Clint Schaff (LA Times)

Why Marketers Should Think Like Publishers w/ Clint Schaff (LA Times) How do you create content? Plan for it? Identify what will resonate with your audience? Marketers need to think of themselves as content producers and publishers. They’re all trying to come up with a story that has an angle and narrative to provide insight or leadership. Today, we’re talking to Clint Schaff, vice president of strategy and research at the Los Angeles Times. Clint is a dynamic marketer and journalist who offers his perspective on marketers as content creators and publishers, and journalists and media storytellers as marketers. He shares processes around content planning, creation, and promotion. Doing social good by transforming relationships between consumers and brands; content creation is meant to serve an advocacy for communications Content to cover involves complicated collaboration, stories consistent with brand, and commercial viability Feedback from influencers and data on your audience help determine content Editorial calendar serves as a way to plan and manage content Return on investment (ROI) and generating revenue from content Create unique, exclusive content experiences through experimentation Leverage different mediums and promote content through social media, paid advertising, and other ways to get more content and generate attention Write weekly summary of what you did and what you’re going to do to make sure everyone on your team is moving in the same direction Be a better marketer by making a list of the most surprising things you could do to move toward your objective Links: Los Angeles Times Dirty John Podcast Chartbeat LA Times Festival of the Books What topics and guests do you want on the Actionable Marketing Podcast? Send me your suggestions! If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Clint Schaff: â€Å"It’s about content creation that’s meant to serve an advocacy for something. Advocacy for communications, whether that’d be for a brand or a cause or an idea or story.† â€Å"If you create amazing, impeccable journalism, but no one reads it, and you haven’t figured out how to meet a need in the market, well, that’s not a very good business.† â€Å"Our whole brand is based on credibility and trust.† â€Å"We’re turning on the dials, trying every possible way to get eyeballs on our content that people need to see.†

Sequence of Tenses in Spanish

Sequence of Tenses in Spanish Spanish has two basic tenses of the subjunctive mood in everyday use, the present subjunctive, and the imperfect subjunctive. (Although a future subjunctive form exists, it generally isnt used in speech, its use being limited primarily to formal legal documents.) Fortunately, knowing which tense to use is fairly easy to remember. Verbs in the subjunctive mood are typically in a part of a sentence (a dependent clause) that begins with que, which follows a verb in the indicative mood. The tense of the subjunctive verb depends on the tense of the verb in the first part of the sentence, as indicated in the following list of sentence structures. Present indicative verb que present subjunctive verb.Preterite indicative verb que imperfect subjunctive verb.Imperfect indicative verb que imperfect subjunctive verb.Future indicative verb que present subjunctive verb.Conditional indicative verb que imperfect subjunctive verb. Distinctions in the above list are often referred to as the sequence of tenses. Although there are exceptions as well as instances where the subjunctive mood is used with other sentence structures, these rules take into account the vast majority of cases where the subjunctive mood is used. Here are examples of sentences using each of the above structures: Present Indicative/Present Subjunctive Recomiendo que no estudies cuando comas. I recommend that you dont study when you eat. ¿Es buena idea que duerma con mi bebà ©? Is it a good idea for me to sleep with my baby?Todo est listo para que inicie el foro. Everything is ready for the forum to begin. Preterite Indicative/Imperfect Subjunctive Intentà © que ellos me entendieran. I tried to get them to understand me.Nunca mereciste que te amara, hasta ahora. You never deserved for me to love you, until now.Era mejor que te ensuciaras las manos. It was better that you got your hands dirty. Imperfect Indicative/Imperfect Subjunctive Yo querà ­a que cantaran juntos. I wanted them to sing together.Estaba yo en casa y esperaba que lloviera. I was at home and hoping it would rain.No aparecà ­a que hubiera tomado alcohol o sustancias tà ³xicas. It didnt appear that she had taken alcohol or poisonous substances. Future Indicative/Present Subjunctive Negarà © que seas mi hijo. I will deny that you are my son.Si suspende el examen, dudarà © que estudie mucho. If he flunks the test, I will doubt he studies much.Esperars que llegue la hora del dormir. You will hope that bedtime will come. Conditional Indicative/Imperfect Subjunctive​​ Hay 10 cosas que las mujeres desearà ­an que los hombres supieran sobre el amor. There are 10 things that women would want men to know about love. ¿Quià ©n dudarà ­a que tuviera un puesto en el equipo cubano? Who would doubt that he had a position on the Cuban team?Nunca querrà ­a que le quitaran la medalla. I would never want them to take the medal from him.

Should battered women be sent to prison for killing their abusers Research Proposal

Should battered women be sent to prison for killing their abusers - Research Proposal Example Therefore, the entire structure of the justice system changed and â€Å"police  officers,  prosecutors,  health  workers and  judges were encouraged to take action against intimate  abuse† (Dutton, 105). The changes in the justice system also gave rise to several challenges and here, a question arose that how battered women should be treated in the eyes of the law after killing their assaulters. The aim of this paper is to analyze the issue of battered women and sending them to prison if they murder their abusers. In order to understand the circumstances in which battered women kill their abusers, it is essential to understand the main features of a crime. In order to prove a crime, it is essential that the court determines whether the act was atrocious, against the law and illegitimate and was committed by the accused willingly, which would make him or her guilty (Jackson, 207). Research suggests that battered women develop mental disorders because of the abuse they experience. According to Jackson (221) , stress, depression, fear, anxiety and hopelessness are the most common psychological disorders found in these women. Furthermore, these women are most likely to experience chronic depression, which makes feel guilty (Dutton & Painter, 615). Furthermore, research suggests that sixty percent of these women remain with their abusive boyfriends or husbands and are unable to take any action because of their unstable mental condition. Research also suggests that these women are suicidal. Gillesp ie (100) suggests that more forty five percent of battered women are most likely to have Post Traumatic Stress Disorder. As mentioned earlier, battered women are subjected to domestic violence and hence, they are most likely to suffer from psychological disorders, which may compel them to skill their assaulters after experiencing the abuse for a very long time. In order to define the psychological condition of battered women, the term

Htm421 Essay Example | Topics and Well Written Essays - 750 words

Htm421 - Essay Example 1). There could be other factors that influence food habits and how people from different culture develop a particular preference for food. In this regard, the current discourse aims to present the factors that influence food habits and culture, in general; and specifically in the State of California. In the simplest manner, ordinary people could acknowledge that there are common factors that influence food habits or choices. The factors include: the need to satisfy hunger; availability; income, prices of food, and convenience; advertisements and media; social and traditional practices; personal values and beliefs; and other factors (taste, psychological needs, and culture) (6 Factors That Affect Our Food Choice, 2013; Influences on food choices and food patterns, n.d.). Others categorize factors influencing food habits to be preponderant on social and cultural factors (Cassel, 1957; Latham, n.d.). Some factors are broadly classified according to physical needs, to satisfy the senses, as well as to meet psychological and social needs (Influences on food choices and food patterns, n.d.). From these factors, it could be deduced that these ranges from needs and drives that could be personal, influenced by the family, or the community on a broader context. In terms of psychological factors, there are a broad range of reasons that determine food habits and choices according to personality types. The table below summarizes the personality types, the food preferences, and the psychological reasons for eating; as well as the professional advice: contributory to the establishment and manifestation of food habits, preferences, and choices (Cassel, 1957; Latham, n.d.). Some of these cultural factors include consideration of nutritional value of food, suitability of the land to grow certain crops, knowledge in food technology, and even belief in taboos. For instance, it is emphasized that â€Å"a custom frequently

Products & United States Essay Example for Free

Products United States Essay The product selected for this particular study is Crest whitening toothpaste. Crest has been one of Proctor Gamble’s major global products since it was launched in the United States in 1955. Since then the product has changed in a few ways, namely in the active content of the product, and how it is marketed. This study will look at whether these changes were successful, and what strategies were used by Proctor Gamble to initiate these changes. In the last five to ten years, the Crest range of toothpastes has been expanded to include a variety of products which promote the whitening element of the core toothpaste product. These include the development of a long lasting mouthwash to complement Crest toothpaste as well as whitening strips which can be applied to teeth after brushing and mouth washing. The core product has also been changed, with a wider variety of Crest products, from sensitive whitening to weekly cleaning cream. These changes and the excellent brand management at Proctor Gamble have allowed the product to be developed slightly but clearly and concisely, without moving away from the core strategic elements of their corporate strategy, to deliver products which improve the lives of everyday people around the world. These changes have been made using a simple brand management strategy, which was not to try and develop the next big thing, but to focus on what Proctor Gamble are good at, and maintain the market share of the old staple products, such as Crest.   This strategy was implemented by the CEO Alan Lafley, who was appointed in 2000. He wanted to streamline the business around its core products, and Crest was one of those products. This brand building strategy was very successful and has helped Proctor Gamble become one of the biggest companies in the United States today.

Ayn Rand - A False Romantic Essay -- Biography Biographies Essays

Ayn Rand - A False Romantic The Romantic period at its height extended over just a bit more than a century, from the latter half of the eighteenth century through to nearly the end of the nineteenth century. During this period, a new school of poetry was forged, and with it, a new moral philosophy. But, as the nineteenth century wound down, the Romantic movement seemed to be proving itself far more dependent on the specific cultural events it spanned than many believed; that is, the movement was beginning to wind down in time with the ebbing of the industrial and urban boom in much the same way that the movement grew out of the initial period of industrial and urban growth. Thus, it would be easy to classify the Romantic movement as inherently tied to its cultural context. The difficulty, then, comes when poets and authors outside of this time period-and indeed in contexts quite different then those of the original Romantic poets-begin to label themselves as Romantics. The twentieth century author Ayn Rand, author of works such as The Fountainhead, Anthem, and Atlas Shrugged, is one such example of a self-labeled Romantic. In 1971 Rand published a collection of essays in a book she titled The Romantic Manifesto. This series of essays, with topics ranging from romantic art to the nature of a novel, carefully lays out Rand's conception of Romanticism and her place within it. The question one must ask, then, is how does Rand manage to write a work of nearly two hundred pages on the nature of Romanticism without ever once mentioning any of the key Romantic poets: Keats, Wordsworth, Coleridge, Shelley, and so on. The obvious answer would seem to be that Rand's conception of Romanticism must be diametrically opposed to that of... ...us, while one may draw valuable insights about some of the potential flaws of the Romantic's ideals and philosophy through a comparison with Rand, in the end it truly is a comparison of Rand and the Romantics, not a comparison of Rand and her fellow Romantics. Works Cited Bloom, Harold and Lionel Trilling, eds. Romantic Poetry and Prose. New York: Oxford University Press, 1973. Rand, Ayn. Atlas Shrugged. New York: Dutton, 1957. Rand, Ayn. The Romantic Manifesto. New York: Signet Publishing, 1975. Footnotes: 1 Preface to Lyrical Ballad; Bloom & Trilling, p. 595 2 Preface; Bloom & Trilling, p. 596 3 Biographia Literaria; Bloom & Trilling, p. 649 4 A Defence of Poetry; Bloom & Trilling, p. 751 5 The Romantic Manifesto; Rand, p. 103 6 The Romantic Manifesto; Rand, p. 122 7 Atlas Shrugged; Rand, p. 282-283 8 Atlas Shrugged; Rand, p. 1036 Â  

Blade Runner and Frankenstein: A Comparison

Texts, in order to effectively convey a message, commonly reflect on social views, attitudes and contextual values. A comparison between Ridley Scotts sci-fi thriller â€Å"Blade Runner: the Directors Cut† and the Mary Shelley’s classic gothic novel â€Å"Frankenstein† will reveal that there are elements of human nature which will remain constant over time. These two texts reflect of the possibility of scientific and technological development and caution about possible physical and moral consequences of this development.The seductive nature of knowledge is explored in both texts as the fine line that separates man and monster is revealed as our capacity for true human emotion is questioned. As a critique of scientific and enlightened rationalism, Shelley’s gothic text â€Å"Frankenstein† explores the duality of the human condition as man is capable of both good and evil. Walton’s letters portray man’s capacity for arrogance and moral b lindness and foreshadow the subsequent folly committed by Dr Frankenstein. The sun is for ever visible, its broad disk just skirting the horizon, and diffusing a perpetual splendor† Walton’s romantic ideals are juxtaposed with his own arrogance as he refers to Shakespeare’s play Macbeth â€Å"but success shall crown my endeavors. Wherefore not? † Shelley’s intertextual allusion to Macbeth portrays the arrogance Walton holds about his voyages success. Just as Macbeth was ambition, so to does Walton lose his moral direction on his question for discovery. This aptitude is characteristic of romantic writers in the 1700’s who similarly used to romantic writing styles to contrast mans moral blindness.Similarly, Ridley Scott also explores the moral blindness of humans as the pragmatism of the 80’s is reflected though the loss of god in the dystopian 2019 Los Angles. Through corporate prosperity, Scott suggests that god has been replaced by th e creator, Tyrell. â€Å"Nothing the god of bio-mechanics wouldn’t let you in heaven for† the direct allusion of Tyrell to â€Å"the god of bio-mechanics† reflects that Tyrell, as the owner of the supreme corporation on earth has been elevated to a god like status, reflecting the importance of corporate dominance in the 80’s.As Roy confronts Tyrell, the creator plays with an extravagant, human like chess set, symbolic of his god like status over humans. Tyrell’s eyes are hidden behind the glare of his glasses as he peers over the figures, his tone as he confronts Roy is arrogant as he states â€Å"the light that burns twice as bright, burns half as long, and you have burned so bright† the objectification of Roy dehumanizes and belittles the replicant and portrays Tyrell’s control and dominance over humanity. Humanity has been embedded with the capacity to celebrate the divinity of nature and this appreciation of the natural world is a key element of the human spirit.Shelley’s text â€Å"Frankenstein† reflects the Romantic’s pantheistic view of god and nature as the two are inextricably linked. The Romantic belief that god is revealed through the natural world is shown as Frankenstein takes solace in the sublime beauty of nature. â€Å"The vary winds whispered in soothing accents, and maternal nature bade me weep no more† the personification of the wind and comparison of natural to a mother reflects the romantic influences over Shelley as nature is portrayed as divine and splendid. Similarly, other characters in the novel also marvel at the magnificence of nature.Walton, in his letters, reflects on the beauty of the Artic on his voyage â€Å"Sailing over a calm sea, we may be wafted to a land surpassing in wonders and in beauty every region hitherto discovered on the habitable globe† Walton fascination with the discovery and exploration of the Artic also reproduces Shelleyâ€⠄¢s romantic ideals, reflecting the romantic writers common pre-occupation with the unspoiled domain of the artic. The dangers of circumventing the natural order are also explored in Ridley Scotts â€Å"Blade Runner: The Directors Cut†. The text reflects how nature has been compromised for industrial profit of transnational corporations.The soaring oblique camera angle and the hellish image of fire, works with the dramatic, eerie music at the beginning of the film to suggest the capitalistic world has destroyed the natural world for the creation of profit. The film noir technique used throughout the film adds a sense of lifelessness to the Los Angles environment and offers contrast to Frankenstein, where nature is respected and revered. Scott uses his text to didactically warn the audience about the degradation of the natural environment as the capitalist world of Los Angles and the on world colony has become degraded urban sprawl devoid of natural life.In Blade Runner, the n atural world is represented by the breakdown of the physical environment. In Frankenstein, the natural world is broken down morally as the creator defies the natural order. Ultimately both texts caution against the perception that all progress is beneficial. Shelley’s Frankenstein and Ridley Scotts Blade Runner each challenge human supremacy as the created is portrayed as moral, emotionally and physically superior to their creator. The Replicants in Scotts Blade Runner challenge this Darwinian view of human supremacy as, in contrast to the humans of LA 2019; they are emotive, compassionate and moral. All those moments will be lost in time, like tears in rain† the raw emotion shown by Roy as his image is silhouetted against filtered blue light life reflects the elements of humanity that have been lost in the dystopic world as the replicants are the only beings capable of true emotive, human behavior. Similarly, Shelley’s Frankenstein portrays the reversal of the D arwinian Theory with Frankenstein creating a being superior physically and emotionally to man.Shelley uses the Romantic belief of the loss of innocence, shown in the inter-textual allusion to Milton’s â€Å"Paradise lost† as the monster is portrayed as benevolent and being capable of both compassion and love, similar to man before his expulsion from the Garden of Eden. â€Å"I ought to be thy Adam; but I am rather the fallen angel, whom thou drivest from joy for no misdeed† the biblical allusion to Adam and the Devil portray the monsters human elements as he is shown as compassionate, intelligent and munificent â€Å"I was benevolent and good, misery made me a fiend† contrasting Frankenstein who seems incapable of showing human emotion.Shelley uses the rivalry between Victor and his Creature to reflect the hostility between the devil and god in Milton’s epic poem â€Å"Paradise lost†, Shelley was influenced by her husbands writing on the poe m and used his general interpretation to present the antagonism between Frankenstein and his monster.Despite the different contexts of both Shelly’s Frankenstein and Scott’s Blade Runner, each texts reflects similar themes and a further knowledge and greater understanding of context enables the reader to hold a deeper appreciation of the texts. Both texts challenge our assumption that knowledge is beneficial and expose the physical and moral consequences of circumventing the natural order. However the two texts question our more primal practices as each they question to what extent our human nature has remained the same.

Film techniques

A shot Of a person landing to set a bomb in a building would for instance require the film maker to use a close up or better still an extreme close up to show the tense feeling in the characters' eye. Using a long shot in this scene will not clearly bring out the message since the long shot does not reveal details or emotions. Any motion picture is made up of basic elements of a sequence referred to as the shots. This paper illustrates how various shots are used in film making to form a sequence and to convey different messages.Extreme long shot It is usually referred to as an establishing shot. This is because it orients the ewer to the location. It is an opening shot that is used to tell the viewer the exterior environment that the film is taking place. It therefore describes the location of the scene that could be the outside buildings, a geographical landscape of a town or city among other locations. It normally reveals landscapes. Usually a viewer cannot clearly see a specific o bject in this kind of shot though he or she sees the environment.It answers the question ‘Where?. The extreme long shot can also be used to set the atmosphere of the scene. An extreme shot of an arid land with wind and dust blowing up into the air an tell the audience that the place is a dry atmosphere probably a desert scene. The shot can also be used to show a broad range of action. For example a battle of soldiers fighting each other can be captured using this shot so that no action is missed. Every action and element on set is to be seen since each MIS -en- scene tells a story.The actors on field fighting create suspense, the color on set could be used to relate the environment with a familiar one in the viewers' mind, the props could be used to effect the mood and so every miser-I-scene is captured using the extreme long shot. It is also known as the wide shot. Eng Shot (L S) It is usually taken with a wide-angle lens and at times referred to as the full shot. If the subj ect is a human being the shot usually display from head to toe without revealing much of the surroundings. This kind of shot usually establishes a relationship between the subject and its environment.In most cases it answers the question ‘Who' because it reveals the subject to the viewer. The shot identifies the character in the story. It is used to create an illusion of reality in the audiences' mind. It depicts an image in a manner that ill occur in real life. Take for instance when in real life a visitor walks in an office. The human eye just like the lens of the camera will first tale a wide look of the entire office, before looking at Mr.. X seated in the office chair then lastly the eye will start looking at small details such as the pen on the desk, files on the shelves and other tiny details.A long shot may at times be used to demean the subject because the subject appears smaller than the surrounding. Generally it sets in motion the audience's perception of time, plac e and logical action of the scene that is about to take place. Medium Shot (MS) A medium shot is usually used in conversations to establish the relationship between characters on stage. The shot does not demean the subject on the contrary it places the audience on equal footing with the subject. It therefore answers the question ‘what' because it shows the relationship between actors and events in the story.If the subject is a human being the shot shows from waist up to the head. A normal lens is used for shooting the medium shot. It is also used to smoothly bridge the jump between the L'S and the M. S so as to create an illusion of a mutinous Story in the mind of the viewer. A continuous Story depicts reality and leads to greater understanding of the story line. A two shot A two shot is a type of medium shot used in dialogue scene between two actors by having them both in the frame as they carry on their conversation. It is a common shot in interviews.It consists of two actor s standing or sitting next to each other or a variation of an over-dosshouses shot where one actor's back is closer to the camera than the other actor facing the camera. Close-up (CUE) It is the heart of the picture. This shot shows a part of the subject. For example, a close up of a hand of a human body or face or leg, or wristwatch on the arm. It is used to emphasize a character's emotion and can effectively be used to create suspense in the viewers' mind. This type of shot can also be used to show intimacy and warmth.The shot takes the viewer to the mind of the character and this way the audience is made to feel comfortable with the character on set. Extreme Close-Up (SEC) This shot is taken using a telephoto lens and is tighter than a close up shot. It shows a small detail that would otherwise be missed in a wider shot. It is armorial referred to as a detail shot that shows emotions to the audience. The SEC is also used to create some emotion in the viewer% eyes. For instance a scene of a person crying, this sad emotion will clearly be depicted if the viewer notices the tears falling from a subject's eyes.In most cases it answers the question ‘To what effect' because it depicts emotions. An extreme close-up can also be used to bring about the dramatic aspect of a story. For instance two characters quarrelling in a film, the editor might decide to use an SEC of a knife on the table to create anxiety in the viewer's mind. The viewer is left anticipating what will happen next in the conflict and how the knife will be used. The SEC can also be used to achieve the editing principle of duration and pace. It is used in creating high tempo in a story.For instance when the storyline is approaching end of its climbing action, the duration of the shots are usually short and the action is ramping up, this is the time when an SEC is effectively used. They set up the pace of the film. For example a scene that involves police chasing kidnappers, the editor would us e SEC combined with other shots but cut at a fast speed to intensify the action. In a film that's mainly a documentary focusing on nature, an extreme close up is used to show viewers even the tiniest of creatures such as crawling insects. This is because it tends to enlarge the image.A good example is The National Geographic documented series that uses the SEC to capture images that are out Of eyes reach unless one uses the telephoto lens. Reaction shot A reaction shot such as a smiling lady would depict emotions to the viewer during a conversation on set. This type of shots are also used to tell a characters' trait . Let can also be a cut away or cut in. A cut away is a shot that is not part of the main action but is related to the scene. For example a shot of a clock on the wall when people are talking in a room is a cut away.It can also be a cut -in which on the other hand is related to the main action. For example a shot that's a close up of a lady grin her face as she prepares a fish meal and another one of her hands washing the fish. These two types of reaction shots are used to add interest in the story and to kill monotony of action. The eye likes variety. They shot helps the viewer not to get bored as they add interest to the story. Arc shot A shot in which the camera is usually placed at a higher angle, and it rotates the subject in a semi-circle.This shot reveals new details about the background that the subject is standing on and is effectively used to glue the audience to the scene. The shot creates a dramatic feel to the scene while drawing the audience attention. Dutch shot This is a shot where the camera is deliberately tilted on its side, to create an oblique angle. It is often used to suggest disorientation, to create a dramatic effect, to portray uneasiness, to create a frantic mood or to show a harassers' intoxication. Was commonly used by German Expressionism.It is usually used to show the psychological uneasiness or tension in the subject being filmed. Camera angles can also be used to give a variety of shots that pass a message to the viewer. A camera angle refers to the relationship between the camera and the object being shot. They are used to draw emotional feelings to the audience, to help the audience in judging the character on set and even their personality. The Bird's-Eye view A scene is shot from directly overhead. The subject is made to look insignificant and very small.The shot creates an illusion in the viewers' mind that a character is powerless and out of control of the situation. Filmmakers use this shot in horror scenes to show a victims' desperate situation. For example a character running from murderers may want to hide in a basement of a building out of fear of being killed; the compression will take his/ her shot using the birds view shot to show the desperate state. A High angle shot This shot usually looks slightly down upon a subject. It is usually shot using a crane, a compression standing o n a hill, or on a raised surface.The subjects appear smaller than they actually are in real life or under normal eye level view. Just like the birds eye view shot, it is normally used to create an illusion in the viewers' mind that the character is powerless. For example a scene of a mum scolding a child, the child can be taken using a high angle to show the viewer that the mum is more powerful than the child. A low angle shot This shot looks up to a subject and it gives power to the subject. It is normally taken with a camera placed lower than the subject's eye or as low as the ground (The worms view).

What Is Pre-Med Key Requirements for Medical School

What Is Pre-Med Key Requirements for Medical School SAT / ACT Prep Online Guides and Tips What is pre-med? When people say that they’re pre-med, what does that actually mean? If you’re planning to attend med school and become a doctor, it’s important that you understand the definition of pre-med and what you should be doing as a pre-med student. Read on to learn what it really means to be a pre-med, what you should be focusing on to get into med school, and what the best majors for pre-meds are and why. What Does Pre-Med Mean? "Pre-med" is the term people use to show that they want to go to med school and are taking the classes they need to get there. It’s primarily used by college students. There isn’t actually a major called "pre-med;" pre-med is just a term to let people know you have plans to be a doctor. You can be a biology major and a pre-med, a Spanish major and a pre-med, etc. Students say that they’re pre-med to let others know about their career goals and to make sure they’re taking the correct classes to get into med school. If you tell your advisor that you’re a biology major, she’ll focus on making sure you get all the requirements for that major completed, but if you let her know that you’re a biology major and also pre-med, she’ll work with you to also ensure you take all the classes needed to apply to med school. Similarly, if you’re applying to jobs or volunteer positions and state that you’re a pre-med, the people looking at applications will know that you plan on becoming a doctor, and they may be more likely to offer you a position that’s related to the medical field. What Do You Need to Get Into Med School? Once you’ve decided to be pre-med, your main focus will be preparing yourself to get into med school. Med schools are infamous for being competitive and only accepting the best, so you’ll want to be well prepared. In this section we’ll discuss all key things you need to get into med school. Classes As a pre-med, one of your most important responsibilities will be making sure you take all the prerequisite coursework required for med school. Each med school has slightly different requirements, so you should absolutely make sure you research each med school you’re interested in early on as a college student to make sure you’re on track to meet all their requirements. In general though, most med schools expect you to have taken the following classes: One year of biology with lab One year of general chemistry with lab One year of organic chemistry with lab One year of physics with lab At least one semester of biochemistry A math requirement (some schools require calculus, some require statistics, some require both) One year of English Remember, these are just the bare minimum of classes you need to meet basic requirements for med schools. You’ll likely need to take significantly more classes to meet the requirements for your major and fulfill the requirements/recommendations of all the med schools you’re applying to. Also remember that because med schools are so competitive, you never want to stop at just the bare minimum. You want to show med schools that you’re motivated to learn as much about the health field as you can and that you’ll be entering med school with a strong knowledge in a variety of subjects. Expect to take several science classes each semester in order to be fully prepared for med school. Examples of other classes you might take include genetics, public health, ethics, microbiology, human physiology, psychology, sociology, writing classes, and foreign language classes, to name a few. Test Scores The MCAT is the exam pre-meds take. Much like you did with the SAT/ACT, you’ll send your MCAT scores to med schools to show them your mastery of different subject areas. The MCAT is a 7.5 hour test that includes four sections: Biological and Biochemical Foundations of Living Systems; Chemical and Physical Foundations of Biological Systems; Psychological, Social, and Biological Foundations of Behavior; and Critical Analysis and Reasoning Skills. The average score on the MCAT is 500 (out of a total of 528 points), and the average score for students accepted into med school is around a 509, so you should aim for at least that. Health-Related Extracurriculars Almost every med school will expect you to have some sort of scientific research experience and/or experience volunteering at a hospital or other medical setting. This shows them you’re committed to becoming a doctor and have the skills it takes to succeed as one. Letters of Recommendation You may have needed letters of recommendation when you applied to college, and they’re important for med school too. You’ll likely need at least three letters of rec when you apply, often two from science teachers and one from a non-science teacher. What Are the Best Pre-Med Majors? There are a small number of colleges who offer actual pre-med majors, but those programs tend to not be very strong (no major university offers an actual major called "pre-med"), and med schools aren't particularly impressed by these degrees since, as mentioned above, any major can be pre-med as long as you take the classes required to go to med school. According to the Association of American Medical Colleges, just a little over half of all students applying to med school majored in the biological sciences. The others majored in a variety of areas, including humanities, math, social sciences, and physical sciences. Additionally, med school applicants who majored in biological sciences, on average, didn’t score any higher on the MCAT than students who majored in other areas. So what you major in doesn’t necessarily determine how well you’ll do on the MCAT. So if you’re pre-med and wondering what to major in, the best advice is to choose a major that you’re interested in and think you can do well in while completing all the pre-med requirements. However, there are some majors that are much more popular among pre-med students than others. Below are five of the best pre-med majors. Each of them will help give you the skills needed to succeed in med school and as a doctor. We consider these the best because they match the closest with pre-med requirements. This makes it easier for you to meet all your pre-med requirements and ensures you get a solid background in subjects doctors need to be masters in. Majoring in a different area, say, Russian Literature, isn’t necessarily a bad idea, but you may find it difficult to complete both your Russian Literature major requirements and pre-med requirements in four years. Human Biology If there was one major that you’d call the unofficial pre-med major, it’d be human biology. At many schools it’s the most common major for pre-meds to take because it focuses heavily on many of the subjects you’ll study as a med student. You’ll take classes in a variety of subjects, but the focus will be on the human body and human health. You may take classes in genetics, human physiology, and neurobiology, among other areas. Biology Biology is another solid choice for pre-meds, especially if your school doesn’t offer a Human Biology major and/or you want more a general biology background rather than focusing more specifically on human bodies. You’ll learn plenty about human health as a biology major, but you’ll also likely take classes in other areas such as ecology, evolution and/or microbiology. Psychology Many pre-meds major in psychology, especially those planning on becoming psychiatrists. However, psychology is a useful major regardless of what type of doctor you want to be since every medical professional can benefit from studying how humans think, make decisions, and react to different situations. Chemistry/Biochemistry The biological sciences are most popular with pre-meds, but you’ll also need to know a lot of chemistry as a pre-med and a med student. There’s an entire chemistry section on the MCAT, so it’s definitely an important subject to know. Philosophy Although it’s not a hard science, a strong knowledge of philosophy can be very helpful to pre-meds. You’ll learn about ethics and how to think critically, both of which are important for people in the medical field. Philosophy is a good choice if you want to be prepared for medical school but also get more of a liberal arts education. Summary What is pre-med? "Pre-med" is a term college students use to show that they plan on attending med school and are taking the right classes to do that. There are no official pre-med majors; instead students who are pre-med can major in whatever subject they want and just take the classes needed to apply to med school. There are multiple pre-med requirements needed to get into med school. The most important of these are the classes you take. Each med school has its own requirements, but you can expect to take at least one year of biology, general chemistry, organic chemistry, and physics (all with labs), along with biochemistry, math, and English classes. There is really no "best" pre-med majors, but there are some majors that are more popular with pre-med students and make it easier for you to reach pre-med requirements. These include human biology, psychology, biology, and chemistry. What's Next? Want to know what you should be doing right now to prepare for pre-med programs? Check out our complete guide on how to prepare for pre-med in high school. We also recommend the 7 books every pre-med student should read in this article. If you’re still figuring out whether a career as a physician is right for you, think about getting some hands-on experience. You may not think there’s much you can do as a high school student, but there is! Start by shadowing a physician, and check out our guide to 59 great med programs for students in high school. What's after med school? Check out our guide on the seven steps to becoming a doctor to see what you'll need to do once you're a pre-med. 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:

Stink Bugs, Family Pentatomidae

Stink Bugs, Family Pentatomidae Whats more fun than a stink bug?! The insects of the family Pentatomidae do, indeed, stink. Spend a little time in your backyard or garden, and you are sure to encounter a stink bug sucking on your plants or sitting in wait of a caterpillar. About The name Pentatomidae, the stink bug family, comes from the Greek pente, meaning five and tomos, meaning section. Some entomologists say this refers to the 5-segmented antennae, while others believe it refers to the stink bugs body, which appears to have five sides or parts. Either way, adult stink bugs are easy to recognize, with wide bodies shaped like shields. A long, triangular scutellum characterizes an insect in the family Pentatomidae. Take a close look at a stink bug, and you will see the piercing, sucking mouthparts. Stink bug nymphs often resemble their adult counterparts but may lack the distinctive shield shape. Nymphs tend to stay close to the egg mass when they first emerge, but soon venture out in search of food. Look for masses of eggs on the undersides of leaves. Classification Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - HemipteraFamily - Pentatomidae Diet To the gardener, stink bugs are a mixed blessing. As a group, stink bugs use their piercing, sucking mouthparts to feed on a variety of plants and insects. Most members of the family Pentatomidae suck sap from the fruiting parts of plants and can cause significant injury to the plants. Some damage foliage as well. However, predatory stink bugs overpower caterpillars or beetle larvae, keeping pest insects in check. A few stink bugs begin life as herbivores but become predators. Life Cycle Stink bugs, like all Hemipterans, undergo simple metamorphosis with three life stages: egg, nymph, and adult. The eggs are laid in groups, looking like neatly arranged rows of tiny barrels, on stems and the undersides of leaves. When nymphs emerge, they look similar to the adult stink bug but may appear rounder rather than shield-shaped. Nymphs go through five instars before becoming adults, usually in 4-5 weeks. The adult stink bug overwinters under boards, logs, or leaf litter. In some species, the nymphs may also overwinter. Special Adaptations and Defenses From the name stink bug, you can probably guess its most unique adaptation. Pentatomids expel a foul-smelling compound from special thoracic glands when threatened. In addition to deterring predators, this odor sends a chemical message to other stink bugs, alerting them to danger. These scent glands also play a role in attracting mates and even suppress attacks by harmful microorganisms. Range and Distribution Stink bugs live throughout the world, in fields, meadows, and yards. In North America, there are 250 species of stink bugs. Worldwide, entomologists describe over 4,700 species in nearly 900 genera.

To what extent do you think that Islamic political thought can be Essay

To what extent do you think that Islamic political thought can be reconciled with democracy - Essay Example In the analysis, different theories of democracy in the western world are given, and also, different approaches of Muslims to democracy are analysed. Then, after analysing one of the common arguments on Islam and democracy, an argument is built to show that the basic tenets of democracy and Islamic political thought are incompatible, and therefore, Islamic political thought and democracy are not compatible. Finally, a conclusion is made based on the findings in the paper. To what extent do you think that Islamic political thought can be reconciled with democracy? Before we explore and critically evaluate both arguments for and against the idea that Islam and democracy are, indeed, incompatible, it is necessary to first define and explain Islamic political thought, and the meaning of Democracy in the western world. This will enable us to give an objective and well considered opinion on the issue. First, let us look at the Islamic political thought as elucidated and practiced by Islami c movements such as Islamic brotherhood. The Islamic brotherhood movement, also known as, Hizb al-Ikhwan al-Muslimum, is one of the oldest and largest Islamic movements in the world, known for a supporting Jihad war all over the world (Muslim Brotherhood Movement, online). Some of the main objectives of this movement are to promote the socio-political integration of all Muslims in the world, to protect Islam as a religion, and to promote the economic well-being of all the Muslims in the world. However, besides these noble objectives of the movement, the main object of the Islamic Brotherhood movement is to subjugate the entire world to the Sharia law, which is the main Islamic law. The motto of the movements clearly summarizes the main objective of the movement (Muslim Brotherhood movement, online): Allah is our objective The prophet is our leader The Quran is our law Jihad is our way Dying in the way of Allah is our highest Hope. As it is clear from this motto, for the adherents of the Muslim Brotherhood movement, Allah is the supreme leader of the Muslims and Sharia is the main law or the constitution of the Muslims. And, although, the Muslim Brotherhood movement has exhibited some elements of extremism and has been severely criticised, the movement, however, espouses many real Islam ideals on politics and governance. The term Islam itself means submission (Dahmus, 1968). Islam as a religion requires its followers to unquestionably follow the guidelines of Allah, in all aspects of their lives, as given in the Holy book of the Muslims, the Quran. For this reason, even in matters of governance and politics, Muslims are supposed to follow the dictates of their Holy Book. And according to Quran, Allah is the sovereign ruler of the Muslims, and Sharia, given by Allah, is the constitution of the Muslims. Having explained the Islamic political thought, let us now turn to the Western theories of democracy, so as to compare the two political ideologies to find out wh ether they are compatible or not. Of recent years, democracy has been associated with the western world. However, the idea of Democracy was first mooted by the Greeks. According to Aristotle, one of the ancient Greek scholars and a severe critique of democracy, democracy is a rule of the people, by the people, and for the people