How A Roller Coaster Works

How A Roller Coaster Works Free Online Research Papers Roller Coasters originated from the ice slides built in Russia during the 1400’s, today we see these large structures at Amusement parks across the country. Some roller coasters are those large steel or wooden structures that people like to sit in a cart or car going up and down the humps and hills giving them a thrill of a ride. The ride may not last all that long, but for some the time seems forever when you are quite scared and your stomach seems to be caught up in your throat. Many of us may or may not want to know exactly how a roller coaster works, because we may not want to ride one again. For some, the understanding of â€Å"How does a roller coaster work?† is thrilling in itself. Let’s use physics to further understand this exciting ride. You may or may not know this, but as your cruising down the roller coaster structure at a high speed of 50-60 miles per hour, there is no engine. Let me further explain. The train of cars is initially taken up the lift hill or the first hill by a chain. The energy flows from the electric field (the space surrounding an electric charge) into the mechanical turning of the motor driving the chain. The chain lifts the cars; the kinetic energy of the motion of the chain is given to the train. This energy, in turn, flows into the gravitational field (the force field that describes the acceleration of gravity in a region of space) while the coaster makes it way to the highest point or top of the roller coaster structure, then the chain disengages. The train is moving quite slow at this point. Its maximum energy for this ride is stored in the gravitational field. Eventually, the train of cars will begin to fall, the kinetic energy (motion of the train of cars) increases as the gravitational potential (gravitational field) energy decreases. As the train of cars hit the bottom of the first hump or hill, the velocity and the kinetic energy are the greatest and the gravitational energy is spent. Inertia is what takes the train cars though the rest of the track. The weight of the train car is what gives it inertia. Without that it would not have any speed to get up the next hill this is sometimes known as momentum. As the train of cars climbs the next hill, most of the kinetic energy is transferred to the gravitational field. The velocity decreases. This continues for some time. There is friction, wind resistance, track friction causing some thermal heating along the way. All the humps or hills after the first one are successively shorter. Ultimately the gravitational and kinetic energies used at the top of the lift hill move into thermal energy by the end of the ride. This energy is no longer available to roller coaster system. Roller coasters are really heaters, allowing for the flow of electrical energy into heat, by way of kinetic energy and the gravitational field. We mentioned there are two types of roller coasters, wooden structures and steel coasters. You will usually see wooden coasters with no looping. They are also not as tall and fast as steel coasters. Wooden coasters do offer one advantage to the roller coaster junkie; they sway lot more than steel structures. Steel coasters allow for a bit more creative designing of loops, steeper hills and the exciting drops, rolls and of course the speed. There does happen to be wheels on the train cars and they do have a huge part in the success of your roller coaster ride too. There are several different types of wheels to help keep the ride smooth. Basically, there are three sets of wheels, top, bottom and side. The top wheels are referred to as the rollers, the bottom wheels are the up-stop and the side wheels are the guides, assisting in the moving from side to side or swaying of the cars. The wheels can be made out of several different materials, including steel and neoprene. If plastics are used, the coaster is electrically grounded just before it goes through proximity sensors. This will keep the sensors from shorting out. In addition, we need to be concerned with the braking system. Yes, there is a braking system designed with a roller coaster. The common one has a fin of steel hanging from the center of each train car. The brake pads are between the tracks. As the fin passes through the pads, the fins are squeezed to slow the train. When the pads are open, the train of cars moves freely through the track. Roller coasters overall are quite simple in how they operate, but there is much more to make the ride as thrilling as possible for the many patrons and roller coaster junkies that ride them. Designers today are constantly looking at how they can â€Å"add† to the ride. We now have more roller coasters today with more loops and hangs; some even have sound and visual effects. ? Bibliography 1) Franks, jack. Ask A Scientist. D.O.E. June 3, 2007 . 2) Blonghtf, Lee. Roller Coaster. June 3, 2007 . 3) Smilkins, Jude. X-tream Science. U Of Wisconsin. June 3, 2007 . 4) SCI, FI. Tech. NASA. June 3, 2007 . Research Papers on How A Roller Coaster WorksLifes What IfsThe Fifth HorsemanTwilight of the UAWBionic Assembly System: A New Concept of SelfThe Spring and AutumnThe Hockey GamePETSTEL analysis of IndiaAnalysis Of A Cosmetics AdvertisementMind TravelThe Effects of Illegal Immigration

Guide to Present Tenses for ESL

Guide to Present Tenses for ESL The Basics: Present Tenses: There are two present tenses: The present simple and the present continuous. The two tenses are quite different. Generally, the present simple is used to refer to everyday habits that you have. Use the present simple to talk about activities or routines which take place on a regular basis. Tom takes the A train to work every day.Peter usually gets home at seven in the evening. The present continuous is usually used to refer to events happening at the present moment in time. Theyre doing their homework at the moment.Marys playing tennis with Tom at the club right now. Present Simple Structure: Positive Subject Verb Objects I, You, We, They - eat lunch at noon. Subject Verb s Objects He, She, It - works well in any situation. Negative S do not (dont) Verb Objects I, You, We, They - dont enjoy opera. S does not (doesnt) Verb Objects He, She, It - doesnt belong to the club. Questions (Why, What, etc.) do S Verb Objects? Do - I, you, we, they - work in this town? (Why, What, etc.) does S Verb Objects? Does - he, she, it - live in this city? Present Continuous Structure: Positive Subject conjugate the helping verb be verb -ing. Im, Youre, Hes, Shes, Were, Youre, Theyre - working today. Negative Subject conjugate the helping verb be not verb -ing. Im not, You arent, He isnt, She isnt, We arent, You arent, They arent - coming this evening. Questions Question word conjugate the helping verb be subject verb -ing What - are you, they - doing this afternoon?What - is he, she - doing this afternoon? Study Present Tenses in Depth: Here are detailed guides to the present simple and the present continuous tenses. Each guide provides situations, common time expressions used with the tense, as well as examples. These guides were prepared especially for beginners and include dialogues and a short quiz. Present Simple for Beginners Its also important to know how to use adverbs of frequency with the present simple. Adverbs of frequency such as usually, often, etc. are used to tell how often you do something. I often go out on Saturday nights.They usually take the bus to work. Test Your Knowledge of Present Tenses: Once youve studied the rules - or if you already know the rules - test your knowledge: Adverbs of Frequency Quiz Teach a Lesson about the Present Tenses: There are five absolute beginner lessons related to the present simple on the site: Lesson for the present simple positive formLesson for the present simple negative formLesson on present simple question formLesson on using adverbs of frequency with the present simpleLesson on talking about daily habits with the present simple These lessons are great for helping students learn by rote, rather than through grammar exercises and serve as a good introduction to the tenses for false beginners. For the present continuous, here is a descriptive activity helping learners use the present continuous. Activities Concerning Present Tenses: Here are some fun classroom games that you can use in class, or on your own which will help you with giving instructions. Simon SaysColored Lego Blocks Finally, this grammar chant will help you practice the present simple - especially the third person singular (he, she, it)

Abraham Lincoln-6 Essay Example | Topics and Well Written Essays - 500 words

Abraham Lincoln-6 - Essay Example As a wartime president, Abraham served as the principal commander of armies (Dirck 20). This entitled him to the obligation of deciding and implementing war policies. For instance, Lincoln devised the union plan that required armies to liaise towards defeating the opponent. Lincoln also established strategies that guided the militia. This ensured that they operated in unison because of observation of regulations. In addition, Abraham defeated armies that failed to conform to the union. This became possible by mobilizing union armies that would defeat the Confederate counterparts (Dirck 20). Therefore, the adoption of strategy enabled armies to fight with corporation. He thus ascertained that the North region outdid the war dealings in the southern hemisphere. Lincoln possessed powers over the armies and outplayed orders concerning military executions. During wartime, Abraham ascertained that Republican Party displayed compactness. This explicates that Lincoln displayed equal treatments to all the fronts and culminated to members feeling that the party favored their existence. He also involved efforts of recruiting blacks into the army to ensure fairness. This depicted equality stated in the charter that regulated states. However, his ideology of recruiting blacks faced protest from democrats plus republicans. This draws explications from issues of race and information that Whites encompassed a superior ranking compared to African Americans. Therefore, Lincoln strategized his military role under the Republican alliance. In addition to war, Abraham entails depictions of an enthusiastic anti-slave campaigner. He pioneered in counteracting slavery by introducing an emancipation policy (Myers 726). The policy meant that those owning enslaved people to free them. This measure aimed at giving liberty to enslaved men. Therefore, Abraham urged the freeing of slaves and forced those refuting the order to comply. This culminated to slaves enjoying the freedom like

Confronting Stereotypes Assignment Example | Topics and Well Written Essays - 500 words

Confronting Stereotypes - Assignment Example By assigning characteristics to large groups, it aids humans in simplifying, organizing, and predicting the society they function. As a result, there is decreased the need to process new information that would distinguish people by individual traits. Sociologist Charles Hurst believes that â€Å"†¦stereotypes (are) the lack of personal, a concrete familiarity that individuals have with persons in other racial or ethnic groups. Lack of familiarity encourages the lumping together of unknown individuals (Hurst 6).† Whatever the theory, it’s clear that stereotypes present a problem for society as they inhibit integration and function in large part to maintain a social caste system where upward mobility faces resistance. One can just view the cases of the maquilas workers on the Mexico – Florida border and the gender stereotypes they endured when attempting to receive fair and equitable wages and positions. Stereotypes are in direct opposition to our right as human beings to the pursuit of happiness and personal betterment. Begin by writing in black marker on the poster board one of the stereotypes you identified the day before as particularly relevant. For example, ‘Women Should Be Mothers and Men Should Work.’ Ask the students what it means to be a woman and if they believe they should be allowed to hold careers. Write their responses down. Then ask the students what it means to be a man and then record the responses under a different column. At this point, you should circle the responses under the woman category and circle the responses under the man category. There should be some overlapping responses and you should draw a line or circle chart that illustrates these. The journal activity can be used to prompt the upcoming classroom discussion, but should also tacitly leads students to internalize the negative effects of stereotypes and the way they have been unconsciously influenced to accept them as facts.

Dominos Pizza Essay Example for Free

Dominos Pizza Essay Domino’s introduced a wide range of Pizzas and other snack items customized according to the tastes and preferences of Indian public including Double Cheese Crunch pizza, Cheese Burst pizza, Kebab pizza, Chicken Wings, Choco Lava cake, Pasta, Breadsticks etc. They also launched few Pizzas for specific geographical markets * Deluxe chicken with Mustard Sauce and Sardines were introduced in East Indian markets * Mutton Ghongura and Chicken Chettinad were introduced in South Indian markets 2. Price Initially Domino’s India targeted customers, which are value sensitive and not price sensitive. The high price of their products were attributed to the high quality of material used. Domino’s even sourced some of their ingredients from outside India. However, because of increasing competition from Pizza Hut, Domino’s introduced price cuts and discounts to attract the customers. In 1998,Dominos introduced the Pizza Mania scheme where it offered a large pizza for Rs. 129/-. 3. Promotion * Advertising: Celebrities like Paresh Rawal, Anupam Kher, Arshad Warsi acted in various fun ads to target Indian audience and improve brand recognition. * Promotional Campaigns: Domino’s aggressively attacked Indian market with its various promotional campaigns like â€Å"Hungry Kya? †, â€Å"The Pizza delivery experts† and â€Å"Khusiyon ke home delivery† to target large customer segments. * 30 minutes Delivery: This campaign was incredibly successful in helping Domino’s achieve dominance in the Pizza home delivery segment. * Discount coupons: A major promotional tool driving sales during special days of the week * Publicity and PR: Sponsoring college fests, cultural programs and promotional events throughout the country helped Domino’s increase Brand recognition 4. Place Dominos India opened its first store in Delhi in 1996. At the time of writing of the case it covered 44 cities including tier 2 and tier 3 cities. It has employed push Strategy in channel marketing. It is strategically placed in big corporate areas, universities, malls and other places and now is it is planning to open its stores in airports of Delhi, Mumbai on sub-franchise and sub-lease basis to target more customers Charitable activities In 2001, Dominos launched a two-year national partnership with the Make-A-Wish Foundation of America. That same year, company stores in New York City and Washington D. C. provided more than 12,000 pizzas to relief workers following the September 11 attacks on the World Trade Center and The Pentagon. Through a matching funds program, the corporation donated $350,000 to the American Red Cross disaster relief effort. [9] In 2004, Dominos began a partnership with St. Jude Childrens Research Hospital, participating in the hospitals Thanks and Giving campaign since the campaign began in 2004, and raising more than $1. 3 million in 2006. Much like the soft elastic dough used as the foundation for which their mainstay product is built, Domino’s Pizza has shaped their marketing strategy into a juggernaut that has enjoyed nearly half a century of success. Currently a market follower—second only to Pizza Hut—Domino’s longevity and rapid rate of growth is due largely to their ability to establish, maintain, and remain true to their original marketing mix. Domino’s success, however, is due to the fact that they have been able to differentiate themselves on a very crowded playing field. Most companies, at least the successful ones, concentrate on the four Ps that compose their marketing mix. Albeit product, price, place, and promotion are the cornerstone of many marketing strategies—Domino’s Pizza has leveraged the four Cs, or consumer’s viewpoint, to establish their marketing mix. Customer solution, cost, convenience, and communication are considered each time Domino’s Pizza introduces a new product or initiates a new promotion. The science of marketing was the last thing on the minds of the Monaghan brothers when they borrowed $500 to purchase Dominick’s Pizza in 1960. With a down payment of $75, Tom and Jim Monaghan took ownership of a small pizza shop in Ypsilanti, Michigan. Their sights were firmly set on building a dynasty of three locations and monopolizing pizza delivery in a small concentrated area. From inception, the Domino’s logo contained three dots. These dots, still present on the current logo, represent Tom Monaghan’s original vision of opening three locations and develop a triangulation delivery strategy (Miranda, 2009). In the early years of business, pizza was the only item on the menu at Domino’s. Side items were never considered to be a part of the menu. Remaining sensitive to competitors and allowing competition to affect product pricing is a classic trait of a market follower (Kotler Anderson, 2008). Domino’s was eventually forced to add medium and extra large sizes to remain competitive. Domino’s Pizza has chosen a market follower strategy. Product, one of the four Ps of the marketing mix, is an area where the market leader continues to influence Domino’s. Competition forces changes to the market followers. The first change to the product offering at Domino’s happened almost three decades after they opened. In 1989, Domino’s Pizza introduced a deep-dish pizza (Laukens, 2010). While it would stand to reason that the new addition to the menu was an answer to a competing product, Domino’s had entered a market where deep-dish was the only acceptable version of a pizza. Market research had revealed that Domino’s market demographic was culturally diverse. Domino’s responded by adding several other variations of the basic pizza. Hand tossed and thin crust pizzas were added to the menu to satisfy demand in specific market areas and remain competitive. Domino’s keeps a watchful eye on the consumer reaction to specific product and pricing. The ability to see their company from the buyer’s viewpoint is a significant advantage for any company. Domino’s Pizza listens to feedback from the consumers, and at the same time occasionally glances over the shoulder of their competition for inspiration and influence. From the customers’ feedback and buying habits, Domino’s is able to glean information to help influence direction. Domino’s strengths, weaknesses, opportunities, and threats have changed many times over. The entire pizza industry has evolved into a highly competitive array of corporate giants. And yet, it remains important to perform a SWOT analysis as often as possible. Domino’s strengths include their ability to remain unscathed, although influenced, by their competition. Moreover, their visionary approach to creating a better consumer experience by developing better manufacturing methods is at the foreground. Hard work, persistence, and thinking outside the pizza box have been Domino’s formula for success. Although not the market leader, Domino’s Pizza is recognized as the leader of innovation. The pizza industry is crowded with businesses trying to outdo one another with a product that is not well received if strayed too far from the original. Domino’s decided to create a value proposition beyond the product. Tom Monaghan’s goal of perfecting the pizza delivery was tested when Domino’s once again raised the bar. In 1986, Domino’s Pizza created a slogan and spawned an aggressive advertising campaign in an attempt to differentiate themselves from other pizza businesses. Taking advantage of an impatient consumer base, Domino’s touted, â€Å"you get fresh, hot pizza delivered to your door in 30 minutes or less—or it’s free. † Competition scrambled to find an answer, but without the automation invented and deployed by Domino’s it would be impossible. Domino’s was the first to use a production assembly line method for producing pizzas. A belt-driven pizza oven produced a continuous stream of pizzas allowing the manufacturing and delivery process to become manageable, and for the most part—predictable. Domino’s rode the wave of success for many years. Convenience for the consumer was a definite advantage. During this time, Domino’s Pizza opened several thousand new franchises and was taking over the market. Then as quickly as the innovative wildfire had spread, it was extinguished. The market momentum was quickly lost when a woman in St. Louis was involved an automobile accident with a Domino’s Pizza delivery driver. News turned into bad publicity and in 1993 the 30-minute guarantee was discontinued. Domino’s strength, the ‘S’ in a SWOT analysis, was their ability to produce and deliver a product faster and more efficiently than their competition. Not promoting the 30-minute guarantee created a level playing field allowing the focus to shift toward product and price. However, Domino’s had continued the use of their belt-driven pizza production oven and therefore better positioned to compete in the pizza price wars. Domino’s Pizza exposed several weaknesses, the ‘W’ in a SWOT analysis, in their approach to advertising and marketing. A short-lived villainous character named The Noid was used to promote the fact that Domino’s could deliver a fresh hot pizza even on the coldest days. They were able to perform such a feat, when others struggled, because they invented a different type of pizza box. The message was not that Domino’s Pizza recognized the fact that no one wants a cold pizza and offered a remedy, but rather an annoying fictitious character was lurking in hopes of ruining your pizza. The Noid was short-lived marketing trend that caused more confusion than confidence. One important attribute of a good company is the ability to learn from past experiences and change with the times. Domino’s quickly recognized a need to innovate, and once and for all solve the problem of cold pizza delivery. This time, however, Domino’s Pizza would show the world that they are the trendsetters from which all others grasp firmly the coattails. Crisper crust, bubbling cheese, and hotter topping were the new promise spoken loudly in Domino’s advertising. This was made possible by their invention of the HeatWave ® bag. This new technology, and the creative marketing, caused Domino’s competition to sweat. Once again, Domino’s became consumer centric and focused on a better customer experience as opposed to getting caught up in product and pricing battles. Opportunities, the ‘O’ in a SWOT analysis, are seemingly limitless for Domino’s Pizza. They have been able to succeed in non-traditional markets by creating a cultural-specific product mix. Today there are over 8000 stores in 50 international markets. Although only producing what is classified as consumer products, the marketing considerations in all markets are the same—convenience. It is rare for a consumer to plan days in advance to have a pizza, but instead decides at a moments notice. The core benefit, at least from Domino’s perspective, is convenience. A market niche competitor, California Pizza, has attempted to attract some of the frozen pizza consumers by offering variations of their most popular products. This seems to be a shortsighted attempt at trying to capture some of the market share. If Domino’s Pizza were to manufacture and distribute their product in the frozen food aisle, their current business would change. As with the California Pizza Kitchen product expansion, the original product is not viewed the same. While there are plenty of opportunities for Domino’s to grow, expanding their product offering beyond what can be produced and delivered in the same timeframe as their pizza would have a counter-effect on success in the market. Chicken wings and various deserts were added as an answer to a competitor’s advantage. The final element in a SWOT analysis is the identification of threats in the market. Every competitor is recognized as a threat. Becoming too diverse with the product offering can also be perceived as a threat. In both cases, it is wise to understand the cause and effect associated with adding product, making marketing promises, and expanding into too many markets. There will always be a tipping point from which recovery is futile. A bad customer experience is no longer shared between a close-knit group of family and friends. Blogs can influence buying decisions and become a threat to the Domino’s brand. Social media has become a huge part of society. The early adopters molded social media into a peer-to-peer communication channel. Unlike traditional broadcast mediums, social media offers two-way communication. An individual, or a business, can post information and receive instant feedback. This form of communication is a perfect fit for an impatient society. However, as Domino’s discovered in April 2009, social media can unravel many years of branding. A video produced on a hand-held camera was posted on a popular social media site. The video contained disturbing footage of two Domino’s Pizza employees tainting products by various questionable unsanitary methods (Clifford, 2009). In only a few days, the video was viewed over one million times. The Domino’s Pizza brand was in serious jeopardy. Nearly fifty years after Domino’s Pizza was started, they found themselves under a microscope. Domino’s marketing team used a proactive approach to thwart permanent damage. Quickly realizing the extent of the damage and the affected demographic, Domino’s created a Twitter account to handle the customer comments and introduced their own video featuring an explanation and public apology from the CEO. Domino’s ability to quickly adapt to a changing society afforded them the opportunity to devise a damage control plan and dilute a potentially devastating situation. For the most part, the Internet has become the hottest new medium. Domino’s recognized the power of the Internet as a consumer conduit well in advance of their competition. They leveraged this new channel in 1996 by introducing the Domino’s Pizza website. Not nearly as sophisticated as the current website, and bound by the limited technologies of the early Internet, Domino’s used their first website to expand their brand and specific marketing messages across an untapped and unmeasured channel. In the same year the corporate website was launched, Domino’s boasted sales in excess of 3 billion dollars. Domino’s has become comfortable using the Internet as a marketing channel. The ability to identify—and remain true to—the four Ps in their marketing mix is the primary reason Domino’s Pizza has endured and survived many decades of a fickle economy and a demanding consumer. Their product mix has evolved to include pizza, salads, sandwiches, chicken wings, and specialty desserts. The quality has been improved over the years, including a recent overhaul of their pizza crust and sauce recipes. Their brand name remains strong regardless of the recent challenges of managing public relations through social media channels. Domino’s product pricing is competitive with others in the industry. Campaigns and promotions are designed to not only attract new customers, but also to retain existing ones. Over 8000 locations promise convenience for Domino’s consumers. It is difficult to find an area not identified serviced by a Domino’s Pizza franchise. Currently, Domino’s is positioned firmly within the market true to their original intention. Consistency in products between franchises, reading the pulse of the consumer, and setting the pace for all others to follow is at the core of Domino’s success. The future will depend greatly on the ability of Domino’s marketing team to remain proactive, centered, and focused on the customers’ needs. It will always be important to realize shifts in the target market and leverage new opportunities to expand their customer base. Domino’s has broadened and narrowed the range of ages of their target audience. During the second attempt at their â€Å"30-minutes or less† campaign, Domino’s concentrated on a target audience of 30 years old and younger. A critical marketing mistake was not realizing sooner that thirty percent of their original demographic—49 years old and under—remembered the first 30-minute guarantee in a positive light. The latest marketing efforts epitomize everything that Domino’s has strived to create. They will always position themselves to make decisions based not only on the traditional four Ps of marketing, but also from the viewpoint of their consumer. Using comments, criticism, and complaints as fuel—Domino’s recently introduced their pizzas reinvented. Domino’s has once again differentiated itself in the market. The pizza pendulum of success has swung toward Domino’s Pizza. References Clifford, S. (2009). Video prank at Domino’s taints brand.Retrieved January 25, 2010, from http://www. nytimes. com/2009/04/16/business/media/16dominos. html Kotler, P. Armstrong, G. (2008). Principals of marketing. Pearson Prentice Hall. Upper Saddle River, New Jersey. Laukens, D. (2010). The history of Domino’s Pizza. Retrieved January 23, 2010, from http://www. recipepizza. com/the_history_of_dominos_pizza. htm Miranda, E. (2009). Internet marketing – Franchises: Domino’s Pizza. Retrieved January 23, 2010, from http://www. wsicorporate. com/article/Franchises_dominos_pizza.

Hypnosis :: Biology Essays Research Papers

Hypnosis: It Isn't Just For Circus Sideshows Anymore The highlight of my second day at Bryn Mawr College was going to see an exciting hypnosis show. I was one of the lucky few chosen to go up on stage and be made a fool of in front of three hundred other freshman. I stood up on the well-lit stage and listened intently to the oddly-dressed hypnotist. He told me to attempt to hold out my arms straight and look at the ceiling, without moving my head. I followed his instructions, but five minutes later, I was asked to sit down because the performer did not feel that I was as susceptible to hypnosis as the other ten women on stage. Embarrassed, I returned to my seat to watch the merriment. I giggled as I watched people I had been on stage with laugh uncontrollably, dance the hula, and quack like ducks. After the show, I could not help but ask myself why these seemingly normal people would behave so ludicrously at the suggestion of a stranger. After talking with the some of the subjects after the show, I was convinced that they were in a com pletely different brain state than the audience; some of my friends felt the opposite. Such is the nature of hypnosis. Some believe that while under hypnosis the brain differs from other states; others believe that this is not the case. Like the brain, hypnosis is mysterious. Therefore, it is no wonder that there is so much contention about hypnosis, it's uses and effects. But, how does hypnosis work? What does it do to the brain? Is it a legitimate way to get in touch with the unconscious? Evidence of the existence of hypnosis is seen as early as the ancient Egyptians and Greeks. In fact, "hypnosis" comes form the Greek word, hypnos, meaning sleep. It has been used extensively throughout history and it recently recieved an increase in it's legitimacy when in 1996, the National Institutes of Health publicly recommended that hypnosis be covered by health insurance, when used in conjunction with other forms of therapy (1). Hypnosis is a versatile tool. It is used for entertainment, medical recovery, and therapy, such as behavior modification and memory recollection. Hypnosis has been documented to allieve pains, phobias, addictions, irritable bowel syndrome, and asthma. Hypnosis has also been linked to memory recall. A person can hypnotize herself or agree to be hypnotized by another (2).

Tetewterwtfete

Ms. Czapski’s 1st, 2nd, 5th, and 6th Hour Advanced Placement English Language and Composition Classes Name: __________________________________________ Hour: ________ Date: _____________________ Introduction to Writing the Precis DIRECTIONS: Please thoughtfully answer each of the following questions about Geoffrey Nunberg’s The –Ism Schism; How Much Wallop Can a Simple Word Pack, Ellen Goodman’s In Praise of a Snail’s Pace, and Ronald J. Glasser’s We are not Immune: Influenza, SARS, and the Collapse of Public Health. You may write directly on this worksheet. For Geoffrey Nunberg’s The Ism Schism; How Much Wallop Can a Simple Word Pack: 1. ) What is the complete name of the author of this article? _____________________ 2. ) Who is this author? What are his/her expertise in relation to this topic? What is his/her experience with this topic? How did he/she gain his/her knowledge to compose this article? Use a short phrase to answer this question: ____________________________________________________________ ______________________ 3. ) What is the genre of this work (what type of writing is it)? ________________________________________ 4. ) What is the complete title of the work? _______________________________________________________ 5. ) What is the publication date of this piece of writing? _____________________________________________ 6. ) Is any other interesting or noteworthy publication information included? If so, what? ___________________ 7. ) Please use a rhetorically accurate verb (such as â€Å"assert,† â€Å"argue, † â€Å"suggest,† â€Å"imply,† â€Å"claim,† etc. ); and a THAT clause containing the major assertion (thesis statement) about the work. Avoid the use of more general words such as â€Å"writes† and â€Å"states. † The THAT clause is designed to demand a complete statement: a grammatical subject (the topic of the essay) and predicate (the claim that is made about that topic). If the THAT clause is not employed, you will end up allowing â€Å"about† and â€Å"how† to slip out in stating the thesis: i. e. , â€Å"Sheridan Baker writes about attitudes in writing† or â€Å"†¦ states how attitudes affect writing†   Ã¢â‚¬â€ neither of which reports what he claims to be true about attitudes. _________________________________________________ ____________________________________________________________ __________________________ 8. ) Explain how the author develops and/or supports the thesis, preferably in chronological order – identifying the writing techniques he/she utilized to achieve this. Sometimes it works best to report the order of development: â€Å"The author develops this assertion first, by applying these techniques to two poems; second, by providing definitions; and third, by explaining the history of each approach. A more general statement may also work in the second sentence: â€Å"The author develops this idea by comparing and contrasting the lives of these two Civil War heroes. † In works of literature you may provide a short plot summary: â€Å"Hemingway develops this idea through a sparse narrative about the ‘initiation' of a young boy who observes in one night both a birth and a death. † ________________________________________________________ ____________________________________________________________ __________________________ 9. What is the author's apparent purpose of this piece (introduce with the infinitive â€Å"to†)? Try not to simply restate the thesis: â€Å"The author's purpose is to prove that†¦ † Remember that one’s purpose is always to put forward a thesis, but there are others as well. The infinitive â€Å"to† phrase should transcend a phrase such as â€Å"Her purpose is to inform;† look beyond such a simplistic response to assess what the author wants the audience to do or to feel as a result of reading the work. ____________________________________________ ____________________________________________________________ _________________________ 10. ) Provide a description of the intended audience and/or the relationship the author establishes with the audience. Ask yourself how the language of the work excludes certain audiences (non-specialists would not understand the terminology; children would not understand the irony) in order to see that the author did make certain assumptions about the pre-existing knowledge of the audience. You may also report the author's tone. ____________________________________________________________ ________________ ___________________________________________________________ _________________________ For Ellen Goodman’s In Praise of a Snail’s Pace: 1. ) What is the complete name of the author of this article? __________________________________________ 2. ) Who is this author? What are his/her expertise in relation to this topic? What is his/her experience with this topic? How did he/she gain his/her knowledge to compose this article? Use a short phrase to answer this question: ____________________________________________________________ ______________________ 3. What is the genre of this work (what type of writing is it)? _________________________________________ 4. ) What is the complete title of the work? _______________________________________________________ 5. ) What is the publication date of this piece of writing? _____________________________________________ 6. ) Is any other interesting or noteworthy publication information included? If so, what? ___________________ 7. ) Please use a rhetorically accurate verb (such as â€Å"assert,† â€Å"argue,à ¢â‚¬  â€Å"suggest,† â€Å"imply,† â€Å"claim,† etc. ); and a THAT clause containing the major assertion (thesis statement) about the work. Avoid the use of more general words such as â€Å"writes† and â€Å"states. † The THAT clause is designed to demand a complete statement: a grammatical subject (the topic of the essay) and predicate (the claim that is made about that topic). If the THAT clause is not employed, you will end up allowing â€Å"about† and â€Å"how† to slip out in stating the thesis: i. e. , â€Å"Sheridan Baker writes about attitudes in writing† or â€Å"†¦ states how attitudes affect writing†   Ã¢â‚¬â€ neither of which reports what he claims to be true about attitudes. _________________________________________________ ____________________________________________________________ __________________________ 8. ) Explain how the author develops and/or supports the thesis, preferably in chronological order – identifying the writing techniques he/she utilized to achieve this. Sometimes it works best to report the order of development: â€Å"The author develops this assertion first, by applying these techniques to two poems; second, by providing definitions; and third, by explaining the history of each approach. A more general statement may also work in the second sentence: â€Å"The author develops this idea by comparing and contrasting the lives of these two Civil War heroes. † In works of literature you may provide a short plot summary: â€Å"Hemingway develops this idea through a sparse narrative about the ‘initiation' of a young boy who observes in one night both a birth and a death. † ________________________________________________________ ____________________________________________________________ __________________________ 9. What is the author's apparent purpose of this piece (introduce with the infinitive â€Å"to†)? Try not to simply restate the thesis: â€Å"The author's purpose is to prove that†¦ † Remember that one’s purpose is always to put forward a thesis, but there are others as well. The infinitive â€Å"to† phrase should transcend a phrase such as â€Å"Her purpose is to inform;† look beyond such a simplistic response to assess what the author wants the audience to do or to feel as a result of reading the work. ____________________________________________ ____________________________________________________________ _________________________ 10. ) Provide a description of the intended audience and/or the relationship the author establishes with the audience. Ask yourself how the language of the work excludes certain audiences (non-specialists would not understand the terminology; children would not understand the irony) in order to see that the author did make certain assumptions about the pre-existing knowledge of the audience. You may also report the author's tone. ____________________________________________________________ ________________ For Ronald J. Glasser’s We are not Immune: Influenza, SARS, and the Collapse of Public Health: 1. ) What is the complete name of the author of this article? __________________________________________ 2. ) Who is this author? What are his/her expertise in relation to this topic? What is his/her experience with this topic? How did he/she gain his/her knowledge to compose this article? Use a short phrase to answer this question: ____________________________________________________________ ______________________ 3. ) What is the genre of this work (what type of writing is it)? ________________________________________ 4. ) What is the complete title of the work? _______________________________________________________ 5. ) What is the publication date of this piece of writing? _____________________________________________ 6. ) Is any other interesting or noteworthy publication information included? If so, what? ___________________ 7. ) Please use a rhetorically accurate verb (such as â€Å"asser t,† â€Å"argue,† â€Å"suggest,† â€Å"imply,† â€Å"claim,† etc. ); and a THAT clause containing the major assertion (thesis statement) about the work. Avoid the use of more general words such as â€Å"writes† and â€Å"states. † The THAT clause is designed to demand a complete statement: a grammatical subject (the topic of the essay) and predicate (the claim that is made about that topic). If the THAT clause is not employed, you will end up allowing â€Å"about† and â€Å"how† to slip out in stating the thesis: i. e. , â€Å"Sheridan Baker writes about attitudes in writing† or â€Å"†¦ states how attitudes affect writing†   Ã¢â‚¬â€ neither of which reports what he claims to be true about attitudes. _________________________________________________ ____________________________________________________________ __________________________ 8. ) Explain how the author develops and/or supports the thesis, preferably in chronological order – identifying the writing techniques he/she utilized to achieve this. Sometimes it works best to report the order of development: â€Å"The author develops this assertion first, by applying these techniques to two poems; second, by providing definitions; and third, by explaining the history of each approach. A more general statement may also work in the second sentence: â€Å"The author develops this idea by comparing and contrasting the lives of these two Civil War heroes. † In works of literature you may provide a short plot summary: â€Å"Hemingway develops this idea through a sparse narrative about the ‘initiation' of a young boy who observes in one night both a birth and a death. † ________________________________________________________ ____________________________________________________________ __________________________ 9. ) What is the author's apparent purpose of this piece (introduce with the infinitive â€Å"to†)? Try not to simply restate the thesis: â€Å"The author's purpose is to prove that†¦ † Remember that one’s purpose is always to put forward a thesis, but there are others as well. The infinitive â€Å"to† phrase should transcend a phrase such as â€Å"Her purpose is to inform;† look beyond such a simplistic response to assess what the author wants the audience to do or to feel as a result of reading the work. ____________________________________________ ____________________________________________________________ __________________________