the one they give the most weight to. This is particularly true for schools that require all scores sent. In these cases, your scores still won't be averaged, but schools mayreview all your scores and make inferences if there were any outliers. For example, if you take the ACT three times and get composite scores of 32, 27, and 33, most schools will use 33 as your "official" ACT score, but they may wonder why you got a 27 for one test. One outlier score will usually have a small, if any, impact on your application, but it's still important to never blow off an ACT examjust because you think schools will only look at your best score. As mentioned above, schools that allow Score Choice only see the scores you send them, so you can take the ACT several times and only send your highest scorein order for that to be the only resultsthey see. The next sections give more recommendations on howyou can use school score policies toplan and improve your ACT preparation methods. Can You Take the ACT as Many Times as You Want? Since most schools will useyour best ACT score, either by using superscoring or highest sitting, does that mean you can take the ACT as many times as you want in order to maximize your chances of getting a high score? Not exactly. You are allowed to take the ACT up to 12 times, and schools will continue touse your best score from those tests, whether by using superscoring or highest sitting.However, itisnot recommended that you actually take the ACT 12 times. Generally, you shouldn’t take the ACT more than five or six times. Taking the ACT more than six times can cause schools to think you don’t take the test seriously or have trouble improving your scores. It can also becomevery stressful and time-consuming,not to mention extremely expensive, because you have to keep paying to take the ACT and to send your scores to schools.Taking the ACT as many times as you can is particularly a bad idea if one of yourschools requires All Scores sentbecause itincreases the chance of you having an off-day and getting a lower than usual score, which those schools will see and which can possibly hurt your chances of being admitted. Instead of taking the ACT as many times as you can, you should instead look at your test prep methods and how effective they are. Is your studying targeting and improving your weak areas? Are you learning what mistakes you make and how to avoid them? By putting time and effort into studying effectively, you will be able to reach your target ACT score more easily than simply taking the ACT over and over.In general, we recommend taking the ACT two-three times to get your best score, regardless of whether the schools you’re applying to use superscoring or highest sitting to determine your best score. Don't just take the ACT as many times as you can; it can hurt your college applications. How Can You Use Score Policies to Improve Your ACT Prep? If you know which schools you want to apply to, you can look at their score policies and use them to help guide your test-taking strategy. If the schools you’re applying to use superscoring, then you can maximize your superscore by studying for and gaining a strong score in one ACT section at a time.For a more in-depth explanation of this strategy, check out our guide on how superscoring can affect your test strategy. If a school uses highest sitting, then you should continue to study each section of the ACT in order to maximize your composite score. For schools that require All Scores sent, you will want to make sure you are well-prepared each time you take the ACT. Those schools will see all of your exam scores, so you don’t want one bad test day to hurt your college applications. You will also want to keep studying for each section of the ACT, even if you are only trying to improve your score in one specific section. You don't want scores from your other sections to drop on a retake. Even if the schools you’re applying to allow superscoring orScore Choice, you should always take the ACT seriously.As mentioned above, a very low score canbe a red flag to schools, and it’s also just a waste of your time and money. Conclusion Most students take the ACT multiple times, and schools have different policies for reviewing multiple test scores. Most schools don't require you to send scores from all the ACTs you took. Score Choice is a way for you to choose which ACT results you want schools to see. If you send multiple ACT scores, schoolswon’t average them, but instead will useone of two methods to determine your "best score." Some schools combine your highest section scores from multiple tests into a Superscore. This is known as Superscoring. Other schools look at your highest score from a single test date. Knowing which scoring policy schools use can help you structure your test prep and test-taking strategies to maximize your ACT scores for college applications. What's Next? First, what’s a good ACT score? Read our article on good, bad, and excellent ACT scores so you can identify and prepare for your target score. Wondering when you should take the ACT? Read this article to figure out the best dates for you. Check out our complete study plan for the ACTso you can keep up with your studying and make the most of every test date! Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Practice in Identifying and Correcting Verb Tense Errors

Practice in Identifying and Correcting Verb Tense Errors This proofreading exercise will give you practice in identifying and correcting verb tense errors. Before attempting the exercise, you may find it useful to review our pages on regular verbs and irregular verbs. Instructions The following passage contains 10 errors in verb tense. The first paragraph has no errors, but each of the remaining paragraphs contains at least one faulty verb form. Identify and correct these errors. When youre done, compare your answers with the key below. The Worst Tourist The least successful tourist on record is Mr. Nicholas Scotti of San Francisco. In 1977 he flew from America to his native Italy to visit relatives. En route, the plane made a one-hour fuel stop at Kennedy Airport. Thinking that he has arrived, Mr. Scotti got out and spends two days in New York believing he was in Rome. When his nephews are not there to meet him, Mr. Scotti assumes they had been delayed in the heavy Roman traffic mentioned in their letters. While tracking down their address, the great traveller could not help noticing that modernization had brushed aside most, if not all, of the ancient city’s landmarks. He also noticed that many people speak English with a distinct American accent. However, he just assumed that Americans were everywhere. Furthermore, he assumed it was for their benefit that so many street signs were written in English. Mr. Scotti spoke very little English himself and next ask a policeman (in Italian) the way to the bus depot. As chance would have it, the policeman came from Naples and replies fluently in the same tongue. After twelve hours traveling round on a bus, the driver handed him over to a second policeman. There followed a brief argument in which Mr. Scotti expresses amazement at the Rome police force employing someone who did not speak his own language. Even when told at last that he was in New York, Mr. Scotti refuses to believe it. He was return to the airport in a police car and sent back to California.–Adapted from Stephens Piles Book of Heroic Failures, 1979) Answers The least successful tourist on record is Mr. Nicholas Scotti of San Francisco. In 1977 he flew from America to his native Italy to visit relatives. En route, the plane made a one-hour fuel stop at Kennedy Airport. Thinking that he had arrived, Mr. Scotti got out and spent two days in New York believing he was in Rome. When his nephews were not there to meet him, Mr. Scotti assumed they had been delayed in the heavy Roman traffic mentioned in their letters. While tracking down their address, the great traveler could not help noticing that modernization had brushed aside most, if not all, of the ancient city’s landmarks. He also noticed that many people spoke English with a distinct American accent. However, he just assumed that Americans were everywhere. Furthermore, he assumed it was for their benefit that so many street signs were written in English. Mr. Scotti spoke very little English himself and next asked a policeman (in Italian) the way to the bus depot. As chance would have it, the policeman came from Naples and replied fluently in the same tongue. After twelve hours traveling round on a bus, the driver handed him over to a second policeman. There followed a brief argument in which Mr. Scotti expressed amazement at the Rome police force employing someone who did not speak his own language. Even when told at last that he was in New York, Mr. Scotti refused to believe it. He was returned to the airport in a police car and sent back to California.–Adapted from Stephens Piles Book of Heroic Failures, 1979

Success in Social Commerce Essay Example | Topics and Well Written Essays - 1750 words - 1

Success in Social Commerce - Essay Example It is a fact well known around the world that social networking has accrued a large scale acceptance and usage amongst the contemporary consumers. Yet, there is no dearth of businesses that have failed to exploit the full potential of the opportunities available at the social networking sites like Facebook and to be able to use them as viable channels to engage customers. However, on the other side there is no dearth of companies that prove beyond doubt that social commerce holds an immense potential for the companies that know how to milk the business potential inherent in the social networking sites. It is a fact that the businesses that know as to how to exploit the large volumes of freely available data at the social networking sites that is self maintained on a continual basis by the potential consumers and are able to personalize that data and the associated portals to enhance the overall consumer experience could accrue much in terms of business success (Shen, 2012, p. 198). T he Future of Social Commerce Though, the skeptics tend to bemoan the fact that social commerce constitutes a mere fraction of the total retail business, yet if one goes by the ongoing trends, it would not be wrong to say that the social commerce is expanding at a pace that is much fast as compared to the offline retail (Griffiths & Howard, 2008, p. 70). Social commerce is bound to expand and could be expected to appropriate a major chunk of the retail business, considering the fact that the contemporary consumers are not only spending a greater time on the mobile devices and social networking sites, but the proactive and innovative companies are enhancing the opportunities whereby the consumers could make purchase on the social networking sites (Griffiths & Howard, 2008). The social networking sites like Twitter and Facebook are making it much easier for the consumer to engage in one-stop-shop experience. Right from the job of purchasing and getting delivered the gifts for the loved ones to buying branded products from a brand’s Twitters hashtag post or its Facebook page, social commerce is extending such opportunities to the conventional consumers that are not only hassle free and easy to use, but are also accompanied by readily available customer reviews, pre purchase assistance and after sale services. Social commerce has the potential to fuel consumer sales by molding and channelizing their shared interest and propensities. It is not a wonder that irrespective of the fact that though the social commerce today is being dominated by the online businesses like Amazon, Macy’s, Target and Apple, the online shopping businesses like Beyond the Rack, HauteLook, and ShoeDazzle are increasing and enhancing their social commerce presence. These companies retain a very strong and engaging presence at Twitter and Facebook. No wonder engaging in social commerce is a potent and viable way not only to enhance a businesses’ online presence, but also to translate into viable online sales. Besides, social commerce could also be adapted and manipulated to accrue much word of mouth publicity. For instance there is no dearth of the consumers who are willing to post a review about a particular business, provide they are offered a lucrative and attractive deal. Social commerce is a double edged sword with innate possibilities and opportunities. By helping the consumers the businesses could help themselves grow and by enervating the consumers