Topics For An Informative Essay

Topics For An Informative EssayTopics for an informative essay are very important. It is the element that connects your thoughts and ideas together. If you feel as if there is something that you can contribute to the understanding of the subject matter, then make sure that the writing is in accordance with your knowledge and the skills that you have acquired. If you know the subject matter well, then you will have an edge over the rest of the readers who are not familiar with the topic.There are many good topics to write an informative essay on. One of the best subjects to write an informative essay on is technical terms. Technical terms are those in which you must have a firm grasp of the subject. Many writers have their own opinions on this subject, but it is advisable that you find out the experts opinions and think on your own. The experts might be more knowledgeable about the subject matter, but it would also help if you are able to cite specific research for your thoughts.There are several topics to write an informative essay on. There are also several topics to write an informative essay on. An interesting topic to write an informative essay on is finance. If you are talking about finance, then you can easily cite sources from different industries, national governments, international financial institutions and other related subjects that would be applicable to finance. Keep in mind that finance is not only about government spending but also involves private organizations, companies and individuals.Another topic to write an informative essay on is the influence of genetics. It might sound simple but you have to remember that there are two sides to every coin. Genetics are not all the same and each side has its own advantages and disadvantages.You can mention an additional subject to the subject that you have mentioned earlier. That would add the scope to the topic that you have mentioned. If you want to mention a specific type of person, you have to remem ber that this could be in the form of a sub-topic. For example, if you are talking about AIDS, then you can mention a specific cause of AIDS, but if you talk about colon cancer, then you should be able to talk about causes of colon cancer.If you want to be able to include a good topic to write an informative essay on, then you should be able to talk about the background of the subject matter. There are various reasons behind the increased number of HIV cases in America and many other countries. For example, if you write an essay about the reasons behind AIDS, then you should also talk about the increased number of HIV cases, the rising number of young people being infected with HIV, and the present lack of effective prevention measures that can be taken to prevent HIV and AIDS.As a matter of fact, there are lots of topics to write an informative essay on. There are so many topics to write an informative essay on, that you will need to spend some time to find out the best topics to w rite an informative essay on. However, as long as you keep it simple and focus on your area of expertise, you should be able to find an interesting topic to write an informative essay on.

Statics Essays - Physics, Mathematics, Dynamics, Force, Geometry

Statics By possessing an understanding of Newton's Laws, following these three laws of graphical solutions, and understanding vector algebra you can solve most engineering static problems. Systems of Force Systems of force acting on objects in equilibrium can be classified as either concurrent or nonconcurrent and as either coplanar or noncoplanar. This gives us four general categories of systems. The first category, concurrent-coplanar forces occur when the lines of action of all forces lie in the same plane and pass through a common point. Figure 1 illustrates a concurrent-coplanar force in such that F1, F2, and W all lie in the same plane (the paper) and all their lines of action have point O in common. To determine the resultant of concurrent force systems, you can use the Pythagorean theorem, the law of sines, or the law of cosines as outlined in the previous chapter. Nonconcurrent-coplanar force is when the lines of action of all forces lie in the same plane but do not pass through a common point as illustrated in figure 2. The magnitude and direction of the resultant force can be determined by the rectangular component method using the first two equations in figure 2, and the perpendicular distance of the line of action of R from the axis of rotation of the body can be found using the third equation in figure 2. Concurrent-noncoplanar forces are when Application the lines of action of all forces pass through a common point and are not in the same plane. To find the resultant of these forces it is best to resolve each force into components along three axes that make angles of 90 degrees with each other. Nonconcurrent-noncoplanar forces are when the lines of action of all forces do not pass through a common point and the forces do not all lie in the same plane. Stress When a restrained body is subject to external forces, there is a tendency for the shape of the body Science

The Ultimate Guide to the AP US History Exam

The Ultimate Guide to the AP US History Exam SAT / ACT Prep Online Guides and Tips The AP US History exam involves reading, writing, and in-depth analysis. It's not just about memorizing names and dates; you'll be asked to interpret historical evidence quickly and accurately, recall outside information about the topic, and, on the essay questions, synthesize your ideas into a coherent argument. In this guide, I'll give you a rundown of the format and structure of the exam along with a brief content outline, sample questions, and some tips for a great score! How Is the AP US History Exam Structured? The AP US History testin 2016 will be administered on Friday, May 6th at 8 AM. It hasmultiple-choice, short answer, and free-response sections, and the total length is 3 hours and 15 minutes. The Multiple-Choice Section Is: 55 minutes long 55 questions 40 percent of your score Formatted in sets of two to five questions that are based on the provided pieces of historical evidence The Short-Answer Section Is: 50 minutes long Four questions 20 percent of your score Questions have multiple parts and will usually reference pieces of historical evidence The Free-Response Section Is: Comprised of two questions: Document-based question An essay based on a prompt that's accompanied by a series of relevant historical documents 55 minutes 25 percent of your score Long essay question Regular essay question where you get to choose between two different prompts 35 minutes for the long essay question 15 percent of your score On the free-response section, you will be told when 55 minutes are up and advised to move on to the second question, but you aren’t forced to do so. Time management is one of the major challenges of this test! Content Background for the AP US History Exam There are seven themes addressed inthe AP US History course, and all of them will show up in one form or another on the exam.Each represents a subset of learning objectives that students are expected to master.You can read more about the learning objectives in the course description;here I’ll just give a broad overview of the major themes: Theme 1: American and National Identity How and why definitions of American and national identity and values have developed. Related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism. Theme 2: Politics and Power How different social and political groups have influenced society and government in the United States. How political beliefs and institutions have changed over time. Theme 3: Work, Exchange, and Technology Factors behind systems of economic exchange and development, including the role of technology, economic markets, and government. Theme 4: Culture and Society The roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. How various identities, cultures, and values have been preserved or changed at different stages in U.S. History. Theme 5: Migration and Settlement Why and how the various people who moved to and within the United States both adapted to and transformed their new environments. Theme 6: Geography and the Environment The role of geography and environments (natural and man-made) on social and political developments in the United States. Theme 7: America in the World Interactions between nations that affected North American history in the colonial period. The influence of the United States on world affairs. These themes are discussed across nine different historical periods, each of which corresponds to a certain percentage of questions on the AP exam: Sample AP US History Questions Now that you have a sense of the test content, I'll present you with sample questions to give you a better idea of what it actually looks like! Multiple-Choice Question For multiple choice, you’re given one or two pieces of historical evidence followed by a set of questions that ask you to do some analysis.The US History exam is less about knowing specific dates and names and more about being able to draw conclusions and connect themes based on materials provided by the test. First, let’s read the (disturbing) statement we’re considering for this question: Hammond refers to slaves as â€Å"fellow creatures whom God has entrusted to my charge† and goes on to say that it is â€Å"in the interest of all...to treat our slaves with proper kindness.†This is a statement typical of many southern slaveowners at the time.In his view, he has been entrusted by God to take care of his slaves because they are lower in the natural hierarchy.He talks about treating them with kindness to make it seem like slavery helps everyone. Southerners believed they were doing their slaves a favor by treating them well within the slave system because slaves weren’t capable of handling freedom. Now, we'll examine our choices: Choice (A) can be ruled out because there is nothing in the statement that indicates a reaction to the development of gradual emancipation laws. Hammond isdefending slavery in a broader moral sense. Choice (B) is incorrect because there is no relationship between the statement and development of stronger slave codes.Hammond talks about treating his slaves well and is clearly trying to ignore the increased unrest within the slave system. Choice (C) should be eliminated as well.Although Hammond is making a moral argument for slavery that could be considered a counter to activists’ moral arguments against it, there isn’t a direct enough connection between the quote and the trend described in this answer choice. Finally, let’s look at choice (D), which is the correct answer.This is the only choice that makes a DIRECT connection between the point of view expressed in the excerpt and the social/political trends of the time.Hammond’s statement is an individual piece of evidence that serves to demonstrate the larger movement of southerners touting slavery as a â€Å"positive good† benefitting both slaves and masters. Short-Answer Question Short answer questions are technically considered part of the multiple-choice section because they are so much less involved than the essay questions.Although they do have multiple parts, you don’t have to come up with a thesis (one sentence answers are ok). They're about succinctly connecting themes and reference materials to specific events or trends. Here’s an example: For part (A), you would need to provide a brief explanation of the aspects of the cartoon that express the artist’s point of view on a particular economic topic. For example:The artist expresses the view that industrial capitalism is an exploitative and unfair system in which underpaid laborers work hard to build the basis on which wealthy capitalists lounge around and enjoy lives of luxury. For part (B), you would need to describe a specific development between 1865 and 1910 that supports the artist’s viewpoint. For example:Newly rich businessmen such as Gould or Vanderbilt quickly rose to prominence and lived lavish lifestyles funded by huge corporate monopolies. For part (C), you would need to describe another specific development within the same time period that challenges the artist’s viewpoint. For example:A more industrialized economy brought benefits to many people in society through access to cheaper commodities, new technologies, and improvements in the standard of living. Document-Based Question These are the instructions you’ll see for the document-based question: The question itself is a short prompt that gives you a lens through which to view the sample documents.You’re given seven different documents to examine, and, to earn full credit, you have to use at least six of them as evidence for your thesis in your answer. Documents range from transcripts of folk songs to excerpts from letters and newspapers to demographic maps.I won’t list all the documents that were presented for this specific question, but here are a couple so you can get a sense of the variety you’ll see on the exam: There are several components of a solid response to this question: Thesis The thesis must clearly address patterns of continuity and change over time with regards to the social and economic experiences of African Americans who migrated North in the early 1900s.Don’t make it hard for the graders to find your thesis; the best place to put it is right at the end of your first paragraph. Here's an example:As many African Americans migrated North in the period from 1910 to 1930, they encountered both new and familiar challenges, including the hostility of white northerners, barriers to employment, and housing segregation. Evidence At least six out of seven documents (and preferably all seven!) should be used as evidence in your essay. Also, atleast one of the following should be examined in the essay for four or more of the documents: the author’s point of view, the author’s purpose, the intended audience, and the historical context. Analysis and Connections The essay must draw connections between documents or parts of documents to build an argument.You should also observe in your essay that documents reflect differences in point of view, audiences, formats, etc.Paying attention to the context is critical for an appropriate historical reading (for example, document 4 is written for a white audience by a white author, so that should inform the way its statements are viewed). Outside Knowledge Your essay should also include knowledge that extends beyond the documents themselves and strengthens your argument. Caution:DON’T start fact-vomiting all over this essay. Make sure what you’re saying is directly relevant to your argument.One historical trend you might mention specifically is the rise of legalized social segregation in the South (impact ofPlessy v. Ferguson).You could also note that the evidence in the documents provided does not reference the Harlem Renaissance, which was an important development in the experience of many African Americans in the urban North during the 1920s. Context Your essay shouldalsoconnect the issues raised by the documents to broader discussions of racism in U.S. history.You could talk about things like: The transition from an agricultural to an industrial economy Different motivations that have influenced migration within the U.S. Development of housing patterns in urban environments Long Essay Question For your long essay, you will be able to choose between two prompts.Here’s an example of a potential prompt: Your answer should include many of the same elements as your answer to the document-based question, but there are no documents to analyze and reference, so you have less time to write.This question also asks you to take a more solid argumentative stance for or against a certain claim. The first thing you should do is decide whether you support, partially support, or totally disagree with the argument presented in the question.Then, write a thesis that makes your point of view clear and briefly references examples you will use to support it in the body of your essay. If you chose to support the statement, your essay might include the following points: The New Deal was a conservative measure taken to preserve a capitalist economy in the US by lessening the negative effects of capitalism and mitigating weaknesses within the system. It represented a desire to change things as little as possible while maintaining the economic status quo. No programs in the New Deal led to fundamental redistribution of land and wealth, so most elements of the capitalist system were unchanged. If you instead decided to argue against the statement, your essay might include the following points: The New Deal was a dramatic departure from the role government had played in the US economy up to that point. Programs were revolutionary in that they provided relief to people who were struggling, curbed corporate abuses, and sought to protect the environment. Alternatively, you could say that the New Deal was revolutionary in a negative way; the government veered too far into socialism and worsened the effects of the depression for people like business owners. You could mention the more far-reaching benefits and drawbacks of the New Deal to provide additional evidence for your point (greater financial security for people in the long run as a result of New Deal programs). You could also modify the original statement by saying that the New Deal was a moderate measure that fell between conservatism and revolution (the partial agreement option).More extreme factions of conservative and progressive groups were either alarmed at the dramatic changes or dissatisfied with a policy that fell short of complete economic restructuring. Whatever your argument, you must include specific references to historical events or trends of the period for context (for example, you might mention conservative fiscal policies of presidents before Roosevelt and the causes of the Great Depression). One of FDR's quirks was that he always had to be painted completely green from head to toe before being seen in public. Using this strategy, he successfully prevented people from noticing his wheelchair for years. How Is the AP US History Exam Scored? On the multiple-choice section (55 raw points possible), you get a point added to your raw score for each question that you answer correctly. No points are taken off for incorrect answers!Each short-answer question is worth three points, so there are 12 raw points possible in the short-answer section. The document-based question is scored based on the following criteria (seven raw points possible): Thesis and argument: 2 points Document analysis: 2 points Using evidence beyond the documents: 2 points Synthesis: 1 point The long essay question is scored based on the following criteria (six raw points possible): Thesis: 1 point Argument development: using the targeted historical thinking skills: 2 points Argument development: using evidence: 2 points Synthesis: 1 point On essay questions, points are taken off for errors only if they detract from the quality of the argument being made (basically, don’t make up historical facts to support an argument).Grammatical errors are not a big deal as long as they don't inhibit the grader's ability to understand what your essay is saying. The total number of raw points you can earn on the test is 80: 55 on the multiple choice, 12 on the short answer, seven on the DBQ, and six on the long essay.Raw scores can be converted to scaled scores out of 150. Multiply your raw score (out of 55) on the multiple-choice section by 1.1 to get your scaled multiple choice score. Then, multiply your raw score (out of 12) on the short answer-section by 2.5 to get your scaled short answer score.Multiply your raw score (out of seven) on the document-based question by 5.4 to get your scaled DBQ score.Multiply your raw score (out of six) on the long essay question by 3.75 to get your scaled long essay question score. Then, add all of the scores together to get your final scaled score! Here’s a chart to show you approximately how the scaled scores translate to final AP scores: Scaled Score AP Score Percentage of Students in 2015 115 - 150 5 9.3% 90 - 114 4 17.8% 65 - 89 3 23.6% 44 - 64 2 25% 0 - 43 1 24.3% I made my best estimates based on other AP score conversion charts because there was no official scaled to AP score conversion chart online for the latest version of the exam.Your teacher or review book may have a more accurate score conversion system that you can use for official practice tests. Tips for the AP US History Exam AP US History is a grueling test that requires intense critical thinking and analytical skills.Here are some tips you should remember if you hope to do well: Tip #1: Accurate Facts Aren’t Always Correct Answers Many multiple-choice questions will list answers that are accurate representations of historical events or trends but don’t directly respond to the question being asked. Be wary of these answers on the test so that you don’t accidentally choose them over more relevant responses.In the multiple choice question I gave as an example, one incorrect choice was â€Å"The expanding use of moral arguments by Northern antislavery activists.†At the time referenced in the question, this was a real trend that occurred, but it doesn’t relate directly to the excerpt that was referenced. That means it’s still the wrong answer.Don’t let these types of choices confuse you; adhere to the particulars of the question and the evidence presented! Tip #2: Details Are Important: Read Excerpts Carefully! Most of this exam is based on historical reference materials.You won’t be able to answer questions correctly without reading carefully.Even if you know everything there is to know about US History, that knowledge will mostly just serve to contextualize the evidence presented on the test.The specific details found in the writings and images will ultimately reveal the best answer choice. Tip #3: Plan Before You Write It’s critical to write well-organized, focused essays on the AP US History test.A clear thesis is the first thing on the agenda.Then, you need to make sure the rest of your essay ties back into your thesis and provides relevant evidence throughout.If you jump into writing an essay without taking the time to organize your thoughts, you’re more likely to ramble or get off-topic from the main focus of the question. For the document-based question, you’re encouraged to spend 15 of the 55 minutes planning how to organize your thoughts and use the different documents as evidence.You have less time for the long essay question, but you should still spend five minutes or so writing a brief outline before you start your final draft. Tip #4: Use Outside Evidence Wisely It’s a smart idea to incorporate additional background knowledge into your responses on the test.It shows that you’ve mastered the material and can connect themes to what you learned in class and not just what was presented to you in the question.However, don’t include outside knowledge unless it bolsters your argument.If you’re just sticking it in there to prove how much you know, your essay will lack focus, and you may lose points.That’s why it’s so important to plan ahead; in the planning stage, you can think of examples that tie into your thesis and strategically place them throughout your essay in ways that contribute to your point. Be wise, like an owl. Not necessarily this one...it looks like it lost its grip on reality a long time ago. Conclusion The AP US History exam is one of the longer AP tests, and it has four different types of questions! You'll see multiple-choice, short answer, document-based, and long essay questions on this test. The main thread running through the entire exam is an emphasis on analyzing historical evidence and applying outside knowledge in context. In your studying, you will need to learn to connect the five themes of the course to events spanning 500 years of North American history. To recap, some study tips that I recommend include: Don't mistake accurate facts for correct answers Always read excerpts carefully Plan before writing your essays Use outside evidence strategically Make sure you practice all the different types of questions with official materials before you sit down to take the real test. If you get used to thinking about history in an analytical, evidence-based context, you should have no problem earning a high AP score! What's Next? Looking for more practice materials? Check out our article on the best online quizzes you can take to prepare for the AP US History test! Review books can be extremely helpful tools in preparing for AP tests. If you can't decide which one to get,take a look at this list of the best review books for the AP US History exam in 2016. Did you lose some of your notes? Head on over to this article for links to AP US History notes on every section of the course. 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:

Strategy Essay Example | Topics and Well Written Essays - 500 words - 3

Strategy - Essay Example This implies that apart from the profit motive for which the company is formed, it still has the challenge of getting the market share. In this case, those charged with the management of the company have to be more strategic toward penetrating the market (Woods, 2011). The company being co-owned by 27 members, Karen (2007) notes that all the 27 co-owners of the company have equal voice in decision-making and are accorded equal opportunities to participate in the ownership of the company. Despite having Blake Jones as CEO, this does not mean that the strategic decisions of the company are under his watch but instead the name was adopted to give the company’s customers and the media some sense of company leadership to avoid skepticism and criticism (Karen, 2007). Other problems that the company is facing as noted by the CEO of the company Jones Blake are the overhead costs associated with the design, installation and service costs. To overcome the problems and develop a competitive advantage over other firms, the company involves an engagement strategy in its growth plan as noted by Stephen Irvin the company’s chief financial officer (Nasmaste Solar). In this case, Irvin asserts that the organization cares a lot in hiring its long-time partners in this business. He notes that hiring at Nasmaste Solar is based on a person’s values and not job role. The company also practices open accounting management using consensus-based decision-making. The company ensures that their financial statements are reviewed on a monthly basis at the staff meeting and at year end and all staff members taught how to read statements of financial position and statement of income. The company also values communication in which the company has trademarked FOHtm -open, honest and frank communication as a way of preventing gossip, fostering an atmosphere of respect and trust. This has proved advantageous to the company and ha s spurred growth (Namaste Solar, n.d.). One of the major

Human Resource Case Studies Study Example | Topics and Well Written Essays - 1250 words

Human Resource Studies - Case Study Example The act requires an individual to perform his or her job satisfactorily, and Zimpfer was an employee for over 16 years. 2. In the same year that Zimpfer was rejected, Palm Beach County filled only 4 percent of managerial positions with persons over 55 years of age and only 16 percent with persons over 39. Do these data indicate illegal discrimination using disparate impact theory? Should Zimpfer’s lawyer use disparate impact theory for his claim of age discrimination? The disparate impact guards against employment practices that can be considered illegal and discriminatory to members of a minority group. The employment practices may not be discriminatory on its face, but has discriminatory effects or application (Bernardin and Russell, 2013). In the above case, 84 percent of the employees are below 49 years of age. This makes the employees over 39 years a minority group. This data can serve as an indication of discrimination of a minority group on the basis of age. Zimpferâ₠¬â„¢s lawyers can use disparate impact theory as a claim for his employment due to age discrimination. The hiring of only 16 percent employees over 39 years shows the management was discriminative towards older people. This can be used to explain why Brad was hired instead of Zimpfer. Goebel et al. v. Frank Clothiers 3. Were Mr. Goebel and other African-American applicants victims of racial discrimination because of the hiring policies of Frank Clothiers? Is there evidence of disparate impact against African Americans in the decisions that were made? On what basis did you arrive at this position? (Be explicit and show your math.) The company hired 10 African-Americans for the managerial vacancies, which was about 62 percent of the hired employees. The case was filed because 26 African-Americans out of 51 applicants failed the intelligence test and could not be given an interview. The company employed 38 percent whites out of the 16 applicants who qualified for the job. Therefore, th e African-Americans were not victims of racial discrimination since the results of the intelligence test were used to choose those who would attend the interviews. The Africans had the constituted the highest number of those employed, which indicates that they were not discriminated against. Disparate action affects employees who are discriminated against because they are a minority group. In this case, there is no evidence of disparate impact since the company did not discriminate against the African-Americans. 4. Gordon Howe, a Caucasian male, scored 48 on the WPT and was interviewed but not hired. Does Mr. Howe have a possible Title VII lawsuit? What additional data are relevant to this question? Can â€Å"disparate impact† theory be used in cases involving subjective selection processes like interviews? Title VII protects against discrimination of employees on the basis of race, color, religion, sex, or nationality. Howe can use Title VII in a lawsuit because he is a Cauc asian looking for employment in America. The employer might have discriminated against him due to his race and settled for another employee. The disparate impact guards against discriminatory acts towards a minority group. Caucasians are minorities in America and Howe could have been discriminated against since he was Caucasian (Bernardin and Russell, 2013). Jones v. Purple Cabs (Reverse Discrimination or Legal Affirmative Action?) 5. What

Graphic Enhancing Tools and Techniques

Graphic Enhancing Tools and Techniques Task 10 D1 Evaluate the tools and techniques used to enhance your original graphic. I used the program Illustrator in the creation of my original Adventurer logo because it was a good software for creating simple shapes which allowed me to utilise the full functions of what it was able to do. I also picked the software because of the fact that it allows for many ways to align and move around pieces of shapes to make the perfect shape for the logo. The software was mainly made to create simple shapes and merge them together to create a graphic, due to this it helped me create a logo which truly resembled something that would be for a big/famous gaming business or for a gaming company such as Adventurer. When making this logo I had many constraints, such as the problem of the software not being very  Ãƒâ€šÃ‚   user friendly. It was a lot of hard work trying to learn all the ins and outs of the software, not knowing anything about it. When trying to use the software for the first time everything was jumbled up and confusing, when trying to find a tool to do a certain function all I found was something that did the exact opposite and worse than other software that I had previously used. The biggest limitation the software is the fact that its hard to make anything that isnt a shape or cartoon logo, such as drawing actual shapes or creating cartoony pictures with specific premade lines. When using the software the program limited me in the way that allowed me to place a shape, however it did not allow you to cut or clear pieces of the shape to get a specific size of shape, making it a lot harder to make something to pixel perfection. One time I was able to create a perfect shield however, when trying to cut a small bit off I had to resort to placing an invisible white shape to cover up the piece of line that was not cut-able. There were also limitations to what could be made, due to the game being a 15 age rated game, stopping me from going overboard with anything and trying to make it more friendly for the selected (15 and above) audience to also appreciate what we have created. I also had problems as we where limited to what software were preinstalled onto the computer to use, stopping us from using any other non preloaded software. When co-operating with the client I had to make sure that I received user feedback and produced it to the clients needs, by keeping to a corporate style, using file formats that are compatible with their software and keeping a way of allowing them to download and access the files for review at all times. The software moulded the idea of using the line tool to shape out the base and structure of my shape, allowing for a freeform and complete way of editing and bending the line to my will. Due to the way the shape turned out which was being based on a shield and sword allowed me to fill the requirements of a family friendly logo that looked good and made sence on the leaflet I was designing. I had to use techniques that enabled the graphic to be appropriate for inclusion in the leaflet, such as, having to make the leaflet extreamly clear and making it appeal to other people that were to see and look at the new games that are being devoloped. I tried to focus on making the logo being very detailed and rich with information about what the game would be by just looking at the logo itself, when looking at the logo you can see a sword and shield which is normally very common in Adventure or fighting games. Because the logo is created for the company Adventurer the copyright belongs to them, it is also because there is no use of other peoples content in the making and production of the logo. When creating the image I used three major tools, such as the line tool, which allowed me to create lines and edit them to make the shape into what looked like a shield. When doing this I was able to create more of a shape that was usable in making a completely new shape that was not supplied via the program. The square shape tool allowed me to create a base around the Adventurer logo that eventully led to me being able to cut off unwanted pieces of line by turning the square invisible. When doing this I had the problem of it clipping or dipping other shapes but was able to fix it when it was being printed. The align function was also helpful, it allowed full free roam of placing and adding layers without much trouble. It helped with aligning different shapes to make it more of a collection of shapes rather then a mess of shapes in different positions. It also easily linked together two layers that needed to be pixel perfect. All of these functions where very important to the creation of the logo, each having a different part and function when needing to piece together the shapes. Enhanced Graphic Evaluation I added a shape using the shape tool, then I have stretched out the square using the resize tool to cover the whole image, creating a sort of barrier. I have then changed the colour to yellow to match the triangles in the middle and rotated it using the rotating function so that they link together in a more colourful way and made sure any other layers remained in the background and away from the main layer. In this image I have erased the tip of the sword using the Paint Brush tool with the white colour to make the layers link together better, and by doing this I was able to make the blade look more shiny with the holster. I made sure to have the actual logo inside the box of the shape so it would not accidently overlap or overshadow any shapes already places onto it. In this step I changed the shape by deleting a section out of it using the Paint Brush tool and selection of the white paint, this allows for a new kind of pattern that looks like a futureistic forcefield blocking any danger that may fall onto it. The white paint brush also immitates a kind of rubber that I can use to blend together a layer and shape. Within this I also planned it so that I was not accidently deleting anything else along with the already placed layers. I added two lines to the top that look like chains using the Paint Brush tool and then changing the stroke type, this created a old map road path type of style or a chain from a neckless. I placed a two strokes down for each side making sure to line them up with yellow shape shield that I had placed from the last step making it line up almost perfectly with each side of the shape. For my final step I used the eraser tool and then made the outline change to a yellow paint, making it so that when I deleted something that had already been placed it would be removed and then the rubber would add outline from what it deleted which allowed for a pattern to emerge. After doing it to each side of the shape, I was able to delete some of the shield and then redraw it with the rubber making it look more unique then it did without it. The file that I created ended up being a vector image because it was created and edited within a vector package Illustrator so that it would keep its quality and size while it gets resized. The finished logo was a PNG-24 and is 59.KB with the resoultion 595842, while the Illustrator file was 1.19MB large.

Oliver finds happiness and security Essay

Through Fagin, Oliver is made to work for Bill Sikes. Oliver is shot helping Sikes to burgle the house of a Mrs Maylie, Sikes escapes but Oliver is cared for by Rose and Mrs Maylie. Bill Sikes is another major bully within the novel, Oliver Twist. Nancy who is his mistress is also a victim of Sikes. Bill Sikes character is brutal, aggressive and violent. One major event when we see Sikes as a brutal bully is when he murders Nancy. Dickens shows this hatred by using these words ‘there was a fire in the eyes of both’ this is a metaphor it suggests a burning passion of hatred. Throughout the chapter when Nancy is murdered, Sikes is referred to as ‘the robber’, the housebreaker and the murderer’. As Sikes arrives at his house ‘Without one pause, or moments’ consideration; without once turning his head to the right or left, or raising his eyes to the sky, or lowering them to the ground, but looking straight before him with savage resolution his teeth so lightly compressed that the strained jaw seemed starting through his skin, the robber held on his headlong course, nor muttered a word, nor relaxed a muscle until he reached his own door.’ During this section, Dickens uses no full stops, but internal punctuation effectively. Sikes is apprehensive to what may be on the other side. By using this type of text, Dickens builds up speed, tension and anticipation for the reader. Dickens does this again when describing in detail when ‘he opened it softly ‘lifting a heavy table against it’ double locked the door.’ This makes the reader want to know what is about to happen. Dickens highlights bullying by using commands ‘Get up, Get up’ this is a command, which suggests aggression and violence. The word ‘murderer’ is used which suggests he has already killed Nancy, but Sikes again,’ seized a heavy club and struck her down’. Sikes striking Nancy with a club seems to be unnecessary as she is already dead. This is the climax of Sikes bullying he has resorted to murdering. Bill refers to Nancy as a ‘She Devil’. In her dying moments she shows her innocent side by praying, by ‘on her knees and ‘as high towards heaven as her feeble strength.’ The reader gets a sense of goodness against evilness. The reader again sympathises with Nancy as she is murdered while Dickens emphasises Sikes evil ways. Bill Sikes runs away from the scene of the crime which shows that ultimately he is a coward, and his conscience finally dawns on him. After Nancy’s death Dickens uses superlatives to show the reader how cruel Sikes crime is, he uses powerful words like ‘worst’, ‘foulest’ and ‘most cruel’. Bullying is again highlighted throughout this section. Here though, Dickens has highlighted a different type of bullying. It is immediate bullying that is used. Sikes performed a nasty and brutal murder. Dickens uses a metaphor of the weather to contrast the murder, it is an ironic contrast though, as sun brings new life but it can not bring Nancy back to life. ‘The sun, the bright sun’ shows Bill Sikes truly as a vicious bully.  Towards the end of the novel both Bill Sikes and Fagin die, while Oliver finds happiness and security.  The book makes the reader aware of Victorian society, the sheer terror of the workhouse and bullying within that society. Charles Dickens uses a range of techniques to present the bullies within the novel. He uses a wide range of language, sarcasm and irony throughout. Charles Dickens emphasises many types of bullying and throughout his novel highlights episodes of violence and bullying which most of Victorian society accepted.