The Complete List of High School Classes

The Complete List of High School Classes SAT / ACT Prep Online Guides and Tips Are you wondering which classes to take in high school? Do you want to find out what courses may be offered for each subject? We’ve compiled a complete list of high school classes for you to see all the possible course options high school students may have. We'll cover everything from science and math to electives and the humanities. How to Use This List This list was created by researching the classes offered at numerous high schools, both public and private, across the country. Classes are alphabetically organized by subject. While there is a separate section for AP classes at the bottom of the list, other varying levels of difficulty for the same class, such as "honors" or "introductory", were not included in order to make reading the list easier. This list’s purpose is to show you all the possible class options you may have as a high school student. You can use it as a starting point for doing a more in-depth study of your own school’s course offerings. Read through the list below, making note of any courses that you may want to take in the future, then look to see if your school offers them. To find out which classes your own high school offers, look through your school’s course catalog, check the school website, or speak with your academic adviser. What If Your School Doesn’t Offer One of the Classes Listed Below? It would be impossible for any single school to offer every course in this list; there are simply too many. Schools decide which classes to offer based on multiple factors, including student interest, school location, and teacher expertise. If you are interested in one of the courses listed below but don’t see it offered in your school’s course catalog, first talk to your guidance counselor or the department head. Your school may, in fact, offer the course, but under a different name. If there is no comparable course and you are really interested in the subject, you may be able to do an independent study or take the course at a local community college for credit. Ask your guidance counselor for more information on pursuing this option. Complete List of High School Classes Business Accounting Business law Business management Consumer education Entrepreneurial skills Introduction to business Marketing Personal finance Computer Science/Information Technology Animation App development Audio production Computer programming Computer repair Film production Graphic design Media technology Music production Typing Video game development Web design Web programming Word processing English American literature British literature Contemporary literature Creative writing Communication skills Debate English language and composition English literature and composition Humanities Journalism Literary analysis Modern literature Poetry Popular literature Rhetoric Technical writing Works of Shakespeare World literature Written and oral communication Family and Consumer Science Chemistry of foods CPR training Culinary arts Early childhood development Early childhood education Family studies Fashion and retail merchandising Fashion construction Home economics Interior design Nutrition Foreign Language American Sign Language Ancient Greek Arabic Chinese French German Hebrew Italian Japanese Korean Latin Portuguese Russian Spanish Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Math Algebra 1 Algebra 2 Calculus Computer math Consumer math Fundamentals of math Geometry Integrated math Math applications Multivariable calculus Practical math Pre-algebra Pre-calculus Probability Quantitative literacy Statistics Trigonometry Performing Arts Choir Concert band Dance Drama Guitar Jazz band Marching band Music theory Orchestra Percussion Piano Theater technology World music Physical Education Aerobics Dance Gymnastics Health Lifeguard training Pilates Racket sports Specialized sports Swimming Weight training Yoga Science Agriculture Astronomy Biology Botany Chemistry Earth science Electronics Environmental science Environmental studies Forensic science Geology Marine biology Oceanography Physical science Physics Zoology Social Studies Cultural anthropology Current events European history Geography Global studies Human geography International relations Law Macroeconomics Microeconomics Modern world studies Physical anthropology Political studies Psychology Religious studies Sociology US government US history Women’s studies World history World politics World religions Visual Arts 3-D art Art history Ceramics Digital media Drawing Film production Jewelry design Painting Photography Printmaking Sculpture Vocational Education Auto body repair Auto mechanics Building construction Computer-aided drafting Cosmetology Criminal justice Driver education Electronics FFA (Future Farmers of America) Fire science Heating and cooling systems Hospitality and tourism JROTC (Junior Reserve Officers' Training Corps) Metalworking Networking Plumbing Production technology Refrigeration fundamentals Robotics Woodworking Advanced Placement Classes AP Capstones AP Research AP Seminar Arts AP Art history AP Music theory AP Studio art: 2-D design AP Studio art: 3-D design AP Studio art: drawing English AP English Language and Composition AP English Literature and Composition History Social Science AP Comparative government and politics AP European history AP Human Geography AP Macroeconomics AP Microeconomics AP Psychology AP United States Government and Politics AP United States History AP World History Math Computer Science AP Calculus AB AP Calculus BC AP Computer Science A AP Computer Science Principles AP Statistics Sciences AP Biology AP Chemistry AP Environmental Science AP Physics C: Electricity and Magnetism AP Physics 1: Algebra-Based AP Physics 2: Algebra-Based World Languages and Cultures AP Chinese Language and Culture AP French Language and Culture AP German Language and Culture AP Italian Language and Culture AP Japanese Language and Culture AP Latin AP Spanish Language and Culture AP Spanish Literature and Culture What's Next? Now that you know all the possible high school classes out there, which ones should you take? Read our guide to get expert advice on the classes you should take in high school. Wondering which classes you will need to take in order to graduate high school and get accepted into college? Check out our guide on the standard high school curriculum, as well as the classes college admissions officers are looking for. Trying to decide whether to take the ACT or the SAT? Read our guide to figure out which test will get you a better score! 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:

pH, pKa, and the Henderson-Hasselbalch Equation

pH, pKa, and the Henderson-Hasselbalch Equation The  pH  is  a measure of the concentration of hydrogen ions in an aqueous solution. pKa (acid dissociation constant) is related, but more specific, in that it helps you predict what a molecule will do at a specific pH. Essentially, pKa tells you what the pH needs to be in order for a chemical species to donate or accept a proton. The  Henderson-Hasselbalch equation describes the relationship between pH and pKa. pH and pKa Once you have pH or pKa values, you know certain things about a solution and how it compares with other solutions: The lower the pH, the higher the concentration of hydrogen ions, [H]. The lower the pKa, the stronger the acid and the greater its ability to donate protons.pH depends on the concentration of the solution. This is important because it means a weak acid could actually have a lower pH than a diluted strong acid. For example, concentrated vinegar (acetic acid, which is a weak acid) could have a lower pH than a dilute solution of hydrochloric acid (a strong acid). On the other hand, the pKa value is a constant for each type of molecule. It is unaffected by concentration.Even a chemical ordinarily considered a base can have a pKa value because the terms acids and bases simply refer to whether a species will give up protons (acid) or remove them (base). For example, if you have a base Y with a pKa of 13, it will accept protons and form YH, but when the pH exceeds 13, YH will be deprotonated and become Y. Because Y removes protons at a pH greater than the pH of neutral water (7), it is cons idered a base. Relating pH and pKa With the Henderson-Hasselbalch Equation If you know either pH or pKa you can solve for the other value using an approximation called the Henderson-Hasselbalch equation: pH pKa   log ([conjugate base]/[weak acid])pH pkalog ([A-]/[HA]) pH is the sum of the pKa value and the log of the concentration of the conjugate base divided by the concentration of the weak acid. At half the equivalence point: pH pKa Its worth noting sometimes this equation is written for the Ka value rather than pKa, so you should know the relationship:   pKa -logKa Assumptions That Are Made for the Henderson-Hasselbalch Equation The reason the Henderson-Hasselbalch equation is an approximation is because it takes water chemistry out of the equation. This works when water is the solvent and is present in a very large proportion to the [H] and acid/conjugate base. You shouldnt try to apply the approximation for concentrated solutions. Use the approximation only when the following conditions are met: −1  Ã‚  log ([A−]/[HA])  Ã‚  1Molarity of buffers should be 100x greater than that of the acid ionization constant Ka.Only use strong acids or strong bases if the pKa values fall between 5 and 9. Example pKa and pH Problem Find [H] for a solution of 0.225 M NaNO2 and 1.0 M HNO2. The Ka value (from a table) of HNO2 is 5.6 x 10-4. pKa  Ã‚  Ã¢Ë†â€™log  Ka  Ã‚  Ã¢Ë†â€™log(7.4Ãâ€"10−4)  Ã‚  3.14 pH pka log ([A-]/[HA]) pH  Ã‚  pKa  Ã‚  log([NO2-]/[HNO2]) pH  Ã‚  3.14  Ã‚  log(1/0.225) pH  Ã‚  3.14  Ã‚  0.648  Ã‚  3.788 [H]  Ã‚  10−pH  Ã‚  10−3.788  Ã‚  1.6Ãâ€"10−4 pH, pKa, and Henderson-Hasselbalch Equation Key Takeaways The pka is the pH value at which a chemical species will accept or donate a proton.The lower the pKa, the stronger the acid and the greater the ability to donate a proton in aqueous solution.The Henderson-Hasselbalch equation relates pKa and pH. However, it is only an approximation and should not be used for concentrated solutions or for extremely low pH acids or high pH bases. Sources de Levie, Robert. (2003). The Henderson–Hasselbalch Equation: Its History and Limitations. J. Chem. Educ. 80 (2): 146. doi:10.1021/ed080p146Hasselbalch, K. A. (1917). Die Berechnung der Wasserstoffzahl des Blutes aus der freien und gebundenen Kohlensure desselben, und die Sauerstoffbindung des Blutes als Funktion der Wasserstoffzahl. Biochemische Zeitschrift. 78: 112–144.Lawrence J. Henderson (1 May 1908). Concerning the relationship between the strength of acids and their capacity to preserve neutrality (Abstract). Am. J. Physiol. 21 (4): 173–179.Po, Henry N.; Senozan, N. M. (2001). Henderson–Hasselbalch Equation: Its History and Limitations. J. Chem. Educ. 78 (11): 1499–1503. doi:10.1021/ed078p1499

All forms of tobacco should be made illegal Essay

All forms of tobacco should be made illegal - Essay Example In light of this, the discussion on whether to legalize all forms of tobacco or not is critical in ascertaining the best course of action. Additionally, it is indispensable to focus on both the advantages and disadvantages of legalizing them. With this in mind, it is arguably correct to assert that the current findings of the effects of tobacco can form the basis for the argument. Therefore, as Gottfried (21) noted, legalizing all forms of tobacco would be creating more problems in the society than the perceived gains accrued to them. Drugs in general have been linked with the increased cases of crime in many states. For instance, a study on the effects of marijuana by Morgan (12) found out that although there are unconfirmed facts of the medicinal advantage of the use of marijuana, it is yet to be scientifically confirmed that this can help in curing different disease. Therefore, the most obvious consequences outline the reasons why marijuana should not be legalized. For example, when people engage in drugs, they tend to neglect most of their duties and responsibilities due to the addictive nature. Cigarette has been found to have very addictive nature to the smokers. Since many people start smoking in childhood, their behavior changes and most of them engage in different anti-social behavior. To a broader sense, smoking has been viewed as an activity of people that have reached maturity, and this has always brought problems in the society. For example, youths and older children smoke cigarette as a sign or proo f to their peers that they have also reached the maturity age. In the event, some of them engage in different forms of crime especially fighting as a way of proving their maturity. Since marijuana is form of a tobacco, it is clear that all negative effects associated with it would be increased by deciding to legalize it. For example, marijuana has been associated with mental

Impact of Globalisation on the Nature of Work in Developing Countries Essay

Impact of Globalisation on the Nature of Work in Developing Countries - Essay Example negatively much more than the male counterparts in the same countries because they are less likely to be able to take up the skilled employment opportunities. Widening Income Gaps There are other disadvantages which come with globalisation. As globalisation creates employment for the skilled people and takes away the same from those who are not professionally trained, this will continue to widen the income gap and these developing countries will end up without a middle class. A country without a middle class is usually at risk of economic and political instabilities, and this is why the issue of globalisation persists.6 Globalisation will continue to expand the gap between the poor and the rich as the few people in the developed countries who have been rich enough to get an education continue to take the top jobs, either locally or even internationally, and be richer, and the majority who do not have an education continue to be jobless and without income.7 Those poor people will not be capable of educating their children, and the trend will continue. On the other hand, the few who are at the top of the socioeconomic ladder will be able to instruct their children, and this means that the few rich will continue to get richer while the majority poor will continue to be poorer. India’s labour market was one of the first to hugely benefit from globalisation as it was the preferred destination for business process outsourcing. As a result of many western camping in Indian cities looking for educated jobless individuals to do their call centre work, many young and educated men benefited and started earning salaries they could not have dreamt of, especially for a call agent. The problem with this was that not everybody in India is educated and when these opportunities came,... This report stresses that â€Å"education differences have played a big role in turning globalisation opportunities into curse for developing countries†. This is a big issue in developing countries because in these countries, few people are educated and thus cannot take advantage of these opportunities brought about by globalisation. Developing countries also have women who are generally much less educated than their male counterparts. This is unlike in the developed world where the gap between the educated males and females is closing up. This means that women in developing countries will be affected negatively much more than the male counterparts in the same countries because they are less likely to be able to take up the skilled employment opportunities. Globalisation has also helped in boosting the local employment numbers in developing countries through supporting local businesses. This paper makes a conclusion that globalisation has both positive and negative impacts. With regard to the labour market, globalisation has brought both favourable and adverse impacts. However, the negative impacts seem to be outweighing the positive ones and, if not put in check, these negative impacts may end up having a serious implication for the global economy rather than only for the developing world. As a result, it is necessary that the issue of globalisation be looked at seriously and any future problems be solved in order to avoid a negative effect on the global economy.

Code of Sexual Ethics Essay Example for Free

Code of Sexual Ethics Essay The value of a code of sexual ethics is one that is extremely important to hold close to ones mind and soul. Human sexuality is a broad topic in society and everyone has different views on what is important to them as individuals. My view of human sexuality has been shaped with many influences. Growing up, my Mother always taught me to be comfortable with my sexuality, and I watched my older siblings show the same confidence that my Mother was teaching me. She taught me to respect others and myself equally, no matter what label of sexuality that they hold. Basically; â€Å"Treat others how you want to be treated†. I hope to teach my children in the same effective way that my Mother taught my siblings and I. I feel as though having this code of sexual ethics will act as a backbone to the teachings of human sexuality for my children and the next generation. I plan for them to follow this code faithfully, as I will continue to do so throughout the remaining course of my life. CODE To my Children; I have put together a code of sexual ethics that will help instruct and guide you in the right direction throughout the course of your lives. â€Å"Part of discovering yourself sexually usually involves developing your personal set of morals and values as they relate to sexual issues†(Hock, 6). This code of sexual ethics should not be viewed soley as disciplinary, the purpose is to provide guidance throughout the course of your lives. The first principle that is essential to your sexual health and well-being is to always use protection. This is important because Be faithful to your partner Wait until you are ready, do not let anyone pressure you/don’t take advantage Make sure it’s the right person to share the experience with â€Å"Most people agree that parents are the most appropriate source of [sexual] knowledge† (Hock, 15). THE PAST My parents have taught me to always be respectful to women. I would never force myself on any woman. They taught me to practice respect with all people, and not to judge others based on their sexuality, even if they may be different from me. I was also taught to never hold back my feelings, and to follow my heart. Yes, in some situations throughout my life, this has lead to heart break. However, in others, it has brought me to experiencing the most amazing feeling in the world; love. I have been known to wear my heart on my sleeve, however, this put forth both benefits and harms on my feelings throughout my life. Sex on the other hand, has always been a bit more personal. My parents did not exclusively teach me about sex. They taught me about love and relationships in general. Although, the topic of sex did arise, it was never the main focus of their teachings. My mother and I have a very comfortable relationship, we are usually able to talk about anything. She has taught me almost everything I need to know about how to make relationships work; along with the respectful ways to treat the woman I love. We did not start having these discussions until I was in high school. I wish that we would have talked about sexual values and behaviors while I was in middle school because that is when I started seriously liking girls. It all started at a pretty young age. I was always able to speak through my heart, even though I tend to be extremely shy. When it comes to feelings of my heart, I need to let it out. My mom and my peers have always been helpful to me in developing my awareness and understanding about my sexuality. I have never struggled with my sexuality personally, however, I have always cared greatly about the way I look. Some people call me â€Å"metro sexual†. This all started when I was very young. Because I wore nice clothes, and did my hair everyday, some people would mistake me for homosexual. This did not bother me though because I have always been comfortable with my sexuality because I know that I am not homosexual. I just like to look good, which in turn helps me feel good about myself. On the other hand, I think that the media may have played an unhelpful part in raising awareness and understanding about sexuality. Although some programs out there do a great job of explaining these concepts, most of the ones that I was exposed to, did not. Communication about sexuality is definitely welcomed when talking with my mother. However, it is almost fully unwelcomed when talking with my father. We just never talked about that sort of stuff. With my Dad and I, it has always been all about sports. Although, I am comfortable talking about my sexuality in general with all of my family members, I am not be comfortable going into detail on my sexual experiences. I think this is the case because my sexual experiences are a private, intimate matter. My family has no business in knowing about it unless something negative comes out of it, which it never has. THE PRESENT AND CONCLUSION The process of writing my code of sexual ethics was interesting. It allowed me to really look back on my past actions and reflect upon what I did wrong and what I did right. It is also interesting to think that I may be sharing this code with my children in the future. That fact in itself shaped the way I wrote my code of ethics because I really had to think about what I would approve of as a parent and how I would want my child to behave sexually. It was a hard process, but I learned a lot about myself along the way. I think that writing a code of sexual ethics was definitely useful and helpful in clarifying my sexual philosophy. This is because of the major thought process that was required to put into the creation of the code. I had to dig deep into my families, and my own beliefs and values when addressing sexual behavior, which in turn clarified some hazy thoughts in my mind as well. I currently live by most of the principles I wrote in my code of ethics. My parents raised me well and taught me to respect myself and others, and to also take responsibility for your actions. If there are any of the guidelines of my code that I did not live by in the past, than I will change my ways to live by them now. I can comfortably communicate with friends and intimate partners depending on the content of the subject. I have learned a great amount of information throughout this course. This information has shaped the way I formed my code of sexual ethics. We learned how to respect ourselves and love ourselves before anyone else and that was the basis of my code of sexual ethics. I think my code is pretty solid. I do not think it will need much revision in the future. However, it may need some additions. It may need additions because over the course of time my idea of ethics may change, as I grow older. When I am married the code may be a bit different for me, however I would want to teach my children this exact code of sexual ethics.

A Rose For Emily by Willaim Faulkner Essay -- essays research papers

A Rose For Emily   Ã‚  Ã‚  Ã‚  Ã‚  William Faulkners story A Rose For Emily, is a tragic story about a young lady by the name of Miss Emily Grierson. Emily came from a well to do family, that had allot of history in the town they lived in. The Grierson's were so powerful, that they did not have to pay any taxes. The whole town seemed to think that the Grierson's were snobby because in Emily's fathers eyes, none of the men where quite good enough for Emily. Unfortunately, Emily turned out an old maid because of her father. By the age of 30, the whole town felt sorry for Emily because they knew that she would not be getting married.   Ã‚  Ã‚  Ã‚  Ã‚  The death of Emily's father displayed a different side of Emily. Since there were rumors of insanity in her family, Emily's denial of her father death portrayed just that. Soon after, Emily came back to reality and grieved her fathers' death. No one seemed to see much of Emily after the death of her father. The only person they would see was her butler. To everyone's surprise, Emily did meet a man a few years later, by the name of Homer Barron. The two would ride down the street on Sundays in a buggy. The town hoped that this would be Emily's opportunity to wed. Time passed, and the town no longer saw Homer come around any more. The last time the town saw Homer, he had gone into Emily's home through the kitchen door for supper.   Ã‚  Ã‚  Ã‚  Ã‚  Never the less, it finally came time for Emily t... A Rose For Emily by Willaim Faulkner Essay -- essays research papers A Rose For Emily   Ã‚  Ã‚  Ã‚  Ã‚  William Faulkners story A Rose For Emily, is a tragic story about a young lady by the name of Miss Emily Grierson. Emily came from a well to do family, that had allot of history in the town they lived in. The Grierson's were so powerful, that they did not have to pay any taxes. The whole town seemed to think that the Grierson's were snobby because in Emily's fathers eyes, none of the men where quite good enough for Emily. Unfortunately, Emily turned out an old maid because of her father. By the age of 30, the whole town felt sorry for Emily because they knew that she would not be getting married.   Ã‚  Ã‚  Ã‚  Ã‚  The death of Emily's father displayed a different side of Emily. Since there were rumors of insanity in her family, Emily's denial of her father death portrayed just that. Soon after, Emily came back to reality and grieved her fathers' death. No one seemed to see much of Emily after the death of her father. The only person they would see was her butler. To everyone's surprise, Emily did meet a man a few years later, by the name of Homer Barron. The two would ride down the street on Sundays in a buggy. The town hoped that this would be Emily's opportunity to wed. Time passed, and the town no longer saw Homer come around any more. The last time the town saw Homer, he had gone into Emily's home through the kitchen door for supper.   Ã‚  Ã‚  Ã‚  Ã‚  Never the less, it finally came time for Emily t...

“I Wandered Lonely as a Cloud” by William Wordsworth Essay

I chose the poem â€Å"I Wandered Lonely as a Cloud† by William Wordsworth because I like the imagery in it of dancingdaffodils. Upon closer examination, I realized that most of this imagery is created by the many metaphors and similes Wordsworth uses. In the first line, Wordsworth says â€Å"I wandered lonely as a cloud.† This is a simile comparing the wondering of a man to a cloud drifting through the sky. I suppose the wandering cloud is lonely because there is nothing up there that high in the sky besides it. It can pass by unnoticed, touching nothing. Also, the image of a cloud brings to mind a light, carefree sort of wandering. The cloud is not bound by any obstacle, but can go wherever the whim of the wind takes it. The next line of poem says â€Å"I saw a crowd, a host, of golden daffodils.† Here Wordsworth is using a metaphor to compare the daffodils to a crowd of people and a host of angels. The word crowd brings to mind an image of the daffodils chattering amongst one another, leaning their heads near each other in the wind. The word host makes them seem like their golden petals are shimmering like golden halos on angels. It is interesting to note that daffodils do have a circular rim of petals in the middle that could look like a halo. Later in the poem Wordsworth uses another simile, saying the dancing of daffodils in the wind is â€Å"continuous as the stars that shine and twinkle on the milky way.† This line creates the image of the wind blowing the tops of random daffodils up and down in a haphazard matter, so they appear to glint momentarily as their faces catch the sun. This goes along with the next metaphor of the daffodils â€Å"tossing their heads in sprightly dance.† Comparing their movement to a dance also makes me think of swirling, swishing yellow skirts moving in harmony. It is also interesting how the first image of the wandering cloud contrasts sharply with the second image of the dancingdaffodils. The cloud drifts in solitude slowly and placidly across the sky, whereas the daffodils hurry to and fro in an energetic, lively scramble. This contrast seems to show that looking at the daffodils made the author feel better than he did before, that they cheered him up. This idea is supported by the last line of poem, where he says his heart â€Å"with pleasure fills, and dances with the daffodils† whenever he thinks of them.

Early Christian Writings Essay

In the beginning of IV century Arius announced that the Father is the only one veritable God, and the Son is His creation. Son was created from nothing, but He has an advantage over the other people, because He was created before time and centuries. Arius teaching is one of the forms of subordination, – a teaching about subordination of the Son to the Father, and the Saint Spirit to the Son. Arius has the following positions: 1. Logos had the beginning of his being ( , erat, quando non erat), because in other case there wouldn’t be any monarchy. In such case could be possible a diarchy (two principles), because He wouldn’t be the Son, – the Son is not the Father. 2. Logos started his existence not from the essence of Father – this could lead to division or partition of Divine Creature, or to sensual concepts, which could bring down the God to human world, – but He was created from nothing by his Father’s will ; 3. He has existence before-time and before-world, but it is not eternal existence; so He is not the veritable God, but he is different from God-Father by his essence, he is a creature ( , ) and Testament uses such expressions about Him; 4. Although the Son is a creature by essence, he has advantage over other people, because he have supreme qualities after the God. The God created everything through Him. First of all God created Him, as the beginning of all paths; 5. In case they call the Son equal to the God you should understand that He is equal by His Father’s will. 6. His will, as it was created, primarily was changeable – equally inclined both for good and to evil. Alexander tried to convince Arius that he was wrong by admonitions, although without success. After fruitless attempts Alexander invited bishops from Egypt and Lebanon and by will of Council expels Arius from Alexandria as well as his followers. There was found ‘The Synodal Letter of the Council of Antioch’, which condemns principles of Arius, but not strictly. Almost all bishops signed this letter (except of three bishops). Alexander tries also to warn other bishops about danger of heresy and, finally, writes a letter to Emperor Constantine the Great. The emperor regrets about quarrels in the Church and asks to make peace. It was impossible, and a little bit later the Church calls Nicaea Council, where after long debates the Church wrote ‘Symbol of belief’ and adopted it. Arius didn’t agree (his followers also protested to symbol of belief and pretending that they agree, changed a letter in word ‘omousius’ (‘similar’, ‘like’ instead of mono-, uni-) and signed the document. The Church discovered falsification, condemned teaching of Arius and expelled him. .

Free Essays on Advertising Analysis

My advertisement was found in a recent addition to recovery magazine. Recovery is a magazine aimed at teenagers that fall into the category that enjoy surfing, skating and mainly punk and rock music. The particular advertisement I chose was explicitly for sunglasses but it was also for the retail store that sells them. In this case the shop is called Glue. The theme of the particular advertisement is a virtual reality. Like the product is from another world but you the consumer can purchase then now. The actual virtual reality theme is portrayed in significant detail, which also sets this advertisement apart from the others. In the advertisement the background image which is part of the virtual look is lined, also known as interlaced, to create the feeling of virtual reality greatly increase. The two characters in the advertisement are specifically placed also. The actual background image has a wall in it so the producers set the 2 characters apart. By making the male close to the camera showing only the top half and the female counter part is set back on top of the wall to show the whole body and how real it is. The characters, male and female, look as if they are playing a virtual shooting game. The characters are holding fake guns that look quite futuristic yet still portray an image of virtual reality. The advertisement incorporates a white border to show of the orangeness of the advertisement. The bottom section of the advertisement is sort of cut off to add to the virtual reality feeling and to add to the feeling of being in the game also. The bottom section is compiled of 4 sections. The first of the four sections is an artificial picture of an unrealistic gun and text confirming the consumer is on â€Å"Level four†. This adds to the virtualness. The second section comprises of another advertisement for a product in which the consumer, a punk, rock, surfy-skater, would also be interested in. A specific brand name i... Free Essays on Advertising Analysis Free Essays on Advertising Analysis My advertisement was found in a recent addition to recovery magazine. Recovery is a magazine aimed at teenagers that fall into the category that enjoy surfing, skating and mainly punk and rock music. The particular advertisement I chose was explicitly for sunglasses but it was also for the retail store that sells them. In this case the shop is called Glue. The theme of the particular advertisement is a virtual reality. Like the product is from another world but you the consumer can purchase then now. The actual virtual reality theme is portrayed in significant detail, which also sets this advertisement apart from the others. In the advertisement the background image which is part of the virtual look is lined, also known as interlaced, to create the feeling of virtual reality greatly increase. The two characters in the advertisement are specifically placed also. The actual background image has a wall in it so the producers set the 2 characters apart. By making the male close to the camera showing only the top half and the female counter part is set back on top of the wall to show the whole body and how real it is. The characters, male and female, look as if they are playing a virtual shooting game. The characters are holding fake guns that look quite futuristic yet still portray an image of virtual reality. The advertisement incorporates a white border to show of the orangeness of the advertisement. The bottom section of the advertisement is sort of cut off to add to the virtual reality feeling and to add to the feeling of being in the game also. The bottom section is compiled of 4 sections. The first of the four sections is an artificial picture of an unrealistic gun and text confirming the consumer is on â€Å"Level four†. This adds to the virtualness. The second section comprises of another advertisement for a product in which the consumer, a punk, rock, surfy-skater, would also be interested in. A specific brand name i...

The Origin of Wildfires and How They Are Caused

The Origin of Wildfires and How They Are Caused It is interesting to note that, of the four billion years of earths existence, conditions were not conducive for spontaneous wildfire until the last 400 million years. A naturally-occurring atmospheric fire did not have the chemical elements available until major several earth changes occurred. The earliest life forms emerged without needing oxygen (anaerobic organisms) to live about 3.5 billion years ago and lived in a carbon dioxide based atmosphere. Life forms that needed oxygen in small amounts (aerobic) came much later in the form of photosynthesizing blue-green algae and ultimately changed the earths atmospheric balance toward oxygen and away from carbon dioxide (co2). Photosynthesis increasingly dominated earths biology by initially creating and continuously increasing the earths percentage of oxygen in the air. Green plant growth then exploded and aerobic respiration became the biologic catalyst for terrestrial life. Around 600 million years ago and during the Paleozoic, conditions for natural combustion started developing with increasing speed. Wildfire Chemistry Fire needs fuel, oxygen, and heat to ignite and spread. Wherever forests grow, the fuel for forest fires is provided mainly by continued biomass production along with the resulting fuel load  of that vegetative growth. Oxygen is created in abundance by the photosynthesizing process of living green organisms so it is all around us in the air. All that is needed then is a source of heat to provide the exact chemistry combinations for a flame. When these natural combustibles (in the form of wood, leaves, brush) reach 572 º, gas in the steam given off reacts with oxygen to reach its flash point with a burst of flame. This flame then preheats surrounding fuels. In turn, other fuels heat up and the fire grows and spreads. If this spreading process is not controlled, you have a wildfire or uncontrolled forest fire. Depending on the geographic condition of the site and the vegetative fuels present, you might call these brush fires, forest fires, sage field fires, grass fires, woods fires, peat fires, bush fires, wildland fires, or veld fires. How Do Forest Fires Start? Naturally caused forest fires are usually started by dry lightning where little to no rain accompanies a stormy weather disturbance. Lightning randomly strikes the earth an average of 100 times each second or 3 billion times every year and has caused some of the most notable wildland fire disasters  in the western United States. Most lightning strikes occur in the North American southeast and southwest. Because they often occur in isolated locations with limited access, lightning fires burn more acres than human-caused starts. The average 10-year total of U.S. wildfire acres burned and caused by humans is 1.9 million acres where  2.1 million acres burned are lightning-caused. Still, human fire activity is the primary cause of wildfires, with nearly ten times the start rate of natural starts. Most of these human-caused fires are accidental, usually caused by carelessness or inattention by campers, hikers, or others traveling through wildland or by debris and garbage burners. Some are intentionally set by arsonists. Some human-caused fires are started to reduce heavy fuel buildup and used as a forest management tool. This is called a controlled or prescribed burn and used for wildfire fire fuel reduction, wildlife habitat enhancement, and debris clearing. They are not included in the above statistics and ultimately reduce wildfire numbers by reducing conditions that contribute to wildfire and forest fires. How Does Wildland Fire Spread? The three primary classes of wildland fires are surface, crown, and ground fires. Each classification  intensity depends on the quantity and types of fuels involved and their moisture content. These conditions have an effect on fire intensity and will determine how fast the fire will spread. Surface fires typically burn readily but at a low intensity and partially consume the entire fuel layer while presenting little danger to mature trees and root systems. Fuel buildup over many years will increase intensity and especially when associated with drought, can become a rapidly spreading ground fire. Regular controlled fire or prescribed burning effectively reduces the fuel buildup leading to a damaging ground fire.Crown fires generally result from intense rising ground fire heat and occur in the higher sections of draping trees. The resulting ladder effect causes hot surface or ground fires to climb the fuels into the canopy. This can increase the chance for embers to blow and branches to fall into unburned areas and increase the spread the fire.Ground fires are the most infrequent type of fire but make for very intense blazes that can potentially destroy all vegetation and organic manner, leaving only bare earth. These largest fires actually create their own winds and weat her, increasing the flow of oxygen and feeding the fire.

Sustainable Talent Management Term Paper Example | Topics and Well Written Essays - 1500 words

Sustainable Talent Management - Term Paper Example Similarly, an equal and good-willed organizational culture is needful for the realization of organizational success, given that a transparent and committed executive arm of an organization makes decisions that will affect the HRM’s and the entire organization’s effectiveness. 1. Determining the Performance Management Process to Be Employed to Measure Employee Talent On a personal standpoint, the best performance management processes for measuring employee talent are those that are envisioned in the management by objectives [MBO] model. Management by objectives is a model used to carry out performance appraisal, following its introduction by Peter Drucker in the 1950s. This involves the manager and the employee agreeing upon specific and achievable objectives that are to be met within a given deadline. However, to achieve utmost effectiveness and a more comprehensive view, it is important to merge the MBO model with the organizational performance vs. individual performan ce management model. In this model, the extension of incentives to the staff, the development and management of employees' talents is placed in the hands of the human resource [HR] performance management system, since this engagement is a major influence on strategic change and operational performance (Gardner, 2006). Organizational performance vs. ... For instance, measuring the best employee talent in the MBO must factor performance target, just as organizational performance vs. individual performance management model involves the HR department setting performance target [goals], at the individual and organizational level. Shukla (2009) contends that it is from the two models or a merger of the two models that there can be specific performance appraisal, to determine the attainment of organizational performance target. Without the factoring of performance target, an organization can never ascertain the extent of the performance gap that it has attained, or the extent to which it has met the performance target. Because of this, it becomes equally impossible to accurately apply correctional measures [such as training programs and workshop drives] to help seal performance gap and strengthen talent. Likewise the extension of incentives [such as promotions, increased remunerations, acknowledgement and/ or scholarship] becomes subject to whims, since determining those who attain performance target becomes obscured. 2. Analyzing the Key Concepts Related To the Talent Pools and the Talent Review Process There are key concepts that are related to talent pools and the review talent review process. One of these concepts is talents. Closely related to the desired talents is the observation of meritocracy and an open, transparent and competitive recruitment drive. Talent is key to the talent pool and talent review process since it encompasses the desired traits, gifts, qualifications and behavioral predispositions that are directly and indirectly applicable to the attainment of organizational goals. Likewise, in the absence of an accountable and competitive recruitment process, it becomes