7 Tips for Writing for Online Readers

7 Tips for Writing for Online Readers 7 Tips for Writing for Online Readers 7 Tips for Writing for Online Readers By Mark Nichol For some people, if a topic interests them, they are quite content to immerse themselves in extensive online articles that are otherwise indistinguishable from print content. Most Web site visitors, however, have a different set of expectations when they read on a computer screen. Nearly every medium has its own rules; here are seven tips to help you write for an online audience, whether you have your own site or blog or whether you submit content to other people’s sites. 1. Write for scanners, not for readers. Before you buy a book, you probably read the jacket copy synopsis, testimonials, the author’s biography. When you pick up a magazine or a newspaper, you quickly peruse the headlines. The same principle applies online: Provide points of entry for scanners headlines, subheadings, bullet lists, captions. Write clear, concise sentences. Keep paragraphs and other blocks of copy short and tight. Most important, keep in mind that visitors may never click over from scanning to reading, so pack as much information as you can into the points of entry. 2. Know your audience. Do you want your readers to geek out about some high tech topic? Do you hope they’ll come back to your site because you rate products effectively and they know they can count on you? Should they leave your site knowing what’s happening in the world today? Is your goal to get them to bookmark your site because you busted their guts with your witty prose? Shape your content accordingly not just how it reads but also how it appears. 3. Design your content. Provide visual clues about organization, intent, and content: Make subheadings smaller than headlines. In a heading for a pros-and-cons list, color â€Å"Pros† green and â€Å"Cons† red. On a site about target shooting, replace the dots in a bullet list with images of real bullets, or, on a gardening site, swap little flowers in place of the dots. But don’t push it your subliminal messaging should be â€Å"See how useful/entertaining this site is?† not â€Å"See how clever I am?† 4. Think like a journalist. One of the principles of journalistic writing is presenting information in an inverted pyramid of vital to trivial, with who, what, when, where, and why (otherwise known as the 5 Ws) right up top. Tell readers what you want them to know, now, and save the background information and the additional details for later. 5. Translate print content. When you upload copy already published on paper, repurpose it for the Internet: Offer points of entry, tighten and divide complex sentences, break up long paragraphs, and cut extraneous content. 6. Be witty sparingly. As much as it hurts a fan of punning and alliteration to write this, leave your sense of humor at the door (then sneak it in later). Straightforward headlines make it onto search engines’ search returns and draw readers in; chucklesome wordplay doesn’t. Save the wacky stuff for after they’ve committed to remaining on your site. 7. Link. Link. Link. When building an argument or providing an example, instead of extensively repeating what has already been published online, insert a link to the source. Don’t fear losing visitors; you’ve followed the rest of my advice, so they’ll come back. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:7 Types of Narrative Conflict"Certified" and "Certificated"5 Examples of Insufficient Hyphenation

4 Words to Delete from Your MBA Application Essays

4 Words to Delete from Your MBA Application Essays Certain words or phrases appear in almost every MBA application essay. I’ve explained below why you don’t want to use 4 of these too-common words/phrases and what some alternatives might be. If you want to make your application stand out, do some editing and make sure to avoid these words completely. You might be surprised at the result. 1. HOPE e.g. I hope that you will accept me to your program. OR e.g. I hope to be able to obtain a management position with the help of your education. Why not? MBA schools are seeking confident applicants who know where theyre going, and believe in themselves. Your competitors know that theyll reach their goals; they see themselves as naturals for the school. Alternatives: My short-term goal is to become manager of financial analysis at a leading investment bank. OR My ability to take clear, decisive action, combined with MBA courses in strategic planning, will allow me to make an impact at ABC company from day one. OK, now we’re talking! 2. HIGH SCHOOL e.g. My most substantial accomplishment was leading the school drama club in high school. Why not? MBA applicants are expected to be professionals and current leaders. Writing about high school indicates that your leadership has been on a downward path, with less impressive things done in college and/or since graduation. Imagine a leading CEO you admire, and imagine him or her answering this question by talking about high school. (On a related note, remove any high school or earlier items from your resume.) Alternative: My leadership of a production quality team at my employer led to improvements that doubled gross margins. It’s obvious this person is someone impressive who should be seriously considered for admission. 3. WORLD-RENOWNED e.g. I am applying to your business school because of its outstanding reputation and world renowned faculty. Why not? Business schools with outstanding reputations don’t need to be told that you want to go there because of their outstanding reputations. Your goal is to differentiate yourself from the competition so why join every other applicants in describing the place or faculty as world-renowned? HBS applicants neednt talk about the schools world-renowned case study method, unless they want to be the same as every other applicant. Alternative: The schools unique marketing to China specialization matches perfectly with my short-term career goal, which is to start and lead a business unit at my familys firm focused solely on marketing to China. That’s so much better, isn’t it? 4. FEEL e.g. I feel that Ill be happy in the financial services business. Why not? Tell a school what you know is true, confidently; and do it as an adult, giving reasons, often based on research. Just as with the first word I discussed, hope, feel is a sign of lack of confidence. Say I intend, I know, etc. and explain why thats true. Start to project the aura of a leader. Would any CEOs that you know, lets say Donald Trump or Larry Ellison, ever speak that way while trying to sell themselves? Theyd do their homework, just as youll have to do during your MBA studies, and confidently state the results of their careful research. Alternative: The combination of my work experience as a financial analyst, my strong interest in investing, and conversations Ive had with management at XYZ financial services firm have led me to set a short-term career goal to move from the buy side to the sell side by joining a financial services firm as research associate. Delete these four words from your MBA application essays and I promise you more effective and powerful language will show up. Can you think of some other words to delete from your essays? Please share them in the comments. Need guidance in your MBA/EMBA Application process? Maximize your applications with help from The Essay Experts MBA Admissions Consulting Services. Or feel free to email me directly at larryessayexpert@gmail.com. Larry Sochrin

Features of administrative leadership and successful relationship with Research Proposal

Features of administrative leadership and successful relationship with the institution - Research Proposal Example Using the specific objectives and research questions as a scope for the study, secondary data were collected using the review of related literature. As part of the literature review therefore, the specific objectives were changed into thematic topics, under which the literature review took place. Some of the major findings that were made from the literature review touched on areas such as the general definition and meaning of administrative leadership and organizational relationship, leadership styles that works best in promoting effective relationship with the institutions, challenges faced in implementing an all inclusive institutional leadership, and benefits for using administrative leadership to enrich the relationships that exists within the institution. The proposed study also involves primary data collection, which requires the researcher to set up a research setting, from which data shall be collected from a group of respondents. The generalized reason for having such primar y data collection in place was to ensure that the data that were collected from secondary sources were compared with real life situations to confirm their authenticity and accuracy. Generally, the primary data collection was also focused on the need to have an action research that would ensure that a primary is identified within a localized setting and attempted to be solved by use of an intervention. In this instance, the problem to be identified was a leadership crisis situation that was making organizational cohesion difficult for an identified institution. The intervention on the other hand was to be the introduction of the administrative leadership style, which involves and enhances effective participation between the leader and other people on the administrative staff. The primary data collection is thus proposed to take place to take place within one specific educational organization. As part of the primary data collection, various methodological approaches were followed. In the first place, the sample size was developed. This was proposed to be done by selecting a group of employees from the institution that was to be used as the research setting. These people will be tasked to respond to a self-administered questionnaire that contains questions focusing on the research objectives and the research questions to be used for the study. With questions focusing on various leadership styles and leadership skills in place at the institution, key issues of leadership that did not promote successful relationship with the institution and ways of correcting these were to be identified. The data collection process is to be followed with data analysis, which is also expected to take a quantitative approach. What this means is that the researcher shall make use of various mathematical formulas and indexes that will ensure the empirical interpretation of data. 2-Abstract This proposal focused on the impact of administrative leadership in bringing about effective rela tionship in the institution. Data collection was change oriented as it focused on leadership crisis and ways of improving it. Ahead of this, secondary data had been collected using the critical review of literature. Key ways used in the study included: leadership, change, interpersonal relationship, democratic leadership, leadership style, delegation, conflict management, shared responsibility, competency training, training and development.

Research Methods Coursework Example | Topics and Well Written Essays - 1250 words

Research Methods - Coursework Example The value of the statistic is too small and the probability is too high to reject the null hypothesis. Thus, from the F-test we conclude that all coefficients could be jointly equal to zero. (ii) H0:?2=0 against H0:?2?0 using a significance level of 0.05 Since the alternative hypothesis is that of non-equality but no direction (greater or less than) is specified, the test will be two tailed. The computed t- statistic is equal to -2.66937 which is greater in terms of absolute value than the two-tailed 5% critical value of 2.018 (given the number of observations and variables, the degrees of freedom are 42), we reject the null hypothesis that the coefficient of 1990 GDP per-capita is not statistically significantly different from zero. (iii) H0:?3=0 against H0:?3>0 using a significance level of 0.05 Since here the alternative hypothesis is of the greater than type, the test will be right tailed. For the given number of observations and variables, the critical one sided 5% t value is 1. 682. Our computed t-value is 2.598522 which is greater than the critical value. Therefore, the null hypothesis is rejected at 5% level of confidence. This implies that we have statistical evidence of secondary enrollment having a positive impact on GDP growth. (iv) H0:?7=0 against H0:?7>0 using a significance level of 0.1 Again, the alternative is of the greater than type, implying a right tailed test. The critical 1% t-value is 2.418. From the table above, we find that the computed t-statistic is 1.50471. Since this is smaller than the critical value, we fail to reject the null hypothesis. Therefore, we fail to find any evidence that credit ratio has any statistically significant impact on GDP growth. Therefore, we find a contradiction between our conclusions in (i) and (ii). While in (i) we fail to reject the notion that all the coefficients on the predictor variables are jointly zero, we reject the hypothesis that the coefficient on the first explanatory variable, the 1990 percap ita GDP is zero. But if this is true then (i) should have rejected the null in favour of the alternative which requires atleast one of the coefficients to be non-zero. Typically, such contradictions arise because of the violation of one or more of the basic assumptions underlying OLS estimation. Particularly, if there are outliers that distort the estimates, then such contradictory results can emerge. 3. Advice for choosing between alternative spending From the fitted model in the previous part we have found that secondary enrolment has a positive impact on GDP growth as does the private credit ratio. Infact the coefficients are quite close though that of private credit ratio is slightly lower. However, only the former is statistically significant. This implies that there is no evidence of increases in private credit ratio having any impacts on the GDP growth. Therefore I would recommend investing the sum of money on policy measures that will increase the country’s rate of en rolment in secondary education. 4. Diagnostics for evaluating the validity

Venus (Research Paper) Essay Example for Free

Venus (Research Paper) Essay Venus is one of the most beautiful and tantalizing heavenly body. It is much closer to Earth than any other planets. Venus is a brilliant object in the night sky and sometimes brighter than any other stars in the heavens. Only the Sun and the Moon outshines her. Like the remaining planets, Venus revolves around the Sun inside the solar orbit of the Earth. Thus, Venus can either be a morning or evening star.1 Her name, Venus, comes from the Roman goddess of love and beauty. Venus, as a planet, is rather frustrating. She hides herself in a thick white veil of clouds and no one clearly seen her surface.2 The astronomers are force to engage in an extensive effort to uncover secrets of her for they know a little about it. The main purpose of my paper is to show some facts about Venus and also deepen the knowledge of the readers. Venus possesses some features that are nearly the same as Earth’s. One of this is that Venus is closely the same size and weight as Earth. Just a little smaller in diameter and lighter in weight. Its gravity also holds captive an atmosphere about the size of our own.3 Venus internal structure is similar to Earth’s as it is composed of crust, mantle and core. That’s why Venus is often thought of as Earth’s twin. ______________ 1Robert Leo I. Heller, â€Å"Planets Inside the Orbit of Earth,† Challenges to Science (Montreal: McGraw-Hill Book Inc., 1979), p. 402. 2Gerald S. Hawkins, â€Å"Venus and Mars,† Splendor in the Sky (London: Harper and Row Publishing House, 1961), p. 122. 3Mark O. Palin, â€Å"Venus,† The Physical World (Miami: Hunter-Dee Book Inc., 1999), p. 99 But in other ways, Venus appears to be quite different from Earth. First, Venus rotates in a very strange manner. Most of the planets rotate counterclockwise while Venus rotates clockwise or backward. Then, Venus may have atmosphere but it wouldn’t be able to support life as you know like Earth. Its atmosphere is made up of more than 90% of Carbon Dioxide and almost no Oxygen. Her temperature too is high which is 100 times greater than Earth’s and enough to melt Lead.4 Unlike other planets, Venus surface is never seen though many scientists claimed to have a glimpse of it through cloud openings which seems very unlikely because her dense clouds are hundreds of miles deep. 5 Venus, though rotating around the Sun, never experiences day and night because of the thick, ash-like clouds covering it. It is dark for sunlight does not penetrate the clouds. What is the surface of the Venus like? Some astronomers said that Venus’ surface is covered by large mountain ranges and deep swamps. People who don’t know much about Science think that Venus is covered with glowing waters. But, according to Galileo’s old journal, Venus is impossibly covered by water because of its high temperature. The best guess today is that Venus is chiefly a vast and sandy desert. The desert is flat, for wind-driven sand has long ago worn down the hills and filled in the hollows. It is dry, for rain cannot fall on it and it is surely unable to support life.6 ______________ 4Heller, p. 403. 5Roy A. Gallant, â€Å"Exploring Venus,† Man’s Reach for the Stars (New York: Doubleday and Company Inc., 1959), p. 146. 6Patricia C. Lauber, â€Å"Mercury and Venus,† All about Planets (New York: Random House Inc., 1960), p. 56. Venus is mostly covered by volcanic plates because of her high temperature. The surface has been severely fractured and folded by stresses caused by convection of the Venusian mantle because of frequent volcanic eruptions. Radar images indicate that the highlands on Venus have rougher surfaces than Earth’s land forms because its images shows mini magma explosions inside.7 The light emitted by Venus which makes her shine in the dawn or evening possibly comes from the great bolts of lightning or from volcanic eruptions.8 Explorations on Venus cost many attempts in gathering data to prove some existing parts of her. Soviet Union and USSR probes are one of the most eager astronomers in studying the mysterious planet, Venus. Venera 1 or also called Venus 1 is the first probe sent by USSR in 1961. The Venera 1 is said to be a failed mission because the probe only flew past on Venus. This event is said to be a dà ©jà   vu for the second probe, Venera 2, sent by the Soviet Union in 1965, experienced the same miscalculated direction as it flew past on Venus too. The third probe, Venera 3, still sent by Soviet Union in 1965, is also a failed one but it touches the Venus surface because the probe crashes on it. Scientists reported that they had maintained regular radio communication with the 3 failed probes but the signals were lost before it reaches Venus outermost atmosphere.9 ______________ 7â€Å"Venus,† Compton’s Encyclopedia (U.S.A.: Compton’s Learning Company, 1996), 19:408. 8Lauber, p. 54. 9Robert W. Peterson, â€Å"USSR and U.S. Send Probes to Venus,† Space: From Gemini to the Moon and Beyond (New York: Facts on File Inc., 1972), p. 102. Venera 4, a probe sent by USSR in 1967, is the heaviest Venus probe known to have been launched by USSR. As the probe reaches Venus’ atmosphere, it was burned into ashes but luckily a parachute system operated by the USSR’s satellite smoothly descended into Venus’ surface. This probe successfully sent information about Venus to the NASA regarding its atmospheric pressure at the surface of the planet might be as high as 22 times the Earth’s and later proved that its atmosphere was mostly composed of Carbon Dioxide. But, Venera 4 stopped sending unexpectedly; it seems that fierce winds and intense heat destroyed the probe. Venera 1, 2, 3 and 4 are all unmanned probes. Alongside of launching the Veneras, Mariner 1, a 3D Venus probe launched by USSR in 1962, veered off-course and was destroyed after launching but Mariner 2, launched in the same year, flew successfully and provided a large amount of data to NASA. Mariner 5 of USSR, launched on 1967, flew within 2,480 miles of the surface of the Venus and collected some information about Venus’ environment and thus, contradicted Venera 4’s collected information.11 Soviet unmanned probes, Venera 5 and Venera 6, reached the planet Venus. Though Venera 5 just stopped in the midst of Venus’ atmosphere, Venera 6 is there to pursue on entering the planet’s atmosphere and it successfully did. Venera 6 sent data about Venus having land forms such as mountain ranges and volcanoes.12 ______________ 10Peterson, p. 103. 11Peterson, p. 104. 12Peterson, p. 211. The USSR’s unmanned spacecraft Venera 7, launched in 1971, was the last probe sent to Venus. Venera 7 is the most successful probe because it sent countless of information about the planet. These are: Venus’ temperature was above normal, Venus’ don’t experience night and day, Venus rotate backward and many information that are helpful in learning the planet Venus.13 Today, NASA is trying to reach Venus again by sending 2 manned probe flyby by using the Apollo program. Meaning, a man will be riding the probe but he is prohibited ongoing outside the probe if he is in the vicinity of Venus’ atmosphere as said in Apollo Program. 14 In these given data, we can say that Venus is not just a mere planet revolving around the Sun, but a planet full of mysteries. It may not awaken our senses but it can poke our curiousity by asking question of what’s and how’s about her. In the science advancement today, more facts will be known about Venus. Powerful radar and other instruments will probe its thick clouds, mapping the surface and timing the rotation. Satellites and rockets will relay back information on what the clouds are made of. Someday, valiant explorers may descend through clouds and start discovering. The more bits and pieces of data we can collect from the planets, the better chances for us of reading our own history. ______________ 13Peterson, p. 258. 14Jeffrey K. Wagner, â€Å"Venus,† Introduction to Solar System (U.S.A.: Saunders College Publishing, 1991), p. 185. BIBILIOGRAPHY Gallant, Roy A. â€Å"Exploring Venus.† Man’s Reach for the Stars. New York: Doubleday and Company, Inc., 1959. Hawkins, Gerald S. â€Å"Venus and Mars.† Splendor in the Sky. London: Harper and Row Publishing House, 1961. Heller, Robert Leo I. â€Å"Planets Inside the Orbit of Earth.† Challenges to Science. Montreal: McGraw-Hill Book Inc., 1979. Lauber, Patricia C. â€Å"Mercury and Venus.† All about Planets. New York: Random House Inc., 1960. Palin, Mark O. â€Å"Venus.† The Physical World. Miami: Hunter-Dee Book Inc., 1999. Peterson, Robert W. â€Å"USSR and U.S. Send Probes to Venus.† Space: From Gemini to the Moon and Beyond. New York: Facts on File Inc., 1972. Wagner, Jeffrey K. â€Å"Venus.† Introduction to Solar System. U.S.A.: Saunders College Publishing House, 1991. â€Å"Venus.† Compton’s Encyclopedia. U.S.A.: Compton’s Learning Company, 1996.

Dahmers Confession :: essays research papers

On Wed., 7-24-91, I, Det. KENNEDY on Squad 126, while interviewing the suspect in this offense, that being one Jeffrey L.. DAHMER, spoke to him in regards to the fact that he had knowledge to whether or not the acts he was comitting were right or wrong. At this time, Mr. DAHMER stated that he was fully aware that the acts he was colTiflitting were wrong and that he feels horrified that he was able to carry out such an offense. He stated that it is obvious that he realized that they were wrong because he went to great time and expense to try to cover up his crimes. He stated that he used quite a bit of caution by setting up alarm systems in his apartment, that being In the outer door, the sliding door leading to his hallway bathroom and bedroom, and his bedroom door. He stated that he set up a fake video camera and told other homosexuals that he had brought to his apartment that it automatically turned on if his door opened up without the alarm being turned off. He stated that this was all done in order to keep people from entering into his apartment and discovering the evidence of his criminal act. He also stated that he drank excessively to try to forget the nlghtmre he felt he was living as he remembered the horror of some of the acts that he performed. He stated that he is deeply remorseful now for what he had done and wished that he had never started. He stated that he is not sure why he started committing these offenses and feels that in order to make restitution to the families of those he has killed, that he would like to help the police In any way that he can by trying to identify his victims. Report dictated by Oct. Patrick KENNEDY. PK/rc 7-24-91 On Tuesday, 07-23-91, I, Detective KENNEDY, of Squad 126, while investigating the above incident and filing reports down on the 4th fi., of the CIB, was given a message, by the head jailer in LUCAD, that the suspect in this offense, one Jeffrey_DAHMER, had requested to speak with me again. At this time I proceeded to the 5th fl., LUCAD lock up, where I went to the cell, where DAHMER, the suspect was sitting. At this time I asked if he had in fact requested to see me again, and he stated "yes I did". Dahmers Confession :: essays research papers On Wed., 7-24-91, I, Det. KENNEDY on Squad 126, while interviewing the suspect in this offense, that being one Jeffrey L.. DAHMER, spoke to him in regards to the fact that he had knowledge to whether or not the acts he was comitting were right or wrong. At this time, Mr. DAHMER stated that he was fully aware that the acts he was colTiflitting were wrong and that he feels horrified that he was able to carry out such an offense. He stated that it is obvious that he realized that they were wrong because he went to great time and expense to try to cover up his crimes. He stated that he used quite a bit of caution by setting up alarm systems in his apartment, that being In the outer door, the sliding door leading to his hallway bathroom and bedroom, and his bedroom door. He stated that he set up a fake video camera and told other homosexuals that he had brought to his apartment that it automatically turned on if his door opened up without the alarm being turned off. He stated that this was all done in order to keep people from entering into his apartment and discovering the evidence of his criminal act. He also stated that he drank excessively to try to forget the nlghtmre he felt he was living as he remembered the horror of some of the acts that he performed. He stated that he is deeply remorseful now for what he had done and wished that he had never started. He stated that he is not sure why he started committing these offenses and feels that in order to make restitution to the families of those he has killed, that he would like to help the police In any way that he can by trying to identify his victims. Report dictated by Oct. Patrick KENNEDY. PK/rc 7-24-91 On Tuesday, 07-23-91, I, Detective KENNEDY, of Squad 126, while investigating the above incident and filing reports down on the 4th fi., of the CIB, was given a message, by the head jailer in LUCAD, that the suspect in this offense, one Jeffrey_DAHMER, had requested to speak with me again. At this time I proceeded to the 5th fl., LUCAD lock up, where I went to the cell, where DAHMER, the suspect was sitting. At this time I asked if he had in fact requested to see me again, and he stated "yes I did".

Explain the Importance and Benefits of Assessment for Learning Essay

Assessment for learning is an essential part of a child’s education as it defines whether or not the objectives of teaching are being met, assessments affects decisions about grades, educational needs of children and in some cases funding. Assessment for learning is a significant way to raise a pupil’s academic achievement and is centred on the belief that in order for children to progress in school then they must understand the purpose of their learning, where they are in relation to this purpose and how they can achieve their goals. Assessments will help a pupil reflect on their own development which in turn will help them recognize and appreciate their own strengths as well as developing an insight into themselves as students. If a child is given the opportunity to discuss their learning either with a teacher or one of their peers then they will develop a deeper understanding of their learning which can build confidence and motivate them as students. Effective assessment will identify individual educational needs of all children as well as informing them about their specific performances and achievements, this will then allow teachers to utilise approaches that are personalised to the needs of a child. Assessment can be used not only to measure learning but also to promote learning by teaching children how to ask questions as well as answering them, by emphasising to a child that it is acceptable to ‘Have a go’ and that by giving the wrong answer it is still learning.

Installing Openmrs Essay

There are two ways to install OpenMRS: Standalone, and Enterprise. You must have Java 6 or higher installed on your system to run OpenMRS. OpenMRS Standalone provides a simplified installation option with an embedded database and web server. It is a great way to evaluate and explore OpenMRS, letting you get a local version up and running within minutes, and includes download options with sample data. OpenMRS Standalone should run fine for smaller installations (fewer than 10,000 patient records), but if you are setting up a larger installation, we recommend using the Enterprise installation. If you are not sure which makes sense, you can start with a standalone installation and migrate your data to the enterprise version later. OpenMRS Enterprise is appropriate for larger installations. If you already have a Java servlet container and a database installed, and you want to set up OpenMRS to use these resources, you should also use OpenMRS Enterprise. OpenMRS Standalone To install the standalone version, download the ZIP file and decompress it, then double-click the openmrs-standalone. jar file to run it. The first time you run this file, it will install OpenMRS and open your browser to the new OpenMRS instance. Do not delete or rename any files or folders after decompressing the ZIP file. These files and folders are required by the standalone installer. Alternatively, from the command line, you can navigate to the decompressed folder and run the following command: java -jar standalone-1. 1. jar On Linux, you can also double-click on the file named run-on-linux. sh. If you are prompted for how to run it, just select run. Alternatively, you can use a command line shell to navigate to the decompressed folder and run the following command: ./run-on-linux. sh Upgrading Standalone To upgrade a copy of OpenMRS Standalone, do the following: Stop the previous version of OpenMRS Standalone and exit the application. Download and extract the most recent version of OpenMRS Standalone. Copy your database directory from the previous version to this new OpenMRS directory. Copy your openmrs-standalone-runtime. properties from the previous version to this new OpenMRS directory. Install OpenMRS Standalone as described above. The new version of OpenMRS will run with your old data. Logging in By default, the initial username and password are as follows: Username: admin Password: Admin123 You must immediately change the admin password after installation for security purposes. To change your password, click My Profile in the upper right of OpenMRS, and choose the Change Login Info tab. Update your password, then click Save Options. You can also change your username, and provide your real name, on this screen. Stopping and Restarting As long as OpenMRS is running, you can return to the application by opening the following URL in your browser. http://localhost:8081/openmrs-standalone/ Before you change certain preferences, such as the port on which MySQL or Tomcat runs, you must stop the application. To stop the application, use the Stop button in the user interface, or choose File > Quit. Alternatively, run the JAR file on the command line with a -stop parameter. You can restart the GUI by clicking Start, or double-clicking on the JAR file again. Alternatively, you can run the JAR file with a -start parameter. By default, OpenMRS runs the MySQL database on port 3316, and the Tomcat server on port 8081. To use a different port, stop the application, then change the port number in the openmrs-standalone-runtime. properties file or in the GUI, and restart. To override the port from the command line, run the JAR file with a -tomcatport or -mysqlport parameter. Changing the port number will change the URL used to access the application. To access the application, you can choose File > Launch Browser, or run the JAR file with a -browser parameter. OpenMRS Enterprise You must have Apache Tomcat and MySQL installed on your system before installing the enterprise version of OpenMRS. Download the Enterprise WAR package from http://openmrs. org/download/ Navigate to the Tomcat Web Application Manager and enter your Tomcat administrator credentials. http://localhost:8080/manager/html Browse to the location of the openmrs. war package, and deploy it. The initial setup which follows may take some time. At the end of the process, the Web Application Manager will refresh, and /openmrs should be displayed in the list of applications. Tomcat should also start the application (Running = True). Open the OpenMRS web application to complete the initial setup process. http://localhost:8080/openmrs Getting Started with OpenMRS Enterprise The first time you run OpenMRS, the setup wizard will help you configure your installation. Follow the instructions in this wizard to set up your database, and populate it with test data if necessary.

The History of Pi Essays - Pi, Approximations Of, Free Essays

The History of Pi Essays - Pi, Approximations Of, Free Essays Pi The History of Pi A little known verse in the bible reads And he made a molten sea, ten cubits from the one brim to the other; it was round all about, and his height was five cubits; and a line of thirty cubits did compass it about(I Kings 7, 23). This passage from the bible demonstrates the ancient nature of the irrational number pi. Pi in fact is mentioned in a number of verses throughout the bible. In II Chronicles 4,2, in the passage describing the building of the great temple of Solomon which was built around 950BC, pi is given as equal to three. This value is not very accurate at all and should not even be considered accurate for its time, however it should be noted that precision was not needed for the task that was being performed and we should let the general concept of pi that the biblical characters posses impress us. Present knowledge suggests that the concept of pi first developed in 2000 BC in two separate cultures. The Babylonians used pi at a value of 25/8 while an entirely different culture, the ancient Egyptians used pi at a value of 256/81. While the biblical calculation of pi=3 most likely came from crude measurement, there is strong reason to believe, because of the relative accuracy of the values, that the Babylonians and Egyptians found pi by means of mathematical equations. In the Egyptian Rhind Papyrus, which is dated around 1650 BC, there is strong evidence supporting that the Egyptians used 4(8/9)2 =3.16 for their value of pi. At that point in history, and for the majority of modern history, pi was not seen as an irrational number as it is today. The next culture that investigated pi was the ancient Greeks. Starting in 434 BC Greeks were unraveling the mysteries of pi. The mathematician Anaxagoras made an unsuccessful attempt at finding pi, which he called squaring the circle and in 414 BC, 20 years after Anaxagoras failed in his attempt to square the circle, Aristophanes refers to the work of Anaxagoras in his comedy The Birds. It took over 100 years for the Greeks to finally find a value for pi. In 240 BC Archimedes of Syracuse showed that 223/71*pi*22/7. Archimedes knew, what so many people today do not, that pi does not equal 22/7 and he made no claim to have discovered the exact value of pi. However if we take the average of his two bounds we obtain pi=3.1418, which was an error of about 0.0002. Archimedes found the most accurate value of pi up to that time and his value would be used exclusively until the next discovery in the world of pi. The next major finding concerning pi did not occur in the western world, but in China by Tsu Chung-chih who approximated pi at 355/113 in 480 AD. Next to nothing except for this work is known about Tsu Chung-chihs life but it is very unlikely that he had any awareness of Archimedes work. We shall now notice how during the dark ages of Europe, the lead in the research of pi is passed to the East. Aryabhata, working on his own in Persia without any outside information in 515 AD was able to approximate pi to 3 decimal places. A mathematician from Baghdad named AlKhwarizimi worked with pi however the most accurate finding of pi to date was found even more east in Samarkand by Al-Khashi. In 1430 AD he approximated pi to 16 decimal places, the most to date. His work however, would be the last of note from the east as the European Renaissance brought about a whole new mathematical world. The first notable discovery in the approximation of pi from the European Renaissance was by Viete in 1593 AD. He expressed pi as an infinite product by using only 2s and square roots. In 1610 Ludolph van Ceulen demonstrated the new thought coming out of the Renaissance by calculating pi to 35 decimal places. Around the same time, Snell refined Archimedess method of calculating pi, and Snells work was used by Grienberger to calculate pi to 39 decimal places in 1630. In 1655 Wallis showed that pi/2=2/1*2/3*4/3*4/5*6/5*6/7*8/7*8/9..... The 18th centuary brought about great

The Top 9 SAT Writing Strategies You Must Use

The Top 9 SAT Writing Strategies You Must Use SAT / ACT Prep Online Guides and Tips Efficiency and organization are vitally important to successful SAT Writing preparation. If you don't have a good game plan for your preparation, you're likely to waste time on things that may not be helping you improve your SAT Writing score. Implementing specific, proven strategies during your SAT Writing prep will allow you to make the best use of your time and fully prepare yourself for the SAT Writing section. In this post, I will share with you my top 9 strategies for SAT Writing. These aren’t strategies you’ll be able to use if you try to employ them the night before the test. They needto be implemented over time to be effective. The strategies are: Learn the Rules Study Example Questions Practice withOfficial Tests Know What's in Each Section Explain Your Reasoning Focus on Your Target Score Simulate Test Day Conditions Use What's Underlined to Determine Your Approach Look for the Most Common Errors First SAT Writing Study Strategies The first section of strategies I'm giving you are study strategies. These are strategies you should use and focus on while you're studying for the SAT Writing section. #1: Learn the Grammar Rules The SAT tests the same grammar rules over and over. Understandingthese rules isthe best strategy for success on SAT Writing. Focus on studying the grammar rules that are tested most often.Some of the more commonly tested grammar rules on SAT Writing are wordiness, subject-verb agreement, and pronoun agreement. For further details on which topics the SAT often test, check out this post on the distribution of questionson the SAT writing section (coming soon). On the PrepScholar blog, we've written articles on each grammar rule that is tested on the SAT Writing section. Here are links to each of them: Subject-Verb Agreement Pronoun Agreement Pronoun Case Idioms Word Choice/Diction Wordiness and Redundancy Run-On Sentences and Fragments Parallelism Faulty Modifiers Adjective and Adverb Errors Verb Tense and Forms Illogical Comparisons Relative Pronouns #2: Review Examples of Questions Related to Each Grammar Rule That is Tested on SAT Writing It's not enough to know the grammar rules. You have to understand how the SAT Writing section will test you on these grammar rules. There is no better way to do this than to review examples of questions from real SATs. You should categorize the questions based on the grammar rule that is being tested. For example, you should have a collection of subject-verb agreement questions and pronoun agreement questions to study from. Make sure you understand how to correctly answer each question. Every PrepScholar article on each grammar rule has real example questions and explanations. If necessary, take practice tests with explanations to help categorize questions. The College Board website has a free test with explanations and Khan Academy has video explanations to some of those questions. Also, you can get explanations to the questions from The Official SAT Study Guide from the College Board website with a code from the inside of the book. Because there are 10 official practice tests in this book, you'll have access to explanations to a ton of real SAT questions. Review tons of example SAT Writing questions. #3: Focus on Using Real Practice Tests for Your Studying The best practice problems are those that come from offical SATs. They are most representative of what you're likely to encounter on your SAT. Unfortunately, many of the sources of SAT Writing prep available aren't very good. Their practice questions cover different concepts or are presented in a different format than those on the SAT Writing test. Many test prep books or websites have practice questions that are either much harder or much easier than the questions on the SAT Writing section. Make sure you know where to find the best SAT Writing practice tests. For those of you looking for additional content review and explanation, I advise looking at our posts on the best SAT prep books and websites. Also, I may be biased, but I highly recommend the PrepScholar program. PrepScholar practice questions are designed to be realistic and are based on questions from official SATs. The content of the PrepScholar program was written by experts who have extensive experience teaching SAT prep and scored in the 99th percentile on their SATs. #4: Know the Structure of and Material in Each Subsection While each subsection generally tests the same set of grammar rules, there are a few rules that are more commonly or exclusively tested in each subsection. For example, wordiness questions will generally be found in the improving sentences subsection and adverb questions tend to be found in the identify the error subsection. To add to the confusion, there are paragraph improvement questions that are unrelated to the grammar rules tested on the sentence improvement and identify the error subsections. For a thorough breakdown of the content in each subsection, review the big secret to SAT Writing. Furthermore, the process to get correct answers varies for each subsection. You need a different approach to spot the error on a Identifying Sentence Errors question than you do to determine how to combine two sentences on an Improvin paragraphs one. To learn more about how to correctly answer questions in each individual subsection, read about the strategies for sentence improvement, the strategies for identifying sentence errors, and how to tackle paragraph improvement. #5: Be Able to Explain How and Why You Select Your Answers When answering SAT Writing questions, don't be content with just trying to guess at theright answer. You should be able to explain exactly how you arrived at each correct response. In my SAT Writing prep classes, I make students explain their answers, and this method of instruction has been very successful. If you can not only pick a correct answer, but also specifically explain the process by which you arrived at your answer, you're exhibiting a more thorough mastery of the material and will be more likely to get similar questions right in the future. For each SAT Writing question, justify your answer with your knowledge of grammar rules as opposed to using the what sounds right approach. Trying to rely on what sounds right often doesn't work on the SAT Writing section because the SAT tries to trick you with long, awkward-sounding sentences and grammar errors that may not sound wrong to you because they're extremely common. Another related approach I recommend is to try to teach your friends how to answer questions that they're missing. Teaching others will undoubtedly solidify your understanding and make you more confident with the material. If you can clearly walk somebody else through the steps to correctly answer SAT Writing questions, you're demonstrating true SAT Writing expertise. #6: Use Your Target Score to Focus and Inform Your Studying Knowing your SAT Writing target score can give you a better idea of how and what to study. Here's how to determine your SAT Writing target score: Use your overall SAT target score and then determine target scores for each section by dividing your overall score by 3. If you're stronger in Reading and Writing or applying to a humanities program, your Reading and Writing target scores can be about 50 points higher than your Math target score. If you excel in math or you're applying to an engineering program, your Math target score can be about 50 points higher than your Reading and Writing targets. Based on your SAT Writing target score, you can determine roughly how manyquestions you can need to getright and how many you can missto reach your goal. Refer to this article for information on how the SAT is scored and a sample conversion table for the SAT Writing section. If your target score is an 800, you usually have to get every single multiple choice question right; you might be able to omit one question if you get an 11 or 12 on your essay. Therefore, you need to be familiar with all of the grammar rules and know how to correctly answer even the hardest questions. If your target score is a 600, on the other hand, you should focus on mastering the most commonly tested rules and primarily worry about getting the easy and medium level questions right. If you get an essay score of 8, you only need a raw score of about 37 out of a possible 49 on the multiple choice questions to get a 600. You should work toward reaching your target score on at least one official practice test before you take your actual SAT. Yes, you most definitely should take full-length SATs in preparation for your test. #7: Simulate Test Day Conditions on Practice Tests Taking the SAT can be a mentally draining, pressure-filled experience. To alleviate your test day anxiety and build up your endurance, you should take 3 full length, timed practice tests prior to your real SAT. Use a timer and take only the SAT-allowed breaks. It's important to practice maintaing focus for such a long period of time. Also, taking practice tests will enable you to determine if you're having issues with time management. If you are running out of time on any of the SAT Writing sections, monitor your time spent per question when you're doing practice questions. You should spend less than a minute on each question and easier questions should take less than 30 seconds. If you're finishing sections with more than 5 minutes left and getting more than a couple of questions wrong, slow down. You're probably rushing. Read questions more carefully and look at the answer choices more closely. With the time you have left over, review the questions you're unsure about. If you follow the straightforward study strategies I explained above, you'll be well on your way to SAT Writing sucess. Test-Taking SAT Writing Strategies The following test-taking strategies are tools you should use when you're answering SAT Writing questions. You should make a habit of utilizing these methods for each SAT Writing question, since they'll be more effecitve if your'e comfortable with them. #8: Look for Specific Errors Based on the Parts of Speech That Are Underlined Because the grammar questions test you on a limited number of grammar rules, the underlined portion can immediately signal the possible grammar rules that are being tested. Many of the SAT Writing grammar rules are associated with a specific part of speech, and most of these errors are associated with only a few different parts of speech. By determining the parts of speech of the words in the underlined phrase, you will have a better idea of what errors to look for. Here are the grammar errors that are associated with specific parts of speech. If this part of speech is underlined, these are the grammar errors to look for: Verb- Subject-verb agreement, verb tense or form Pronoun- pronoun agreement, pronoun case, relative pronouns Gerund- fragment, wordiness, idioms, parallelism, misplaced modifiers Prepositions-idioms, word pairs Nouns-illogical comparisons, noun agreement Adverb/Adjective- Correct modifier type, comparative/superlative Conjunction- Parallelism, illogical comparisons, word pairs, fragments #9: Look for the Most Common Errors First Use your knowledge of the basic distribution of grammar rules on SAT Writing to help determine which errors to look for first on SAT Writing questions. Some of the more commonly tested rules are wordiness, pronoun agreement, run-ons/fragments, and subject-verb agreement. Remember to review the post on the distribution of appearance of the grammar rules on the SAT (coming soon). If you possess the discipline and commitment to implement these 9 strategies, I am confident that you'll reap the benefits when you get your SAT scores. You will be proud that you took the necessary steps to reach your goal, and you'll make yourself more competitive for admission to the college of your dreams. What's Next? Review my tips to boost your SAT Writing score and the best way to prepare for SAT Writing. For more information on how to reach your target score, read the articles on how to improve your SAT Writing score and how to get an 800 on SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Short and Long Term Consequences of Adolescent Victimization Essay

Short and Long Term Consequences of Adolescent Victimization - Essay Example The understanding of immediate affects abuse would have, how it relates to voluntary behaviors,howvictimization translates from adolescence to adulthood, and how it affects adulthood as a whole would be the main focus. Being a victim of crime is a common experience for both adolescents and adults. Victimization happens more to adolescents than it does to adults. The outcomes of being a victim of crime tend to be stronger among adolescent victims than adult victims. According to the National Youth Survey study they examined the consequences of adolescent victimization. The survey seems to focus on how being a victim of crime during the adolescent years seems to affect the negative outcomes when they become an adult. These negative outcomes include voluntary behaviors (e.g., committing crime, using illicit drugs) and involuntary outcomes (e.g., mental health problems). The Bulletin begins with an overview of the research literature on the consequences of criminal victimization.

To what extent did isolationism limit the effectiveness of the Geneva Essay

To what extent did isolationism limit the effectiveness of the Geneva Conferences in facilitating disarmament - Essay Example Many people believe that the US isolationism policies caused the failure of the 1932 Geneva disarmament conferences and the Second World War. This paper briefly analyses the consequences of US isolationism policies and its effects on global politics and the failures of the Geneva Conference for the Reduction and Limitation of Armaments in 1932, using secondary research data obtained mainly from internet. Section B: Summary of evidence 500-600 Geneva conference and its decisions were thus unacceptable to the Americans and they declared their isolationism policies based on the following assumptions; â€Å"U.S. unique with no interests threatened; U.S. superior to a corrupt world; U.S. impregnable to attack and "devil" theory of war†(U.S. Isolationism in the Republican Era of "Normalcy" 1921-1933) To satisfy France, the U.K. and U.S. signed the Anglo-American Guarantee on June 28, 1919, which proposed that in the case of a repeat of the German invasion, both the United States and the United Kingdom would immediately come to France’s aid. Unfortunately for France, the U.S. Senate did not ratify the document, and so both signers of the Guarantee withdrew their promises (IB History). At the World Disarmament Conference of 1932-1933, a number of important issues began to achieve something akin to consensus in the world community. There was recognition, for instance, that military aviation could not be limited unless civilian aviation (that could quickly convert to military uses) also was controlled. At the World Disarmament Conference in Geneva, the British — sensitive to their new vulnerabilities — tried unsuccessfully to prohibit strategic aerial bombardment (distinguishing â€Å"tactical† from â€Å"strategic† emerged as a contentious issue). The French proposed that all â€Å"strategic† aircraft, civilian and military, should be placed under control of the League of Nations, with nations allowed to retain only short -range â€Å"tactical† aircraft in their national air forces (Geneva Conference 1932-1934) Senator Swanson led the United States Delegation to the General Disarmament Conference in Geneva. He was noted for his strong stand in favour of a large U.S. Navy and for his prediction of a possible war with Japan. Germany, whose military power had been severely limited by the Treaty of Versailles, responded by claiming that if world disarmament to the German level was not accomplished, Germany had the right to rearm and achieve military equality(Disarmament Conference) The Members of the League undertake to respect and preserve as against external aggression the territorial integrity and existing political independence of all Members of the League. In case of any such aggression or in case of any threat or danger of such aggression the Council shall advise upon the means by which this obligation shall be fulfilled (The League of Nations) The United States never joined the League of Na tions which weakened the League The Anglo-American guarantee never happened Germany was angry as it thought the Treaty of Versailles was unfair and harsh and so wanted the treaty revoked Italy was angry as it was on the winning side, however it did not receive much territory and so the Italians wanted to revise the treaty in favour of Italy Japan was only interested in issues concerning itself and not the issues concerned with the European aspects of the peace