Pythagorean Theorm Essays - Triangles, Triangle Geometry

Pythagorean Theorm The Pythagorean Theorem is a geometrical expression used often in math and physics. It used to 2 2 2 find the unknown side of a right triangle. The exponential form of this theorem a + b = c . That is the equation you use when you are looking for the unknown side of a right triangle, and it is what I'll demonstrate on the attached exhibit. The upside down capital L in the bottom of the left hand corner indicates that sides A & B are the legs of the triangle. Since we know side A = 5 inches and B = 3 inches we may fill that in to 2 2 2 or equation for step one. (1) 5 + 3 = c What the theorem will help us find is the c side of this triangle. 2. 25 + 9 = c All we do is distribute 5 to the second power and 3 to the second power as seen is step two. Next, we add these two numbers together to get 34, 25+9=34, in step three. 3. 25+9=34 Then, in step four we find the square root of 34. 4. 34 In step five we see that 5.83 is the unknown side of the right triangle. 5. c= 5.83 We found this answer by using the Pythagorean Theorem as taught in geometrical form. This theorem may also be summed up by saying that the area of the square on the hypotenuse, or opposite side of the right angle, of a right triangle is equal to sum of the areas of the squared on the legs. The Pythagorean Theorem was a studied by many people and groups. One of those people being Euclid. Sometimes the Pythagorean Theorem is also referred to as the 47th Problem of Euclid. It is called this because it is included by Euclid in a book of numbered geometric problems. In the problem Euclid studied he would always use 3, 4, and 5 as the sides of the right triangle. He did this because 5 x 5 = 3 x 3 + 4 x 4. The angle opposite the side of the legs was the right angle, it had a length of 5. The 3:4:5 in the right triangle was known as a Pythagorean triple or a three digits that could be put in a right triangle successfully. These three numbers were also whole numbers and were used in the Egyptian string trick, which I will talk about later. This Pythagorean triple, 3:4:5, are the smallest integer series to have been formed, and the only consecutive numbers in that group that is important. These numbers can be, and often were, studied from a philosophical stand point. The symbolic meanings of the 3:4:5 triple told by modern writers such as Manly P. Hall say 3 stands for spirit, 4 stands for matter, and 5 stands for man. Using Hall's study the symbolism of this arrangement is as follows: ?Matter? (4) lays upon the plane of Earth and ?Spirit? (3) reaches up to the Heaven and they are connected by ?Man? (5) who takes in both qualities. A process similar to that of Euclid's 47th Problem was the Egyptian string trick. Egyptians were said to have invented the word geometry (geo = earth, metry = measuring.) The Egyptians used the 3:4:5 right triangle to create right triangles when measuring there fields after the Nile floods washed out there old boundary markers. The Egyptians used the same theory of Euclid, 5 x 5 = 3 x 3 + 4 x 4, to get there boundaries marked correctly. Although Euclid and the Ancient Egyptians studied the theorem, the true inventor of it ( or the person most people believed invented it first ) was Pythagoras of Samos and his group the Pythagoreans. Pythagoras was a man born in 580 B.C. on the island of Samos, in the Aegean Sea. It is said Pythagoras was a man that spent his life traveling the world in search of wisdom. This search for wisdom led him to settle in Corona, a Greek colony in southern Italy, in about 530 B.C. Here Pythagoras gained famous status for his group known as the Brotherhood of Pythagoreans. This group devoted there lives

ACT in 7th Grade

Should You Start Prepping for the SAT/ACT in 7th Grade SAT / ACT Prep Online Guides and Tips Are you a middle schooler starting to think about the SAT or ACT? While 7th grade is early to start prepping, a lot of students canbenefit from prep by reinforcing their content knowledge and developing good study skills. Academically gifted students, furthermore, might take the SAT or ACT to qualify for talent competitions and special programs. Let's consider how test prep could help you as a7th grader, reasons you might take the test, and how it lines up with your middle school classes. First, why do students take the SAT/ACT? Reasons to Prep and Take the SAT/ACT in 7th Grade The main reason students take the SAT/ACT is, of course, to apply and get into college. While 7th grade is yearsaway from college applications, students may still benefit from sitting for the test and gaining insight into the experience. Continuous early exposure to the test will help students master the content and strategies they need to perform well. Apart from their academic goals, somestudents might take the SAT or ACT to qualify for talent competitions and programs. Let's consider both of these compelling reasons to prep for the SAT/ACT in 7th grade in more detail below. To Get Ready for College Taking the SAT or ACT is a requirement for most 4-year colleges in the United States. Considering how competitive admissions are year after year, you can really boost your application with a strong SAT or ACT score. A lot of strategy and training are key for scoring well on these tests, so almost all students who want to achieve their target scores both prep for the test and take it more than once. Once you've learned the secrets and tricks of the SAT and ACT, it stops seeming like such a difficult and unreachable test. Actually, with enough prep most students could become experts and even master the test. If putting in the time and effort to really get to know the SAT or ACT inside and out appeals to you, then you could definitely benefitfrom starting early as a 7th grader. Prep doesn't have to mean signing up for and taking the test, as you can improve a great deal through taking practice tests, analyzing your results, and practicing under timed conditions.At the same time, early exposure to the test can be valuable experience, both for getting yourself ready and getting accustomed to the experience.Taking an official test will definitely be in your plans if you're competing to get into programs for talented and gifted students. For Talent Competitions and Programs There are some programs for academically gifted students that require the SAT or ACT as part of their applications. These programs include the following: Belin-Blank Exceptional Student Talent Search (BESTS) at the University of Iowa Center for Talented Youth (CTY) at Johns Hopkins University Joseph Baldwin Academy (JBA) at Truman State University Midwest Academic Talent Search (MATS) at Northwestern University Talent Identification Program (TIP) at Duke University If you're taking the SAT or ACT to get into one of these programs, you'll probably sign up using one of their entrance forms as a form of identification.Youmight be surprised that some of the material on the SAT/ACT lines up with content you'vealready learned in yourclasses. Other concepts will likely be new and require your attention and focus to learn. Either way,it's important that you devote time and energy to prepping if you want to achieve qualifying scores. So what exactly is tested on the SAT and ACT, and how much of these tests line up with what you're learning in school? Content You Need to Know for the SAT/ACT (and May Not Have Learned Yet) The SAT has three major sections: Math, Reading, and Writing. The ACT, on the other hand, has four sections: Math, Reading (like the SAT's Critical Reading), English (equivalent to the SAT's Writing), and Science. As a 7th grader, you probably have already developed some of the skills and learned some of the concepts that will appear on these two tests. However, don't panic if you don't know what "plethora" meansor have yet to learn the properties of right triangles. These tests are meant to demonstrate high schoolers' college readiness, not middle schoolers'. If you're taking the tests for talent competitions, you should study on your own, as well as think about tutoring so you can really grasp these new concepts. Let's briefly review what's in each section so you can have a sense of what you already know and what skills and knowledge you would need to acquire. First, what's covered in the SAT and ACT math sections? SAT and ACT Math The math section of the SAT covers number and operations, algebra, geometry, and probability and statistics. Almost all the formulas you need to know are provided on the test, though you should still take time to learn them. There's not a lot of time in the math section, so you don't want to waste time flipping through the booklet and consulting formulas that you would be better off having memorized. The ACT math section is similar, but it goes one step more advanced than the SAT by including some trigonometry.If you're in 7th grade, chances are you haven't had too much exposure to geometry or trigonometry yet! If you're studying for a talent competition or want to get a headstart on 8th grade and high school, you could try to tackle one new concept every few weeks. SAT Questions of the Day and ACT Questions of the Day are helpful for gradually trying practice problems, identifying what you know, and figuring out what you still need to learn. You can try official practice tests, online sample questions, books, and/or customized prep programs like PrepScholar's online test prep. While the math covers concrete concepts that you need to learn and practice, the Critical Reading section of the SAT and Reading section of the ACT test skills that are a little more difficult to quantify. SAT and ACT Reading Both the SAT Reading and ACT Reading sections ask you to read passages and answer questions about their content, purpose, vocabulary, and details. These questions may incorporate literary terms like theme, tone, style, symbolism, and metaphor. Most 7th gradershave the raw skills of reading comprehension that they can apply to these sections. Through reading widely and taking the time to really comprehend what you're reading and back up your analysis with evidence from the text, you can improve your reading skills and vocabulary more and more. This takes time, dedication, and hopefully a genuine interest in what you're reading. By approaching these passages and any readings with an open and inquisitive mindset, you can actually retain and understand the words better. A nice consequence of this enhanced understanding would be answering comprehension questions with ever greater accuracy. Just like with the math sections, taking the time to prep for a few hours every few weeks can help you improve your reading comprehension both on the SAT/ACT and in your English classes in school. You can reinforce what you're learning in school, apply it to these tests, and improve your academic skills overall. On a similar note, you can reinforce your understanding of grammar and writing in the context of the SAT/ACT by prepping for the SAT Writing or ACT English sections. Yum! Reading for breakfast, lunch, and dinner. SAT Writing and ACT English Like with your reading skills, you can improve your writing skills (and grasp of English grammar) through practice. The SAT Writing and ACT English sections ask you about grammar and syntax. Studying the most commonly tested rules is very helpful here. Like with the math concepts, you could try to tackle a new rule every few weeks and reinforce it with practice questions. This studying will also help your abilities to express yourself through writing in your English and other classes in school. In terms of the essay, both the SAT and ACT ask you to write a persuasive essay and support your opinion with examples.If you've encountered the 5-paragraph essay structure, then you have a sense of what you need to produce on these tests. SAT and ACT scorers reward structure, so practicing this structure in class and on practice tests will help you improve your score here. Finally, the ACT is unique in that it has a science section. What scientific concepts are tested on the ACT? ACT Science The science section on the ACT is actually less about recall of specific facts and figures, and more about your ability to apply scientific skills to interpret data, read graphs and charts, and understand passages. In this way, it's almost more like the Reading section thananything else. You will develop skills in lab classes that will help you on the science section. It includes some biology, chemistry, physics, and earth/space sciences, but does not require you to have advanced knowledge in any of these realms. This article covers the only actual scientific knowledge you need to have to take the ACT science. The rest is about having skills of comprehension and interpretation, which you can continue to develop in school and with targeted and effective test prep. Above is just a brief overview of the content that comes up on the sections of the SAT and ACT, along with where they intersect and where they differ. You can check out the links above fora much more in-depth breakdown of what's on each of these sections. Familiarizing yourself with the tests will further help you figure out what you already know and what you need to learn to do well on the SAT/ACTand over the coming years of school. So if you are planning to prep in 7th grade, what exactly should be your plan of action? Plan of Action for 7th Grade If you're taking the SAT/ACT to compete for talent competitions, you'll be best served by putting in at least 40 hours of test prep or so. Even more would be helpful for really getting a handle on the test, but you don't want prep time to detract from your schoolwork and any other activities. You might devote 2 to 3 hours a week to prepping for the tests, starting 5 or 6 months before your test date. As mentioned above, you can use official practice questions for the SAT and ACT, answer Questions of the Day, study from books, ortry PrepScholar's customized online test prep program. You definitely want to use official SAT and ACT practice questions, as questions from the testmakers themselvesare the gold standard when it comes tostudying. To make your prep most effective, you might start out by reviewing the content and figuring out what you already know and what you need to learn. If you approach this with a mindset open to learning new concepts and skills, then you'll be much better off than if you're worrying about not knowingenough. As I said above, the SAT/ACT are tests for high schoolers. You can certainly prep and learn new concepts, but bepatient with yourself- there are some areas that you probably haven't studied yet in school. If you're not taking the SAT/ACT for talent competitions and just want to get a headstart on studying and learning, you might dedicate an hour to test prep every one or two weeks. This gradual studying could really add up over time and allow you to develop expertise on the tests. You could even completetaking the SAT or ACT well before the typical test-taking schedule of junior year and have this part of your college application finishedearly. Prepping for the SAT/ACT, and even taking the tests in 7th grade, can give you continued early exposure that will help you achieve high scores. It could also help you develop habits of discipline, effort, and organization. You might get a headstart on yourclasses, as well as a competitive edge when you eventually apply to college. If you take the time to prep for the SAT/ACT in 7th grade, then you'll be well ahead of the curve. What's Next? You might take the SAT or ACT in 7th grade as a launching point and improve your scores from there. So what's a good SAT and ACT score for 7th graders? Read about what makes a good 7th grade score here. If 7th grade feels too early to think about the SAT/ACT, what about 8th grade? This article discussesthe reasons why you might start prepping in 8th grade. The best practice for the SAT and ACT uses official sample questions. Download free official SAT and ACT practice tests here. 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:

Public relations Research Paper Example | Topics and Well Written Essays - 750 words

Public relations - Research Paper Example Effective PR is crucial in today’s culture, especially given the media saturation. Public opinion and image now account for a lot in the increasingly influential social media realm. PR is the art of making organizations look good. Professionals normally work in the background with research on public opinion, courting of journalists, and sending press releases (Gregory 2). This is done to position their employers as ethical, concerned, and positive role models. I recently talked to Tatiana Soprano, the PR manager at Ritz Carlton in Biscayne, Florida. She clarified that, while it is difficult to separate advertising from public relations, advertisers seek to sell products and PR focuses on shaping the image of that product. â€Å"Whereas marketing uses targeted communication and research to attain their desired action,† she says, â€Å"PR professionals seek to get unpaid for publicity in the media†. By cultivating relationships with journalists and reporters, PR ca n be used as an effective marketing tool although it has a disadvantage in that it does not complete the information process. This paper will cover the work of a professional PR manager and the way they handle the press. One question, which I asked Miss Tatiana, was what exactly a PR professional does. She intimated that PR professionals actually work in order to access free publicity for their client. Earlier on, this was handled by sending a press release to journalists that included information required in writing a story on the hotel in a positive way. This was easy since the local media were always looking for story ideas with a human twist in them. In this connection, the PR professional would craft a press release that would make a compelling story for the news. When she came to work at Ritz Carlton, she spent time cultivating a relationship with local journalists after seeking out those who wrote about the hotel industry. She called up some of them to discover more about wha t type of stories he or she was searching for, as well as how they preferred to receive their story pitches. A journalist is always more likely to consider a release that is timely, fresh, from a solid source, and specifically targeting their interests (Gregory 20). As PR manager, she also had to create a media kit, since journalists could request a press kit to follow up the press release. The kit is inclusive of all details that the journalist could require to understand the hotel’s business and vision. These include photos, quick facts, executive profiles and recent press releases. While in a perfect world, the hotel never makes mistakes and the media never comes asking for information, instances when they do leave Miss Tatiana and her department as the banner men at the front of the battle. She joked that all she spent her time doing was craving the attention of the media during the good times, but when things went south, she tried to escape the media as much as possible. This is where the aforementioned crisis management plan comes into play. In cases where the media misrepresents the hotel, such as when the Ritz’s rooms were claimed to be meeting points for drug lords, Tatiana used an Op-ED piece to tell the hotels side and submitted it to the newspapers. Thankfully, her contacts ran the story. â€Å"If they had failed, then I would have had to write an advertorial and pay for it,† she intimated. However, this would have made them look guilty, especially given that most papers in the region insist on titling advertorials as â€Å"Advertisements†. This led me to an important question regarding the importance of technology to PR professionals. Tatiana admits that while the email made things easy for sending releases to many journalists just by the click of a button, this had led to a rise in spam (Kitchen 43). This meant that most journalists simply clicked delete before even reading the press release. Yet another technological advance that had an impact on the profession was the web. Websites are a good way of

American literature Essay Example | Topics and Well Written Essays - 1000 words

American literature - Essay Example A similar situation is observed in both the novel â€Å"Incidents in the Life of a Slave Girl† by Harriet Jacobs and â€Å"Personal narrative† by Edward Jonathan. Both the writers present the readers with an autobiographical account in their own unique way and it also forms a major theme of both the works because although they are talking about their experiences yet the context, the experience and the style of narration is completely different but still the same. â€Å"Incidents in the Life of a Slave Girl† is a detailed account of Harriet Jacob’s life as a slave during the 19 century. The novel is narrated in first person and the writer used the pseudonym Linda Brent in order to get her work published. The first person narration style creates a very close and direct relationship between the reader and the text because through this technique the author is able to make the readers his/her confidant. Although such a narrative presents a myopic view of the wh ole yet emotional impact is stronger in this type of narration. Furthermore the fact that the writer used a pseudonym to get her novel published is also of great importance as it highlights the author’s desperation to keep her identity a secret because of her fear of being recognized. Though the writer says that, â€Å"The slave girl is reared in an atmosphere of licentiousness and fear† () yet it did not deter her from enlightening the world about her situation as well as that of her fellow women. As it is stated in the preface of the novel that, â€Å"I do earnestly desire to arouse the women of the North to a realizing sense of the condition of two millions of women at the South, still in bondage, suffering what I suffered, and most of them far worse† (3). Hence these lines very aptly explain the motivation and the desire that forced Jacobs to write an autobiographical account of her life. Hence it is observed that such a genuine and emotionally rich account of the Jacob’s life not only evokes feelings of pity and sympathy but also teaches the readers a great deal about the manner in which women were treated at the time and the manner in which they deserve to be treated. As Jacobs mentions in the novel, â€Å"When he told me that I was made for his use, made to obey his command in everything; that I was nothing but a slave, whose will must and should surrender to his† (). The treatment of women is an issue which has been of grave importance for the past couple of centuries and this novel is a good reminder of the injustices that women suffer. Moreover this autobiographical account also explores the psychology of women and their insecurities as it is apparent from the lines, I was an object of her jealousy, and, consequently, of her hatred; and I knew I could not expect kindness or confidence from her under the circumstances in which I was placed. I could not blame her. Slaveholders' wives feel as other women would under si milar circumstances (). These lines not only explicate the insecurities of a woman who fears for her family but it also throws light on the writer’s wisdom at such a young age to be able to judge the appalling situation in which her fate had put her. Then again other issues like racism, slavery and role of religion are also discussed in this autobiograph

The Dulhasti Power Plant Case Study Example | Topics and Well Written Essays - 1000 words - 1

The Dulhasti Power Plant - Case Study Example In addition, the selected region was very poor in terms of infrastructure development. More precisely, the region did not have an adequately developed logistic network including roads and rail lines. As a result, almost all construction supplies such as raw materials and labor had to be brought to air transportation. Another issue is that the construction site was far away from larger cities and urban areas. Therefore, the construction firms had to spend more on food and accommodation for its workers. In addition, the non-proximity to larger cities significantly increased the transportation costs of the French consortium. Since the company had to wait for a relatively long period to obtain the supply of raw materials, this situation led to delay in the completion of the project. Evidently, time delay involved in the project completion would end up in cost escalations. Probably, the adverse climatic conditions in this mountainous terrain might have also contributed to the project cost escalation. Management professionals point out that even highly experienced construction firms cannot accurately perform cost estimation when working under harsh geographical condition due to unforeseen contingencies. There are some regions that are extremely prone to natural contingencies like earthquakes, floods, drone, and wildfire. While working in such bad geographical regions, construction firms are most likely to experience cost overruns. Such threats not only impede the project development but also cause damages to construction firm’s resources including tools, pieces of equipment, and labors. Sometimes, issues like a landslide or icy roads may disrupt transportation, and hence the construction firms may be compelled to stop their work temporarily. Undoubtedly, such incidents would cause construction firms to incur unanticipated fund needs. In order to manage contingency costs, construction firms are forced to increase the level of contingency funding.

Recruitment Methods of ISIS

Recruitment Methods of ISIS Abstract This paper covers a small area of topics on the infamous organization, the Islamic State of Iraq and Syria (ISIS). These topics include: a brief history of the organization, who ISIS is recruiting, why the recruits are joining, and the methods in which ISIS uses to recruit its members. Because of ISIS’s clever and effective recruiters and their methods of recruitment, they are on their way to establishing a caliphate, which refers to uniting all Muslims for the purpose of total, world domination. Recruitment Methods of ISIS According to communication strategist and cyber war expert advisor, James P. Farwell (2014), in the summer of 2014, the Islamic State of Iraq and Syria (ISIS) made an ostentatious appearance onto the worldwide stage, with the desire to institute its religious authority across the world (Farwell, 2014, p. 49). ISIS developed a caliphate, led by Abu Bakr al-Baghdadi (p. 49). The organization’s primary tool for increasing its influence across the globe has been â€Å"brute violence† (Farwell, 2014, p. 49). However, through their methods of recruitment, they have tried to establish credibility and implement legitimacy by skillfully advertising their propaganda through social networking and cyber technology, making it look attractive to prospective fighters (Farwell, 2014, p. 49). This paper will discuss who ISIS is recruiting, why the recruits are joining ISIS, and the recruitment methods that the organization uses to gather members, in order to accomplish their purpose of conquering the world. The slogan, â€Å"Baqiya wa tatamadad,† as stated by Amanda Borquaye (2016), is the slogan created by ISIS, meaning ‘â€Å"lasting and expanding,’† which has produced fearin many different areas around the world (p. 28). As recorded by author, Patrick Cockburn (2015), during summer of 2014, throughout the course of several weeks, ISIS altered politics in the Middle East (p. 1). Jihadi soldiers intertwined religious â€Å"fanaticism† and military experience to succeed in war against Iraqi, Syrian, and Kurdish forces (Cockburn, 2015, p. 1). ISIS aimed to destroy the Sunni opposition to the regimes in Iraq and Syria while it extended all throughout those areas (Cockburn, 2015, p. 1). ISIS did not show any concern that the list of their enemies grew greater over time, which included such areas as the United States and Iran (Cockburn, 2015, p. 1). As history has shown, ISIS generating enemies has not been a problem.    As Iraq and Syria began to disperse into their separate communities, the Shia, Sunni, Kurds, Alawites, and Christians were struggling to survive (Cockburn, 2015, p. 1). If someone was not in compliance with the ideology of Islam, they were labeled as â€Å"apostates† and â€Å"polytheists† and forced to flee or were brutally murdered (Cockburn, 2015, p. 1). The scare tactics and the forms of public violence that ISIS started using to torment their adversaries were the most extreme that had been seen in several decades (Cockburn, 2015, p. 1). The members of ISIS desire to restructure the world by committing violent acts (Cockburn, 2015, p. 5). Parts of this ideology can be attributed to the war in Iraq in 2003 and the war in Syria in 2011 (Cockburn, 2015, p. 5). Because of events like these, ISIS has discovered a new battlefield in which they are able to fight and flourish (Cockburn, 2015, p. 5). They have managed to accomplish this task by recruiting as many jihadists a s possible. Who are they recruiting? ISIS prompts their recruits to institute and obtain a caliphate, which means ‘â€Å"a unified Muslim state run according to a strict interpretation of Islamic law’† (Borquaye, 2016, p. 28). As believed by dedicated jihadists, violence is the single method in which to achieve this caliphate (Borquaye, 2016, p. 28). Over a significant amount of time, ISIS has developed the abilities of recruiting Westerners, despite viewing themselves as common enemies of the West and everything that Western culture honors and represents (Borquaye, 2016, p. 28). According to Lisa Blaker (2015), of the University of Maryland, there has been an estimated 3,000 or more nationalists from Western countries that have immigrated to the Middle East to join ISIS, contributing to the extremist movement (3). Some of these Western nationalists that ISIS is recruiting are American teenagers. According to Husna Haq, a correspondent for the news organization, The Christian Science Monitor, there are four reasons why teenagers, especially American teens, are being seduced in joining ISIS (Blaker, 2015, p. 4). The first reason is that organizations like ISIS are able to help young people to develop a sense of identity (Blaker, 2015, p. 4). They intentionally target this demographic because these teenagers are lost and have no sense of belonging or purpose (Blaker, 2015, p. 4). Joining groups like these makes them feel like they finally have a family and a purpose in life (Blaker, 2015, p. 4). The second reason is that ISIS functions as an advanced propaganda machine (Blaker, 2015, p. 4). Because we live in the Internet age and it is popular among young people, the Internet is an easy tool to lure members of this age group (Blaker, 2015, p. 4). The third reason is that ISIS creates a sense of religious obligation, which is why it is so attractive to American teenagers (Blaker, 2015, p. 4). Lastly, ISIS has made females one of their biggest demographics that they recruit (Blaker, 2015, p. 4).   The demographic of young Muslim-American females seems to be very popular (Blaker, 2015, p. 4). The most common group of Muslim-American females who join are those who feel isolated from their non-Muslim peers (Blaker, 2015, p. 4). Surprisingly, there appears to be a great desire for the recruitment of females to join ISIS. One of the most popular demographics that ISIS recruits are women. In these cases, they have had success by women recruiting other women (Blaker, 2015, p. 5). One of the most effective recruiters is Umm Ubaydah, who immigrated from Europe to Syria in 2014 (Blaker, 2015, p. 5). She has a blog that she uses as a recruitment tool for women (Blaker, 2015, p. 5). Her posts typically incorporate information on what to bring, the appropriate type of clothing, a sufficient amount of money, and includes information about what everyday life for women is like in Syria (Blaker, 2015, p. 5). Additional information that she posts include support on how to cope when leaving one’s family (Blaker, 2015, p. 5). A Senior Counter Extremism Researcher for the Institute for Strategic Dialogue, Erin Marie Saltman, claimed that women are successful as recruiters of other women because there is a sense of comfort manifested when communicating with fellow women (Blaker, 2015, p. 5). Conversing with a fellow woman provides a sense of consolation of leaving one’s family (Blaker, 2015, p. 5-6). As reported by CNN, about 1 in 6 ISIS recruits are women (Blaker, 2015, p. 6).   Ã‚  Ã‚   According to Alberto Cerzone and Anita Peresin (2015), professors of counterterrorism at George C. Marshall Center, roughly ten percent of ISIS’s Western recruits are females. As of 2015, it was estimated that there were over 200 Western females who abandoned their homes to join ISIS, the majority of them from France (Cerzone and Peresin, 2015, p. 499). The rest of the women were from other European nations, including the United Kingdom, Germany, Austria, and Belgium, with the numbers constantly rising (Cerzone and Peresin, 2015, p. 499). The International Centre for Study of Radicalization at Kings College London, found the majority of these females are between the ages of 16-24, but some are as young as thirteen (Cerzone and Peresin, 2015, p. 499). The majority of these females run away to the Middle East without telling their parents, which raises concerns and questions for security experts and the general Western culture (Cerzone and Peresin, 2015, p. 499). They typically come from Muslim families or have converted to Islam, but in either instance, families are appalled that their daughters are interested in joining this â€Å"violent jihad† (Cerzone and Peresin, 2015, p. 499).   Ã‚  Ã‚   According to Lauren Vogel (2016), of CMAG News, ISIS has also been recruiting doctors and health workers. The recruitment of these specialists began in 2015 when ISIS increased its focus of establishing control over territory to institute a caliphate, which they believe will bring all of the Muslims together to conquer the world (Vogel, 2016, p. 1). Since the summer of 2015, ISIS had advertised the need for doctors through social media, blogs, splashy magazines, and high-budget videos to showcase the state’s emerging health system (Vogel, 2016, p. 1). The advertisements show off the substantial amount of services they provide, the latest facilities and equipment, experienced professionals, and two medical schools (Vogel, 2016, p. 1). ISIS is especially eager for medical professionals because a numerous amount of local doctors have left the organization’s territory (Vogel, 2016, p. 1). There have been reports of doctors who were forced to treat patients at gunpoint, some who were targeted for arrest, and others who were executed for refusing to provide care (Vogel, 2016, p. 1). Like others that ISIS recruits, there are various reasons why they are recruiting medical professionals. Lorne Dawson, co-director of the Canadian Network for Research on Terrorism, Security and Society, said, â€Å"‘It’s a storm of factors, from a quest of significance and identity, to maybe some experience of discrimination’† (Vogel, 2016, p. 1). A popular reason why these professionals join is because of social justice (Vogel, 2016, p. 2). A large number of medical professionals are driven by altruism, and the determination to assist others, and the radical message uses that (Vogel, 2016, p. 2). Dawson says, â€Å"‘People find it amazing that a doctor would want to be part of this ultraviolent group committing atrocities, but on the flipside a lot of what ISIS does looks like humanitarian, social welfare and medical work’† (Vogel, 2016, p. 2). Another possible factor that draws doctors is discrimination (Vogel, 2016, p. 2). An American survey was done that showed that 24% of Muslim doctors often were victims of religious discrimination in their careers and 14% currently were experiencing it in the workplace (Vogel, 2016, p. 2). No matter for what reasons medical professionals are attracted to ISIS, they still go through the same radicalization process as any other recruit (Vogel, 2016, p. 2).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Methods of recruitment ISIS’s skills of maneuvering media is a significant factor in the way that they recruit (Borquaye, 2016, p. 28). ISIS has used the Internet and online social media as a tool of circulating their message (Borquaye, 2016, p. 28). They use these forms of media in hopes of recruiting individuals, especially young people, to join them in the Middle East and fight alongside them with other jihadists, or simply to support the organization (Blaker, 2015, p. 1). These supporting roles typically fall to the young women who join (Blaker, 2015, p. 1). ISIS has designated â€Å"sympathizers† to carry out acts of violence wherever they may be when they are not able to travel to the Middle East (Blaker, 2015, p. 1). Social media networks, such as Facebook, Twitter, and YouTube do not have complete sanctions that restrict ISIS propaganda from spreading across the world in real time (Blaker, 2015, p. 1). UK surveillance chief, Robert Hannigan, said, â€Å"ISIS and other extremist groups use platforms like Twitter, Facebook and WhatsApp to reach their target audience in a language it understands. Their methods include exploiting popular hashtags to disseminate their message† (Blaker, 2015, p. 4). In 2015, John Greenberg, of the Tampa Bay Times, conducted research which found that each day, there are up to 200,000 pro-ISIS tweets per day (Blaker, 2015, p. 1). This study also counted re-tweets and some that were generated through computer programs (Blaker, 2015, p. 1). Some of these tweets even included death threats to Twitter’s CEO and other Twitter employees (Blaker, 2015, p. 2). According to extremism analyst, J.M. Berger (2015), there were 46,000 Twitter accounts that were owned by supporters of ISIS as of the year 2014. Since then, Twitter has suspended a great number of accounts by ISIS supporters, but the supporters simply create other accounts after suspension (Berger, 2015). As of today, there is estimated to be around 40,000 accounts owned by ISIS supporters, with about 2,000 who primarily tweet in English (Berger, 2015).   Ã‚  Ã‚   One form of social media advertising that ISIS uses that is extremely effective is videos. According to a reporter for TheBlaze, Sara Gonzales (2017), ISIS posted a video this past April that featured a boy who seemed to be around the age of six or seven years old, taking part in a double-beheading. The group increasingly uploads videos that are sophisticated, good quality, and with pictures that contain impressive visual effects (Blaker, 2015, p. 1). They post various videos, each one different from another (Borquaye, 2016, p. 28). The goal is to make a different video that will appeal to each of the demographics that they are trying to reach (Borquaye, 2016, p. 28). Their most significant speeches were uploaded to the Internet in seven languages and the videos they post present similar violent characteristics to those used in Hollywood films (Borquaye, 2016, p. 28). Many of the videos that they publish have music with lyrics that have been translated to English and various other European languages (Blaker, 2015, p. 3). The newest videos that they have published feature English-speaking jihadists (Blaker, 2015, p. 3). Sean Heuston, who teaches English and film studies at The Citadel, has done extensive research on extremist video propaganda (Blaker, 2015, p. 3). He said, ‘â€Å"Its actually surprising how contemporary and hip-looking some of these things are, especially considering the fact that the messages that they are promoting are essentially medieval’† (Blaker, 2015, p. 3).    This sort of recruiting technique has enabled the organization to disperse powerful and emotional images (Farwell, 2014, p. 50). This narrative emphasizes that the strength and dominance of ISIS is increasing, asserting that full control is inevitable (Farwell, 2014, p. 50). Many of these images are intended to portray the organization’s members as fearsome warriors by showing gruesome beheadings and executions that are meant to torment their adversaries (Farwell, 2014, p. 50). However, ISIS also post images that display foot soldiers eating candy bars and holding cats, communicating that although ISIS is strictly Islamic, they also advocate for the welfare of people, and not just killing them (Farwell, 2014, p. 50). As written by Imran Awan (2017), ISIS also portrays the fighters in their videos with a â€Å"‘moral conscious’† by showing them helping and protecting civilians (p. 139). A number of their videos feature members visiting fighters in infirmaries and handing out candy to children (Awan, 2017, p. 139). This shows the attempt to showcase the supposed compassionate feature of ISIS.   Ã‚   Additionally, ISIS has developed their own app, which a person could download for free in order to stay updated with current information on the group (Awan, 2017, p. 139). The app was titled â€Å"‘The Dawn of Glad Tidings’† (Awan, 2017, p. 139). However, the app was detected and suspended after it (Awan, 2017, p. 139). Once the app was downloaded, users were able to view tweets, links, hashtags, pictures, videos and comments on their own accounts (Awan, 2017, p. 139). The majority of the information on the app was controlled by ISIS’s â€Å"social media arm† (Awan, 2017, p. 139).   Ã‚   Dr. Anne Speckhard, Professor of Psychiatry at Georgetown University, and researcher, Lorand Bodo (2017), conducted a short study, measuring the dissemination of ISIS propaganda on the Internet. The study mainly included observing search engines, such as Google, Bing, and Yahoo (Speckhard and Bodo, 2017). They based their study on prior research that was gathered from Facebook (Speckhard and Bodo, 2017). They used hashtags, keywords and phrases in English and Arabic that were familiar to ISIS members, endorsers, and distributors on social networks (Speckhard and Bodo, 2017). As they expected, they found a good number of social network accounts, Internet sites, and forums that were promoting ISIS propaganda (Speckhard and Bodo, 2017). Interestingly enough, they found that each one of those sources were connected to the same source, which they called the â€Å"Daily Harvester† (Speckhard and Bodo, 2017). In this particular situation, the Daily Harvester is referred to as â€Å"Abu Abdellah Al-Ifriqi† (Speckhard and Bodo, 2017). It is presumed that Abu Abdella is an official representative of ISIS (Speckhard and Bodo, 2017). Speckhard and Bodo observed Abu Abdellah over the course of a month, while determining the keywords and phrases that he was using to spread his message (2017). They found four specific stages that surfaced in monitoring his activity (Speckhard and Bodo, 2017). First, Abdellah observed official ISIS media channels, like Amaq News Agency and Al-Hayat Media (Speckhard and Bodo, 2017). Second, he gathered audio, files, news reports, pictures, and videos, in which he uploaded into one document (Speckhard and Bodo, 2017). Third, Abdellah posted documents only to two websites, which were justpaste.it and addpost.it (Speckhard and Bodo, 2017). These â€Å"‘paste-websites’† permit any person to post a link that may be shared (Speckhard and Bodo, 2017). Lastly, he posted the generated link on social networking sites, forums, and various different websites to reach as many individuals as he can, with a wide â€Å"compendium† of the latest ISIS propaganda (Speckhard and Bodo, 2017). However, Abu Abdellah is not the sole Daily Harvester (Speckhard and Bodo, 2017). There are many Daily Harvesters, each one as dangerous as the other (Speckhard and Bodo, 2017). They are extremely dangerous because they are able to disseminate large quantities of ISIS propaganda, with just a click of a link, which makes it available to anybody (Speckhard and Bodo, 2017). Essentially, anybody who is capable of maneuvering Google can attain this information and simply input it into Google Translator to see and read in their own language (Speckhard and Bodo, 2017). Due to the ease of access of this information, it would be hard to stop or even attempt to counteract these methods that ISIS uses to recruit its members.      Conclusion The goal of ISIS from the beginning was to develop a caliphate, in which they would unite all Muslims to achieve global dominance (Vogel, 2016, p. 1). Thus far, they have taken steps to accomplish that by performing significant acts of violence and making themselves known on the Internet, mainly through social networking sites (Farwell, 2014, p. 49). Popular ways of doing this are creating high-quality videos, and tweeting thousands of times a day from thousands of pro-ISIS Twitter accounts (Berger, 2015). Because of their cleverness and the forms ISIS uses to promote their propaganda, it is not an outrageous thought that total domination could be inevitable (Farwell, 2014, p. 50). References Awan, I. (2017). Cyber-Extremism: Isis and the Power of Social Media. Society, 54(2), 138-148. https://link.springer.com/content/pdf/10.1007%2Fs12115-017-0114-0.pdf. Berger, J. (2015, October 23). Tailored Online Interventions: The Islamic States Recruitment Strategy. https://ctc.usma.edu/posts/tailored-online-interventions-the-islamic-states-recruitment-strategy Blaker, L. (2015). The Islamic State’s Use of Online Social Media. The Journal of the Military Cyber Professionals Association, 1(1), 1-9. http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1004&context=mca Borquaye, A. (2016). Countering the Islamic State in Iraq and Syria: Why the West Has it Wrong. JUIS. 2027-34. Cervone, A., & Peresin, A. (2015). The Western Muhajirat of ISIS. Taylor & Francis, 38(7), 495-509. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=d6ffa458-1214-4bad-96b5-b4c5c0931508%40sessionmgr102 Cockburn, P. (2015). The rise of Islamic State: ISIS and the new Sunni revolution. London: Verso. Farwell, J. P. (2014). The Media Strategy of ISIS. Survival (00396338), 56(6), 49-55 Gonzales, S. (2017, April 18). Latest ISIS recruit video shows young school-aged boy participating in execution. http://www.theblaze.com/news/2017/04/18/latest-isis-recruit-video-shows-young-school-aged-boy-participating-in-execution/ Speckhard, A., & Bodo, L. (2017, April 23). How ISIS Disseminates Propaganda over the Internet Despite Counter-Measures and How to Fight Back. http://moderndiplomacy.eu/index.php?option=com_k2view=itemid=2494%3Ahow-isis-disseminates-propaganda-over-the-internet-despite-counter-measures-and-how-to-fight-back Vogel, L. (2016). Why are Doctors Joining ISIS?. Canadian Medical Association.   http://www.cmaj.ca/content/early/2016/01/11/cmaj.109-5217.full.pdf

Appearance vs. Reality in Merchant Of Venice Essay example -- Merchant

The theme of Appearance Vs. Reality is used throughout the play to mislead and confuse so things may not always be what they seem. Shakespeare uses deception to enhance the unfolding drama and involve his audience more fully in the play – the audience are party to deceptions which the characters themselves are unaware of. Prejudice was common and the word â€Å"Jew† applied to hardhearted unscrupulous moneylenders. An Elizabethan audience would have been happy to see a Jew, Spaniard or a Moor deceived and Shakespeare clearly tried to give his audience what it wanted. In contrast, many, particularly ladies, would have admired the strong and witty Portia and even though she appears arrogant and racist this would have been accepted in Elizabethan England. Any deception carried out by Portia would therefore be admired and applauded by Shakespeare’s audience and it is not surprising therefore she carries out that many deceptions. A major theme running though the play is that of Christians disliking Jews and Jews returning the feelings. Towards the start of the play Shakespeare introduces deception when Antonio (a Christian) wants a bond from Shylock (a Jew). Shylock agrees to the bond under the condition that Shylock gets a pound of Antonio’s flesh for each pound he cannot return. This bond seems to come out of friendship from Shylock and he describes, â€Å"I would be friends with you, and have your love†¦Ã¢â‚¬  The audience, however, knows at this point that Shylock is deceiving Antonio; although Shylock pretends to like Antonio â€Å"Antonio is a good man† and wants to be friends he has already expressed to the audience his hatred for Antonio. Shylock also describes the bond as â€Å"this merry bond†. A merry bond is a bond which is not serious, a joke, and if the terms of the bond were broken you would not expect to see Shylock wanting to take up the strict terms of it. Again, this is another deception, as later in the play Shylock wants full revenge by taking his pounds of flesh from Antonio. These are two deceptions played on Antonio by Shylock. An Elizabethan audience might expect nothing less of a Jew. By hiding his hatred for Antonio and making light of the pound of flesh, Shylock succeeds in his deception. The next deception is the elopement of Jessica and Lorenzo; a deception in this instant against Shylock. Lorenzo doesn’t care about the consequences to Shylock a... ...eceit when they elope. Deception and intrigue were very common in Shakespeare’s times. He writes about deception as it is what he saw around him and also because it holds his audience’s attention especially when the audience know a character in the play is deceiving another but the other character is not aware of this. Therefore, through deception Shakespeare brings his audience into the play itself and maintains their interest. They would have greatly appreciated being involved in the deceits and lies and would have been familiar, from life around them, with the concept of deception and enjoyed it. The line â€Å"All that glistens is not gold† has survived over 400 years and is used today to warn that outward appearances may mask what is on the inside and this is the message of Shakespeare’s play. Whether Shakespeare was using deception to put across such a message or just to entertain his audience or both, the use of deception gives the play an intriguing plot, with heroes and villains and a theme which his Elizabethan audience could easily relate to. Work Cited Kaplan, M. Lindsay, ed. William Shakespeare: The Merchant of Venice. Bedford/ St. Martin’s: New York, 2002.