Genre Analysis free essay sample

Give a comprehensive discussion. Genre analysis as an area of inquiry is a framework for analyzing language use for different purposes, particularly for the teaching and learning of English for academic and professional purposes. To claim that the study becomes too product-oriented and prescriptivist violates the notion of dynamism in discourse for discourse is not merely the text, it is always context bound. It is related with human behavior which is not entirely predictable as man has the tendency to exploit conventions to express his private intentions (Bhatia, 2001) However, genre analysis may have the notion of being product-oriented and prescriptivist when genre analysts describe the differences in language use among the different areas of academic or professional disciplines for despite its dynamic nature its dynamism is confined within the group. A genre is not a genre if it does not belong to a category. Thus, discourse structure is essentially socio-cognitive where individual variation is underplayed and disciplinary community consensus is given foremost importance. We will write a custom essay sample on Genre Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page From amongst the studies we discussed in our Discourse class, it is evident that genre analysts investigate on the social practices of academic writing treating each section of a research article as a genre by itself. Martinez (2008), on the other hand, studied the construction of themes by different disciplines A lot of considerations or variables are made in the inquiry like differences between or amongst the different sections, interdisciplinary differences, NS (native speaker) versus NNS (non-native speaker) language use and so forth and so on. From the findings, they established frameworks, moves, strategies that would account for the communicative purpose/s of the genre. Nonetheless, it is also evident that the studies were made in order for the â€Å"generic integrity† (Bhatia, 2001) which the analysts or the academic communities believe they posses and which they would like to establish. In that case, then, genre analysis is prescriptivist and product-oriented. However, in the course of our pedagogical practices, we may have laid the communicative purpose/s of a genre but with the intricacy of human linguistic behaviors, we cannot impose on the specific language to use, rather, we can only determine whether the language used was able to accomplish its purpose. Purposes, on the other hand, as I may say so, vary according to disciplines, which I believe teachers of academic writing must put more attention. Going back to my previous premise, it is in the intricacy of human linguistic behaviors that make the study on genre analysis a dynamic one that is why analysts continue to seek patterns and have not really come up with a definite one as studies show. On the other hand, in utilizing these patterns inside the classrooms, I for one, believe that there must a balance between form and process. Form, having established rules must coincide with the content as the two create a sophisticated and adequate product of writing. Among ESL students in particular, many educators would be tolerant of putting more credit to the process as the acquisition of grammar rules cannot be autonomously acquired by non-native learners (Anderson, 1976, in Lucas’s SLA module) However, the contribution of form in writing must not be underplayed at all times. Its importance must conform with the level of the students say elementary pupils’ writing output must be assessed differently from those of the college students’ output. It is the same with establishing the objectives of teaching writing according to the needs of the students and teaching writing like any other language acquisition process must be understood from the point of view of our second language learners. In the case of the college students whose academic requirements entail them to write academically, exposure to good articles and an awareness that form and content make a good writing must be established.

A Real Trip essays

A Real Trip essays Umm, this pizza is good, and the crust is especially chewy and crispy. I think I need a little more saliva from my salivary glands to help wash this down! Chew, chew, chew, now that's better, little pieces are much better to digest than big pieces, and they float down the esophagus much better, too. What's that I feel? It's the chemical enzymes in my saliva, already acting on the chewed food to break it down before it begins the long journey through my body....what a trip! Oh, the enzymes cool my food too, so it doesn't burn my stomach when it arrives. After I chew my pizza, it travels down the esophagus, past the trap door (epiglottis) that makes sure my already digesting pizza doesn't take a side trip to the lungs, and mixes with more enzymes as it flows down the tube to the stomach, otherwise known as the esophagus. It's muscular, yet flexible, just like me...oh, I digress. As I swallow, the esophagus contracts, or undergoes peristalsis, moving the food right along to the stomach. I'm a big eater, and luckily, my stomach can hold up to two liters of food. Good thing, this is an extra-large pizza. There, my little molecule of crust, already converting into sugar by the amylase enzymes, and now, it mixes with the digestive enzyme called hydrochloric acid (HCL), or in the biz, "gastric juice." Ow, that hurts!!! My little molecule begins to break up even further as the protein around it begins to digest and the stomach enzyme pepsin breaks the protein into amino acid. Pepsin only exists in the stomach because it needs acid to thrive, and it's the only place where protein gets digested. So long pepperoni and cheese! Since I'm a starch turning into a sugar, it isn't time for my journey into the bloodstream yet. Now, my little molecule becomes part of the chyme, the liquid form of food and acid that starts the journey through the intestines. The chyme, and the final product that comes out of my "other end," retain my nor...

Men costume Speech or Presentation Example | Topics and Well Written Essays - 500 words

Men costume - Speech or Presentation Example The men in those times preferred a starched white shirt along with a white waist length linen. The dress shirts used in formal occasions did not have stitched buttons but rather had holes through which the studs could be passed to close the shirt. The collar was attached to shirt and the cufflinks were used to close the cuffs. A bow tie and a hat was used to finish the complete formal outfit in those times. In a less formal occasion a tuxedo would be used by the gentlemen in those times which always had a black tie to go with it. For a business trip the gentlemen in those times used a different type of apparel which consisted of a jacket a trouser and a vest of any colour. These business men preferred a slipknot tie known as ascot rather than a bowtie. The jackets that these people used were longer and roomier and the trousers which they used had cuffs and buttons. Young men going to the college preferred styles of those celebrities who were seen on the screens. The young generation preferred to settle with golfing knickers which were famous in those days along with a loose trouser. The sweaters these young men preferred were V shaped and they usually wore it over dress shirts. In the middle of the 1920s it was also seen that the young men preferred wearing baggy trousers which reached over to their knickers. Along with the trousers they wore jackets which had a front pocket.

Lean Production System Research Paper Example | Topics and Well Written Essays - 750 words

Lean Production System - Research Paper Example According to Pascal (2007) this production system has elevated many manufacturing companies over the years and it still has great significance in today’s corporate environment. Generally, this production system involves making a company efficient in terms of production and sleek provision of services to its consumers. The main reason as to why companies apply this system in their operation is to beat the stiff completion in the market and gain a greater competitive advantage. From a lean production system an organization is able to minimize the surplus and waste produced in an organization (Pascal, 2007). According to Wormack & Jones (2003) waste elimination was the first objective in the invention of both the Toyota Production System and the Lean Production System. The lean production system is governed by certain principles of which are aimed at reducing the production of waste in an organization. The principles include: Leveled production Pull system Continuous flow process ing 3Ms (Muda, Muri, Mura) Talk time Flexible workforce The 5Ss (sorting, sweeping, sifting, sustenance and spick and span). In leveled production the system aims at improving the company’s production on a single line of production. In this case an organization is made to produce more models of the same production. This is usually aimed at increasing the level in which the consumer’s needs and demands are catered for. To make it more efficient, different models of production are analyzed by determining the ratio of their demand (Pascal, 2007). From the ratios, the production then begins with a consideration of the demand level each model has. This reduces both shortage and waste of the produced goods. The pull system is like a backward movement of production where the consumers trigger the process. Without the demand of the consumer then there will be no production. For instance, a visit to McDonald in need of a burger, there is usually no burger ready yet until you or der. After you order the restaurant then begin the production of the burger. Generally, the system first considers demand before commencing with the production (Wormack & Jones, 2003). After the implementation of the pull system it is mandatory to have a continuous flow of processes. After demands from consumers, it is only logical if an organization can provide a smooth follow up with the process of production (Temple & Hunter, 2003). For this to be achievable every step in the production process should be well managed and formulated. The three Ms are word from the Japanese dictionary. Muda means non-valued added, mura means overburden and muri means unevenness. The three Ms are problems which hinder the effective application of the just in time production (Pascal, 2007). From the three Ms an organization has a clear picture on what to improve. Talk time refers to the time specified to complete a set of tasks. The talk time is usually governed by the consumer’s demand (Templ e & Hunter, 2003). For instance, if the time specified for the assembly of cars per day is 500 minutes and there are 100 cars to be assembled, the time taken to assemble one car should be five minutes. A flexible workforce is a staff that can be able to do any required operation at any given time. From a flexible workforce an organization makes it efficient to have the just in time production and have a well managed talk time. One company that has successfully implemented the Lean Production System is the Toyota

International human rights Research Paper Example | Topics and Well Written Essays - 2000 words

International human rights - Research Paper Example The crisis has led to the need for humanitarian assistance by 3.8 million people who have been affected by the violence in South Sudan. The affected people mainly live in the Upper Nile Region, Jonglei, Central Equatoria, Western Equatoria, Eastern Equatoria, and Lakes regions of South Sudan. This is the greatest human rights problem due to the large number of people affected by the crisis and the level of violence meted on innocent, vulnerable members of the community. Over 10,000 people have been killed in a crisis, and over five million people depend on humanitarian assistance between within and without the country in displacement campsii. The other reason for the crisis to be the greatest humanitarian crisis is that the violence has caused a threat of famine in South Sudan. Scholars, policy makers, and human rights organizations believe that the problem in South Sudan needs immediate attention by the United Nations, IGAD, regional organizations, and other international bodies to provide humanitarian aid and come together to solve the problem. The problem is caused by recent developments after the independence of South Sudan with the national government led by Salva Kiir unwilling to democratize and to take fewer measures to deliver basic services to the peopleiii. The result of this was the lack end of a common enemy anymore for SPLM, Khartoum, and their efforts for independence and self-determination. However, after achieving independence, splits in SPLM led to the differences and subsequent sacking of the vice president, Riek Machar among other elected leaders to silence dissent in SPLM resulting in violence and killings. United Nations, IGAD, European Union, United Kingdom, and neighboring countries are working on the South Sudan problem through taking efforts to ensure the differences between Riek Machar and President Salva Kiir

Effect of Ethylene on Musa Acuminata Ripeness

Effect of Ethylene on Musa Acuminata Ripeness Introduction The purpose of the experiment is to determine whether the amount of ethylene would affect the rate of ripeness of Musa acuminata. It is hypothesized that the amount of ethylene does affect the rate of ripeness of M. acuminata. The more the ethylene, the faster M. acuminata will ripen. This is because it stimulates plant response when it gets to the plant tissue. It is hypothesized that the banana with two slices of apple will ripen the fastest, followed by the banana with one slice of apple, and finally the control group, which consists of only a banana and no apples. Ethylene, also known as ethene, is a naturally occurring gas that is produced by ripening fruits. The chemical formula for ethylene is C2H4. Ethylene, which is shown in Figure 1, is a member of the alkene family, which includes any chemical that contains two carbons connected by a double bond and two other single bonds can be formed for each carbon (1, 2, 3). Ethylene can be used intentionally to ripen fruits. Some characteristics of ethylene are that its vapors from a boiling liquid are lighter than air and thus can rise easily, that it can easily be ignited, that it is not toxic at all (4). Ethylene affects plants by influencing plants growth, development, and how long they can be stored. External sources of ethylene can also have similar influence on fruits. A fruit produces significantly more ethylene during some stages of its development and when there are abiotic or biotic changes happening to it. A plant is affected and influenced when it is exposed to ethylene in the environment surrounding it or when it is close to a fruit that is producing excessive amounts of ethylene. The main purpose of having external sources of ethylene is to ripen fruits (1). Ethylene can only be produced under a condition where there is enough oxygen and not too much of carbon dioxide. The same condition must happen for ethylene to influence the fruits. Ethylene is spread throughout the fruit by diffusion. The rate of the production and diffusion depends what the stage of plant development that the plant is going through (1). Climacteric fruits, such as tomato, apple, pear, and melon, are those that increase the amount of ethylene significantly during the process of ripening. On the other hand, non-climacteric fruits, such as grape, orange, and pineapple, are those fruits that do not produce an excessive amount of ethylene during the process of ripening (1). Ethylene can only affect nearby tissue when it is produced in climacteric fruits or fruits that are injured. Examples of injured fruits or vegetables are when they are peeled, sliced, cut, or any kind of preparation or processing actions. For non-climacteric fruits that are not ripening yet, ethylene can reduce or slow down the production of itself. That means that when it is not ripening, a fruit that follows that criteria will not ripen so fast since the production of ethylene is stopped by ethylene itself. When climacteric fruits start to ripen, the ethylene leads to its own synthesis and a lot more of ethylene is produced. Because of this, the concentration of ethylene in the fruit increases rapidly and reaches such a high level that external ethylene source no longer has effects on the fruit (1). There is little effect when the external source of ethylene for fruits like apples and bananas is reduced, because the fruit itself has the ability to resist the diffusion and the fruit can produce ethylene at a very fast rate that exceeds the rate of diffusion of ethylene leaving the fruit to the surrounding (1). External ethylene source includes other plants, smoke, compressed ethylene gas, and chemicals that release ethylene. When a fruit is has just started to ripen, the concentration of ethylene in the fruit is low. At this time, reducing external ethylene source helps to slow down or delay the process of ripening significantly. When a fruit is wounded, which means that it is damaged, the rate of the production of ethylene increases. This leads to the fruit ripening earlier than normal or at a faster rate. The interactions between ethylene and the plants environment is also shown in Figure 2 (1). Ethylene production can be accelerated when there is external influence, such as injuries or wounds on the fruit. This causes the fruit to ripen faster since more ethylene was being produced. However, the result of external influence and internal development ultimately results in the same thing causing the fruit to ripen faster. As a result, it is difficult to tell if the fruit was ripening at a faster rate because it was damaged or if it was at that stage of plant development (5). External and internal ethylene sources like pollution, ethylene in the surrounding, ethylene production, and stress, both abiotic and biotic, all affect the plant tissue. When the plant tissue is influenced, it stimulates plant responses, such as producing excessive amounts of ethylene to start the ripening process (1). One way that this plant response can be delayed or slowed down is to store the fruit in a place like the refrigerator, where the temperature would be low so that the quality of the fruit can be preserved. Since ethylene can only be produced under a condition where there is enough oxygen and not too much carbon dioxide, lowering the amount of oxygen around the fruit can also slow down the process of ripening. In addition, the rate of the process of ripening can also be reduced by increasing the amount of carbon dioxide around the area so that ethylene cannot be produced as effectively (1). Ethylene in bananas causes the banana to lose chlorophyll and turn into a yellow color from a green color. When ethylene is removed or reduced, the color changes can be delayed and the fruit can be stored for a longer period of time (1). Ethylene can cause a fruit to be softened and produce a different or stronger aroma, texture, and taste. Usually, ripened fruits become sweeter than unripe fruits. In addition, the difference of the amount of ascorbic acid between ripened fruits and unripe fruits is not very significant (1). Figure 1: Ethylene Figure 2: Ethylene interactions with plants and environment Bibliography Saltreit, Mikal E. Effect of Ethylene on Quality of Fresh Fruits and Vegetables. Postharvest Biology and Techonology 15 (1999): 279-92. 11 Nov. 1998. Web. 27 Oct. 2016. http://ucce.ucdavis.edu/files/datastore/234-2189.pdf. ethylene (H2C=CH2). Encyclopaedia Britannia. Encyclopaedia Britannica Online. Encyclopaedia Britannica Inc., 2016. Web. 19 Oct. 2016. http://www.britannica.com/science/ethylene. OLeary, Donal. Alkenes Chemical Properties. Alkenes. 2000. Web 29 Oct. 2016 http://www.ucc.ie/academic/chem/dolchem/html/dict/alkenes.html. ETHYLENE. National Center for Biotechnology Information. U.S. National Library of Medicine, n.d. Web. 29 Oct. 2016. http://pubchem.ncbi.nlm.nih.gov/compound/Ethene#section=Top. Abe, Kazuhiro, and Alley E. Watada. Ethylene Absorbent to Maintain Quality of Lightly Processed Fruits and Vegetables. Journal of Food Science 56 (1991): 1589-592. Web. 19. Oct. 2016. http://ucanr.edu/datastoreFiles/234-1777.pdf.

The Great Gatsby: The Sympathetic Readers Essay -- Great Gatsby Essays

The Great Gatsby:  Ã‚   The Sympathetic Readers You can easily become very sympathetic to a character by how the author portrays him or her in a story. In The Great Gatsby the main character is an ostentatious bootlegger who pines for one thing, a married woman. Somehow, the author swindles the reader into being sympathetic for Gatsby throughout the entire novel. Fitzgerald makes the reader compassionate by showing how Gatsby had extravagant parties for anyone who wanted to come, how he struggled to get ahead in life, and how he endeavored for Daisy's love.   Ã‚  Ã‚   Gatsby had an exuberant and lavish party almost every night. His house was full of people, some of whom he had never met before. "I believe that on the first night I went to Gatsby's house I was one of the few guests who had actually been invited. People were not invited - they went there." (45) Some may think Gatsby was just trying to swagger. However, if this was the circumstance he would have just invited the people he wanted to show off to. To hold these prodigal parties Gatsby may have obtained money from racketeering but he still used it appropriately. He had dignified caterers, brilliant and luminous lights, scrumptious and exquisite food, and a grand orchestra at all of his parties. Gatsby let people have a great time at his expense. "I like to come," one guest said. "I never care what I do, so I always have a good time. When I was here last a I tore my gown on a chair, and he (Gatsby) asked me my name and address-inside of a week I got a package from Croirier's with a new evening gown in it." This incident was not even Gatsby's fault, but he was kind enough to pay for a brand new, exorbitant dress. Despite Gatsby's ex... ...sby fabricated that he had been the one driving the car. He waited outside Daisy's house just to make sure Tom didn't aggrieve Daisy.   Ã‚  Ã‚   The dictionary defines "great" as an adjective that means remarkable in magnitude, degree, or effectiveness, full of emotion, eminent, distinguished, grand, markedly superior in character or quality, noble, remarkably skilled, marked by enthusiasm, used as a generalized term of approval. All of these terms together though can not adequately describe Gatsby. Nick declares, "They're a rotten crowd. You're worth the whole damn bunch put together." Nick vocally expresses his admiration for The Great Gatsby. The reader is compelled to agree, conjuring up all of the sentiments of the very definitions of "great". Despite some of the methods and antics utilized by Gatsby, in the end we all became sympathetic readers. The Great Gatsby: The Sympathetic Readers Essay -- Great Gatsby Essays The Great Gatsby:  Ã‚   The Sympathetic Readers You can easily become very sympathetic to a character by how the author portrays him or her in a story. In The Great Gatsby the main character is an ostentatious bootlegger who pines for one thing, a married woman. Somehow, the author swindles the reader into being sympathetic for Gatsby throughout the entire novel. Fitzgerald makes the reader compassionate by showing how Gatsby had extravagant parties for anyone who wanted to come, how he struggled to get ahead in life, and how he endeavored for Daisy's love.   Ã‚  Ã‚   Gatsby had an exuberant and lavish party almost every night. His house was full of people, some of whom he had never met before. "I believe that on the first night I went to Gatsby's house I was one of the few guests who had actually been invited. People were not invited - they went there." (45) Some may think Gatsby was just trying to swagger. However, if this was the circumstance he would have just invited the people he wanted to show off to. To hold these prodigal parties Gatsby may have obtained money from racketeering but he still used it appropriately. He had dignified caterers, brilliant and luminous lights, scrumptious and exquisite food, and a grand orchestra at all of his parties. Gatsby let people have a great time at his expense. "I like to come," one guest said. "I never care what I do, so I always have a good time. When I was here last a I tore my gown on a chair, and he (Gatsby) asked me my name and address-inside of a week I got a package from Croirier's with a new evening gown in it." This incident was not even Gatsby's fault, but he was kind enough to pay for a brand new, exorbitant dress. Despite Gatsby's ex... ...sby fabricated that he had been the one driving the car. He waited outside Daisy's house just to make sure Tom didn't aggrieve Daisy.   Ã‚  Ã‚   The dictionary defines "great" as an adjective that means remarkable in magnitude, degree, or effectiveness, full of emotion, eminent, distinguished, grand, markedly superior in character or quality, noble, remarkably skilled, marked by enthusiasm, used as a generalized term of approval. All of these terms together though can not adequately describe Gatsby. Nick declares, "They're a rotten crowd. You're worth the whole damn bunch put together." Nick vocally expresses his admiration for The Great Gatsby. The reader is compelled to agree, conjuring up all of the sentiments of the very definitions of "great". Despite some of the methods and antics utilized by Gatsby, in the end we all became sympathetic readers.

Requirements for Research Essay

Abstract This study entitled â€Å"Orange (Citrus Sinensis) Peelings Extract as an Alternative shoe Polish† aims to aims to determine if orange peeling oil extract be a good alternative for shoe polish specifically to answer the following questions (1) What specific properties of the shoe polish produced are present/ identified? (2) What are the physical properties of the orange peeling extract shoe polish as to texture, color, and odor? (3) Is there significant difference/s between the orange peeling extract and coconut oil shoe polish with that of the other commercially sold shoe polish in terms of: polish-ness, odor, and texture? The researcher then conducted a series of experiments to test the project. These processes are the extraction of oil from the orange peelings that would be then mixed with the coconut oil produced (cooked) from the coconut plant and the testing and comparing of the alternative shoe polish made with that of the commercially sold shoe polish. The test was conducted with the use of leather shoes as the test object. The results showed that the alternative shoe polish produced has almost the same qualities as to that of the commercially sold shoe polish in terms of its physical properties. The produced shoe polish made the shoes shine a little bit and produced a nice odor considering the natural scent of the orange oil which is added to the mixture. The researcher recommends  trying testing different ratios of each and seeing in what trial it produced the best shoe polish. Further reading about the project is also recommended to widen the scope of study and to produce an alternative shoe polish that would be of help in aiming for the alternative shoe polish with the nearest qualities with that of commercial shoe polish. Acknowledgement The researcher wish to extend her sincerest appreciation to the following people who helped make this research. They are the ones who helped and supported me in performing this research. First to our Project Adviser and Research Teacher, Ma’am Juliet Ilustre-Herreria for continuously guiding and helping me throughout the making of my investigatory project; asked some tricky questions and suggested some opinions that eventually helped a lot in making the project. Next, to my cousin, Sherwin Keith Saringan for helping me choose what project to make and giving some information that could be of great help. To my parents, Mr. and Mrs. Balcorta for me giving support and supplying the materials that would be needed for this project to be completed. To my classmates and friends for giving encouragement whenever I lose hope and most of all to the Lord, up above, for answering my prayers and continuously guiding me in doing this research. Without these people around me, my investigatory project entitled, Orange (Citrus sinensis) Peeling Extract as an Alternative Shoe Polish, won’t be finished.

Willis Carrier and the Invention of Air Conditioning

Willis Carrier and the Invention of Air Conditioning I fish only for edible fish, and hunt only for edible game, even in the laboratory, Willis Haviland Carrier once said about being practical. In 1902, only one year after Willis  Carrier graduated from Cornell University with a Masters in  Engineering,  his first air conditioning unit was in operation. This made one Brooklyn printing plant owner very happy. Fluctuations in heat and humidity in his plant kept causing the dimensions of his printing paper to alter and create misalignment of the colored inks. The new air conditioning machine created a stable environment and, as a result, aligned four-color printing became possible – all thanks to Carrier, a new employee at the Buffalo Forge Company who started working for a salary of only $10 a week. The â€Å"Apparatus for Treating Air† The â€Å"Apparatus for Treating Air† was the first of several patents awarded to Willis Carrier in 1906. Although he’s recognized as the â€Å"father of air conditioning,† the term â€Å"air conditioning† actually originated with textile engineer Stuart H. Cramer. Cramer used the phrase â€Å"air conditioning† in a 1906 patent claim he  filed for a device that added water vapor to the air in textile plants to condition the yarn. Carrier disclosed his basic Rational Psychrometric Formulae to the American Society of Mechanical Engineers in 1911. The formula still stands today as the basis in all fundamental calculations for the air conditioning industry. Carrier said he received his â€Å"flash of genius† while he was waiting for a train on a foggy night. He was thinking about the problem of temperature and humidity control and by the time the train arrived, he said he had an understanding of the relationship between temperature, humidity and dew point. The Carrier Engineering Corporation Industries flourished with this new ability to control the temperature and humidity levels during and after production. Film, tobacco, processed meats, medical capsules, textiles and other products gained significant improvements as a result. Willis Carrier  and six other engineers formed the Carrier Engineering Corporation in 1915 with starting capital of $35,000. In 1995, sales topped $5 billion. The company was dedicated to improving air conditioning technology. The Centrifugal Refrigeration Machine Carrier patented the centrifugal refrigeration machine in 1921. This centrifugal chiller was the first practical method for  air conditioning large spaces. Previous refrigeration machines used reciprocating piston-driven compressors to pump refrigerant through the system, which was often toxic and flammable ammonia. Carrier designed a centrifugal compressor similar to the centrifugal turning blades of a water pump. The result was a safer and more efficient chiller. Consumer Comfort Cooling for human comfort rather than industrial need began in 1924 when three Carrier centrifugal chillers were installed in the J.L. Hudson Department Store in Detroit, Michigan. Shoppers flocked to the â€Å"air  conditioned† store. This boom in human cooling spread from department stores to the movie theaters, most notably the Rivoli Theater in New York whose summer film business skyrocketed when it heavily advertised cool comfort. Demand increased for smaller units and the Carrier Company obliged. Residential Air Conditioners Willis Carrier developed the first residential â€Å"Weathermaker† in 1928, an air conditioner for private home use. The Great Depression and  World War II slowed the non-industrial use of air conditioning, but consumer sales rebounded after the war. The rest is cool and comfortable history.

Complete List of 100+ Free Online High Schools

Complete List of 100+ Free Online High Schools SAT / ACT Prep Online Guides and Tips Online high schools can be a way for students to take high school classes and graduate at theirown pace, without having to adhere to strict schedules and the distractions of a traditional school. So if you feel that an in-person school isn't right for you for whateverreason, an online school might be the perfect fit. We’ll give you a list of all the (tuition free!) online high schools available in the United States, as well as how they work, and how and why an online high school could be right for you. So let's get started! What Is an Online High School? Anonline high school is any school that teaches and takes place virtually, rather than in-person. Some online high schools are hybrid programs where students must spend a portionof their time in a physical location, but a fully online high school program takes place completelyvirtually. Students in completeonlineprograms do not go to a physical building to learn each day, but instead are allowed to learn in any place with an internet connection, takingcourses online and typically interacting with their teachers via virtual classrooms, through email, and/or over the phone. A typical school day for students enrolled in online high schools is much like a typical day for other public school students, with about 5-6 hours spent learning and engaging in classwork, and additional time spent on homework. So, although studentscan generally set their own schedules with an online school, the amount of time required for coursework and studies remainsthe same whether the school takes place online or in person. In addition to the standard coursework,many online high school programs offer school activities, trips, contests, and virtual clubs to help students interact and get to know one another. So online students can often reap many of the same the benefits they could get from an in-person school, with all the additional perks of attending school online. Different Types of OnlineHigh Schools Just like physical schools, online highschools can be divided into two broad categories of public and private schools. And just like physical schools, the differences between the two types can be broken down like so: Online publichighschools(which can also becharter schools) use state-licensed and certified teachers, charge NO tuition, follow state education standards, and award you with a legal high school diploma upon completion of the required credits and courses. These schools are government funded, just like physical public schools. Online private high schools follow their own education requirements and standards (rather than state standards),charge tuition,and will ultimately award you with a high school diploma once you have completed the program. These schools are privately funded, just like with physical private schools. Whether private or public, manyonline schools require theirstudents to be a resident of the state or a particular school district, while other schools accept studentswho live inany stateor school district (or students who have no fixed address). Other online schools accept out of state students, but charge them tuition that in-state students do not have to pay. Ultimately, it's up to the applicant to double-check whether the school of their choice has any restrictions based on student address. Not every state has an online public school, so studentswho live in one of these states (or students who have no fixed address) and want to attend high school online must either enroll inan online school thataccepts out of state students or in a private online high school. If money is your main concern, then public school is definitely the way to go. List of All Free Online High Schools in the US Because we're focusing on only the free online high schools in this article, we are only listingonline public high schools in the US. After the list of the online public schools in the States, we will give a breakdown of the benefits of attendingan online high school and whether or not it could be the right fit for you. To navigate more quickly to your state of choice, click on one of the states below: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas,Louisiana, Maine, Massachusetts, Michigan, Minnesota, Mississippi,Nevada, New Hampshire, New Jersey, New Mexico,North Carolina,Ohio, Oklahoma, Oregon, Pennsylvania,South Carolina, South Dakota,Texas, Utah,Washington, West Virginia, Wisconsin, Wyoming [Note: if your state is not listed, it does not currently have a free online high school.] Click here to skip the list and go straight to reading about reasons to attend an online high school. Alabama Alabama Virtual Academy Conch County Virtual School Alaska Fairbanks Correspondence KPBSD Connections Frontier Charter School iGrad Alaska Arizona Agave Middle and High School Arizona Connections Academy Arizona Virtual Academy Hope High School Online Humanities and Sciences/International Commerce High School Insight Academy of Arizona Pinnacle Online High School Primavera Online High School Sequoia Choice Distance Leaerning Southern Arizona Community Academy Arkansas Arkansas Virtual Academy California A3 World Language Academy(Available for students living in: Kern, Los Angeles, Orange, San Bernardino, and Ventura counties) A3 California Prep(Available for students living in: Butte, Colusa, Fresno, Impreial, Inyo, Kern, Kings, Los Angeles, Madera, Merced, Mono, Monterey, Orange, Placer, Riverside, Sacramento, San Benito, San Bernardino, San Diego, Santa Barbara, Sutter, Tulare, Ventura, Yolo and Yuba counties) Academy of Arts and Sciences(Available for students living in: Contra Costa, Fresno, Imperial, Inyo, Kern, Kings, Lake, Los Angeles, Madera, Marin, Mendocino, Merced, Mono, Monterey, Napa, Orange, Riverside, San Benito, San Bernardino, San Diego, Santa Barbara, Solano, Sonoma, Tulare and Ventura counties) California Connections Academy, a consortiumof four different schools: Capistrano(available for students living in:Los Angeles, Orange, Riverside, San Bernardino, and San Diego counties) Central(available for students living in:Fresno, Inyo, Kern, Kings, and Tulare counties) North Bay(available for students living in:Colusa, Glenn, Lake, Mendocino, Napa, Sonoma, and Yolo counties) Ripon(available for students living in:Alameda, Amador, Calaveras, Contra Costa, Sacramento, San Joaquin, Santa Clara, and Stanislaus counties) California Virtual Academies Clovis Online School (Available for students living in:Fresno, Inyo, Kings, Madera, Merced, Mono, Monterey, San Benito, and Tulare counties) Delta Charter Schools Gateway Virtual Academy(Available for students living in: Merced, Fresno, Madera, Mariposa, Stanislaus, Santa Clara, San Benito, and Tuolumne counties) Insight Schools of California Inspire Charter Schools iQ Academy of California, Los Angeles(Available for students living in: Los Angeles, Kern, Orange, San Bernardino and Ventura counties) Keith McCarthy Academy(Available for students living in the Lake Elsinore School District) Method Schools(Available for students living in: Orange, Riverside, San Diego, Imperial, Los Angeles, San Bernardino, Ventura, and Kern counties) Moreno Valley Online Academy(Available for students living in the Moreno Valley Unified School District) Riverside Virtual School Sierra Plumas Virtual Academy(Available for students living in Sierra County) Colorado 70 Online(Available for students living in the Pueblo County School District 70) Colorado Preparatory Academy Colorado Virtual Academy Destinations Career Academy of Colorado Grand River Academy Peak Virtual Academy(Available for students living in the Montrose School District) Pikes Peak Online School PSD Global Academy Springs Studio for Academic Excellence World Academy Florida Bay Virtual Instruction Program(Available for students living in Bay County) Calhoun Virtual Instruction Program(Available for students living in Calhoun County) Clay Virtual Academy(Available for students living in Clay County) Collier Virtual School(Available for students living in Collier County) Florida Cyber Charter Academy(Available for students living in Clay, Duval, Hillsborough, Palm Beach, Pasco, Pinellas, and Osceola Counties) Florida Virtual School Franklin Virtual Instruction Program(Available for students living in Franklin County) Glades Virtual Instruction Program(Available for students living in Glades County) Indian River Virtual Instruction Program(Available for students living in Indian River County) Jackson County Virtual Instruction Program(Available for students living in Jackson County) Liberty County Virtual Instruction Program(Available for students living in Liberty County) Madison County Virtual School(Available for students living in Madison County) Miami-Dade Online Academy(Available for students living in Miami-Dade County) Mosaic Digital Academy(Available for students living in Martin, Okeechobee, and St. Lucie counties) MyDistrict Virtual School(Available for students living in: Baker, Bradford, Columbia, Dixie, Flagler, Gilchrist, Hamilton, Hardee, Hendry, Highlands, Lafayette, Levy, Monroe, Nassau, Okeechobee, Putnam, and Union counties) Nassau County Virtual School(Available for students living in Nassau County) Okaloosa County Virtual School(Available for students living in Okaloosa County) Osceola Virtual School(Available for students living in Osceola County) Polk County Virtual School(Available for students living in Polk County) Santa Rosa Online(Available for students living in Santa Rosa County) Sarasota Virtual School(Available for students living in Sarasota County) St. Johns County Virtual School(Available for students living in St. Johns County) Volusia Virtual School(Available for students living in Volusia County) Washington County Virtual School(Available for students living in Washington County) Georgia Georgia Cyber Academy Thomas County Virtual Program(Available to students living in: Thomas, Brooks, Mitchell and Colquitt counties) Wilcox County Schools Online Education Program(Available to students living in Wilcox County) Hawaii Hawaii Technology Academy Idaho Icon: Idaho Connects Online School Idaho Connections Academy Idaho Distance Education Academy Idaho Technical Career Academy Idaho Virtual Academy iSucceed Virtual High School Illinois Chicago Virtual Charter School(Available to students who reside within Chicago city limits and can attend the Learning Center for instruction once a week) Cambridge Academy at Cambridge Lakes Charter School Hadley Institute for the Blind and Visually Impaired Indiana Hoosier Academies Iowa Iowa Virtual Academy Kansas Basehor-Linwood Virtual School Haven Virtual Academy Insight School of Kansas Insight School of Kansas Adult Kansas Connections Academy Kansas Virtual Academy Lawrence Virtual School Turning Point Virtual Program Louisiana Grambling Laboratory Virtual School Louisiana Virtual Charter Academy Mentorship Academy Southern University Laboratory Virtual School Vernon Parish School District Maine Maine Virtual Academy Massachusetts Massachusetts Virtual Academy at Greenfield Commonwealth Virtual School Michigan Insight School of Michigan Jenison International Academy(Available to students who live in Ottawa, Kent, Muskegon, Newaygo, Montcalm, Ionia, Barry, and Allegan counties) Michigan District Virtual Programs Michigan Great Lakes Virtual Academy Michigan Virtual Charter Academy Westwood Cyber High School Minnesota Bluesky Charter School eMinnesota Online Academy Insight School of Minnesota iQ Academy Minnesota LinK ¹Ã‚ ² Lakeville Minnesota Connections Academy Minnesota Virtual Academy Minnesota Virtual High School MN Online High School VIBE Academy Wolf Creek Online Charter School Mississippi Mississippi Virtual Public School Nevada Nevada Connections Academy Nevada Virtual Academy Northeastern Nevada Virtual Academy New Hampshire Virtual Learning Academy New Jersey Newark Prep Charter School(Available to students residing within the city of Newark) New Mexico New Mexico Virtual Academy North Carolina North Carolina Virtual School Ohio Electronic Classroom of Tomorrow Insight School of Ohio Ohio Connections Academy Ohio Distance and Electronic Learning Academy Ohio Virtual Academy TRECA Digital Academy Oklahoma Insight School of Oklahoma Oklahoma Virtual Charter Academy Oregon Albany Online! Bend-La Pine Schools Online(Available to students in grades K–12 residing in the Bend-La Pine district and surrounding areas.) Crater Lake Charter Academy(Available to students residing in Jackson County School District and neighboring districts) Hermiston Online Program(Students from Hermiston district preferred, but will accept out of district students) Insight School of Oregon- Painted Hills Monroe School District Online(Available to students residing in Benton County.) North Wasco Virtual Academy Oregon Connections Academy Oregon iSchool Oregon Virtual Academy Pennsylvania 21st Century Cyber Charter School Achievement House Cyber Charter School Agora Cyber Charter School Bald Eagle Area Cyber Academy(Available to students who reside within district) Bangor Area School District Cyber School(Available to students who reside in Bangor, East Bangor, Portland, and Roseto, Lower Mount Bethel, Upper Mount Bethel, and Washington.) Berks Online Learning(Available to students residing in Berks County.) Boyertown Area School District Brandywine Heights Area School District Carlisle Area School District Central PA Digital Learning Foundation Conestoga Valley Virtual Academy(Available to students residing in Conestoga Valley School District) Ephrata Virtual Academy(Available to students residing in the Ephrata Area School District) Pennsylvania Cyber Charter School Pennsylvania Virtual Charter School Reach Cyber Charter School Southeast Delco School District Steelton-Highspire School District(Available to students in the Steelton-Highspire School District) Tulpehocken Virtual Academy(Available to students in Tulpehocken Area School District.) South Carolina Provost Academy of South Carolina South Carolina Connections Academy South Carolina Virtual Charter School South Dakota Black Hills Online Learning Community Texas Texas Online Preparatory School Texas Virtual Academy Texas Virtual School Utah Utah Virtual Academy Washington Insight School of Washington Internet Academy iQ Academy Washington(Available to students who live in the Evergreen Public School District) Learning 2 eSchoolof Wichita Mid Columbia Partnership North Franklin Virtual Academy(Available to students residing within North Franklin District) Washington Virtual Academies West Virginia West Virginia Virtual School Wisconsin Destinations Career Academy of Wisconsin IQ Academy Mighty River Virtual Academy Oregon School District Online Sparta Area School District Wisconsin Rapids Virtual School Program(Available to students residing in Wisconsin Rapids School District) Wisconsin Virtual Academy Wisconsin Virtual Learning Wyoming Washakie #1 Online(Available for students living in Washakie #1 County school district) Wyoming Connections Academy Wyoming Virtual Academy Reasons to Attend an Online High School Attending high school online isn't right for everyone, but for some, it can be the best way to earn a high school diploma. If you're thinking about enrolling in an online public school, you may want to think about whether these reasons apply to you and your circumstances. Schedule and Study Flexibility Taking courses online, rather than in person, allows students to set their own study schedules. So long as you engage in the school program for the necessary number of hours per week and complete your assignments, most programs allow you to study when and where you want. So if you're someone who hasan outside interestthattakes considerable time and needs to be scheduled arounddedicated athletes, artists, peopleworking full time, or anyone else who has tocommithours outside of school every weekattending high school online can give you the necessary flexibility to balance school with your other activities. Can Set Your Own Learning Pace Online high schools allow students to learn at their own pace, whether that pace is faster or slower than that of a typical physical public school.Because the courses in an online program are self-directed, this allows students to settheir own learning speed,rather than feeling frustrated that aclass is going too fast or too slow based on the needs of a whole group ofstudents. So if you are an academic achiever who wants to get ahead of your grade/age level, or are someone who is falling behind academically and need to slow down from your grade/age level, an online high school experience might be the right fit for you. Can Study From Home or on the Move There are an endless variety of reasons why taking classes and studying from home may be preferableto taking classes at a physical school. For these people, taking classes online is the perfect way to stay in school without being beholden to attending school physically. Perhaps you have a family that frequently moves and so cannot stay in one place for long enough to attend aphysical school. Perhaps you are someone who doesn't have easy access to a physical school or feels that nearby schools are unsuitable for whatever reason.Or perhaps you aresomeonewitha chronic medical condition or someone who needs to be otherwise home bound. Whatever the reason you may find taking classes from home is more suitable than taking classes outside the home, online high schools can provide the accommodationand adaptability that so many students need to complete their studies An Option for Teenagers or Adults Who Never Finished High School On average, people who receivea high school diploma earnmore than those who receivea GED. So, if you're someone who never attended or completed high school for any reason, you might think about earning an official diploma rather than testing out for your GED. An online high school program could be the right fit for you if younever completed high school, butstill want the complete high school experienceandan accredited diploma to show for it. What's Next? Want to learn more about online high school programs? Check out what it means for a high school to be accreditedand how to avoid non-accredited online schools. Still undecided whether or not an online high school is right for you? Learn more aboutthe pros and cons of attending an online high school. Thinking about different kinds of alternative schools (other than online)? Check out our guide to alternative schools and how they might be the right fit for you. Have friends who also need help with test prep? Share this article! Tweet Courtney Montgomery About the Author Courtney scored in the 99th percentile on the SAT in high school and went on to graduate from Stanford University with a degree in Cultural and Social Anthropology. She is passionate about bringing education and the tools to succeed to students from all backgrounds and walks of life, as she believes open education is one of the great societal equalizers. She has years of tutoring experience and writes creative works in her free time. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Proofing Memo Essay Example | Topics and Well Written Essays - 1250 words

Proofing Memo - Essay Example Then I automatically spell and grammar check through a computer program. After completing the computer program, I reread the piece one more time. While creating this document, I do not sit continuously at the computer. I get up every once in awhile to stretch, take a bathroom break, or get a drink. This helps me refocus upon my task. This is a good time to check margins and tabs. Formatting a word document depends on the computer program being used. Spacing, paragraphs, and margins are important for several reasons. The most primary reason is so your document can be printer ready. Without the correct formatting, printing can cause the document to run together, lose page numbers, or have incorrect headers or footers. Formatting is also vital for email and faxing documents. No matter how good an item is proofread, if the formatting is wrong, the document will not arrive to the intended target in a professional manner. When checking a document’s formatting, searching for one type of mistake at a time can help catch more mistakes. For example, first look for spelling errors only. Then grammar errors can be searched for in your document. Page numbers, headings, footnotes, font size and type, or any other error can be looked for one type of error at a time. This helps focus your attention on one type of mistake, instead of trying to take the whole document in at once. If I try to look for all the mistakes at once, I generally miss one type, due to my focus being divided. Then I practice another familiar technique. I walk away from my project for the day. After a good night’s sleep, I come back to my computer. Sometimes, I only take a nap. The point is to rest before continuing work. Then I reread what is written. Many times I can see where in the heat of the moment, I did not logically write what I meant. Since some spelling and grammar mistakes will not be picked up by a computer

Discuss the ways in which contemporary organisational theory can be Essay

Discuss the ways in which contemporary organisational theory can be read as criticism of organisational theories developed in the course of the 20th century - Essay Example During the early 20th century the imperialist era started while the situation then demanded the workers of revolutionary and the new type parties are said to be capable to lead then bring the completions which was then victorious as the struggle that is against bourgeoisie preserving the rule and then set up the repressive ramification with state apparatus, the military machine which is said to be powerful and the means in economic, political and ideological for the purpose of disuniting as well s disarming with those people who are working. The workers of new type are said to be capable in order to lead the class who are working and not to be advanced as well as organized and conscious part in politics with the class considerably working but also in the organization as the highest form that directs all the proletarian organizations with all forms of struggles by the proletariat. There is also evolution of capitalism during the 20th century with pre-monopoly capitalism that becomes v ery imperative with the said working class raising the This is also the period that marked the struggle which is against the right line of opportunist in terms of International leadership in order to build the revolutionary parties that is proletarian capable to lead the socialist revolutions in terms of the countries classified as the capitalist imperialist and the revolutions that are said to be democratic in Asia, African and those countries who are said to Latin-American under the oppression and plunder while both the revolutionary trends may form the integral parts of the world as the revolution in socialist area as well as the organization and at the same time leading the proletariat with the toiling masses in terms of democracy and of course socialism. The struggle was then experienced on all the fronts under the CPSU leadership leading to the great victory regarding the Revolution of October while forming the Third International as well as the communist parties' formation that happened and experience all over the world which was then surrounded with the class as revolutionary and organizational mass. The adverse were said to be the real break through from the stagnant period facing the movement of revolution by the first decade of the 20th century. The trade unions was then organized as part of the said activities which was then during the period while Lenin was able to write the Trade Union Organizations considerably of tremendous value that served the development as well as the economic struggle consolidation but became very important in terms of auxiliary in agitation for politics and the organizational revolution and those right who are Contemporary Organizational Theory P