SAT Scoring - Find Out What Your Score Means

SAT Scoring - Find Out What Your Score Means An SAT score is the score awarded to students who have completed the SAT, a standardized test administered by the College Board. The SAT is an admissions test commonly used by colleges and universities in the United States.   How Colleges Use SAT Scores The SAT tests  critical reading, mathematics, and writing skills. Students who take the test are given a score for each section. Colleges look at the scores to determine your skill level and readiness for college. The higher your score is, the better it looks to admission committees who are trying to determine which students should be accepted to their school and which students should be rejected.   Although SAT scores are important, they are not the only thing that schools look at during the admissions process. College admissions committees also consider essays, interviews, recommendations, community involvement, your high school GPA, and much more.   SAT Sections The SAT is split into several different test sections: Reading Test  - This portion of the exam includes command of evidence, words in context, and data analysis questions.   Writing and Language Test  - The questions on the SAT Writing and Language test your ability to analyze writing and correct writing errors. Questions focus on word choice, organization, impact, evidence, and standard English conventions. Math Test  - This section of the SAT asks questions related to algebra, data analysis, and advanced math (complex equations, geometry, trigonometry).    Essay (Optional)  - Students can take the SAT or the SAT with Essay. In other words, the essay is optional. Before you decide not to do the essay, though, you should know that some colleges and universities require SAT essay scores as part of the admissions process. SAT Scoring Range SAT scoring can be very hard to understand, so we are going to take a closer look at how each section is scored so that you can make sense of all of the numbers. The first thing that you need to know is that the scoring range for the SAT is 400-1600 points. Every test taker receives a score in that range. A 1600 is the best score you can get on the SAT. This is what is known as a perfect score. Although there are some students that get a perfect score every year, it is not a very common occurrence.   The two main scores that you need to worry about are: Evidence-Based Reading and Writing Score: The EBRW score combines your scores from the Reading Test and the Writing and Language Test. Your EBRW score will range from 200-800 points.   Math Score: The math score ranges from 200-800 points.   If you decide to take the SAT with Essay, you will be given a score for your essay as well. This score ranges from 2-8 points, with 8 being the highest possible score.

Definition and Discussion of Comparative Grammar

Definition and Discussion of Comparative Grammar Comparative grammar  is the branch of linguistics primarily concerned with the analysis and comparison of the grammatical structures of related languages or dialects.   The term comparative grammar was commonly used by 19th-century philologists. However,  Ferdinand de Saussure regarded comparative grammar as a misnomer for several reasons, the most troublesome of which is that it implies the existence of a scientific grammar other than that which draws on the comparison of languages (Course in General Linguistics, 1916). In the modern era, notes  Sanjay Jain et al., the branch of linguistics  known as comparative grammar is  the attempt to characterize the class of (biologically possible) natural languages through formal specification of their grammars; and a theory of  comparative grammar is  such a specification of  some definite collection. Contemporary theories of comparative grammar begin with Chomsky . . . , but there are several different proposals currently under investigation (Systems That Learn: An Introduction to Learning Theory, 1999). Also Known As:  comparative philology Observations If we would understand the origin and real nature of grammatical forms, and of the relations which they represent, we must compare them with similar forms in kindred dialects and languages . . ..[The task of the comparative grammarian] is to compare the grammatical forms and usages of an allied group of tongues and thereby reduce them to their earliest forms and senses.(Grammar, Encyclopaedia Britannica, 1911)Comparative GrammarPast and PresentContemporary work in comparative grammar, like the comparative work carried out by nineteenth-century grammarians, is concerned with establishing [an] explanatory basis for the relationships between languages. The work of the nineteenth century focused on relationships between languages and groups of languages primarily in terms of a common ancestry. It assumed a view of linguistic change as by and large systematic and lawful (rule governed) and, on the basis of this assumption, attempted to explain the relationship between languages in terms o f a common ancestor (often a hypothetical one for which there was no actual evidence in the historical record). Contemporary comparative grammar, in contrast, is significantly broader in scope. It is concerned with a theory of grammar that is postulated to be an innate component of the human mind/brain, a faculty of language that provides an explanatory basis for how a human being can acquire a first language (in fact, any human language he or she is exposed to). In this way, the theory of grammar is a theory of human language and hence establishes the relationship among all languagesnot just those that happen to be related by historical accident (for instance, via common ancestry).(Robert Freidin, Principles and Parameters in Comparative Grammar. MIT, 1991)

Relationship Between Employee Commitment And Employee Engagement Assignment

Relationship Between Employee Commitment And Employee Engagement - Assignment Example Employees, who are committed to their organizations and highly engaged in their job, provide effective competitive advantages to the organizations in terms of higher output. Uncommitted employees do not bother about workplace performance and outputs. The committed employees tend to provide their total effort to fulfill their personal career goals and job responsibility. Engagement of an employee cannot possible without effective commitment towards the organization and seer hard work. Leaders or the managers of an organization play a vital role in employee engagement. It is important for a manager to provide value to the needs or satisfaction level of an employee in order to retrain employee commitment and employee engagement. Only a motivated employee can perform effectively in an organization. Progression of career is also an important and key employee retention tool. The employees will be happy to be engaged with their job and organization if they are provided effective career deve lopment opportunities, good work culture, and productive work environment. The effective organizational communication process is also an important employee retention tool. It will help an organization to achieve success. Committed employees are more engaged to their job and organization comparing to the uncommitted employees. Employee engagement, employer practices, work performance and business results are highly related to each other. It is the responsibility of the employers to motivate their employees to perform efficiently.

Opportunities to improve international business prospects Assignment

Opportunities to improve international business prospects - Assignment Example South Africa is one of the emerging markets that the company should endeavor to establish. Some of the benefits that the organization and its employees will accrue include; Even though doubts may arise concerning the company’s expansion to a foreign country, I am hereby shedding light on some of the controversial issues. The headquarters will be located in Durban, which is the third largest City in South Africa. Durban harbor is the busiest port in the East Coast of Africa (World Port Source), which makes it a strategic dock for imports and exports to and from the land locked developing countries in Africa. English is among the official languages in the country and therefore communication will be effective. The country has experienced an economic boom since it hosted the 2010 FIFA world cup (Udesh et al. 27). The economy is undergoing rapid growth especially with the concerted efforts by the government and stakeholders to enhance the recovery from the inefficiencies of apartheid. According to Lundahl and Petersson, there has been notable growth in the manufacturing and transport sector (33). However, the employment opportunities are fewer than the employable population in the country. The government is therefore encouraging foreign investors to establish business in the country in a bid to solve the problem of high unemployment rates (Prasad et al. 13). This is the reason our company has been granted approval to establish in Durban where it may help in creating employment opportunities for locals. On the other hand, the city’s political climate is encouraging. The politicians are concerned about economic growth and empowerment of people to improve their standards of living. Our company enjoys unmatched reputation in the region and therefore there is no doubt of imminent success. It is evident that the move to Durban, South Africa is a significant global strategy that will enhance the

Hamilton’s Economic Vision Essay Example for Free

Hamilton’s Economic Vision Essay Alexander Hamilton was a staunch Federalist who believed in maintaining power within the national government that is led by men of wealth, intelligence and talent and who are driven towards commercial development. His original proposal for the new constitution was very conservative but he had to accept a compromise if the Constitution was to be approved. Hence, the new government was launched with George Washington elected as President. Hamilton himself was appointed Secretary of the Treasury. Hamilton envisioned a country of great strength and he believed that growth can only be achieved through domestic manufacturing and overseas trade. He aimed to emulate the stability and governing style of England. He looked admiringly upon competitive and ambitious self-starters who focused on financial successes and encouraged close association with them. Hamilton was determined to move the new government into the direction which he deemed was right and proper. He had a nation to build. Working his way towards such a goal, Hamilton submitted reports to Congress for their endorsement into law. His first was a â€Å"Report on the Public Credit† which came in two phases. The first phase included his recommendations for the funding of the remaining Revolutionary War debt and the federal assumption of debt. He hoped that these actions would â€Å"stabilize the government finances, establish its credit, build confidence in the new nation at home and tie business and commercial interests firmly to the new constitution. † Essentially, funding would allow the government creditors to exchange their much depreciated securities at face value for new, interest-bearing government bonds while the remaining state war debts would be assumed by the federal government. The South argued against the funding mainly because they would not get much benefit from it while arguments against the federal assumption of the remaining debts run came mainly from the States who had almost completely paid off all their debts. Other critics were able to see through Hamilton’s ploy anticipating that the central government merely plans to develop close with the wealth creditors/individuals as the central government will now be the one who will control who gets to be paid and when. Moreover, the central government would now have a justifiable reason to impose taxes. With a side deal of moving the government seat from New York to Philadelphia, Hamilton got his endorsement. The second phase involved the creation of a national bank that is able to handle the â€Å"government’s financial affairs and pooling private investment capital for economic development. † Opposition again came from the South who prefers to promote agrarian development as it sees lesser benefit for them and more for the northern merchants. It was nonetheless endorsed and signed into law by Washington upon the urging of Hamilton. His second on â€Å"Report on Public Credit† proposed the imposition of a series of excise taxes including one on the manufacture of distilled liquor. The Whiskey Tax as it was coined, set the precedent for the government to use its taxing authority to increase federal revenue. Hamilton believed that â€Å"the power to tax and spend was the power to govern. † It became law in March 1791. Finally, in his â€Å"Report on Manufacturers†, Hamilton called for tariffs on imported European goods. This would make the goods produced by American industries more competitive in terms of price. The resulting revenue will â€Å"encourage the expansion of commercial agriculture and a network of federally-sponsored internal improvements† which would â€Å"stimulate commerce and bind the nation more tightly together. † However, since this might reduce overseas trade, Congress did not endorse this. Work Cited Creating a Nation. Name of Book. XXX ed. Year Published.

Friar Lawrence in William Shakespeares Romeo and Juliet Essay

Friar Lawrence of Shakespeare's Romeo and Juliet In reading critical analysis of Shakespeare's "Romeo and Juliet" I found that many people call Friar Lawrence a moderate man who elicits to others his voice of wisdom and reason. An example of this sort of conclusion is George Ian Duthie's opinion that Lawrence is "A very worthy man", "prudent" and "worldly-wise"(xix.xx). G.B. Harrison views him as "sympathetically treated", "wise, grave, patient"(6). Due to this continuing interpretation, the view of Friar Lawrence has not really changed through the years. Mutschman and Wentersdorf followed the herd when they stated in their book that Shakespeare reveals no trace whatever of the widespread prejudices of non-Catholics in connection with this aspect of the life of the Roman Church. On the contrary: he does everything in his dramatic power to show his friars and nuns, their lives and customs, in an unequivocally favorable light. (267) I feel that these conclusions about the character of Friar Lawrence are not so completely true. His character needs deeper examination in spite of the conventional ideas that have been passed from one critic to another throughout the years. Lawrence's highly questionable actions in the drama need be looked at in regards to the position he holds as a man of the cloth. Are his actions wise and acceptable to the church? Is Lawrence a meddlesome man going against his vows to his religion? Or could he merely be yet another stock character that Shakespeare stole from his predecessors? A Historical Look Back In 1594 Shakespeare's audience would have been used to the convention of the friar or other religious persons as the brunt of jokes or humorous situation... ...ml. Byrne, Muriel St. Clare. Elizabethan life in Town and Country. London: George Allen & Unwin Ltd, 1954. Duthie, George Ian. Romeo and Juliet. Cambridge: J. Dover Wilson, 1955. Harrison, G.B. Shakespeare The Complete Works. New York: New York Press, 1952. Kennard, Joseph S. The Friar In Fiction. New York: Haskell House Publisher Ltd., 1923. Muir, Kenneth. "Shakespeare and Politics." Shakespeare in a Changing World. 1st. Arnold Kettle. London: Lawrence and Wishart, 1964. 124-5. Mutschmann, Henrick, Karl Wentersdorf. Shakespeare and Catholicism. New York: AMS Press, 1969. Reed, Robert Rentoul Jr. Crime and God’s Judgement in Shakespeare. Kentucky: The University Press of Kentucky, 1984. Simmons, Joseph Larry. Shakespeare’s Pagan World. Charlottesville: University Press of Virginia, 1973.

Pupil’s educational success Essay

The education system is mostly controlled by white middle-class people. Those who share these characteristics may well be viewed more positively and be more likely to succeed in the tests and examinations created to assess their abilities. Many working class and ethnic minority pupils may feel undervalued and demotivated by an education system that does not recognise their qualities, class or ethnic culture. The Marxist idea of â€Å"Cultural Capital† (Bordieu) also determines a student’s ability to excel in the education system. Schools are middle-class institutions run by the middle-class. The forms of knowledge, values, ways of interacting and communicating ideas that middle-class children possess are developed further and rewarded by the education system. Working class and ethnic minority children may lack these qualities and so do not have the same chances to succeed. Studies have shown that middle-class parents are able to use their cultural capital to play the system so as to ensure that their children are accepted into the schools of their choice. However, ethnic minority parents are disadvantaged when trying to get their children into better schools. The parents, especially if born abroad, may not have much experience of the British education system and may not be able to, or confident enough about their English skills, to be able to negotiate the system. Some sociologists have argued that the curriculum disadvantages pupils, particularly the working class and ethnic minorities. The knowledge that they encounter at school does not connect with their own cultural experience. Working class experience is almost invisible in the school curriculum. History, for example, tends to deal with the ruling classes rather than with the vast majority of ordinary people. Coard (1971) showed how the content of education also ignored black people. The people who are acclaimed tend to be white, whilst black culture, music and art are largely ignored. Coard argued that this led to low self-esteem among black pupils. Since the 1970’s some effort has been made to make the curriculum â€Å"Multicultural†, but it is still criticised for only looking at â€Å"Saris and Samosas†. The National Curriculum has still been criticised today for being ethnocentric – emphasising white middle-class culture at the expense of other cultures – especially in its focus on British History and literature.

Contribute to Health and Safety in Health & Social Care Essay

1. Understand own responsibilities, and the responsibilities of others, relating to health & safety in the work setting; 1.1 My work setting is covered by the Health and Safety at Work Act 1974 which is the overall act for other regulations. It has been updated by many sets of guidelines which support and explain it. 1.2 In the work place you share responsibility with your employer for your own safety and that of all the people you support. a) My responsibilities in the work place are; avoid wearing jewellery & tie long hair back Read more: Describe practices that prevent fires from starting essay understand and apply relevant legislation to situations undertake relevant training when provided, do not operate or carry anything out that I have not had training for ofollow the companies policy for health and safety take care not to put others at risk by my actions report any injuries, strains or illnesses I suffer as a result of doing my job otell my employer if something happens that could affect my ability to work b) My employer’s responsibilities are to; make sure the work place is safe prevent risks to health make sure that all materials are handled, stored and used safely oprovide adequate first aid facilities tell you about any potential hazards from the work I do, chemicals and other substances used by the organisation and give me information, instructions, training and supervision as needed make sure ventilation, temperature, lighting and toilet, washing and rest facilities all meet health, safety and welfare requirements ocheck that the right equipment is provided and properly maintained take precautions against the risks caused by flammable or explosive hazards, electrical equipment, noise and radiation oprovide health supervision as needed provide personal protective equipment (PPE) C) Other people’s responsibility’s in the work place would be; to if possible not bring a disease or illness into the work place oto not bring risk or harm to the residents or staff to be aware of the health and safety policy(s) 1.3 When working in a residential setting you have to have a balance between the need for safety and the rights of people to live the way they wish, as after all it maybe our workplace but it is the person’s home. Both the staff and residents are entitled to expect a safe place in which to live and work. Residents have the right to see whoever they wish but situations may arise where there are concerns about vulnerable people being exploited or at risk of harm, you can advise people of the risks of opening doors to strangers but you cannot force the level of security they adopt even though the people  they are inviting in could be a threat to you. People also need to assess the risks involved in doing the things they wish to do without placing themselves at harm or danger; for example one of the residents has vascular dementia and if she wanted to go out shopping alone this would be potentially very dangerous, they could become disorientated and forget their way home. Undert aking a risk assessment would help to look at the risks and control measures that can be put in place to reduce the risks of the activity i.e. the activities co-ordinator could arrange a shopping trip for a couple of residents to go shopping with a couple of support workers so they get to have a one to one but also do the activity they wished to do. 1.4 In the work place there are a range of tasks relating to health and safety that should not under any circumstances be carried out without special training. All manual handling must be carried out by people that have had the correct training to do it. Employers are required to provide training in manual handling which must be done once a year, it isn’t a one off training session- it is vital to keep up to date with the latest techniques, equipment and changes in regulations. Moving people without proper training is not only dangerous for the residents but for us staff too. Also administering medication requires support workers to undergo training to show you are competent and confident as residents are trusting you to give them the correct medication and correct dosage of that medication. Other training we undertake includes; first aid, food hygiene and COSHH training. 1.5 Sometimes we might need more advice or information on aspects of health and safety like what legislation and guidelines are involved, maybe the safety of an individual isn’t satisfactory or you are unhappy about the risks of an object causing hazards to staff and residents. The first person I would go to if I had a query would be my manager but if they were unavailable I would check the works policies and procedures and if after doing that I was still unsure I could seek information from trade unions or the Health & Safety Executive. 2. Understand the use of risk- assessments in relation to health and safety: 2.1 Risk assessment in health and social care is important for everyone whether they are employers or employees, who are required by law to identify and assess risks in the workplace including circumstances where potential harm may be caused. The 5 questions listed below are the key stages to  successfully undergo a risk assessment: The Health & Safety at Work Regulations 1999 say that employers must assess any risks that could be associated in the work place. Having carried out a risk assessment the employer must then apply risk control measures i.e. that actions need to be identified to reduce the risks. 2.2In health and social care it is important that within my role as a support worker I am constantly aware of health and safety risks and potential risks in everyday situations, creating a mental checklist helps me to do this. A few examples are listed below; – if I carry out the daily cleaning tasks I need to check that every substance is clearly labelled and stored safely – if people visit the home I need to make a judgement about if they are regular visitors (family, friends, staff, health professionals) or if they are an intruder who could bring danger into the home – if someone has recently mopped a floor I need to check the ‘wet floor’ sign is visible to people in the building and that people using that specific room are aware, even if I haven’t personally mopped that floor myself – and when I go up and down the corridors I need to check that pathways are clear of obstacles that could cause hazards I have a responsibility to report any unsafe situation to my manager however some situations have to be reported officially where special procedures must be followed. This is where the Reporting of Injuries, Diseases and Dangerous Occurrences (RIDDOR) Regulations 1995 comes into place. Reporting accidents and ill-health at work is a legal requirement. We as a health and social care work place have to report deaths, major injuries, diseases, dangerous occurrences and any accidents resulting in more than three days off work.

Free Essays on Madness Of Ophelia

The Madness of Ophelia In William Shakespeare’s play, The Tragedy of Hamlet, Prince of Denmark, each character tends to stand out in different ways. Ophelia’s character shows the reader that she is weak through the complete male dominance in her thoughts and actions. Ophelia’s madness is a result of many factors: her inability to stand up for her self, Hamlet’s cruel treatment, and the death of her father. Ophelia is influenced and controlled by those around her. This is evident in Act I when Laertes tells her to be wary of Hamlet and his intentions. When he speaks with Ophelia he warns her â€Å"best safety lies in fear† (1.3.43.) Ophelia responds to her brother by telling him she will keep his advice â€Å"as watchman to my heart† (1.3.46.) In this scene Ophelia takes her brother’s advice without an argument. When Polonius enters, he begins where Laertes left off. Polonius orders her not to see Hamlet any more, to which Ophelia responds, â€Å"I shall, obey my Lord† [1.3.135.] It is evident in this scene that Laertes and Polonius command her to do things that she does not agree with, but she does them with no argument. Afraid to stand up for herself, she stands back and watches everyone else control her life. â€Å"Motherless and completely circumscribed by the men around her, Ophelia has been shaped to conform to external demands, to reflect others' desi res† (Dane). Here Dane suggests that Ophelia has no motherly influence and is controlled by the men in her life. She is molded to please others’ wishes. Another instance of her being told what to do is when she agrees to speak with Hamlet. She returns all his gifts to help prove Polonius’ suspicion that Hamlet is mad for Ophelia’s love. It is obvious throughout the play that Ophelia is ordered around by Laertes and Polonius, and obeys them without a moment's thought. Polonius and Laertes act as though she has no mind of her own, but she listens and does as they wish,... Free Essays on Madness Of Ophelia Free Essays on Madness Of Ophelia The Madness of Ophelia In William Shakespeare’s play, The Tragedy of Hamlet, Prince of Denmark, each character tends to stand out in different ways. Ophelia’s character shows the reader that she is weak through the complete male dominance in her thoughts and actions. Ophelia’s madness is a result of many factors: her inability to stand up for her self, Hamlet’s cruel treatment, and the death of her father. Ophelia is influenced and controlled by those around her. This is evident in Act I when Laertes tells her to be wary of Hamlet and his intentions. When he speaks with Ophelia he warns her â€Å"best safety lies in fear† (1.3.43.) Ophelia responds to her brother by telling him she will keep his advice â€Å"as watchman to my heart† (1.3.46.) In this scene Ophelia takes her brother’s advice without an argument. When Polonius enters, he begins where Laertes left off. Polonius orders her not to see Hamlet any more, to which Ophelia responds, â€Å"I shall, obey my Lord† [1.3.135.] It is evident in this scene that Laertes and Polonius command her to do things that she does not agree with, but she does them with no argument. Afraid to stand up for herself, she stands back and watches everyone else control her life. â€Å"Motherless and completely circumscribed by the men around her, Ophelia has been shaped to conform to external demands, to reflect others' desi res† (Dane). Here Dane suggests that Ophelia has no motherly influence and is controlled by the men in her life. She is molded to please others’ wishes. Another instance of her being told what to do is when she agrees to speak with Hamlet. She returns all his gifts to help prove Polonius’ suspicion that Hamlet is mad for Ophelia’s love. It is obvious throughout the play that Ophelia is ordered around by Laertes and Polonius, and obeys them without a moment's thought. Polonius and Laertes act as though she has no mind of her own, but she listens and does as they wish,...

The Chemistry of Baking Cookies

The Chemistry of Baking Cookies Baking cookies seems simple, especially if you cook pre-made cookie dough, but its really a set of chemical reactions. If your cookies never turn out perfect, understanding their chemistry may help improve your technique. Follow this classic chocolate chip cookie recipe and learn about the ingredients and the reactions that occur throughout the mixing and baking process. Chocolate Chip Cookie Recipe 3/4 cup granulated sugar (sucrose, C12H22O11)3/4 cup brown sugar (caramelized sucrose)1 cup unsalted butter (a fat)1 large egg (consists of water, protein, fat, emulsifier, and albumin)1 teaspoon vanilla extract (for flavor)2-1/4 cups all-purpose flour (contains gluten)1 teaspoon baking soda (sodium bicarbonate,  NaHCO3, which is a weak base)1/2 teaspoon salt (NaCl)2 cups semi-sweet chocolate chips Youll get the best results if you use room temperature eggs and butter. This helps the ingredients mix into the recipe more evenly and means your cookie dough will be room temperature and not cool when you put the cookies in the oven. The fat in the recipe affects the texture of the cookies and browns them, which influences flavor as well as color. Substituting a different fat in place of butter affects the flavor of the cookies and also the texture since other fats (lard, vegetable oil, margarine, etc.) have a different melting point from butter. If you use salted butter, its usually best to reduce the amount of added salt.Preheat oven to 375 degrees Fahrenheit. Its important to preheat the oven because if you put the cookies in the oven and the temperature is too low, the dough can spread rather than firm up. This affects the thickness of the cookie, its texture, and how evenly it browns.Mix together the sugar, brown sugar, butter, vanilla, and eggs. Mostly, this is to blend the in gredients so the composition of the cookies will be uniform. For the most part, no chemical reaction occurs at this point. Mixing the sugars with the eggs dissolves some of the sugar in the water from the eggs, so the crystals wont be as large in the cookies. Brown sugar adds caramelized sugar flavor to the cookies. While it doesnt matter what color of eggs you use (white or brown), the size matters, just like measuring all of the other ingredients! If you substitute an egg from a different bird than a chicken, the recipe will work, but the flavor will be different. You dont want to over-mix the ingredients because beating eggs for too long affects the protein molecules in the egg white. Real vanilla and imitation vanilla (vanillin) contain the same flavor molecule, but real vanilla extract has a more complex flavor because of other molecules from the plant. Mix in the flour (a little at a time), baking soda, and salt. You can sift the ingredients together to make sure they are evenly distributed, but sprinkling the salt and baking soda onto the mixture works too. The flour contains gluten, the protein that holds the cookies together, makes them a bit chewy and gives them their substance. Cake flour, bread flour, and self-rising flour could be substituted for all-purpose flour in a pinch, but arent ideal. The cake flour might produce fragile cookies with a finer crumb; the bread flour contains more gluten and could make the cookies tough or too chewy, and the self-rising flour already contains leavening agents that would make the cookies rise.  The baking soda is the ingredient that makes cookies rise. The salt is a flavoring, but also controls the rising of the cookies.Stir in the chocolate chips. This last to ensure the other ingredients are properly mixed and to avoid smashing the chips. The chocolate chips are flavoring. Dont like semi-sweet? Switch it out! Drop rounded teaspoons of the dough about two inches apart on an ungreased cookie sheet. The size of the cookies matters! If you make the cookies too big or put them too close together, the interior of the cookie isnt dont by the time the bottom and edges brown. If the cookies are too small, they may not brown enough by the time the middle is done, giving you rock-hard cookies. Theres no need to grease the cookie sheet. While a light spritz of non-stick spray might not hurt, greasing the pan  adds fat to the cookies and affects how they brown and their texture.Bake the cookies 8 to 10 minutes or until they are light golden brown. Which rack you put the cookies on depends on your oven. Usually, the center rack is fine, but if your cookies tend to get too dark on the bottom, try moving them up one rack. The heating element in a conventional oven is on the bottom. The Baking Process If the ingredients are high quality, measured carefully, and mixed as they should be, chemical magic happens in the oven to make great cookies. Heating sodium bicarbonate causes it to decompose into water and carbon dioxide: 2NaHCO3 → Na2CO3 H2O CO2 Carbon dioxide gas and water vapor form the bubbles which make cookies rise. Rising doesnt just make cookies taller. It also opens up space to keep the cookie from becoming too dense. Salt slows down the decomposition of baking soda, so the bubbles dont get too big. This could lead to weak cookies or to cookies that fall flat when they come out of the oven. The heat works on the butter, egg yolk, and flour to change the shape of the molecules. The gluten in the flour forms a polymer mesh that works with the albumin protein from the egg white and the emulsifier lecithin from the egg yolk to form the dough and support the bubbles. Heat breaks the sucrose into the simple sugars glucose and fructose, giving each cookie a shiny, light brown crust. When you take the cookies out of the oven, the hot water gases in the cookie contract. The chemical changes that occurred during baking help the cookie keep its shape. This is why undercooked cookies (or other baked goods) fall in the center. After Baking If the cookies arent devoured immediately, the chemistry doesnt end with baking. The humidity of the surroundings affects cookies after they have cooled. If the air is very dry, moisture from the cookies escapes, making them hard. In a humid environment, cookies can absorb water vapor, making them soft. After cookies have completely cooled, they can be placed into a cookie jar or other container to keep them fresh and delicious.

English Research Paper #3 Essay Example | Topics and Well Written Essays - 1250 words

English Research Paper #3 - Essay Example The existing psychological studies seem not to cover the true extent of its possibility as a variety of criticisms and analysis of this nature focused on the psychological interpretation of the fiction mainly treating them as unconscious manifestation of the writer's own problems. However, it is possible to undertake a more detailed psychological reading of his fiction, reaching beyond the conventional psychological analyses, in order to identify the author's awareness of the unconscious processes and imaginative powers. Thus, a detailed psychological analysis of the fiction by Poe, especially the major short stories such as "The Cask of Amontillado," reveals that the author was unusually aware of the often incomprehensible mental unconscious processes and also that he possessed tremendous understanding and control of the mental make up as Poe was blessed with a conscious theory of the mind and in this paper we undertake such an analysis. It is the author's skill in developing the ch aracter along the psychological path, completely understanding the way a character should act in similar situations, what helps him in creating characters of great recognition. A profound analysis of the story "the Cask of Amontillado" proves this great mastery of Poe in characterization. To have a closer understanding of the biography and literary career of Edgar Allen Poe, before we proceed exploring the psychological analysis of "the Cask of Amontillado," we may state that the short career of the great American literary genius which came to a sudden tragic end due to drug abuse and consumption of alcohol was enough to carve an everlasting literary monument of prose and poetry that reminds the generations of the master craftsman. This great literary genius was born on January 19, 1809, in Boston as the son of David, Jr. (a lawyer-turned actor) and Elizabeth Poe (an English actress) and was blessed with a good literary background. He acquired fame as a novelist, critic, short story writer, and poet and worked in various literary magazines such as Burlington Gentleman's Magazine, Evening Mirror, and Graham's Lady's and Gentleman's Magazine. Significantly, Poe "was far ahead of his time in his vision of a special area of human experience--the "inner world" of dream, ha llucination, and imagination." (Edgar Allan Poe, Bibliographical Essay, 2004). Poe has numerous poetry collections such as Tamerlane and Other Poems: By a Bostonian (1827), Al Aaraaf, Tamerlane, and Minor Poems (1829), Poems (1831), The Raven and Other Poems (1845), and Eureka: A Prose Poem (1848), stories like Tales of the Grotesque and Arabesque (1840), Prose Romances: The Murders in the Rue Morgue and The Man That Was Used Up (1843), and Tales (1845) etc to his credit. It is most significant that "Poe's stature as a major figure in world literature is primarily based on his ingenious and profound short stories, poems, and critical theories, which established a highly influential rationale for the short form in both poetry and fiction." (Edgar Allan Poe, Sidelights, 2004). Most remarkably, "there is a psychological intensity that is characteristic of Poe's writings, especially the tales of horror that comprise his best and best-known works. These stories--which

Accountability in Public Sector Essay Example | Topics and Well Written Essays - 500 words

Accountability in Public Sector - Essay Example Accountability refers to the answerability, liability, expectation and blameworthiness related to account giving by an entity or a sector. Accountability in the public sector also refers to the same and acts as a key component of governance and ethics in the public sector entities. The public sector is tightly regulated through different policies related to reporting and governance, administration and implementation processes associated with the scope of employment position and role and also encompassing the mandate to explain, report and remain answerable to the different criteria and consequences of reporting. Accountability in the public sector is ensured through the development of suitable policies formulated and implemented for accounting, corporate governance practices and administrative practices . Impacts of concepts like New Public Management on the accountability framework in the modern democracyAccountability generation has always been one of the main objectives of Public sector Management (PSM). Public sector management has experienced several transformation over the past decade with new system of governance and managerialism like the public administration policies related to New Public Management (NPM) being introduced in this sector . The New Public Management (NPM) is established for facilitating improvements on the traditional public sector administration systems. While the traditional public sector management system was oriented towards adhering to the structure and tenure of the hierarchical authority.