Problems and Prospects of Bangladeshi Tourism Essay Example

Problems and Prospects of Bangladeshi Tourism Essay Example Problems and Prospects of Bangladeshi Tourism Essay Problems and Prospects of Bangladeshi Tourism Essay TITLE: Problems and prospects of Tourism Industry in Bangladesh. INTRODUCTION Tourism has become a very important and dynamic sector both in the world economy and particularly in Bangladesh. Its growth affects not only the activities directly linked to tourism but also other sectors. Tourism is already an important sector in some developing countries and will become so for others. Developing countries like ours have been fast growing in tourism industry terms in the world over the last Decade. Bangladesh is a developing country in Asia, holding high potentiality for tourism. Bangladesh Parjatan Corporation (BPC) plays an important role for the development of tourism. For a long time, Bangladesh has been an attractive destination for tourists. But at present, its position is not significant in terms of the international tourism market. The overall objective of this research will be to identify the issues and challenges in tourism marketing facing Bangladesh. We will identify the problems and prospects of Tourism industry in Bangladesh. PROBLEM FORMULATION Bangladesh has potentials to develop tourism as a growing industry. Developing countries have some common characteristics, such as extreme poverty and widespread conflict (including civil war and ethnic clashes), extensive political corruption, lack of political and social stability, human resource weakness (human assets index, nutrition, health, education and adult literacy), and economic vulnerability. Amongst these problems how can we bring out the best in the country is our issue. This research will focus on the problems and prospects of tourism in our country. SPECIFIC OBJECTIVES To identify the problems of our tourism industries. To define the government contribution in development of tourism sector. To know the private organizations’ contribution in development this tourism sector. To forecast the government contribution. To identify the future prospect of tourism industries of Bangladesh. To identify the current state of affairs regarding tourism industry in Bangladesh. To gather some knowledge about the tourism policy. To gather some knowledge tourism projects and spots of Bangladesh. To have some knowledge about the problems that are emerging in the tourism sector To know about the current problems as well as future problems that might take place in the tourism sector. To identify the variability of tourist attraction in Bangladesh. To identify potential strategies that can contribute to increasing the competitiveness of Bangladesh tourism. To ana lyse issues in tourism marketing in Bangladesh. To identify development trends in Bangladesh tourism.

Inspiring Quotes for Teachers

Inspiring Quotes for Teachers Teachers often encourage students with motivational speeches and quotes. But what motivates the teachers? Teachers gain inspiration when they see their students progress. Inspiring Quotes Amos Bronson Alcott The true teacher defends his pupils against his own personal influence. Maria Montessori We teachers can only help the work going on, as servants wait upon a master. Anatole France The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterward. Galileo You cannot teach a man anything; you can only help him discover it in himself. Donald Norman So what does a good teacher do? Create tension- but just the right amount. Bob Talbert Teaching kids to count is fine, but teaching them what counts is best. Daniel J. Boorstin Education is learning what you didnt even know you didnt know. B. F. Skinner Education is what survives when what has been learned has been forgotten. Famous Poet William Butler Yeats Education is not the filling of a pail, but the lighting of a fire. Wendy Kaminer Only people who die very young learn all they really need to know in kindergarten.

See requirements Essay Example | Topics and Well Written Essays - 2500 words

See requirements - Essay Example llying with his wife lovingly during their separation on raising a son just like his father who wanted to get rid of the suitors who harassed his life and mothers life and wifes life, Odysseus has lead the life of a Greek warrior who believed that fighting wars is just a manner of appreciating the powers given to man by the gods and a way of showing himself that he lead the life of a decent man who showed perfect control of his lifes wisdom of existence and mentality, although the gods did not appreciate his believing that he had won the wards because he was fit to and not because he was backed up by the gods. The adventure is a way of saying to him that giving up in front of unjust gods would lead humanity to suffering. This is the case that portrayed the adventures he went through to his home from Troy. He lived and was alone for the rest of the journey since he left the oceans which killed his friends and warriors at sea by sea monsters, Odysseus grows to appreciate his life more throughout the journey as he knows that his wife and son are awaiting him, which is a way of believing in the reason to exist and appreciate ones own intellectual powers to face his own fate even if it means standing up in front of gods who do not appreciate mans believing in himself and his own freely willed powers of himself which are given to him by them and that they had nothing to do with his victories. Odysseus proves throughout the journey that madness is not in going to hell to ask for directions to find his way homewards with a sacrificial goat for the dead but in not taking such a step to free men who had nothing to do with the fate he had been put in but because of a personal opinion he has given which has put him in the fate and put others fates in his hands. He was given the position of a god deciding in front and against gods of what hed do with his wisdom to free or kill his companions and end his treasured memory of life with his wife and child before going to war wh ich

Military Corporate Culture Essay Example | Topics and Well Written Essays - 1250 words

Military Corporate Culture - Essay Example Groups play a significant role in a soldier motivational aspect. In these groups, the members will attempt to invent ways that will ensure the success of the group. For instance, it is necessary to invent new strategies that are capable of ensuring victory. These groups act as family to the soldier and will instigate corrective measures whenever necessary. These bonds created in the groups are sufficient to motivate the group. As a leader, it is vital to encourage the creation of these groups and join them. As evidenced before, most acts of heroism done by soldiers are attributed to the functioning and cohesion of these groups. In a group, one is confident that colleagues watch over you while you do the same to them.Rewarding individuals after successive completion of an assigned duty is considered as a motivating factor in encouraging continuous undertaking of assignments. Rewards have been continuously been utilized to continuously encourage positive behavior and mentality. There a re several ways that can be used to reward successful soldiers. Certification, bonuses, rank promotions and awards are useful. However, punishment for unwarranted behavior should never be ignored. Military code of ethics guides the behavior and conduct of the military. These code of ethics are specifically spelled out in the Department of Defense Regulations 5500,7-R. Chapter 2 of these regulations specifically dwells on the standards of ethical conducts and is directed at all the security departments and personnel.

Un Unsung Hero Essay Example for Free

Un Unsung Hero Essay Everybody grew up with an idol to look up to; it was either an action figure, an actor/actress, a singer, a famous painter or just anybody they though they could relate and look up to. Growing up my mom used to read me fascinating stories about Ethiopia’s history but the one that stuck with me the most was the amazing story of Etege Taitu Bitul or also known as the wife of Emperor Menelik II. Etege Taitu Bitul was one of the most exceptional women in history, not just in Ethiopia but also in the world. The biggest war my country had faced was the colonial battle with Italy; Taitu played a crucial role in this war. She was responsible for a number of tactical and strategic level decisions in addition to actually leading her army into battle on more than one occasion. It’s not a hidden fact that women in 3rd world countries aren’t given as much opportunities as the men. Although I was fortunate enough to have educated parents who have given me the best they can, inequality amongst our genders has been and still is a visible hindering factor in our society. The respect of women in such a male dominant world didn’t stop Taitu. She held her own, commanded an army and played a crucial role in maintaining our countries independence. Ethiopia was the only country in Africa that was not colonized by a foreign nation and even helped other African countries to strive for their independence. For me it isn’t an action figure an actor/actress or a famous painter that inspires me. It is Taitu; a brave, daring, motivated, courageous women who fought not for herself but for her country’s freedom. She led an army by her self in very unfavorable conditions and achieved what she wanted; she achieved freedom. And I look up to her with pride. She is a true depiction of what a woman is. She didn’t care that people didn’t think much of women, she knew what she was capable of and her confidence was what made all the men follow her to battle and put their lives in her hands. That is what I strive for, to be the commander of my own kind of army, an army of courageous women who will always fight for what is right, for the good of the society and to finally tighten the gap seen between our genders.

Use of Language to Portray 19th Century London Society in Oliver Twist

Use of Language to Portray 19th Century London Society in Oliver Twist by Charles Dickens The world's most popular author and novelist who belonged to the Victorian era requires no introduction. Charles Dickens is the man behind great novels like, 'Oliver Twist,' 'Hard Times,' 'Great Expectations,' and many other fascinating and insightful novels that are considered, and quite rightly so, works of true genius. The man, himself was a worker in a blacking factory during his childhood. His father was unable to pay off the family debts so young Dickens was left without a proper education and so spent his childhood and most of his youth in poverty. This left an indelible wound on Dickens. Needless to say, in each of his novels, we see that Dickens reflects on his own life and highlights the miseries of the Industrial Revolution because of which he was robed of the best years of his life. Dickens was a social critic. This is quite expected because of the life Dickens led and what he had experienced. He manages to portray society exactly how it was during the Industrial Revolution. At the time many authors only portrayed the positive aspects of the Revolution but Dickens highlighted even the negative aspects of the changes that were taking place. Dickens was not particularly moved by the changes caused by the Revolution. He claimed that the world he lived in was one of 'sorrow and trouble.' This is quite true because he lost his childhood helping out in factories, another 'innovation' of the Revolution. He was a life-long supporter of the poor. Each of his novels involves some characters who belong to the lower branches of society so that when people read his novels, they realize what exactly society was li... ... he moves along with the story and has also been quite effective at certain times because of its ability to draw sympathy. It tells us how the characters react to various circumstances and how they are influenced by society. Perhaps this is one of the reasons that the novel continues to remain an enduring classic. The society that has been depicted is of quite different from today. It was difficult adjusting to the workhouses, factories in the city but we finally manage to get tuned with Dickens' novel. It is one of the best books ever written. This is because it has a great reader appeal even two centuries later. It is because the description and the language used have helped the reader all throughout, so we do not feel stranded at any point. Dickens saw to it that his readers got the best of his work and we can't disagree after reading 'Oliver Twist.' Use of Language to Portray 19th Century London Society in Oliver Twist Use of Language to Portray 19th Century London Society in Oliver Twist by Charles Dickens The world's most popular author and novelist who belonged to the Victorian era requires no introduction. Charles Dickens is the man behind great novels like, 'Oliver Twist,' 'Hard Times,' 'Great Expectations,' and many other fascinating and insightful novels that are considered, and quite rightly so, works of true genius. The man, himself was a worker in a blacking factory during his childhood. His father was unable to pay off the family debts so young Dickens was left without a proper education and so spent his childhood and most of his youth in poverty. This left an indelible wound on Dickens. Needless to say, in each of his novels, we see that Dickens reflects on his own life and highlights the miseries of the Industrial Revolution because of which he was robed of the best years of his life. Dickens was a social critic. This is quite expected because of the life Dickens led and what he had experienced. He manages to portray society exactly how it was during the Industrial Revolution. At the time many authors only portrayed the positive aspects of the Revolution but Dickens highlighted even the negative aspects of the changes that were taking place. Dickens was not particularly moved by the changes caused by the Revolution. He claimed that the world he lived in was one of 'sorrow and trouble.' This is quite true because he lost his childhood helping out in factories, another 'innovation' of the Revolution. He was a life-long supporter of the poor. Each of his novels involves some characters who belong to the lower branches of society so that when people read his novels, they realize what exactly society was li... ... he moves along with the story and has also been quite effective at certain times because of its ability to draw sympathy. It tells us how the characters react to various circumstances and how they are influenced by society. Perhaps this is one of the reasons that the novel continues to remain an enduring classic. The society that has been depicted is of quite different from today. It was difficult adjusting to the workhouses, factories in the city but we finally manage to get tuned with Dickens' novel. It is one of the best books ever written. This is because it has a great reader appeal even two centuries later. It is because the description and the language used have helped the reader all throughout, so we do not feel stranded at any point. Dickens saw to it that his readers got the best of his work and we can't disagree after reading 'Oliver Twist.'

The NYS prescribed learning standards

The NYS prescribed learning standards is an important resource for teachers as it identifies what topics and skills students should be able to learn and master in a specific grade. However, generating ideas for activities and lessons on a specific topic is a difficult task. A teacher has to find inspiration from his/her students and everyday life in order to make the learning experience more meaningful. As a teacher, the resources available for lesson planning and designing of activities are numerous; it could be from textbooks, from teacher resources in the internet or even from one’s colleagues.Active learning and inquiry as a teaching strategy can also be the same ways of thinking that would help teachers generate ideas on how to incorporate active learning and inquiry into one’s lessons. It is difficult to generate these types of activities because we have not been used to thinking about learning and the teaching process in this way (Johnson & Johnson, 1999). Moreov er, we know that these methods are more effective but since we have not been trained in it, it is very difficult for us to actually make the activity. We have to rely on preprogrammed or pre-designed activities and customize it to our own classroom experience.These approaches are not used very often in schools because teachers themselves are not that knowledgeable about the process, teachers need to be pushed and required to use it before any changes could ever happen. Active learning is evident in the video when the teacher instructed the students to discover what they can about the assigned task, there was no predetermined way of finding the correct answer, but the students where to use their imagination and previous learning to be able to describe and explain the subject matter of the study.

Marketing and Oligopoly Market

Definition of oligopoly Oligopoly market structure is a market with few seller but large in size and their produce branded product whereby advertising is a very crucial element within the oligopoly market. Thus in the oligopoly market structure the competition between a firm with another firm is very high because they are only a few seller in the market and the price is very stable. 2. 0Characteristic of oligopoly market structure: 2. 1 Difficult to entry Oligopoly market a very difficult to enter because they also need a huge amount of capital and the expenses is very expensive.Apart from that they using a high technology in their product. Example of oligopoly market such as airlines, automobile, steel industry and oil industry. 2. 2 Similar or differentiate product In the oligopoly market sometimes they sell similar product such as oil from Saudi Arabia is the same oil in Malaysia and Thailand. For the differentiate product such as automobiles, steel industry, gas, and cell phone. 2. 3 Few seller and large in size Oligopoly market have few seller but they are very big in the economic scale because in their production they produce they product in mass production.Firm that operates in the oligopoly structure can affect the market price the example of this characteristic such as airlines, tobacco, and steel industry. 2. 4 Mutual interdependence These oligopoly market are very easily affected by the action of the other firm this means the action of the other firm will give effect to other firm because they are only a few seller thus the competition is very high. For example if one firm reduces they price the other firm will also have to follow the other firm in reducing they price.

4 Top Tips for AP Statistics Free-Response Questions

4 Top Tips for AP Statistics Free-Response Questions SAT / ACT Prep Online Guides and Tips The free-response section is usually the most intimidating part of the AP Statistics exam. You’ll need to answer questions with multiple parts, show off your stats skills, and be able to explain each of your answers.However, once you understand the types of questions you'll be asked, the free-response section is actually pretty straightforward. In this in-depth guide to the AP Statistics free-response section, we go over the types of questions you can expect to see, give sample questions with complete answer explanations, explain how you’ll be graded, and provide tips to help you ace this section of the exam. What’s the Format of AP Statistics Free-Response Section? On the day of the AP Stats exam, your test will have two sections. First, you will have 90 minutes to answer 40 multiple-choice questions, then you’ll move onto the free-response section. You'll be able to use a graphing calculator for the entire test. For a more in-depth look at exam format and content it tests, check out our complete guide to the AP Stats Exam. Here's the format of the free-response section: 90 minutes long 5 short-answer questions 1 Investigative Task The five short-answer questions are meant to each be solved in about 12 minutes, and the Investigative Task is meant to be solved in about 30 minutes. However, you’ll be free to spend as much time on each question as you want (although we recommend sticking close to those guidelines to make sure you don’t run out of time before you get to all the questions). The free-response section is worth 50% of your total AP Statistics score.For each free-response question, you’ll receive a score from 0 to 4 depending on the accuracy and completeness of your answer.Your Investigative Task score will be scaled so that it’s worth about three times as much as a single short-answer question. AP Stats Free-Response Sample Questions Below is an example of each of the two types of free-response questions you’ll see on the AP Statistics exam. These questions both come from the 2016 AP Statistics exam. For each question, I’ll go through the answer step-by-step so you can see what a strong answer looks like. I’ll also include what information graders are looking for so you can see exactly where you earn points. Short-Answer Question There will be five short-answer questions on the AP Stats exam, and each will include several different parts you need to answer. You’re expected to spend about 12 minutes on each short-answer question. Part A To answer this question, you’ll need to analyze the histogram and see what information you can get from it. This can include the distribution of the histogram, its range, and its center. From the histogram, you can see that the distribution of Robin’s tip amounts is skewed to the right.The range is from $0 to $22.50, with most tips (47 of them) between $0 and $5. You can also see that there’s a gap between the largest tip amount (which is between $20 and $22.50) and the second-largest tip amount (which is between $12.50 and $15).This makes the largest tip amount appear to be an outlier since no other tip amounts are near it. You can also calculate the median and determine that it is a tip between $2.50 and $5. Additionally, the mean is between $2.62 and $5.13. Include all these components in your answer. What the Graders Are Looking For Shape Mention of the outlier Correctly calculating the center (either median or mean) Variability: Mention either the range of the histogram or that most tip amounts are between $0 and $5. Context: Providing the correct numbers/data in the above answers Part B The mean: If the $8 tip was changed to $18, the effect that would have on the mean is equal to $10/60. (60 because that’s the number of tips included in the histogram, and $10 because that’s how much the tip increased by). $10/60= $â…™ or about 17 cents. So the mean will increase by about 17 cents. The median: From part a, we already know that the median is between $2.50 and $5. Since both $8 and $18 are greater than the median (and the total number of tips is staying the same), the median would be unchanged. What the Graders Are Looking For Mentioning the mean will increase Correctly justifying why the mean will increase Mentioning the median will not change Correctly justifying why the median won’t change Investigative Task The final question on your AP Statistics Exam is the Investigative Task. It’s the most in-depth question on the test, and you should spend about 30 minutes completing it. The Investigative Task will have several parts you need to answer and require multiple statistics skills. There’s a lot going on here, but let’s break the question down and go through it part by part. Part A This question wants to know if the scatterplot supports the newspaper’s report about number of semesters and starting salary. Looking back at the question, we can see that the newspaper reported that the more semesters needed to complete an academic program at a university, the higher the starting salary for the first year at a job. Does the scatterplot support this? If it did, we’d see a positive association between starting salary and number of semesters: if one increases, the other would as well. Looking at the scatterplot, there is a clear positive association between starting salary and number of semesters, so the scatterplot does support the newspaper’s report. What Graders Are Looking For Mentioning positive correlation Using positive correlation to justify that the scatterplot supports the newspaper report Part B There’s a lot of information in the table, but we’re interested in the numbers under the Coef (or coefficient) column since they are what apply to the least-squares regression line. For y=mx + b, we know that m is the slope and b is the y-intercept. As the constant, we know that 34.018 is b. Therefore, 1.1594 is the slope. If you want to visualize it better, you can write out y= 1.1594x + 34.018 So the slope of the line is 1.1594. We know that slope is the change in y over the change in x, or, in this case, the change in starting salary over the change in number of semesters. So the slope is telling us how much starting salary changes for each additional semester. Our slope is 1.1594, but since the units for the y-axis is thousands of euros, we have to multiply the slope by a thousand and add the euros unit. This gives us 1,159.40 euros. This means that, for every additional semester a program requires, predicted starting salary increases by 1,159.40 euros. What Graders Are Looking For Correctly identifies the slope is 1.1594 Correctly interprets the slope as the change in starting salary for each additional semester The interpretation of the slope includes non-deterministic language, such as â€Å"predicted starting salary† or â€Å"estimated starting salary† when interpreting the slope Part C For the next part of the question, we have the same scatterplot, but it has been revised to show three different groups of majors. For part C, we’re looking specifically at business majors, indicated by circles on the scatterplot. From the scatterplot, we can see that the more semesters a student takes, the lower their starting salary typically is. For example, we can see that a business major who took ten semesters has a lower average starting salary than someone who only took five semesters. Since as one variable increases the other decreases, that means there is a negative linear association between number of semesters and starting salary for business majors. What Graders Are Looking For States the association is negative States the association is strong or linear or both Refers to both variables (salary and semesters) in context Part D For this question you’re being asked to compare the median starting salaries for the three majors. The first step to doing this is finding the median starting salary for each major. Since there are eight data points for each major, the median will be between the fourth and fifth largest starting salaries for each major. You don’t need to be exact here; you can just eyeball the answer, and sketch in a line to the y-axis if it helps. For business majors, the fourth-highest salary looks to hit the y-axis around 39 and the fifth-highest salary to be around 37. So the median starting salary for business majors would be about 38,000 euros (remembering the y-axis unit is thousands of euros). Physics majors look to have a starting salary around 48,000 euros, and for chemistry majors the median is around 55,000 euros. Since you need to compare them, you’d mention that chemistry majors have the highest starting salary, physics majors are in the middle, and business majors have the lowest median starting salary. What Graders Are Looking For Correctly compares the three majors and which has the highest and which has the lowest median salary Gives reasonable values for the median salaries Part E How could the newspaper report be improved? Looking at the first scatterplot, it appears as though there is a positive correlation between number of semesters a student takes and their starting salary. We saw this in Part A. However, in the second scatter plot, which breaks average starting salary down by major, it’s clear that, within a major, there is actually a negative correlation between the number of semesters a student completes and their average starting salary. We saw this in Part C. We saw in Part D that majors that require more semesters to complete tend to have higher starting salaries (with chemistry having both the highest number of semesters and the highest starting salary). Within a major, students who take more semesters tend to have lower average starting salaries. The newspaper report should be modified to account for major so that readers can see that majors that require more semesters have higher average starting salaries, but, within a major, students who take a greater number of semesters tend to have lower average starting salaries. What Graders Are Looking For Must note that there is a negative association for each of the majors Also must note that there is an overall positive association 4 Tips for Solving AP Statistics Free-Response Questions Below are four of the most helpful tips you can follow to make it easier to score high on the free-response section of the AP Stats test. #1: Always Explain Your Answer As you could see from the scoring guidelines for the sample questions, your explanation for your answer is often worth at least as much as the correct answer itself. In statistics, using the proper equation isn’t worth much unless you can justify your answer. This means that you should always include a detailed explanation when asked for it in AP Stats free response. If you’re asked to compare three medians, don’t just solve for the medians and list them; be sure to explain which is largest, which is smallest, and what that means in greater context. If you skimp on your responses, even if your math is perfect, you’ll end up disappointed with your score. #2: Answer Questions One Part at a Time The AP Statistics free-response questions can sometimes appear overwhelming, especially the Investigative Task questions which always include many different parts. Don’t be intimidated by long questions! Just focus on one part of the question at a time.You’ll often discover that the individual parts of a question aren’t that hard to solve on their own; it just looks like a lot at first glance. Also, while for other AP exams we sometimes recommend skipping around to whichever parts of different questions you feel most comfortable answering, for AP Statistics, we recommend starting at the beginning of each free-response question and methodically working your way through it. The answers you get for earlier parts of the question are often needed to answer later parts, so jumping around could cause you to waste time and end up confused. #3: Know Your Vocabulary You might think that since AP Stats is a math course, vocabulary won’t be an important part of the test, but you need to know a good amount of vocab to do well on this exam. Confusing right- and left-skewed or random sampling and random allocation, for example, could cause to you to lose lots of points on the exam. To avoid these types of mistakes, stay on top of any new statistics terms you learn in class throughout the school year. Making flashcards of key vocab and quizzing yourself regularly is a great way to stay up-to-date on new terms. Many AP Stats prep books also include a glossary of important terms you should know. Before the AP Stats exam, you should know all important vocab words like the back of your hand. Having a general idea isn’t good enough. As we mentioned earlier, a big part of stats is being able to support your answers, and to do this you’ll often need to use stats vocab in your explanations. Just stating the term won’t earn you nearly as many points as being able to explain what the term is and how it supports your answer. #4: Don't Leave the Investigative Task for the End The Investigative Task is the final question in the AP Statistics free-response section, but we don't recommend saving it for last. Because this question is worth three times as much as any of the other free-response questions, you want to make sure you answer it well, or it could really impact your final score. Leaving this question until the end could mean you run out of time before you answer it. We recommend answering the Investigative Task question second, after you've completed one of the shorter free-response questions. This ensures you have enough time to complete it. And remember, don't lose track of time on this section! You'll want to spend about 30 minutes on the Investigative Task and about 12 minutes on each of the other questions. When this section starts, write down the times you should wrap up each question if you think this will help you stay on track. How to Practice AP Statistics Free-Response Questions The best way to study for the AP Stats Free-Response section is to answer lots of practice free-response questions. Fortunately, the College Board makes this easy to do!On their website, you can find official free-response questions from 1998-2017. This means you have access to dozens of high-quality free-response questions! Because there are so many AP Stats free-response problems, you can begin completing practice problems a few months into your class (say around November) and continue up until the AP exam.At the beginning of the year, when you’re still learning a lot of the course material, you can read through the questions to find the ones that focus on topics you’ve already covered. In order to get the most of these practice problems, use a timer and give yourself the same timing limitations the real exam will have. For additional practice question sources for both free-response and multiple-choice questions, check out our guide to every AP Statistics practice test available online. What's Next? Want more information about the AP Statistics Exam?Check out our in-depth guide to the AP Stats test and learn all about the exam format, what types of questions you'll see, and the topics you need to know to get a great score! How many AP classes should you take?Get your answer based on your interests and your college goals. Wonderingwhich other math classes you should take? Math is often the trickiest subject to choose classes for, but our guide will help you figure out exactly which math classes to take for each year of high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Messerschmitt Bf 109 in World War II

Messerschmitt Bf 109 in World War II A backbone of the Luftwaffe during World War II, the Messerschmitt Bf 109 traces it roots to 1933. That year the Reichsluftfahrtministerium (RLM - German Aviation Ministry) completed a study assessing the types of aircraft required for air combat in the future. These included a multi-seat medium bomber, a tactical bomber, a single-seat interceptor, and a two-seat heavy fighter. The request for a single-seat interceptor, dubbed Rà ¼stungsflugzeug III, was meant to replace the aging Arado Ar 64 and Heinkel He 51 biplanes then in use. The requirements for the new aircraft stipulated that it be capable of 250 mph at 6,00 meters (19,690 ft.), have an endurance of 90 minutes, and be armed with three 7.9 mm machine guns or one 20 mm cannon. The machine guns were to be mounted in the engine cowling while the cannon would fire through the propeller hub. In assessing potential designs, RLM stipulated that level speed and rate of climb were of critical importance. Among those firms which wished to enter the competition was Bayerische Flugzeugwerke (BFW) led by chief designer Willy Messerschmitt. BFW’s participation may have been initially blocked by Erhard Milch, the head of RLM, as he had a dislike for Messerschmitt. Utilizing his contacts in the Luftwaffe, Messerschmitt was able to secure permission for BFW to take part in 1935. The design specifications from RLM called for the new fighter to be powered by the Junkers Jumo 210 or the less developed Daimler-Benz DB 600. As neither of these engines were available yet, Messerschmitts first prototype was powered by a Rolls-Royce Kestrel VI. This engine was obtained by trading Rolls-Royce a Heinkel He 70 for use as a test platform. First taking to the sky on May 28, 1935 with Hans-Dietrich Bubi Knoetzsch at the controls, the prototype spent the summer undergoing flight testing. Competition With the arrival of the Jumo engines, subsequent prototypes were built and sent to Rechlin for Luftwaffe acceptance trials. Upon passing these, the Messerschmitt aircraft were moved to Travemà ¼nde where they competed against designs from Heinkel (He 112 V4), Focke-Wulf (Fw 159 V3), and Arado (Ar 80 V3). While the latter two, which were intended as backup programs, were quickly defeated, the Messerschmitt faced a stiffer challenge from the Heinkel He 112. Initially favored by test pilots the Heinkel entry began to fall behind as it was marginally slower in level flight and had poorer rate of climb. In March 1936, with the Messerschmitt leading the competition, RLM decided to move the aircraft to production after learning that the British Supermarine Spitfire had been approved. Designated the Bf 109 by the Luftwaffe, the new fighter was an example of Messerschmitts light construction approach which emphasized simplicity and ease of maintenance. As a further emphasis on Messerschmitts philosophy of low-weight, low-drag aircraft, and in accordance with RLMs requirements, the Bf 109s guns were placed in the nose with two firing through the propeller rather than in the wings. In December 1936, several prototype Bf 109s were sent to Spain for mission testing with the German Condor Legion which was supporting Nationalist forces during the Spanish Civil War. Messerschmitt Bf 109G-6 Specifications General Length: 29 ft. 7 in.Wingspan: 32 ft., 6 in.Height: 8 ft. 2 in.Wing Area: 173.3 sq. ft.Empty Weight: 5,893 lbs.Loaded Weight: 6,940 lbs.Crew: 1 Performance Power Plant: 1 Ãâ€" Daimler-Benz DB 605A-1 liquid-cooled inverted V12, 1,455 hp Range: 528 milesMax Speed: 398 mphCeiling: 39,370 ft. Armament Guns: 2 Ãâ€" 13 mm MG 131 machine guns, 1 Ãâ€" 20 mm MG 151/20 cannonBombs/Rockets: 1 Ãâ€" 550 lb. bomb, 2 Ãâ€" WGr.21 rockets, 2 x 20 mm MG 151/20 underwing cannon pods Operational History The testing in Spain confirmed Luftwaffes concerns that the Bf 109 was too lightly armed. As a result, the first two variants of the fighter, the Bf 109A and Bf 109B, featured a third machine gun that fired through the airscrew hub. Further evolving the aircraft, Messerschmitt abandoned the third gun in favor of two placed in strengthened wings. This re-working led to the Bf 109D which featured four guns and a more powerful engine. It was this Dora model that was in service during the opening days of World War II. The Dora was quickly replaced with the Bf 109E Emil which possessed the new 1,085 hp Daimler-Benz DB 601A engine as well as two 7.9 mm machine guns and two wing-mounted 20 mm MG FF cannon. Built with a greater fuel capacity, the later variants of the Emil also included a fuselage ordnance rack for bombs or a 79 gallon drop tank. The first major redesign of the aircraft and the first variant to be built in large numbers, the Emil was also exported to various European countries. Ultimately nine versions of the Emil were produced ranging from interceptors to photo reconnaissance aircraft. The frontline fighter of the Luftwaffe, the Emil bore the brunt of combat during the Battle of Britain in 1940. An Ever-Evolving Aircraft During the first year of the war, the Luftwaffe found that the Bf 109Es range limited its effectiveness. As a result, Messerschmitt took the opportunity to redesign the wings, expand the fuels tanks, and improve the pilots armor. The result was the Bf 106F Friedrich which entered service in November 1940, and quickly became a favorite of German pilots who praised its maneuverability. Never satisfied, Messerschmitt upgraded the aircrafts power plant with the new DB 605A engine (1,475 HP) in early 1941. While the resultant Bf 109G Gustav was the fastest model yet, it lacked the nimbleness of its predecessors. As with past models, several variants of the Gustav were produced each with varying armaments. The most popular, the Bf 109G-6 series, saw over 12,000 built at plants around Germany. All told, 24,000 Gustavs were constructed during the war. Though the Bf 109 was partially replaced by the Focke-Wulf Fw 190 in 1941, it continued to play an integral role in the Luftwaffes fighter services. In early 1943, work began on a final version of the fighter. Led by Ludwig Bà ¶lkow, the designs incorporated over 1,000 changes and resulted in the Bf 109K. Later Variants Entering service in late 1944, the Bf 109K Kurfà ¼rst saw action until the end of the war. While several series were designed, only the Bf 109K-6 was built in large numbers (1,200). With the conclusion of the European war in May 1945, over 32,000 Bf 109s had been built making it the most produced fighter in history. In addition, as the type had been in service for the duration of the conflict, it scored more kills than any other fighter and was flow by the wars top three aces, Erich Hartmann (352 kills), Gerhard Barkhorn (301), and Gà ¼nther Rall (275). While the Bf 109 was a German design, it was produced under license by several other countries including Czechoslovakia and Spain. Used by both countries, as well as Finland, Yugoslavia, Israel, Switzerland, and Romania, versions of the Bf 109 remained in service until the mid-1950s.

Essay questions Example | Topics and Well Written Essays - 250 words - 8

Questions - Essay Example Moreover, instead of telling children not to speak or keep quiet (negative framing), she says â€Å"we are working quietly† supporting her words with gesture. Kids immediately react to her words and become quiet. 2. Positive framing in use is better to observe on examples. The phrase ‘‘We’re not going to have another day like yesterday, are we, Jason?† is absolutely inappropriate because it only motivates the boy to do the bad thing again makes the teacher look weak and suspicious (Lemov). It is better to say â€Å"It is nice to work with you, Jason†. The phrase â€Å"Just a minute, Jane. Absolutely no one is giving you their full attention except Dyonte and Beth.† shows that teacher is irritated with the class. It is better to say â€Å"Your attention is highly appreciated now. We all like when other people listen to us carefully.† ‘‘I need the tapping to stop.’’ is better to substitute with â€Å"Let’s stop writing for a while and have a little quiet break†. Also it is better to say â€Å"Please, sit up straight, Jasmine† instead of ‘‘I’ve asked you twice to stop slouching, Jasmine!’’ to show positive attitude and good

Media, Identity and the Popular Essay Example | Topics and Well Written Essays - 3000 words

Media, Identity and the Popular - Essay Example Given the power, extent, and outreach of popular media – including films and television, the social construction of characters belonging to racial and ethnic minorities are bound to have a significant impact on the wider audience (Downing & Husband, 2005). Signorielli (2001) described television as "the nation’s primary story-teller" (p. 36) engaged in the role of continuously 'feeding' its audience with healthy doses of what can be construed as 'mainstream' views (Gerbner et al., 2002). The representation of racial and ethnic minorities in films and television, hence, is a critical subject of analysis and needs to be explored because the sheer extent of media outreach and the number of ardent viewers these forms of popular media attract almost ensure a greater social impact over a period of time (Mastro & Greenberg, 2000). This essay aims to highlight, explore, and analyse the manner in which these popular mediums of communication particularly films and television port ray racially and ethnically diverse characters; the gradual shift in such portrayals over time; followed by the influence and impact of the same supported by theoretical implications of such representation. The examples discussed as a part of the study include popular films and television shows from the UK, U.S., and Canada. Media representation of racial / ethnic minorities: An Overview Hall (1981) stated that media as a key tool of propagating ideologies often uses the platform to generate representations of the socio-cultural environment around us by way of images and characters. These characters in turn accentuate the understanding of its audience with regard to the manner in which the world around is and influence them to interpret the messages coded therein with regard to the members of the racial and ethnic minorities. The persistent portrayal of such images leads such characters and / or images to become naturalized enabling the viewers to understand these images and charact ers in the way they are portrayed (p. 11). Cultural theorists focused on investigating cultural and racial representations in popular media have identified the portrayal of 'whiteness' as the dominant theme and as a strategic rhetoric. The images and characters associated with the dominant white population are often indicative of their privileged status in both films as well as on prime time television shows and /or soap operas. It is also often argued that 'whiteness' is often the most dominant and overarching norm against which all other races are measured and compared (Ott, 2010: p. 139). African-Americans have consistently been under-represented as compared to their white counterparts in films and television programs in the United States (Wilson, 1996; Dixon & Rosenbaum, 2004). Although there has been a commendable and dramatic change in trend with regard to portrayal of racial and ethnic minorities on television shows and films over the years, the blacks continue to be either u nder-represented or portrayed in characters / roles that tend to perpetuate and even increase stereotyping (Dill, 2013: p. 253). Most of the popular television shows aired during the previous decade often included Caucasians as key protagonists with supporting